Background to the study: The Internet is rapidly becoming an important learning tool in academic institutions and workplaces. In academic institutions it plays a pivotal role in meeting information and communication needs of students, academics and researchers. Despite internet becoming an important information gathering and dissemination tool, literature reflects under-utilization both in academic and in practice settings for a number of reasons. This study therefore described the utilization of internet as an academic tool among undergraduate nursing students in a selected University in KwaZulu Natal in order to establish ways of enhancing its utilization. Methodology: A quantitative, non-experimental, descriptive design was used in this study. The population of the study was 222, and the the sample size was 141 of undergraduate nursing students which was calculated using Raosoft sample size calculator. The sample was stratified according to the percentages of the population in the Nursing program and the year of the study of the respondents. However, only 115 agreed to participate in this study and the response rate was rate therefore 81.1%. Data was collected using a survey after obtaining ethical clearance from the university and were analyzed descriptively. Findings: The findings revealed that participants perceived themselves to be at different levels of utilizing the Internet; intermediate level (32.2%) advanced level (19.1%) competent level (29.6%), beginner level (17.4%) and expert level (1.7%). The results reflected traditional university students as better equipped to use the Internet than non-traditional university students. The Internet was used for different purposes including; academic (96.5%); communication (82.6%), pleasure (71.3%), work related activity (53.9%) and shopping (13.9%). Facebook (77.4%) was the most commonly used social network followed by the twitter (24.3%). Challenges cited covered restricted access to certain sites (62.6%), very slow internet connection (55.7%), limited training in the use of the Internet (38.3%), limited number of computers (37.4%). The majority of the participants (89%) singled out training on internet use as priority with specific focus on basic IT skills (72.2%), accessing academic related material (70.4%), using Moodle (51.3%), Turnitin (35.7%) and endnote (33.9%). Conclusion: Contrary to other studies, this study reflected that students do use the Internet for a number of reasons. They however recommend structured support on how to use internet for academic purposes. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

The promulgation of the Mental Health Care Act of 2002 in South Africa came with challenges or changes in the nursing of mentally ill people. One of the changes required that mental patients need to be observed and assessed for a period of 72 hours in a general or medical ward before being transferred to a specialist hospital. Sometimes the person remains in the ward for more than the 72 hours. This means that nursing students doing their comprehensive four year diploma (R425) are exposed to nursing people with mental illness in their first, second and third year of training, which is prior to the mental health nursing/psychiatric nursing module undertaken in the last semester of the fourth year. The purpose of this study was to explore student nurses’ narratives on nursing mentally ill people in a medical ward. Narrative inquiry was used as the research methodology. Purposive sampling was used to select 5 participants for this study. The inclusion criteria specified that participants had to be second year students participating in the four year Comprehensive Nursing Diploma Programme (R425) who have nursed, or been in contact with a mentally ill person, for a period of eight weeks. The study was conducted before the participants were exposed to the psychiatric module, which is undertaken in fourth year of the diploma course. Data collection took place through a total of 5 sessions of focus groups which took place in a boardroom. While personal names were excluded, participants were required to fill in certain demographic details. Data analysis was undertaken using narrative data analysis, which looked at narrative strings, which are presenting commonalities and narrative threads which are major emerging themes. The narrative strings or commonalities that were identified were in the area of beliefs, with the dominant beliefs regarding the causes of mental illness being culturally or socially based. Emotions such as fear, sadness and frustration were identified, as well as ignorance which leads to stigmatising attitudes. The narrative threads or emerging themes that were identified were: making sense of experiences; moments of awakenings; breaking free moments; and acceptance of a known person with mental illness. The following themes were identified: moments of awakenings or realisation, where the participants started seeing the mentally ill person in another light; and moments of strengths/unique outcomes, where participants recognised their own strengths in dealing with a mentally ill person. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

AIM. The aim of this study was to describe the utilization of family planning methods by the nursing students in the selected nursing education institution. METHODOLOGY. A non-experimental descriptive survey design with a quantitative approach was used to describe the utilization of family planning methods by the nursing students. For the study, the quota sampling technique where 106 nursing students were selected. A self-developed questionnaire based on a conceptual framework, study objectives, and existing questionnaires was used as a data collection instrument. FINDINGS. The results yielded by the study showed that 63.9% (n = 62) used family planning methods before coming to college which was the majority of the respondents. Of the total number of participants, 35.1% (n = 34) who never used family planning methods before were still not using any method. The majority of students using family planning methods perceive this as beneficial. The perceived self-efficacy by the users is also high. A recommendation for future practice is that there should be health information available to students during orientation. The name used for these services may also need to be looked at. The qualitative study on the topic may yield different or similar results. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

AIM The purpose of this study was to investigate factors that may have contributed to absenteeism among bursary students undertaking a four-year Nursing Diploma course (R425), and the extent to which these factors impacted on students’ absenteeism at a selected nursing campus in KwaZulu-Natal. METHODOLOGY The study adopted a quantitative approach, utilizing a non –experimental descriptive design. Data were collected by means of self-administered questionnaires consisting of closed and open-ended questions. Data analyses were done using the Statistical Package for Social Sciences version 21(SPSS- 21). One hundred and twenty-six bursary students from the first year to the third year of training participated in the study. FINDINGS The study revealed that absenteeism at the nursing campus under study existed at all levels of student training, and that it occurred more in the clinical area than in the college area. Clinical factors identified included escorting very ill patients without indemnity, working late shifts (19h00) before a day off, allocation to one work area without rotation, and a lack of appreciation for a job well done and criticism. College factors such as stipend, transport problems, and lecturers and their teaching methods did not have any impact on student absenteeism. / M.N. University of KwaZulu-Natal, Durban 2013.

Background: Case-based learning (CBL) is one approach which is gaining popularity. The selected School of Nursing adopted this approach to learning in 2000. The school reviewed all the old case studies and introduced new ones in 2010. These new case studies were used for the first time with the 2011 Decentralised PHC programme. Hence, the need for a study that explored students perceptions towards case-based learning. Research Methodology: A quantitative approach and descriptive exploratory design were adopted in this study. A total number of 101 students were from the three Decentralised Primary health care (PHC) programme participated in this study. Data was collected from three decentralised sites used to offer PHC programme to students; Durban, Port Shepstone and Pietermaritzburg. Data was collected by means of a questionnaire – a self-reporting instrument which included 62 structured questions. Data was analysed statistically for frequency distributions and the relationship between the results from three sites were explored using a Chi Square Pearson Test, with a p value set at .005. Results: The results of this study show that, overall, students view case-based learning in a positive light. Although the majority reported that cases were distributed in case study booklet form (n=66) 65.3%, other modes such as cases presented to students in each class session using transparencies (n=52) 51.5% as well as through emails was reported. Regarding benefits about (n=90) 90.1% of the respondents stated that cases presented added a lot of realism. The researcher also explored to see if there were any variations of results across the three delivery centres. The findings of this study demonstrated that there was a significant difference for seven items, some of these items included teachers feedback and advise after class was relevant for students to cope on their own p<.000; case studies preparing student for working in PHC institutions in South Africa p<.042; preferred lectures more than CBL p<.003 and CBL was too demanding in terms of preparation and the content p<.004. Discussion: Students enjoyed the experience but also identified their own limitations and mistakes. They were able to plan their own learning needs. The students experienced personal and professional growth using cases which represented the real-life challenges. They had the opportunity to apply the theory, their experiences and their newly developed skills from the use of CBL in there clinical practice. The end product was visible and of benefit to the clinical settings as students was now competent in analyzing cases and solving practical problems systematically. Providing a real-life challenge to students in CBL instead of teaching a predominantly theoretical course proved to be beneficial. Recommendations: The researcher felt that a follow-up study, taking into account all six sites where students are placed could result in a difference in the students’ perceptions of CBL as a teaching methodology, as the students in the other three sites are in the more rural areas which limits their resources. There was some inconsistency with presentation and distribution of cases also feedback to students, staff may require development with teaching skills to co-ordinate all centres in a similar way. Port Shepstone and Pietermaritzburg struggle with CBL, maybe they are not incline with Self directed learning (SDL), therefore a follow up study in these centres would assess in students are inclined with SDL. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

Background: The Private Nursing School was founded in 1999 in Durban when the first nursing students started the Nursing program. In 2006 there was an upgrade to the Private Nursing School when a clinical skills laboratory was introduced to enhance the students’ clinical skills. The clinical skills laboratory was furnished with the equipment needed for demonstrations, role-plays and lectures to take place, and a need arose to evaluate the laboratory. Purpose: The purpose of this study was to conduct a process evaluation to evaluate the clinical skills laboratory at the Private Nursing School with regard to the quality of equipment, satisfaction of the students and the efficiency of clinical facilitators. Methodology: A process evaluation was conducted of the clinical laboratory, including a quantitative survey to evaluate the students’ satisfaction (n=97), a quantitative audit of the quality of the equipment, a review of the utilisation of the clinical skills laboratory and semi-structured interviews with the four clinical facilitators. Students from two years were purposively selected for the study as they made the most use of the clinical skills laboratory. Survey tools were developed by the researcher. Findings from the surveys and audits were described and Chi-square test and Mann-Whitney to compare satisfaction and beliefs of the students. Information from the clinical facilitator interviews were analysed for common themes on usage and satisfaction. Results: The students and facilitators reported overall satisfaction with the running of the clinical skills laboratory. The findings of the evaluation showed that the clinical laboratory was reaching the target groups with all students making use of the clinical skills laboratory for the purpose of viewing demonstrations, subjecting skills to assessment or practising skills. The students felt that learning did take place in the clinical skills laboratory with most of the students (94, 96.2%) reporting that knowledge was gained from demonstrations and practice. Almost two thirds of the students (59.8%) felt that the support from the clinical facilitators was beneficial to them. Some quality issues in terms of equipment were identified where damaged equipment could not be used by the support staff and facilitators stating that there was a need to improve the simulation experience for the students so that they can gain the much-needed practical and theoretical knowledge required for their stipulated course. Conclusion: The clinical skills laboratory is functioning at a level that is satisfactory to the nursing students and the clinical facilitators. Future research should be conducted regarding the impact and outcomes of the clinical skills laboratory training on students’ ability to function in the clinical setting. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education. / M.N. University of KwaZulu-Natal, Durban 2013.