M.Cur. (Professional Nursing) / The selection of student nurses is a major factor determining the standard of nursing education, of the nursing profession and the quality of health care provided to the community in which the nurse serves. Student nurses gain entry into the nursing profession through a selection system. These systems vary from country to country and even among universities and nursing colleges within the country. According to available research literature the most common criteria identified involve biographical, psychological and academic variables which most universities and nursing college utilise to select students. A survey was undertaken to identify these variables and subsequently criteria were drafted for the selection of students at a college in the Transvaal. From this survey certain biographical variables were identified that could not be utilised as selection criteria, since it could be seen as being biased and constituting a violation of the rights of the individual. The psychological variables identified could also not be utilised as this aspect was beyond the scope of this study. The only usable discriminant was the academic variable where certain subjects and grades were highlighted in selecting students. The Swedish rating scale was used to draft a formula as follows: • A candidate has to possess a matriculation/standard ten certificate with six subjects; • A mark is allocated to each subject and symbol; • These marks are added together. Extra weighting of the same mark would be added to the subject discriminants, namely English higher grade; Biology higher grade; Mathematics standard and higher grades; Physical Science standard and higher grades. These marks would be added together and a candidate would be selected if he/she had a mark of 35 or above.

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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.

The purpose of this study was to determine which academic and demographic factors predict students' achievement in the nursing major of a baccalaureate program. Records of 128 full time subjects were examined to extract the factors selected to be included in the analysis.Data pertaining to each independent variable were organized into three distinct groups based on the known performance of each subject following certification. One group passed all course work in the nursing major; one group failed one or more courses in the nursing major delaying completion; and one group was no longer enrolled. To investigate the differences in the group membership, discriminant function analyses were performed to examine academic and demographic predictors. A classification technique was utilized to test the adequacy of each discriminant function analysis. All classification analyses were 72.3 percent and above in probability level.Two null hypotheses guided this study: Hypothesis I proposed that academic factors do not predict attrition and/or retention in a baccalaureate nursing program; and Hypothesis II proposed that demographic factors do not interact with academic factors in predicting success. Hypothesis I was rejected , and Hypothesis II was not fully accepted based on discriminant function analyses.The following conclusions were identified from the findings of this study:1. Grade point averages in the required prerequisite courses predicted group membership (achievement) in the nursing major.2. Grade point averages of 3.0 during progression in the nursing major predicted membership in a group defined as continuing successfully in the first attempt of course work and graduating on time.3. Grade point averages of less than 3.0 following the first semester in the nursing major predicted membership in a group defined as failing at least one course, or perhaps predict membership in a group that will experience attrition.4. Ethnicity made a significant contribution with academic factors to predicting group membership for achievement.These results suggest that nursing educators and counselors need to consider the importance of not only closely monitoring each subject's semester grade point average, but also referring the identified problem to the appropriate service provider for intervention.3 / Department of Educational Leadership

Introduction e-Learning has been integrated and implemented in education and training to the level that it is now a well-established global practice. If used judiciously, e-Learning is a tool that enables active, individual and flexible learning. When integrated into medical education, it offers features that allow lecturers to be not merely content distributors, but also facilitators of learning. Aim The aim of this study was to assess the readiness of students to make the shift from traditional learning, to the technological culture of e-Learning. Methods An observational, cross-sectional, analytical study design was used and data was collected using a validated questionnaire. The sample comprised of all students enrolled in the first year nursing programme at the Durban University of Technology registered for anatomy and physiology in 2013. Informed consent was obtained from each participant prior to conducting the study. Results Three quarters (77/101 76%) of the participants were females. The psychological readiness score was noted to be high in the “could be worse” category (pre-72%, post- 64%). The technological readiness score was noted to be in the “dig deeper” category (pre- 58%, post- 65%) whilst the equipment readiness score fell in the e-Learning “not ready category” (pre- and post- 68%). Discussion The Chapnick Readiness Score Guide was used to analyse psychological, technological and equipment readiness. e-Learning has been identified as a multi-disciplinary field, which is dominated by information technology. Technological and equipment readiness factors of e-Learning are easier to resolve than the psychological readiness factor. Recommendations Although e-Learning could be a key tool in nursing education, a few factors require attention before it can be effectively implemented in this tertiary level education facility. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, Durban, 2014.

Background: This study derived from the concerns raised by nurse educators, clinical preceptors, and some nursing students in public nursing colleges in Gauteng following the implementation of the provincial selection criteria and processes. While these criteria could be seen as a means of standardising the admission into the Basic Nursing Diploma Programme at public nursing colleges, anecdotal reports from nurses in education institutions and clinical practices indicated a lack of professionalism, high attrition rates among these cohorts of students. The researcher believed that any meaningful selection criteria and processes should be on the views expressed by people who have been through the process as students or educators. Aim: The aim of this study was to analyse the selection criteria and processes followed by nursing colleges in the Gauteng Province to admit students into Basic Nursing Diploma Programme with the view of proposing selection criteria and processes that would secure the admission of the best candidates to this programme in public nursing colleges in Gauteng Province. Design: Quantitative descriptive survey design with self-completion questionnaire was used to generate data for this study. Out of 571 questionnaires distributed, 492 were returned and considered for analysis. Summary descriptive statistics were performed using SPSS version 21. Results: Four of the 13 items analysed were viewed by more than 70% of the respondents as less important and irrelevant to the selection of best candidates for nursing professional education. Proposal for changes supported by the rational for these changes were made by the respondents. Conclusion and Recommendation: The study proposed a framework that could guide the provincial authority in developing admission criteria that will ensure the selection of best candidates for Basic Diploma Nursing Programme in the province. / Health Studies / M.A. (Nursing Science)