The purpose of this study was to determine the nurse educators’ experiences in implementing the evidence-based practice (EBP) in teaching and learning, and to describe the importance and benefits of EBP teaching and learning to the nursing profession, especially for nurse educators and student nurses. A qualitative research design and methods were followed in conducting the study. A non-probability purposive sampling technique was used to access the sample of twelve nurse educators from two nursing campuses under KwaZulu-Natal College of Nursing within Umgungundlovu Health District. Data were collected using semi-structured interviews, the interview guide, and the digital voice recorder. Data were analysed manually, following a content thematic data analysis approach. Two themes emerged as follows:  Challenges experienced by nurse educators with the implementation of EBP in teaching and learning.  Benefits/value of EBP in teaching and learning. Findings revealed that, although most of the nurse educators are supportive and displayed a positive attitude towards implementing EBP in teaching and learning, the level of knowledge and skills was questionable. This was coupled with a lack of motivation and commitment towards research. Therefore, recommendations for nursing education, nursing practice, and future research were suggested, for successful implementation of EBP in teaching and learning. / Health Studies / M.A. (Health Studies)

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

This study deals with the role of the unit sister in teaching student nurses in KwaZulu hospitals. The aim of the study was to identify the extent of her involvement in managing the unit to ensure clinical teaching and her involvement in the clinical teaching process. The role theory and the clinical teaching process formed the conceptual framework. Data was collected from sisters in charge of units by means of a questionnaire. The results of the study indicated that:- unit sisters regard good management of the unit as essential for effective clinical teaching. unit sisters regard clinical teaching as one of their important roles and functions as they said they were involved in all activities of the clinical teaching process however the responses were confined to what the unit sisters said they do which might not be what they actually do / Health Studies / M.A. (Nursing Science)

Text in English / The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs. Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning. The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning. These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers. The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

Recent nursing literature has repeatedly proclaimed the need for creativity in nursing. The complexity of contemporary nursing practice as a result of the explosion of knowledge and technology, changing human values and diverse health care systems, requires an innovative and creative nurse who can adapt to change and provide holistic, individualised, context-specific patient care. Higher levels of cognitive thought, creative thinking and problem-solving skills have been stressed as desirable qualities of student nurses. It is suggested in the literature that the evolution of innovative strategies and the ways to implement them into nursing curricula be explored in order to assist and encourage students to develop these higher cognitive skills. From an analytical study of the literature which was undertaken with the aim of exploring the nature of creativity and the processes involved in creative thinking and learning, and of identifying innovative strategies particularly relevant to the teaching of nursing, it became apparent that the most significant determinants in teaching for creativity, are the learning enviromnent, the educator-student relationship, and the provision of a variety of teaching strategies, which are student-centred with a problem-solving focus. It was established that stimulation of both the left and right hemispheres of the brain is essential for the development of creative thinking skills. Based on the insights and knowledge gained in the study, a nursing education model for the fostering of creativity was developed. This model encompasses a wide variety of didactic considerations and is designed to stimulate whole brain learning. It is hoped that its use will be of value in the production of innovative and courageous nurse practitioners who will be better equipped to cope with the changes and challenges of their working environment and be able to provide context-specific nursing care. / Health Studies / D. Litt. et Phil. (Nursing Science)

The development ofNursing and Nursing Education in Venda is intimately related to the work of the early missionaries, Western education and medical developments. The growth of nursing and health services had a reciprocal relationship. One was not possible without the other, viz the history of missionary education, hospitals, health services, sociocultural and political development. Each stage ofthese developments was an important step in laying the foundation of modem professional nursing and nursing education. Before contact with Western medicine, health and midwifery services were provided by traditional healers, nurses and midwives. Divination was used to: diagnose disease, identify the witch, determine medicines to cure the disease. Western nursing developed through stages of: lay nursing, hospital certificated, auxiliary nurses and midwives, registered nurses and midwives, comprehensive general nurse and midwife. The history of Nursing and Nursing Education is thus part and parcel of the social developments of the country it serves. / Health Studies / M.A. (Nursing Science)

Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel. Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg. Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde. Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan, is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel. Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te formuleer / The researcher undertook theoretical research to develop a curriculum development model for the Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife. There are two main tendencies that influence nursing education. On a global level nursing education is influenced by realities that are inherent in an information technology-driven world. This requires the development of critical thinking skills, adaptability to constant social change and a commitment to life-long learning. Nationally, nursing education is influenced by a national health system requiring trained nurses who are able to render comprehensive health care. A situation analysis resulted in the identification of two main concepts that influence the nursing curriculum namely, critical thinking and comprehensive health care. Previous research indicates that nurse educators are outdated in terms of developments in education. This can have negative consequences for innovative curriculum development in nursing in order to position the nursing profession strategically to meet the demands of the next century. This limitation prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum development strategy to serve as a practical guideline on how to implement curriculum development in nursing. Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the researcher conceptualized the Curriculum Development Model for Nursing. The model will enable nurse educators to effect fundamental curriculum change and the development of a relevant curriculum by completing specified curriculum development tasks systematically. The implications of the concepts critical thinking and comprehensive health care for the nursing curriculum, were elucidated by formulating criteria for a new nursing curriculum. Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure; curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care; comprehensive nursing curriculum; community based curriculum; problem based learning; media assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

The purpose of this study was to determine the contribution of unit managers towards the training of student nurses coming to their units for clinical practica. The sample consisted of students training in the four nursing colleges in the Cape Peninsula, and unit managers working in health services accommodating students for clinical practica in the same area. The findings revealed that the majority of unit managers were teaching students whenever they had the opportunity. Generally unit managers were prepared for their teaching function, but many students were not satisfied with some clinical learning opportunities presented to them, for example drawing up patients' care plans, discussing patients' treatment plans when handing over report, giving assistance regarding patient care decisions and lending support when students are confronted with patient care problems. There appears to be a need to educate unit managers regarding these and other aspects of the students' training programme. / Health Studies / M.A. (Nursing Science)

The purpose of this study was to explore and describe the experiences of Recognition of Prior Learning (RPL) nursing candidates related to the four-year comprehensive nursing training programme at a Nursing Education Institution in Gauteng. To this end an exploratory descriptive qualitative research design was undertaken. The research sample comprised of 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions (Grand tour), were used to collect data, which was analysed using Tesch’s approach. Findings from the study highlighted the challenges faced by nursing RPL candidates as adult students. These included challenges related to their theoretical learning as well as their clinical facility experiences. Based on the study results, recommendations were formulated in assisting them to successfully and timeously complete their nursing programme / Health Studies / M.A. (Nursing Science)

Nursing colleges face a high failure rate among first and second year nursing students. Appropriate selection criteria should help to recruit and select the best suitable candidates who will endure the requirements of the comprehensive four-year nursing diploma course and finally graduate. The input should be equal to the throughput. The purpose of this study was to explore and describe the extent to which selection criteria were a determinant or predictive factor of nursing students’ academic performance and success at a nursing colleges in Gauteng Province. A triangulated research design method was used for data collection, presentation, and analysis. The research population consisted of first and second year student nurses registered in public nursing college. Random sampling was opted for at the nursing college selected as research site. During the empirical phase in 2015, 280 questionnaires were distributed. The findings of the study indicated that there is a weak linear relation between academic qualification and academic performance, yet further analysis showed that there is a significant relationship between Bachelor’s degree holders and their academic achievement when admitted at nursing colleges. / Health Studies / M.A. (Health Studies)