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.

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)

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015. / Background The current health care system in South Africa and its diverse settings of health care delivery system require a nurse who can make decisions, think critically, solve problems and work effectively in a team. Traditional nursing education teaching strategies have over the years relied on didactic and often passive approaches to learning. In pursuit of quality, academics and students must be continually engaged in a process of finding opportunities for improving the teaching and learning process. Purpose of the study The purpose of this study was to evaluate the structure and the process in case based learning at the University of Technology. Methodology This study is qualitative in nature, governed by an interpretive paradigm. This is a case study, which enabled the researcher to merge student interview data with records in order to gain insight into the activities and details of case based learning as practised at the University of Technology under study. Most importantly, the case study method was deemed appropriate for the current study, since case-based learning as a pedagogical approach (and a case) cannot be abstracted from its context for the purposes of study. Case based learning is evaluated in its context namely, the undergraduate nursing programme, using the Donabedian framework of structure, process and product. Results The study recorded that students were positive towards case based learning though some identified dynamics of working in groups as demerits of case based learning. The structures that are in place in the programme and the CBL processes are adequate and support CBL. There are however areas that need attention such as the qualification of the programme coordinator, the size of the class-rooms and the service of the computer laboratory. Conclusion The study found that apart from a few minor discrepancies, case based learning is sufficiently implemented, and experienced as invaluable by students, at the University of Technology under study.

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)

The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students. The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year. A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate. The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses. The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme. / Health Studies / M.A. (Health Studies)

The shortage of nurses is a global problem and the selection and education of nursing students is of primary concern. At present, nurse educators at some nursing colleges in Gauteng Province experience problems with the type of students accepted for training and education. The situation is exacerbated by the difference in selection criteria applied for the acceptance of nurse students. Accordingly, the purpose of this study was to explore nurse educators’ perceptions of the current selection criteria and describe the criteria that they would recommend for better selection, retention and training of nurses. The study was conducted at a nursing college in the West Rand Region, Johannesburg. The college trains first-year nursing students before promotion to second-year level at Chris Hani Baragwanath Nursing College, where they complete their training. The researcher selected a qualitative, exploratory and descriptive research design and data was collected from 19 participants, aged between 35 and 60, in three focus group discussions. A grand tour question and probing questions were asked to elicit deep, rich discussion and data. The researcher took field notes during the interviews. The findings of the study revealed discrepancies between the selection criteria applied by the Gauteng Department of Health, the Department of Labour, the SANC and the nursing college management; nurse educators’ feeling of disempowerment related to non-participation as stakeholders in student nurses’ selection; students’ inability to cope with course content revealed that there is a gap between Gauteng Department of Health, Gauteng nursing college management, nurse educators and labour department and a need for review of selection criteria for nursing students, and lack of support from management. The study makes recommendations for practice and nursing education which should assist all the stakeholders in developing selection criteria for nursing students and course content. / Health Studies / M. A. (Nursing Science)

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.

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)