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Work integrated learning experiences of primary health care post basic nursing students in clinical settingsSibiya, Nontuthuzelo Elizabeth 28 May 2014 (has links)
Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012. / Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings.
Aim of the study
The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements.
Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’
Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.
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Refinement of the compentencies for a programme in child nursing science presented at a nursing education institution in the Gauteng ProvinceRossouw, Susanna Cornelia 09 July 2013 (has links)
PURPOSE
Explore the competencies required by the child nurse practitioners in the child nursing practice in order to refine the current competencies in a programme for Child Nursing Science presented at a Nursing Education Institution in Gauteng.
DESIGN AND METHOD
A quantitative, non-experimental, descriptive, exploratory and applied research design was used. A structured self reported questionnaire was constructed based on the competencies derived from the current programme for Child Nursing Science used at the Nursing Education Institution, the Specialist Paediatric and Child Health Nurse by the Australian Confederation of Paediatric and Child Health Nurses and the World Health Organization Children’s Nursing Curriculum. The structured self reported questionnaire was distributed to 110 child nurse practitioners working in child nursing practices in Gauteng and a total of 82 responded.
FINDINGS
All competencies were regarded as important, except for competencies related to research, family-centred child care, complementary and traditional child care practices, evidence-based practice, mentoring and play activities.
CONCLUSION
Findings were used to refine the current competencies in a programme for Child Nursing Science / Health Studies / M.A. (Health Studies)
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Perceptions and experiences of undergraduate nursing students of clinical supervisionDonough, Gabieba 04 1900 (has links)
Thesis (MCur)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical
supervisors involved with the supervision of undergraduate nursing students at an institution
of higher education. These differing techniques displayed by the clinical supervisors may
have implications for the standard of nursing care provided by the students and the
throughput of these students.
A qualitative approach with a descriptive design was applied to explore the perceptions and
experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9)
students were deliberately selected by means of purposive sampling from each year to
participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine
3rd year students and nine 4th year students respectively constituted the groups that were
interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct
the study was obtained from the Health Research Ethical Committee at Stellenbosch
University, as well the institution under study. Informed consent was obtained from all the
participants. Data collection was completed by two trained fieldworkers who were not
affiliated with the institution under study.
The interviews were analysed through content analysis. Six themes emerged from the data.
These included support, professionalism, realities of supervision, student preferences
regarding supervisors, experiences that relate to abusive behaviour and the clinical
supervision process. The findings indicated negative and positive experiences on clinical
supervision. Recommendations were proposed to enhance clinical supervision and the
learning experiences of student nurses.
Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice,
differing techniques. / AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese
toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n
institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese
toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die
studente en die slaagsyfer van hierdie studente.
'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies
en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege
(n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte
steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente,
nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het
onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef
het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die
Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling
ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data
insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die
instelling ter ondersoek nie.
Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data
ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student
voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende
gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe
ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie
en die leerervaring van die studentverpleegsters te verbeter.
Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese
praktyk, teenstrydige tegnieke.
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Attracting and retaining nursing educators : a study conducted within a private nursing education institution in South AfricaFebruary, Tracy Joan 04 1900 (has links)
Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The shortage of nurse educators has an effect on the training of current and future nurses. A shortage of nurse educators leads to the inability to increase the number of student nurses, which results in a lack of trained nursing staff to meet the healthcare needs of the South African population. There is a need to gain an understanding of why nurse educators enter into and remain in academia versus the reasons why nurse practitioners – specifically registered nurses (RN) – choose to enter into and remain in practice.
The prioritised reasons for entering into and remaining in nurse academia were investigated with a focus on:
i.) The difference between the reasons why RNs enter into and remain in nursing practice
ii.) The difference between the reasons why nurse educators enter into and remain in academia
iii.) The difference between the reasons why RNs enter into nursing practice and reasons for nurse educators entering into academia
iv.) The difference between the reasons why RNs remain in nursing practice and reasons why nurse educators remain in academia
A descriptive, quantitative design was used to explore the factors that lead to nurses entering into and remaining in academia. An on-line, self-administered survey was used as the primary data collection instrument. Data was tabulated and presented in histograms and frequencies.
The study found that:
i.) RNs enter into and remain in nursing practice for the same reasons
ii.) That nurse educators enter into and remain in academia for different reasons
iii.) That RNs enter into nursing practice and nurse educators enter into academia for different reasons
iv.) The primary reason for RNs remaining in nursing practice and nurse educators remaining in academia are the same
The shortage of nurse educators is critical and it is essential that NEIs begin to institute plans focussing on the reasons behind nurse educators’ decision to stay in nursing education. Private NEIs should use the findings of this study to focus on areas that indicate satisfaction with the position rather than dissatisfaction in order to develop specific attraction and retention strategies.
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Continuing professional development in nursingDavids, Julia M. 03 1900 (has links)
Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2006. / The problem identified by the researcher, points to the fact that professional nurses in
South Africa are not aware that it is their responsibility to continue learning and to seek
learning opportunities in order to address their learning needs after obtaining a basic
nursing qualification. Continuing professional development (CPD) has been defined as
lifelong learning that takes place in a professional career after the point of qualification
and/or registration. The primary aim of continuing professional development (CPD) in
nursing is improvement of patient care. CPD in nursing enables professional nurse
practitioners to provide quality nursing care and service delivery to their patients and
clients.
The purpose of this research was to assess the need for continuing professional
development for professional nurses in order to develop criteria that would assist with the
provision of these programmes. The objectives of this research were to:
assess whether professional nurses are aware of their responsibility to
continue their education beyond their initial pre-service training;
assess the extent to which professional nurses participate in continuing
educational activities;
ascertain whether professional nurses support the introduction of
mandatory continuing professional development; and
determine the barriers to participation in continuing professional
development.
A survey, as a quantitative research design, was used in this research to collect the data
from a sample of professional nurses working at two public hospitals in the Western Cape
Province. A random sampling technique was used to select one hundred professional
nurses from a population of professional nurses that was dispersed over a wide
geographical area. This design enabled the researcher to use a questionnaire in order to
obtain the information needed for this research from the participants. The researcher also
conducted semi-structured interviews, which constitutes a qualitative approach to research, with ten professional nurses. The reason for using both research approaches was
that the quantitative approach helped the researcher to measure the responses from the
professional nurses objectively while the qualitative approach enabled the researcher to
describe the professional nurses’ own experience of their CPD activities.
A questionnaire, as the data collection instrument, was informed by the literature review.
It enabled the researcher to obtain the information from the sample of professional
nurses. The data collected included the demographic information of the sample, the
nurses’ participation in formal education, non-formal education and in-service education
as well as the reasons for and the barriers to participating in these programmes and their
views about mandatory continuing professional development. The questionnaire was selfadministered
and anonymous. The data obtained from the questionnaires and interviews
was analysed with the use of the Statistica program and a hand calculator. The process of
triangulation was used in this research to assess the reliability and the validity of the
research process.
The findings of this research indicated that the professional nurses included in this
research are aware that they have a responsibility to continue their education beyond their
initial pre-service training. Although these nurses are therefore aware that they have to
continue learning and that they have a responsibility to pursue lifelong learning, and even
though there are a significant number of professional nurses who have already
participated in CPD activities there are also a significant number of professional nurses
who have not yet participated in the CPD activities. Financial and accommodation
constraints, family responsibility, lack of advanced notification and staff shortages have
been identified as the barriers to CPD participation.
The researcher has identified that the professional nurse is in need of CPD. The findings
have indicated that the nurses in the sample do not support mandatory continuing
professional development but have indicated that they will use all formal and non-formal
learning opportunities to improve their knowledge and skills. According to the literature review, various authors have stressed that the concept of adult
learning should be incorporated in the provisions of the CPD programmes for nurses,
including the criteria on which these programmes should be based. Teaching and learning
strategies are to be employed that would ensure that nurses have the skills to learn and
relearn as knowledge develops. This will enable nurses to develop the skills that are
necessary for lifelong learning. Innovative strategies also referred to as self-directed
approaches to learning, such as problem-based learning, group discussions or projects
and learning contracts that will promote the development of lifelong learning skills.
CPD activities in nursing include formal, non-formal and in-formal learning
opportunities. Based on the literature review and the findings, the researcher recommends
that all professional nurses be granted the opportunity to attend a formal course to help
them to obtain a post-basic nursing qualification and that all professional nurses further
be encouraged to attend the hospital’s in-service education programmes and workshops
provided by the professional nursing societies.
The findings indicated that the sample professional nurses believed it is the individual
professional nurse’s responsibility to identify and evaluate his or her own learning needs
and be accountable for ensuring that those needs are met. Failure on the part of
professional nurses to accept that the responsibility to learn continually is theirs could
result in the inadequate delivery of nursing care.
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Information technology in nursing education: perspectives of student nursesSingh, Fiona 07 1900 (has links)
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)
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Avaliação do curso de ciências farmacêuticas da unidade acadêmica da UFAM em Itacoatiara: qualidade e efetividade a partir de uma perspectiva qualitativa de pesquisa.Rosas, Firmino José Lira 24 August 2012 (has links)
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Previous issue date: 2012-08-24 / Não Informada / In recent years, the Federal Institutions of Higher Education (IFES) created several
undergraduate courses through the university expansion programs, aiming to double the
number of vacancies and ensure the permanence of students in higher education in Brazil.
These courses can be viewed as a production system. By enrolling in the university, its
students integrate the system and go through an entire training process towards the
completion of the course, graduates when they come out properly. This makes it possible to
design new undergraduate courses as a vast field of research to production engineering. In this
context, this research aimed to evaluate the quality and effectiveness of a course in Bachelor
of Pharmaceutical Sciences in one of the campuses of the Federal University of Amazonas,
based on the assessment tool of the INEP / MEC and allusions to productivity. For this, we
conducted this research from the perspective of qualitative ethnographic case study type, and
participant observation, document analysis, structured interviews and research strategies and
also the participation of leaders, teachers, administrative staff and students of the institution.
Data collection was done in three stages: first, we proceeded with observations in the physical
structure and notes in the notebook field, making up some pictures, on Monday became the
analysis and selection of institutional documents, and third, the participants were interviewed,
with interviews recorded and transcribed verbatim. Data were analyzed using content
analysis, generating themes, categories and subcategories of analysis. The results revealed
that this production system began to operate during the deployment of an academic unit's
permanent UFAM this campus, which required much effort to ensure an adequate human and
physical infrastructure to meet the needs of users. It was found that the teaching staff of
pharmacists reduced at the beginning made it difficult to plan the structure of the laboratory
course; the materials management was identified as one of the weaknesses of the system; the
mechanism of self-assessment of UFAM offers no support to the unit managers in making
decision. The relevance of social and motivational aspects were adopted to study the
effectiveness of the course, considering the contributions that can be given to health from a
human framework willing to collaborate with internal processes. / Nos últimos anos, as Instituições Federais de Educação Superior (IFES) criaram vários cursos
de graduação por meio dos programas de expansão universitária, visando dobrar o número de
vagas e a garantir a permanência destes alunos no ensino superior do Brasil. Estes cursos
podem ser vistos como um sistema produtivo. Ao se matricularem na universidade, seus
alunos integram o sistema e passam por todo um processo de formação rumo à conclusão do
curso, quando saem devidamente diplomados. Isto torna possível conceber os novos cursos de
graduação como um vasto campo de pesquisa para a engenharia de produção. Neste contexto,
esta pesquisa teve como objetivo geral avaliar a qualidade e efetividade de um Curso de
Bacharelado em Ciências Farmacêuticas em um dos campi da Universidade Federal do
Amazonas, tomando como base o instrumento de avaliação do INEP/MEC e alusões à
produtividade. Para isso, conduziu-se esta investigação sob a perspectiva qualitativa do tipo
estudo de caso etnográfico, tendo a observação participante, análise documental entrevistas
semiestruturadas como estratégias de pesquisa e ainda a participação de dirigentes,
professores, técnicos administrativos e alunos da Instituição. A coleta de dados fez-se em três
etapas: na primeira, procedeu-se com observações na estrutura física e anotações na caderneta
de campo, fazendo-se algumas fotos; na segunda, fez-se análise e seleção dos documentos
institucionais; e na terceira, entrevistaram-se os participantes, sendo as entrevistas gravadas e
transcritas na íntegra. Os dados foram analisados por meio de análise de conteúdo, gerando-se
temas, categorias e subcategorias de análise. Os resultados revelaram que este sistema de
produção começou a funcionar no período de implantação de uma unidade acadêmica
permanente da UFAM neste campi, o que demandou muito esforço para garantir uma
estrutura física e humana adequada para satisfazer as necessidades dos usuários. Verificou-se
que o quadro docente de farmacêuticos reduzido no início dificultou o planejamento da
estrutura laboratorial do curso; a gestão de materiais foi apontada como uma das fragilidades
do sistema; o mecanismo de autoavaliação da UFAM não oferece apoio aos gestores da
unidade na tomada de decisão. A relevância social e aspectos motivacionais foram adotados
para estudo da efetividade do curso, considerando as contribuições que podem ser dadas com
a saúde a partir de um quadro humano disposto a colaborar com os processos internos.
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Challenges faced by nurse educators in teaching research to undergraduate nursing studentsBhembe, Thabsile Margaret 25 October 2015 (has links)
The aim of nursing practice is to provide evidence-based care that ensures quality outcomes for patients, families, healthcare providers and the health care system. This may only occur with increased exposure to nursing research. Nursing education institutions should therefore ensure that students are prepared to provide evidence-based care by participating in and conducting research.
The purpose of the study is to explore and describe the challenges faced by nurse educators in teaching research methodology and supervising undergraduate nursing students at a university in order to make recommendations to support nurse educators in teaching research and supervising research projects. Qualitative, explorative, contextual and descriptive research was conducted to explore and describe the challenges experienced by nurse educators. Data were collected through a focus group discussion. Nine nurse educators participated in the research study.
Participants acknowledged that they faced challenges in teaching research methodology and supervising research projects. The challenges described pertained to human resources; research experience, competencies and guidelines; physical resources; and a lack of support from their institution’s management.
Based on the challenges, recommendations were made to address the lack of specific competencies, research guidelines, student/educator ratios, physical resources and technology issues / Health Studies / M.A. (Health Studies)
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Transforming students nurses' images of nursing : an appreciative inquiry approachChauke, Motshedisi Eunice 25 November 2014 (has links)
Research has shown that, worldwide the nursing profession is faced with image-related
challenges impacting on its status, prestige, power and the ability to attract more young
and suitably qualified students to nursing. There is adequate evidence of a link between
the image of nursing and the number of young people entering and leaving the
profession. A positive image of nursing attracts applicants and the intention to leave
nursing correlates positively with holding a negative image of nursing. There is also
evidence of poor perception of the image of nursing among student nurses.
The study aimed at exploring the potential of appreciative inquiry (AI) as a teaching
strategy to transform the image of nursing among 3rd and 4th year, college and
university student nurses in the Gauteng province of South Africa. The second aim was
to describe student nurses’ experiences regarding their participation in the process of
AI.
A qualitatively dominant, sequentially embedded, mixed methods design with
explorative-descriptive and quasi-experimental features was utilised. Sequential data
collection and analysis were conducted during five stages comprising: a pre-test survey,
intervention (appreciative inquiry), a post-test, description of the experiences of student
nurses of AI and an integration stage.
The pre-test results showed more positive than negative perceptions of the image of
nursing among student nurses. The negative perceptions of the image of nursing
among student nurses that needed intervention included the working conditions of
nurses and the perception of nursing as a profession that was not respected and
appreciated. The student nurses who took part in appreciative inquiry showed a
significant and positive change in their perception of the image of nursing as a
respected and appreciated profession. From the individual interviews on the student
nurses’ experiences of AI, the themes “experience of positive emotions” and
“experiential learning” emerged. The student nurses experiences described their
engagement in AI as a positive and enjoyable experience from which multidimensional
learning resulted. / Health Studies / Ph. D. (Health Studies)
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Clinical learning environment and approach to learning: perspectives of mature nursing students in Hong KongChiu, Yuen-han., 焦婉嫻. January 2005 (has links)
published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice
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