One purpose of the study was to report forecasts made by a sample of nursing education administrators regarding future developments in health care, nursing practice and nursing education. The study was also designed to identify predicted new dimensions, if any, required for managing future nursing education programs.Forty-three baccalaureate nursing education administrators representing nine midwestern states were identified. Thirty-one individuals completed the total three round Delphi study.The following questions were investigated: (1) What events will most probably occur in health care by 1992?; (2) What events will most probably occur in nursing practice by 1992?; (3) What events will most probably occur in nursing education by 1992?; and (4) What specific, new managerial skills, if any, should be included in the nursing education. administration role by 1992?Reiterative judgments concerning the probable future of health care, nursing practice, nursing education and nursing education administration were systematically secured by utilizing the Delphi process. Individual responses were tabulated according to median and interquartile percents of probability. A median percent of probability over fifty was considered to be an indication of the probable occurrence of an event by 1992.The following summary of findings was developed from analysis of the data: Increased emphasis and integration of health maintenance into the health care delivery system; growth in competitive incentive programs by all health care agencies for clients; use of computers by staff nurses for autonomous decision-making concerning patient care; utilization of "technical" and "professional" nurses according to uniform job descriptions for each level; increase of faculty-student ratio to 1:15 in clinical education; utilization of computers for construction and analysis of nursing education programs; implementation of retrenchment and cost-effective budgeting systems; exercise of political astuteness by nursing education administrators; and innovative utilization of faculty members. Managerial skills considered to be both new and essential by 1992 were identified by the respondents. Skills included: computer usage skills; computer language; information systems knowledge; program analysis via computer; marketing; trend analysis; and coping with organizational complexity.

Future Search is a new concept in Namibia. This study looks at the application of a Future Search Conference (FSC) with the Nursing Board of Namibia with a view to investigating participants' experiences and perceptions of the FSC as an organizational change strategy. I conducted a case study in the interpretive paradigm, since I was interested in understanding the subjective experience and individual perceptions of five respondents with regard to the FSC. To obtain in-depth information on how participants felt about the FSC, I employed two data gathering tools: un-structured individual interviews and observation. The findings confirmed that the Future Search is a new concept in the Ministry of Health in particular and in Namibia as a whole. Participants are of the opinion that leaders and managers are key figures in the success or failure of the Future Search. They showed a tremendous interest in the process and are willing to embrace and master the tool so they could try it in their various areas of work. Emphasis was put on the need to get the FSC introduced to leaders and higher management cadres on a wider scale, because they are decision makers and can decide whether or not the Future Search could be institutionalized. This study concludes with an appeal from respondents to be exposed to the Future Search again in a better time frame than the short time we had.

Although Nurse Educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators cause frustration and anxiety. They struggle with how to include these tools, particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. Scoping literature reviews show that nursing practice has changed in recent years, placing demands on nurse educators to utilise different approaches in education. The fact that nurse educators are an aging population needs to be taken into consideration and acknowledge that many of them did not grow up with computers and lag behind in technological skills. The aim of this study was to investigate the perceptions of nurse educators regarding the use of high-fidelity simulation in nursing education at a South African Private Nursing College in order to be able to determine why High-fidelity Simulators (HFS) have not yet been embraced by nurse educators and students. A national survey of nurse educators and clinical training specialists was completed with 128 participants; but only 79 completed the survey. In addition to background information, participants were questioned about their use of simulators. They were asked to complete the Technology Readiness Index. Information was also obtained regarding their perceptions of the use of HFS. Findings included indications that everyone is at the same level as far as technology readiness is concerned; this, however, does not play a large role in the use of HFS. This finding supports the educators’ need for training to adequately prepare them to use simulation equipment. Recommendations for further study include research to determine what other factors play a role in the use of HFS, studies to determine whether the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The results of this study can be used as guidelines for other institutions to prepare their teaching staff for the use of HFS.

M.Cur. / Transcultural nursing transcends cultural boundaries . the nurse belongs to one cultural group and the patient to another. The aim of transcultural nursing is to provide the patient with culture-congruent care; care from the context of the patient's culture. Culture-congruent care should be a core, not a peripheral matter in the nursing of patients. To be able to give culture-congruent care, nurses need specific training. Nursing education is based on a curricula which should reflect the society of which both the nurse and patient is a member. The curricula must empower the nurse to function in this society. Tho aim of this study is to determine the degree of realisation of transcultural aspects in the course that leads to registration as a nurse (general, psychiatric and community) and midwife to be able to describe guidelines for culture-congruent care. The aim is expounded by way of a contextual, investigative and descriptive study wherein criteria for transcultural nursing have been identified and described in order to describe guidelines for culture-congruent nursing. The guidelines for culturally congruent care is based on the philosophical viewpoints of the Nursing Theory for the Whole Person. The results of the research show that the transcultural content in the current curricula is uncoordinated and that nursing lecturers are unprepared for presenting and evaluating transcultural content.

M.Cur. (Nursing Education) / Please refer to full text to view abstract

M.Cur. / The purpose of this research study was to describe guidelines to facilitate a “reflective learning environment” for student nurses in a psychiatric clinical setting. In view of existing problems, such as inadequate preparation of professional nurses for the role of a psychiatric clinical facilitator, inability of student nurses to reflect on their learning and integrating theory into practice, nursing education is faced with a greater need to change from traditional teaching-learning approaches to current student-centred approaches that advocate self-directed learning in student nurses. To achieve this goal in a psychiatric clinical setting, it is necessary to shift the emphasis from instructional teaching to facilitation of reflective learning that results in autonomy and self-reliance in student nurses. Klopper (1994, Monograph 2:24) indicates that the clinical facilitator’s guidance to deep holistic learning is not sufficient on its own. The clinical facilitator should be a reflective practitioner and intentionally facilitate a reflective learning environment for student nurses in a psychiatric clinical setting. The research questions that emerged were: • What is a “reflective learning environment” in a psychiatric clinical setting? • How can a “reflective learning environment” be facilitated for student nurses in a psychiatric clinical setting? To realise the purpose of this research, the following objectives were formulated: • to clarify the concept “reflective learning environment” in a psychiatric clinical setting; • to explore and describe the perceptions of student nurses and clinical facilitators with regard to how a “reflective learning environment” could be facilitated for student nurses in a psychiatric clinical setting; and • to describe guidelines to facilitate a “reflective learning environment” for student nurses in a psychiatric clinical setting. The paradigmatic perspective for this research is adopted from the Theory for Health Promotion in Nursing (RAU 2002:4). The functional approach of Botes (1995:13) was used in this study, since it implies application of knowledge. The research design and method used were qualitative, exploratory, descriptive and contextual in nature. The design was divided into two phases. Phase One involved two steps. Step One included the concept analysis of a reflective learning environment through a literature search of all relevant international and national literature on a reflective learning environment. The method of data collection involved a library search – CD-Rom, the Internet, journal articles, books and subject dictionaries - that were used to arrive at attributes that clarified the concept “reflective learning environment” in a psychiatric clinical setting. Concept analysis was done according to the steps described by Wilson (in Walker & Avant, 1983:39). Content analysis of literature was done using deductive, inductive reasoning strategies, synthesis, and inference as described by Chinn & Kramer (1995:63-67), Mouton (1996: 71, 80, 168) and Walker and Avant, (1983:58-62). Theoretical validity was ensured (Mouton, 1996:117). Step Two included the exploration and description of perceptions using agenda focus group interviews held with student nurses and clinical facilitators. The student nurses and clinical facilitators were selected from a psychiatric clinical setting. Both samples were purposively selected. The results of concept clarification conducted gave direction to the agenda focus group interviews that were held with the student nurses and clinical facilitators during the perception survey. The question for the agenda focus group interview with the student nurses was as follows: What are your perceptions with regard to how a reflective learning environment can be facilitated for student nurses in a psychiatric clinical setting? The question for the clinical facilitators was as follows: What are your perceptions with regard to how you can facilitate a reflective learning environment for student nurses in a psychiatric clinical setting? An audiotape was used to record the interviews for later verbatim transcription. Communication techniques, observation and field notes were used during the data collection. Data from both the student nurses and clinical facilitators were analysed according to the qualitative content analysis, as described by Miles and Huberman (1994:241-243). An independent coder, who was purposively selected, was used independently from the researcher in the categorisation of attributes of a “reflective learning environment” that emerged. To ensure trustworthiness in this qualitative research, Lincoln and Guba’s model (1985:290-314) was used throughout the study to ensure the rigor of the study. Ethical considerations were maintained throughout the research study (Denosa, 1998: 1-6; Burns & Grove, 1993:98-104; De Vos, 1998:27-28). Phase Two consisted of conceptualisation of findings from Phase One. Guidelines were formulated based on concluding statements from conceptualisation of the findings. An evaluation of the study was made. Recommendations related to nursing education, nursing practice and nursing research were indicated accordingly. The study was conducted contextually and no generalisations should necessarily be made.

Operating room nurses form the corner-stone of the operating room because perioperative care of the patient rests mainly in the hands of the nursing personnel. Unique challenges face nurses functioning in the stressful surgical environment where anticipation to prevent or cope with life-threatening situations is the order of the day. The operating room nurse must be knowledgeable, skilled and alert, as he/she is held accountable for all acts of commission and omission. To ensure that nurses are appropriately educated and trained and able to keep trend with the changing technology in the operating room, it is essential that learning programmes meet the minimum standards for registration as prescribed by the South African Nursing Council. Reviewing and evaluating learning programmes on a regular basis by specialist nursing educationists, are therefore essential to ensure that the standards of education and training are maintained and upgraded if required. The aim of this study is to explore and describe the various Operating Room Nursing Science Learning Programmes offered at accredited Higher Education Institutions, utilized for the education and training of the operating room nursing students in South Africa. The proposed research is based on a qualitative paradigm and the theoretical grounding is found in Bergman’s model for professional accountability (Bergman, 1982:8). A document analysis of five approved comprehensive Operating Room Nursing Science Learning Programmes from higher education institutions in South Africa (nursing colleges and universities) was carried out, together with a sixth programme, the Operating Theatre Learning Programme, as suggested by the Standard Generating Body. Requests for permission were forwarded to the management of the selected colleges or universities for inclusion of the respective programmes in the study. The researcher formulated and utilized thirty-four essential criteria derived from three documents, the first being a document entitled “Proposed Standards for Nursing and Midwifery Qualifications” submitted to the SANC and SAQA by the SGB for Nursing and Midwifery (2001-2004). The second document entitled the Public and Private Higher Education Institutions format template for criteria for the Generation and Evaluation of Qualifications and Standards within the National Qualifications Framework was also utilized (SAQA, 1430/00) and thirdly the researcher included the most relevant criteria from the list of criteria for curriculum development as indicated by the South African Nursing Council. Various tables were compiled, to reflect the findings of the document analysis according to the thirty-three criteria indicated above, to provide a clear and broad overview of the specific data in the respective six Operating Room Nursing Science Learning Programmes utilized in the study. In conclusion recommendations for a broad macro-curriculum were made to facilitate formulation of programmes in Operating Room Nursing Science relevant to the South African context.

The purposes of this study were to describe and analyze the participation of nurses in continuing learning activities, their reasons for engaging in continuous learning, their attitudes toward continuing nursing education, and their socio-economic characteristics. The study was designed to investigate not only nurses' involvement in conventional forms of planned systematic educational programs such as courses, workshops, and conferences (dependent learning activities), but also their active participation in individual, self-directed learning situations such as reading, and learning packages (independent learning activities). A questionnaire was administered in group sessions and by mail to 220 randomly selected female registered nurses who were employed full or part-time by five general hospitals in the Greater Vancouver area of the province of British Columbia. The hospitals were of medium size (300 - 700 beds) and each had a director or coordinator of inservice education. Each of the respondents participated in at least one of the continuing learning activities accessible to nurses during the year, September 1, 1972 to September 30, 1973, but on the average, the group participation rate was less than half the total possible score. Nonetheless, it was established that the respondents engaged in significantly more independent than dependent learning activities. A factor analysis of S.B. Sheffield's Learning Orientation Index determined that this particular group of nurses did possess the three basic learning orientations described by C. O. Houle but that their reasons for participating in continuous learning could be more precisely defined as being learning, occupational, professional, societal, sociability, interactive, and relief from boredom and frustration-oriented. In addition, the respondents were found to have a favourable attitude to continuing nursing education which related significantly to their participation scores. Other factors related to the nurses' participation in continuing learning activities included the psychological variables - Learning, Sociability, Professional, and Interactive Orientation, as well as the following socio-economic characteristics: number of preschool children, university educational experience, position, employment status, and length of current employment. As a result of multiple regression analyses, three of the learning orientations and the attitude of nurses toward continuing nursing education were found to be better predictors of the respondents participation scores than were certain socio-economic factors. The favourability of nurses' attitudes toward continuing nursing education emerged as the most efficient single predictor. / Education, Faculty of / Graduate

D.Cur. / The focus of this study was the mentoring of newly appointed nurse educators in nursing education institutions (NEIs) in South Africa. The mandate of higher education institutions changed due to the transformation of higher education in South Africa. The need for recruiting and retaining nurse educators to meet the demands of teaching and learning became evident. It is important that newly appointed nurse educators (NANEs) be mentored in order to meet higher education demands. The researcher identified the need to develop a model for mentoring newly appointed nurse educators in nursing education institutions in South Africa. The applicable research questions were: What are the mentoring needs of NANEs in NEIs in South Africa? How can the mentoring needs of NANEs in NEIs in South Africa be met? What model could be developed to mentor NANEs in NEIs in South Africa? What guidelines could be formulated for the model to mentor NANEs in NEIs in South Africa? The aim of the study was to develop a model for mentoring NANEs in NEIs in South Africa. The objectives of the study were to: determine and describe the mentoring needs of NANEs in NEIs in South Africa, identify and conceptualise a framework for how the mentoring needs of NANEs in NEIs in South Africa can be met and describe a mentoring model for NANEs in NEIs in South Africa. The design of the study was quantitative, qualitative, descriptive and theory-generating (Walker & Avant, 1995:136). The study was conducted in four phases. A quantitative, qualitative, descriptive and theory-generating research design was conducted using questionnaires, literature triangulation, inductive and deductive strategies (Mouton, 1989:21). Quantitative data was analysed using the statistical package of social sciences (SPSS) and descriptive statistics. An exploratory factor analysis was conducted on data from the empirical phase to identify and analyse central concepts for model development (Burns & Grove, 2001:242). The population of study was newly appointed nurse educators in nursing education institutions in South Africa. Probability and non-probability sampling approaches were used with multi-stage cluster and purposive sampling methods (Burns & Grove, 2001:242). The conceptual framework for the model was based on purpose, context, role-players and their roles in mentoring. The results of the study indicated that 90 (67%) of the participants did not function according to their key performance areas. The participants specified competency development needs. The study confirmed the need for the mentoring model. The assumptions for the model were based on the multi-dimensional, multi-layered (macro, meso and micro), highly interactive and complex (external and internal environment) context. The agent in the study referred to the mentor and a mentee (stakeholders), who are holistic beings functioning at a bio-psycho-social and cultural level. Mentoring is an interactive participative, purposeful dynamic process of relationship-building, development, engagement and reflection. The outcome of mentoring is to empower and build capacity and competency. A critical self-reflective questionnaire was designed and utilised to evaluate the model for its clarity, simplicity, generality, accessibility and importance. The model was presented from the first to the third phase at different international and national conferences and the two promoters, who are experts in management, teaching and ethics in higher education, gave direction to the researcher and added value to the quality of the study. The researcher recommends that a mentoring programme be developed to mentor NANEs in HEIs. The model can be used to improve practice by developing mentoring programmes for use in clinical, management, education and nursing research.

D.Cur. (Professional Nursing) / The aim of this study was tot describe a model for accompanied self-study in Nursing. Our present time-frame confronts us on a daily basis with the realities of rationalization and financial cutbacks. Amidst these demands, an effective, goal directed philosophy of education is still expected. The challenge of effective education is lodged between on the one hand, the expectations of society and on the other hand, the expectations of the South African Nursing Council. The emphasis in nursing should focus on the development of critical thinkers, who deliver quality nursing. The model is described by means of an exploratory, descriptive, qualitative, theory generative and contextual design for the purpose of accompanied self-study, utilising the hierachial order of research constructs as described by Mouton and Marais (1990). This model is described within the framework of Nursing Theory for the Whole Person (NTWP), reflecting man as a whole person - body, mind and spirit. The theoretical assumptions are derived from NTWP, the constructivistic perspective on learning and teaching, as well as Gravetts' (1993) perspective of teaching as the creation of a context conducive to student learning. The methodological assumptions are based on Botes' research model implying a functional approach to the practice of science. The determinants guiding the study were identified, justified and appropriate research strategies selected. The first step in the model description encompases concept identification and. classification. The survey list of Dickoff, James and Wiedenbach (1968:420), which focuses on the agent, recipient, context, purpose, procedure and dynamics was utilized. The agent in this study was identified as the learning accompanist, and the debate was focused on the shift from lecturing to the management of education. The recipient in this study was the adult as learner who displays specific traits requiring accommodation in the didactic situation. The context of this study is Nursing Science and Nursing. The purpose of this model is to facilitate deep-holistic lifelong learning. The nurse should engage in lifelong learning to render quality nursing care and display critical thinking ability. Two procedures are identified in this model, namely the intentional creation of a context conducive to learning by the learning accompanist as well as the procedure being utilized by the adult as learner, namely accompanied self-study. The underlying dynamics of the model is motivation, as this is a prerequisite for achieving the goal in the model. Focusing on the context of the survey list, a conceptual framework was described, primarily by means of indirect observation and exploring the literature. Accompanied self-study was identified as the main concept in this model. The main theme in this model was an argument for learner-centered education. The other concepts are interrelated and reflect an interdependence in relation to one another. Accompanied self-study was derived from Education, followed by a process of thorough concept analysis resulting in the formulation of a unique definition. During the description of the conceptual framework, deductive logic was utilized to formulate statements during each facet of the survey list. Six sets of statements were formulated with a sum total of thirty one statements on conclusion of the conceptual framework. The model description was derived from these statements with in-depth attention to the structure and process. During the development of this model, it was implemented, and then evaluated by the learners. The model was subsequently evaluated by seven experts and refined. In the following step, guidelines were described by means of deductive and inductive logic, focusing on specific guidelines for the learning accompanist and adult as learner. The unique contribution of the study is the description of accompanied self-study in the context of Nursing Science as a new teaching educational approach based on the constructivistic perspective on learning and teaching as well as the perspective of teaching as the creation of a context conducive to student learning. The purpose of this being the facilitation of deep-holistic lifelong learning, implying the rendering of quality nursing care and the display of critical reasoning by the nurse. The value of this study is embodied in the operationalization of the model which provides positive certainty for the researcher that the model is functional and implementable.