Philosophiae Doctor - PhD / Incivility is rudeness, disrespect, disregard for others or their opinions, and a barrier to social interaction that could be associated with stress. The lack of regard for others creates a disrespectful, conflicting, and stressful environment, which could be perceived as an attack on the individual‟s dignity, or sense of self-worth. According to reports, such behaviour could be increasing and affecting the welfare of educators, students, and the overall educational process. Nursing education has not been exempted from this behaviour. Therefore, incivility is a nursing problem, which affects all those involved, from the academics, students, clinicians, patients and families.

The four year nursing programme is offered at the NEI in the EC province where this study was conducted. As early as 2009 the majority of first and second year nursing students of the NEI were academically unsuccessful in the subject biological science. This prompted the researcher to conduct a qualitative, contextual, exploratory and descriptive study to explore and describe the factors influencing the academic performance of students in the subject biological science at the NEI. Following an explanation of the Appreciative Inquiry (AI) process as the framework of the study and the purpose of the study, the consecutive sample of second year nursing students who consented to participate completed a written appreciative interview schedule. The findings of the content analysis process revealed factors influencing performance in the subject biological science as biological science content, nurse educator characteristics, study strategies, resources and biological science assessments. The recommendation was for all the stakeholders to play their various active roles towards influencing biological science performance positively. / Dissertation (MCur)--University of Pretoria, 2013. / gm2014 / Nursing Science / unrestricted

As nursing is a practice-based profession it is essential that pre-graduate students are socialised in the clinical learning environment from the start of their training. Consequently, clinical accompaniment is regarded as a vital component of nursing training to offer the necessary support to pre-graduate students. This study aimed to evaluate clinical accompaniment of pre graduate students in a specific Nursing Education Institution (NEI) in Gauteng as part of the four year comprehensive programme by means of Appreciative Inquiry (AI). The AI approach focuses on the positive aspects of an organisation and aims to enhance what could and should be valued rather than focusing on the problems. A qualitative, contextual, explorative and descriptive research design was utilised. Data was collected from second-, third- and fourth-year comprehensive programme pre-graduate nursing students in a specific NEI by means of semi-structured self-report interview guide. The data was analysed according to the four objectives of this study, guided by the 4-D cycle of AI, utilizing content analysis and verified by the co-coder. The results were categorized into four main themes. For the first objective, “the best of what is”, nurse educator support, registered nurse support, students’ professional development, and multidisciplinary team members’ support, were themed. The second objective intended to enhance the best of what is by indicating “what could be” the ideal clinical accompaniment. The third objective indicated “what should be” addressed during clinical accompaniment to move towards excellence and enhance the clinical learning experiences of students and the following themes emerged: inadequate support from nurse educators, lack of resources, inadequate support from registered nurses, and disregard for student status. The respondents recommended “what must be” as an action plan to enhance clinical accompaniment based on the findings, and the following themes emerged: nurse educator’s responsibility, registered nurse’s responsibility, and availability of resources for students. / Dissertation (MCur)--University of Pretoria, 2013. / gm2014 / Nursing Science / unrestricted

The purpose of this study was to explain and describe the perspectives of student nurses at a private nursing education institution (NEI) in the province of KwaZulu-Natal (KZN), South Africa, on the use of information technology (IT) in nursing education. A quantitative, non-experimental descriptive research design was selected to determine the respondents’ perspectives on IT and identify challenges that they encountered. The target population included all student nurses registered at the private NEI for the Bridging Programme for Enrolled Nurses leading to registration as a General Nurse (R683) and the Advanced Diploma in Medical and Surgical Nursing Science with specialization in either Critical Care, Trauma and Emergency, or Perioperative Nursing (R212). The researcher developed and used a structured self-administered questionnaire for data collection. Data was analysed using descriptive and inferential statistics. The study highlighted that the respondents acknowledged the importance and benefits of IT in nursing education and the profession, but encountered challenges in using IT. The study found that the respondents owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The researcher made recommendations to improve the use of IT in nursing education and for further study. / Health Studies / M.A. (Nursing Science)

When people hear the word "nurse," they often think of qualities such as compassion and patience. While these are essential characteristics, nurses must go even further when striving for professionalism. Nurses also need strong morals and ethics and the commitment to always act in the best interests of their patients. The term professionalism embraces a set of attitudes, skills and behaviours, attributes and values which are expected from those to whom society has extended the privilege of being considered a professional. The core values of professionalism include: honesty, integrity, altruism, respect, responsibility, accountability, compassion, empathy, dedication, self-improvement, competency of clinical skills and knowledge. Professional nursing practice is a commitment to compassion, caring and strong ethical values, continuous development of self and others, accountability and responsibility for insightful practice, demonstrating a spirit of collaboration and flexibility. Rapid changes in the nursing sector have recently occurred across all areas and settings, making for a chaotic and seldom unstable work environment. All of these changes have impacted the ability of ENA learners to maintain high levels of professionalism and collaboration. In particular, the researcher, as an educator within a private NEI responsible for teaching ENA learners, experienced a lack of professionalism amongst ENA learners during the course of their training, as well as after their enrolment with the South African Nursing Council (SANC). Currently, there seems to be a difference between the professionalism portrayed by ENA learners and that which is expected of them. The overall aim of this research is to enhance the professionalism of ENA learners in a private NEI in Potchefstroom, North West. The following objectives have been identified in order to reach this aim: * To explore and describe professionalism amongst ENA learners in a private NEI in Potchefstroom, North West, and * To formulate recommendations to advance professionalism amongst ENA learners in a private NEI in Potchefstroom, North West. This study was conducted by means of a case study approach as the selected topic focuses only on a private nursing education institution situated in Potchefstroom, North West. From the qualitative instrumental case study approach, a qualitative, explorative, contextual research design was followed. The population in the study was all the ENA learners of a private NEI in Potchefstroom, North West. A sample was selected through non-probable, purposive sampling according to inclusion criteria (n=25). Data collection was conducted by means of a ―World Café‖ method and a focus group. The data collected through the World Café method was recorded and transcribed and reconstructed by means of thematic analysis. The main theme that crystallised from data analysis was that ENA learners viewed professionalism as a set of behaviours that are displayed in their external environment. The behaviours are grouped into the following five subgroups, namely punctuality versus absenteeism, adhering to scheduling and duty hours, responsibility of observations and awareness, the role of dress code and the image of nursing and finally obedience to organisational rules and regulations and tolerance towards others. The World Café and focus group results were integrated with case records according to repetitive themes. From the results and conclusions, recommendations were formulated for nursing practice, nursing education and nursing research to enhance professionalism amongst ENA learners in general. / MCur, North-West University, Potchefstroom Campus, 2014

When people hear the word "nurse," they often think of qualities such as compassion and patience. While these are essential characteristics, nurses must go even further when striving for professionalism. Nurses also need strong morals and ethics and the commitment to always act in the best interests of their patients. The term professionalism embraces a set of attitudes, skills and behaviours, attributes and values which are expected from those to whom society has extended the privilege of being considered a professional. The core values of professionalism include: honesty, integrity, altruism, respect, responsibility, accountability, compassion, empathy, dedication, self-improvement, competency of clinical skills and knowledge. Professional nursing practice is a commitment to compassion, caring and strong ethical values, continuous development of self and others, accountability and responsibility for insightful practice, demonstrating a spirit of collaboration and flexibility. Rapid changes in the nursing sector have recently occurred across all areas and settings, making for a chaotic and seldom unstable work environment. All of these changes have impacted the ability of ENA learners to maintain high levels of professionalism and collaboration. In particular, the researcher, as an educator within a private NEI responsible for teaching ENA learners, experienced a lack of professionalism amongst ENA learners during the course of their training, as well as after their enrolment with the South African Nursing Council (SANC). Currently, there seems to be a difference between the professionalism portrayed by ENA learners and that which is expected of them. The overall aim of this research is to enhance the professionalism of ENA learners in a private NEI in Potchefstroom, North West. The following objectives have been identified in order to reach this aim: * To explore and describe professionalism amongst ENA learners in a private NEI in Potchefstroom, North West, and * To formulate recommendations to advance professionalism amongst ENA learners in a private NEI in Potchefstroom, North West. This study was conducted by means of a case study approach as the selected topic focuses only on a private nursing education institution situated in Potchefstroom, North West. From the qualitative instrumental case study approach, a qualitative, explorative, contextual research design was followed. The population in the study was all the ENA learners of a private NEI in Potchefstroom, North West. A sample was selected through non-probable, purposive sampling according to inclusion criteria (n=25). Data collection was conducted by means of a ―World Café‖ method and a focus group. The data collected through the World Café method was recorded and transcribed and reconstructed by means of thematic analysis. The main theme that crystallised from data analysis was that ENA learners viewed professionalism as a set of behaviours that are displayed in their external environment. The behaviours are grouped into the following five subgroups, namely punctuality versus absenteeism, adhering to scheduling and duty hours, responsibility of observations and awareness, the role of dress code and the image of nursing and finally obedience to organisational rules and regulations and tolerance towards others. The World Café and focus group results were integrated with case records according to repetitive themes. From the results and conclusions, recommendations were formulated for nursing practice, nursing education and nursing research to enhance professionalism amongst ENA learners in general. / MCur, North-West University, Potchefstroom Campus, 2014

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

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 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 purpose of this study was to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. The researcher conducted a quantitative descriptive-correlative research design to describe the perceptions of nurse educators in Limpopo Province regarding their empowerment. Laschinger's Integrated Model of Nurse/Patient Empowerment deduced from Kanter's Theory of Structural Power in organisations and Spreitzer's Psychological Empowerment Theory guided the construction of the data collection instrument. Data collection was carried out using a self-designed structured questionnaire. The population comprised all nurse educators in Nursing Education Institutions in Limpopo Province. The Ethics Committee of the Department of Health in Limpopo Province granted permission to conduct the research in the Limpopo Province. Non-probability convenience sampling was applied to obtain the participant sample for the study. The study shed light on important aspects of nurse educators' perception of their empowerment. The findings demonstrated that nurse educators perceived the concept of empowerment differently. The most incorrect perception of empowerment was that empowerment entailed paternalism rather than democratic (n=73; f=43;58.9%) and that it involved alienation rather than being inclusive, also at 58.9%. The total average scores were of concern to the researcher. The results of respondents' experience of structural empowerment varied as only 0.9%(f=1) did not indicate whether they agreed or disagreed that structural empowerment existed at the NEIs. 40.4% (f=44) indicated/agreed to have experienced psychological empowerment while 57.8% (f=63) have not experienced psychological empowerment. The findings related to association amongst the constructs indicated that gender was not associated with structural empowerment as well as psychological empowerment (p-value less than 0.05). There was no association between the highest qualification and structural empowerment (50.5% (f=55). However, 57% (f=63) agreed that there was an association between the highest qualification and psychological empowerment of respondents. The respondents disagreed that years of teaching experience (50.5% (f=55) was associated with structural empowerment, while 48.6% (f=53) believed it existed. The respondents indicated that no association existed between the campus they were placed at and structural empowerment (50.9% (f=55) while 57.8% (f=62) agreed that the campus placement was associated with structural empowerment as well as being associated with psychological empowerment at 56.5% (f=61). The discipline in which the nurse educators were teaching was not associated with either their structural empowerment (p=843 more than p=0.05) or their psychological empowerment at p=0.955 more than p=0.005). The respondents agreed that the discipline they taught was associated with their psychological empowerment at 55.9% (f=57); however, no statistically significant association existed at p-value 0.665 more than p-value 0.005. As the results indicated, the concept of empowerment yielded various perceptions of nurse educators. The results demonstrated the necessity to develop empowerment programmes for nurse educators at the NEIs. / Maikemišetso a dinyakišiso tše e be e le go hlalosa maikutlo a bafahluši ba baoki mo Profentshing ya Limpopo mabapi le ka fao ba boning matlafatšo ya bona. Go šomišitšwe motheo was hlaloso-kamano go hwetša maikutlo a mafahluši ba baoki. Dinyakišišo di be di ithekgilwe ka kgopolo-kgolo ya Laschinger ya matlafatšo ya balwetši, a e tsere go tšwa kgopolong-kgolo ya Kanter ya matlafatšo mo mešomong le matlafatšo ya megopolo ya go ngwalwa ke Spreitzer. Dikgopolo-kgolo tše di šomišitšwe go aga/dira gore monyakišiši a kgone go hwetša maikutlo a mafahloši ba baoki mo kholetšheng ya baoki. Dinyakišišo tše di itheilwe godimo ga mafahloši ba baoki ka moka mo kholetšheng ya baoki ya profense ya Limpopo. Komiti ya maitshwaro a mabotse mo Lefapheng la Maphelo e file monyakišiši tumelelo ya go dira porotšeke ye. Porotšeke ye e laiditše seemo sa matlafatšo ya mafahluši ba baoki mo porofentsheng ya Limpopo. Dipoelo tša dinyakišišo tše di bontšhitše gore mafahluši ba baoki ma na le maikutlo a a fapaneng mabapi le matlafatšo ya bona. Seo se sa kgotsofatšeng ke gore bafahlušhi ba baoki ba (n=73; f=43;58.9%) ga ba laetša maikutlo a a nyakegang ka gore ba bontšhitše gore matlafatšo mo kholetšeng ya baoki ke kgateleo go na le gore ke temokerasi. Mafahluši ba 58.9% ba rile matlafatšo ke go bea motho thoko bakeng sa go dumela polelo ya maikutlo a lokologilego. Taba ye ke yona e tshwentsego monyakisisi. Dipoelo di bontšhitse gore palo ya bafahlušhi ba baoki e lego 0.9% (f=1) ga se e dumele goba go gana gore go na le matlafatšo mo ba šomago. Mafahluši ba 40.4% (f=44) ba bontshitše gore ba bone gore go na le matlafatšo ba mogopolo mola ba 57.8% (f=63) ba bontšhitše gore gab a ikwa ba matlafaditšwe mogopolong. Dipoelo di bontšha gape gore ga go na kamano magareng ga bong le matlafatšo ya mo mošomong. Gape, ga gona matlafatšo magareng ga go rutega le matlafatšo mo mošomong (50.5% (f=55). Ka go le lengwe, mafahluši ba baoki ba 57% (f=63) ba dumetše gore gona le kamano magareng ga go rutega le mafatšo ya mogopolo. Palo ba bona e lego (50.5% (f=55) e bontšhitše gore gona kamano ya matlafatšo le maitemogelo mola ba (48.6% (f=53) bas a kwane le kgopolo ya gore gona le kamano / Health Studies / D. Litt. et Phil. (Health Studies)