M.Cur. / The purpose of this research is to describe a model as framework for the nursing lecturer to utilize in the empowerment of the nursing education student as a reflective learning accompanist in nursing education. Because of the rapid changing political situation in the Republic of South Africa, unprecedented changes are occurring in education and health services. A greater degree of multi-cultural student numbers is experienced in classrooms at tertiary education institutions. Because of the increased accessibility to health services, these specific services are overcrowded by clients/patients. The overcrowding results in a shortage of trained nursing staff. More nursing students register at tertiary institutions, leading to a greater need for nursing education lecturers. These two aspects were identified as the most important causes of this specific research study in nursing education. It is assumed that the nursing lecturer, as reflective learning accompanist, empowers nursing education students to facilitate reflective thinking in their nursing students, by means of reflective learning accompaniment. This serves to improve nursing education, as well as the maintenance and improvement of nursing within a context of an increased need for health services. By means of more efficient education in the development of nursing education students, as reflective learning accompanists in nursing education, the increased demand for more comprehensive and more efficient health care services is addressed. In order to facilitate reflective thinking, the nursing lecturer must empower the developing nursing education student by means of reflective learning accompaniment in order to facilitate reflective thinking.

D.Cur. / South Africa, like many other countries, is charged with ensuring that her adolescents are mobilised to believe in the power of their own dignity in order for their life-world to change. Hundreds of thousands of adolescents were forced to experience political upheavals, violence, neglect, incarceration and family disorganisation. Many of these adolescents were forced onto the margins of society in their strive for understanding and survival. Many dropped out of school, are unskilled and therefore unemployed. They feel hopeless as they struggle for a place in society, because society has no faith in them - "they are lost to society". The purpose of this study was to generate a psychiatric nursing model to facilitate the reintegration of marginalised adolescents into the community. This study therefore has profound social, political and economic implications for the South African community. Through this model, which is a theoretical framework to be utilized by the advanced practitioner in psychiatric nursing, adolescents will be empowered to believe in themselves, to engage in meaningful relationships and activities with their families, peer groups and the broader community. The model provides a theoretical framework that attempts to rekindle and inspire the adolescents from a state of hopelessness and disillusionment, to integrated individuals who are respected, valued and accepted as integral members of their families, peer groups and communities. The model will assume a problem solving and preventative approach. Based on this discussion, the following questions were addressed in this research: What obstacles exist that hamper marginalised adolescents' reintegration into the community? What could be done to assist marginalised adolescents' reintegration into the community? A theory generative, qualitative, contextual, exploratory and descriptive design was followed. The research was conducted in four steps with a pilot-study that preceded step one of the research. In step one, focus group discussions were conducted with five groups of respondents to explore and describe obstacles that hamper the reintegration of marginalised adolescents into the community, as well as their views on how marginalised adolescents can be assisted to be reintegrated into the community. Data was analysed using Tesch's method. Based on the results of analyzed data, disempowerment, characterized by hopelessness, alienation/isolation, anger, frustration and worthlessness - related to poor socialisation, lack of support and services, family disorganisation, peer pressure and fragmented services - was identified as a main theme among stumbling blocks. Empowerment, characterized by improved self-image, feelings of worth, belief in own dignity - related to a sense of wellbeing, belonging and respect - resulting in personal growth and societal change with ultimate reintegration, was identified as major strategy to address marginalisation. In step two, the defined concepts were related to each other to show interrelationships. Classification of central and relational concepts followed to formulate relationship-statements, the result being to depict related concepts in structural form. In step three, a visual model to be utilized as a theoretical framework by the advanced psychiatric nurse practitioner to facilitate the marginalised adolescents as recipients and the advanced psychiatric nurse as agent, was designed to facilitate reintegration into the community. The model was evaluated by a panel of experts. Step four dealt with guidelines to operationalise the model in practice, education and research. Recommendations and limitations of the research were also discussed.