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Magister Curationis - MCur / South Africa has the highest rate of HIV epidemic in the world, with the total number of PLWHA estimated at approximately 7. 97 million in 2019. Learning outcomes related to HIV and AIDS are embedded in the four-year Bachelor of Nursing programme. However, little is known in the South African context about the knowledge, attitude, and practice of nursing students regarding HIV and AIDS. The aim of the study was to examine the knowledge, attitudes, and practices of undergraduate nursing students towards HIV and AIDS.

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Background: While serious illness communication is an important aspect of nursing care, it is recognized as an area of practice for which nursing students are not adequately prepared. Communication tools such as the Serious Illness Conversation Guide (SICG) may help address these gaps in knowledge and skill. Aim: The aim of this study is to explore undergraduate nursing students’ experiences engaging in serious illness communication and their perceptions about participation in a SICG workshop that aimed to improve such communication. Methods: A qualitative descriptive approach was used. One-on-one, semi-structured interviews were conducted with eight undergraduate nursing students at McMaster University who had attended SICG training. Critical incident technique was used to elicit participant accounts of engaging in serious illness communication at their professional practice placements. Data were analyzed using qualitative techniques. Participants were surveyed to assess perceptions of the SICG workshop. Findings: Three themes related to undergraduate nursing students’ experiences engaging in serious illness communication after receiving SICG training were: a) serious illness communication is challenging to enact, b) finding moral and ethical ground, and c) fitting into the culture of the professional practice setting. Three themes related to nursing students’ perceptions of the SICG workshop were: a) applicability of SICG training to practice, b) strengths of SICG training, and c) limited opportunities to develop competence. Conclusions: Nursing students are challenged by serious illness communication in their practice. Findings support the integration of educational resources aimed to better prepare them for critical communication knowledge and skills on entry-to-practice. / Thesis / Master of Science in Nursing (MSN)

Introduction: The nursing shortage continues to be a major topic of concern for the American Association of Colleges of Nursing (AACN). Creative ways to educate more nurses are essential to bridge the nursing shortage gap. Background: Virtual Simulation (VS) has shown positive outcomes when used in unfolding simulations. Using VS technology, initial research supports using VS for hands-on skill building. Hands-on skills are primarily nursing skills that are performed at the bedside. Methods: This dissertation is a mixed-methods, exploratory design. The Technology Acceptance Model (TAM) (Davis, 1989) was used to determine the usability and ease of use of a specific VS program. Two versions of the same skill were created, and the sample was randomly placed into either version A or version B. Version A used all 29 specific steps that were on the skill competency checklist as options and Version B condensed some of the steps into logical groupings for a total of 11 options. A comparison was made using the TAM (Davis, 1989) questionnaire for Version A and Version B. Three open-ended questions were asked to gather more feedback from the students. Results: Results indicate no differences in usability and ease of use using either version of the software. The final part of the dissertation used the information from the literature review and study to create a “how to use” virtual simulation for skill-building while keeping alignment with current standards. This information will add to the limited knowledge of using virtual simulation for hands-on skill building in undergraduate nursing education. Further studies with a larger sample size will add to the body of science which can potentially increase opportunities for access to online nursing education.

The purpose of study is to investigate why state certified nurses on a conversion programme to become registered general nurses score higher marks on medical - related than on nursing assessments during their fourth practical assessments. The universal sample is made up of state certified nurses on a one year conversion programme. A purposive sample consisting of 20 student nurses, 10 nurse- assessors and 5 doctor­ assessors was recruited into the exploratory quantitative study which was done at Kwekwe Hospital. A questionnaire for each of the three sample groups was used to collect data to meet the study's objectives. Data analysis yielded the main finding that students scored higher marks on nursing - related areas than on medical- related practical assessments contrary to the study's assumption. The implication is that the student nurses were able to acquire nursing care focused skills and knowledge in spite of their former medical care biased training and nursing experience. / Health Studies / M.A. (Nursing Science)

Thesis (MCur)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Academic integrity is of undisputed importance in the educational environment as honesty is regarded as a basic ethical value in all educational programmes. Yet, academic dishonesty is a wide-ranging practice which is also encountered in the nursing education environment. This phenomenon causes concern in the nursing fraternity because of the positive correlation between unethical academic practices and future unethical professional behaviour. This correlation, together with the lack of research data regarding academic dishonesty at nursing education institutions in South Africa, motivated the researcher to undertake the present study. The purpose of the study was to examine the status of academic integrity among nursing students at a nursing education institution in the Western Cape. The objectives were to determine the incidence of academic dishonesty and to investigate the individual and contextual factors that influence academic dishonesty. The students’ knowledge of institutional policies regarding academic dishonesty, their understanding of plagiarism and referencing, their attitudes towards cheating, and their recommendations to prevent cheating were also explored. A quantitative research approach with a descriptive survey design was chosen for the study. The population (N=688) included all the pre-registration nursing students in the second- (N=319), third- (N=199) and fourth-year (N=170) groups. A nonrandom convenience sampling technique was used to select a sample of 80% (n=550) from each of the second-year (n=255), third-year (n=159) and fourth-year (n=136) student groups. A self-reported questionnaire, with a set of 61 Likert-type items, was designed to obtain information about academic dishonesty. Three openended questions were included in the questionnaire to generate more in-depth data. The questionnaire, which was based on a literature review and on the objectives for the study, was pilot tested to ensure reliability and validity. The inputs of experts in research methodology and nursing education also assured reliability and validity. Data collection, where only the researcher was involved, took place during scheduled classes. Descriptive statistics and, where appropriate, inferential statistical tests were used in analysing the data. Ethical approval was obtained. Measures were taken to ensure anonymity and confidentiality to all respondents. Consent was assumed on completion of the questionnaire. It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating behaviours associated with plagiarism and assignments were identified as the main problem areas. An unacceptably high level of dishonesty with the completion of practical records was also an area of concern. The main recommendations were the development and implementation of a code of honour and the implementation of comprehensive academic integrity policies at the nursing education institution. Practical measures aimed at combating cheating in tests and examinations were also recommended. / AFRIKAANSE OPSOMMING: Akademiese integriteit in die opvoedkundige omgewing is ongetwyfeld van groot belang omdat eerlikheid as ʼn basiese etiese beginsel in alle opvoedkundige programme beskou word. Desnieteenstaande, is akademiese oneerlikheid ʼn algemene praktyk wat ook in die verpleegonderwys omgewing voorkom. Weens die positiewe korrelasie tussen onetiese akademiese praktyke en toekomstige onetiese professionele gedrag veroorsaak hierdie verskynsel kommer in die verpleeggemeenskap. Hierdie korrelasie, tesame met die gebrek aan navorsingsdata ten opsigte van akademiese oneerlikheid by verpleegonderwys instellings in Suid-Afrika, het die navorser gemotiveer om die huidige studie te onderneem. Die doel van die studie was om die status van akademiese integriteit onder verpleegstudente by ʼn verpleegonderwys instelling in die Wes-Kaap te ondersoek. Die doelwitte was om die insidensie van akademiese oneerlikheid te bepaal, en om ondersoek in te stel na die individuele en kontekstuele faktore wat akademiese oneerlikheid beïnvloed. Die studente se kennis van die institusionele beleide met betrekking tot akademiese oneerlikheid, hul begrip van plagiaat en die verwysing van bronne, hul houding teenoor oneerlikheid, asook hul aanbevelings om oneerlikheid te voorkom, is ook ondersoek. ʼn Kwantitatiewe navorsingsbenadering met ʼn beskrywende opname-ontwerp is vir die studie gekies. Die populasie (N=688) het al die voorregistrasie-verpleegstudente in die tweede- (N=319), derde- (N=199) en vierdejaargroepe (N=170) ingesluit. ʼn Nie-ewekansige gerieflikheidsteekproeftegniek is gebruik om ʼn steekproef van 80% (n=550) uit elk van die tweede- (n=255), derde- (n=159) en vierdejaarstudente (n=136) te selekteer. ʼn Self-rapporteringsvraelys met ʼn stel van 61 Likert-styl-items is ontwerp om inligting ten opsigte van akademiese oneerlikheid in te samel. Drie oop vrae is ingesluit in die vraelys om meer in-diepte data te genereer. Die vraelys is op ʼn literatuurstudie en die doelwitte van die studie gebaseer en ʼn loodsstudie is gedoen om die betroubaarheid en geldigheid te verseker. Die insette van kundiges in navorsingsmetodologie en verpleegopvoedkunde het ook die betroubaarheid en geldigheid verseker. Data-insameling, waarby slegs die navorser betrokke was, het tydens geskeduleerde klastyd plaasgevind. Beskrywende statistieke, en waar toepaslik, inferensiële statistiese toetse, is gebruik vir data-analise. Etiese goedkeuring is verkry. Algehele anonimiteit en vertroulikheid is vir al die respondente gewaarborg. Voltooiing van die vraelys het ook toestemming tot deelname aangedui. Daar is gevind dat akademiese oneerlikheid ʼn werklikheid is by die verpleegonderwys instelling waar die studie gedoen is. Oneerlike gedrag geassosieer met plagiaat en werkopdragte is as die hoof-probleemareas geïdentifiseer. Die onaanvaarbare hoë vlak van oneerlikheid met die voltooiing van praktika-rekords is ook ʼn bron van kommer. Die hoofaanbevelings was die ontwikkeling en implementering van ʼn erekode en die implementering van beleide ten opsigte van omvattende akademiese integriteit by die verpleegonderwys instelling. Praktiese maatreëls gerig op die bestryding van oneerlikheid in toetse en eksamens is ook aanbeveel.