Moral experiences are experiences where there are values at stake. All people live moral experiences, from the mundane to the extraordinary. Undergraduate nursing students (UNS) have moral experiences during their clinical placements yet little is known about these experiences. Research that acknowledges and accounts for the range of moral experiences that UNSs have when providing patient care better reflects the diversity of these experiences, from the good to the bad, the right to the wrong, and the just to the unjust. Understanding their moral experiences can foster a greater awareness of UNSs as moral beings who live meaningful experiences that affect them as learners and future professionals. The purpose of this research study was to examine clinical placement-related moral experiences of UNSs and the ways in which these moral experiences shape them as learners. The research questions were 1) What are the moral experiences of undergraduate nursing students in the context of clinical placements?; 2) What are the relational dimensions of undergraduate nursing students' moral experiences in the context of clinical placements?; and 3) How do undergraduate nursing students incorporate their moral experiences into their learning process? This study is a constructivist grounded theory as articulated by Charmaz. Twenty-three semi-structured interviews with UNS participants were conducted and retained for analysis. All participants were recruited from the Bachelor of Science in Nursing program at a bilingual university in Ontario, Canada. In keeping with constructivist grounded theory, the data analysis process was iterative and evolving to construct a theory that was grounded in the data. As a result of data analysis, three categories were developed: 1) having a moral experience; 2) learning in motion; and 3) navigating relational contexts. In brief, the first category, having a moral experience, represents the moral experiences described by the participants; these are the stories participants shared that unfolded during or in relation to clinical placements. The second category, learning in motion, describes the participants' learning process. The third category, navigating relational contexts, represents the interconnected relationships that framed the participants' moral experiences. Overall, the findings of this study provide insights into the range of moral experiences that UNSs have during their clinical placements, the relational dimensions at play, and the learning process that UNSs experience as they navigate clinical placements as learners.

Individuals have unique ways of perceiving and organising information, which are referred to as learning styles. By becoming informed about individual learning styles the educator is in a better position to support the learner in the learning process. A descriptive correlational study was done to investigate the learning styles of nursing students at Unisa. In this research project a postal questionnaire was used to determine their learning styles. Research data were gathered on the demographic and academic profile of Unisa nursing students in order to determine their specific needs. Learning styles were correlated with various constructs (academic achievement, distance teaching, home language). It was concluded that awareness of individual learning styles is important to assure quality improvement in nursing education. Both learner and educator need to be knowledgeable of learning styles and therefore a course in learning styles was designed. / Health Studies / M.A. (Nursing Science)

Individuals have unique ways of perceiving and organising information, which are referred to as learning styles. By becoming informed about individual learning styles the educator is in a better position to support the learner in the learning process. A descriptive correlational study was done to investigate the learning styles of nursing students at Unisa. In this research project a postal questionnaire was used to determine their learning styles. Research data were gathered on the demographic and academic profile of Unisa nursing students in order to determine their specific needs. Learning styles were correlated with various constructs (academic achievement, distance teaching, home language). It was concluded that awareness of individual learning styles is important to assure quality improvement in nursing education. Both learner and educator need to be knowledgeable of learning styles and therefore a course in learning styles was designed. / Health Studies / M.A. (Nursing Science)

Thesis (MCurr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Human Immunodeficiency Virus infection (HIV) and Acquired Immunodeficiency Syndrome (AIDS) are critical concerns worldwide; this is particularly true of South Africa. The consequences of HIV infection and complications of AIDS are a challenge that extends into the nursing profession and into the community of student nurses. Support groups can form an important part in educating nursing students about HIV and AIDS, as well as in supporting nursing students through the processes of counselling, testing and managing the physical, as well as other impacts of this syndrome. When considering the current situation at an Eastern Cape nursing college and the literature reviewed on this topic, the research question posed for this study was: ‘Why is the support offered by the HIV support group to the nursing students having such a limited effect on the students’ motivation to participate in HIV counselling and testing (HCT) and support activities to de-stigmatise HIV/AIDS?’ The aim of this study was to explore and describe the nursing students’ experiences and perceptions of the support group activities in order to improve the relevance of this initiative for students. The objectives of this study were to - Explore and describe the student’s experiences and perceptions of the support group activities - Identify and describe the student’s expectations of the support group. A qualitative approach with an exploratory and descriptive design was used to elicit data to answer the research question. Ethical approval was obtained from the Health Research Ethics Committee and access to the college campus was obtained through the appropriate authorities. The accessible population for this study were 1st, 2nd, 3rd, and 4th year students at one campus of the provincial nursing college in the Eastern Cape. In-depth individual interviews were conducted with eight participants who met the study inclusion criteria of having had experience of the support group and its activities. Interviews were recorded and transcribed by the researcher. Content analysis was used to analyse the interview data through applying Tesch’s eight steps of analysis. Data analysis revealed that participants did not experience the support group as helpful; although they had joined the support group they remained fearful of receiving test results and what their future may hold should they be diagnosed as being HIV positive. The participants experienced rejection and discrimination by the support group committee members; they also identified that the committee displayed hypocritical behaviours and a lack of respect for confidentiality of information which further undermined the functioning and influence of the group. Results revealed that joining the support group means one is automatically stigmatised as being HIV positive. The support group committee members were seen to be inaccessible having only limited communication with participants. Recommendations from the study were to hold personal and group development sessions for the committee and interested students to assist them in learning how to manage ethical issues related to counselling and testing, how to conduct effective campaigns to de-stigmatize HIV/AIDS, and to determine clearly what the purpose of this particular group is that it may better meet the needs of the student group. Limitations of this study were that the qualitative research approach that was applied limited the generalisation of the findings. The study focused only on experiences and perceptions of the undergraduate nursing students on one campus of the nursing college about the support group and its activities. Thus, the study offered an initial insight into the current negative perceptions of students towards the support group and offered a foundation for further investigation. In conclusion, experiences and perceptions of the support group were explored and elaborated on. Currently, the support group does not offer the support the students would like to be available as the fundamental functioning of the group is compromised by a lack of trust between students and the committee members. / AFRIKAANSE OPSOMMING: Die menslike immuungebreksvirus (MIV) en verworwe immuniteitsgebreksindroom (VIGS) is wêreldwyd kommerwekkende aangeleenthede, veral met betrekking tot Suid-Afrika. Die gevolge van MIV-infeksie en komplikasies van VIGS is uitdagings wat die verpleegberoep en die verpleegstudente-gemeenskap met verreikende gevolge raak. Ondersteuningsgroepe kan ’n belangrike rol speel om verpleegstudente in verband met MIV en VIGS op te lei, asook om ondersteuning te bied deur middel van die prosesse van berading, toetsing en die bestuur van die fisiese en ander gevolge van die sindroom. Toe die huidige situasie by ’n Oos-Kaapse verpleegkollege, asook die literatuuroorsig oor die onderwerp in oënskou geneem is, is die navorsingsvraag vir die studie gestel: “Waarom het die ondersteuning wat deur die ondersteuningsgroep aan die studentverpleegsters aangebied word so ’n beperkte effek op die studente se motivering om deel te neem aan MIV-berading en toetsing, asook ondersteuningsaktiwiteite om MIV/VIGS te destigmatiseer?” Die doel van hierdie studie was om die verpleegstudente se ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf, ten einde die relevansie van hierdie inisiatief vir die studente te verbeter. Die doelwitte van hierdie studie was om die student se: - ervaringe en persepsies van die ondersteuningsgroep se aktiwiteite te ondersoek en te beskryf - verwagtinge van die ondersteuningsgroep te identifiseer en te beskryf. ’n Kwalitatiewe benadering met ’n ondersoekende en beskrywende ontwerp is gebruik om die data aan die lig te bring om sodoende die navorsingsvraag te beantwoord. Etiese goedkeuring is van die Universiteit van Stellenbosch se Gesondheidsnavorsingsetiekkomitee verkry en toegang tot die kollege-kampus is deur die betrokke owerhede verleen. Die toeganklike bevolking vir die studie was eerste-, tweede-, derde- en vierdejaarstudente by een kampus van die provinsiale verpleegkollege in die Oos-Kaap. Deurtastende individuele onderhoude is met agt deelnemers gevoer wat aan die studie se inklusiewe kriteria voldoen het en wat ondervinding het van die ondersteuningsgroep en hul aktiwiteite. Data is deur die navorser opgeneem en getranskribeer. Inhoudelike analise is gebruik om die data van die onderhoud te analiseer deur Tesch se ag stappe van analise toe te pas. Analise van die data het aan die lig gebring dat deelnemers nie die ondersteuningsgroep as behulpsaam ervaar nie. Ten spyte van aansluiting by die ondersteuningsgroep bly hulle angstig vir wanneer toetsresultate ontvang moet word en wat dit vir hul toekoms mag inhou indien hulle MIV-positief gediagnoseer word. Die deelnemers het verwerping en diskriminasie deur die ondersteuningsgroep se komitee-lede ervaar; hulle het ook skynheilige optredes en ’n gebrek aan respek vir vertroulikheid van inligting wat die funksionering en invloed van die groep verder ondermyn, geïdentifiseer. Resultate het aan die lig gebring dat aansluiting by die ondersteuningsgroep beteken dat hulle outomaties gestigmatiseer word as MIVpositief. Die komitee van die ondersteuningsgroep word gesien as ontoeganklik met beperkte kommunikasie met die deelnemers. Aanbevelings vanuit die studie sluit in die opvoeding en die ontwikkeling van ’n komitee en belangstellende studente om etiese kwessies te bestuur wat verband hou met berading en toetsing, veldtogte om MIV/VIGS te destigmatiseer en om duidelik te bepaal watter tipe ondersteuningsgroep hierdie betrokke groep moet nastreef om te wees. Beperkinge van hierdie studie is dat ’n kwalitatiewe navorsingsbenadering toegepas is wat die veralgemening van die bevindings beperk het. Die studie het slegs gefokus op ervaringe en persepsies van die voorgraadse verpleegstudente op een kampus van die verpleegkollege aangaande die ondersteuningsgroep en hul aktiwiteite. Sodoende, gee die studie ’n aanvanklike insig in die huidige negatiewe persepsies van studente oor die ondersteuningsgroep en bied ook ’n grondslag vir verdere ondersoeke. Ten slotte, ervaringe en persepsies van die ondersteuningsgroep is ondersoek en daarop uitgebrei. Tans bied die ondersteuningsgroep nie die ondersteuning wat die studente benodig nie, vanweë die fundamentele funksionering van die groep se gebrek aan vertroue deur studente in die komitee-lede.

Text in English / The purpose of the study was to describe the perceptions and attitudes of student nurses towards anatomy and physiology. The study was conducted in the nursing education setting at three campuses of one college of nursing in the Limpopo Province of South Africa. A non-experimental, quantitative, descriptive research design was utilised, with a survey and a self-administered questionnaire as data collection method and instrument respectively. Probability sampling was utilised to select a sample of 2nd year student nurses registered for the 4-year diploma at the selected college of nursing. Data was analysed by means of Statistical Package of Social Sciences (SPSS) version 24.0. The results revealed both positive and negative perceptions and attitudes towards anatomy and physiology. Positive attitudes and perceptions were that the subject is enjoyable, easy, interesting and relevant to nursing practice. Negative attitudes were shown towards the classroom as not being conducive to learning and towards teaching methods that were not interactive. Recommendations were made to include interactive, evidence-based teaching learning methods in anatomy and physiology. / Health Studies / M. A. (Nursing Science)

This study describes the perceptions of 110 diploma nursing students regarding the learning environment in case based and traditional classrooms. The study was conducted in Sharjah and Abu Dhabi Institutes ofNursing in UAE. Sixty Level I and fifty Level II students were randomly selected from the two institutes to participate in this study. The purpose of this study was to examine nursing students' perceptions regarding the classroom learning environment in courses that are taught by case studies and those that are taught by traditional method, and to compare their perceptions toward conventional and CBL learning environments. The questionnaire used was the College and University Classroom Environment Inventory (CUCEI). The students in the CBL class had more positive perceptions toward their learning environment on the subscales Involvement , Innovation , and Individualization. A significant difference emerged favoring traditional classroom environment on the Task orientation subscale. There was no significant difference between the participants' ratings for the case-based and traditional classroom learning environments on the subscales of Personalization, Cohesiveness, and Satisfaction. Thus, the study results support the superiority ofCBL environment regarding the students' perception of Involvement, Innovation, and individualization. Moreover, the study results indicated that students perceived class activities to be more task oriented in traditional than in case based classroom environments. / Thesis (M.Cur.)-University of Natal, Durban, 2002.

Text in English / A survey by means of mailed questionnaires was conducted to compile a career profile of persons who completed the B.Cur programme at Medunsa. The sample consisted of all the nurses who had completed the B.Cur. programme over a decade from 1985 to 1994. Forty-one percent of the questionnaires were returned and the findings indicated that the nurse graduates were committed to nursing and were contributing to the nursing services in south Africa. The public service was the largest employer of the graduate nurses. Their commitment to nursing is shown by their long service as well as post-registration qualifications sought in nursing. The B.Cur programme at Medunsa had adequately prepared them to practice nursing. There appears to be a need, however, to review the curriculum in some areas. It was concluded that Medunsa has contributed to the provision of well qualified nurses. / Health Studies / M.A. (Nursing Science)

Submitted in fulfillment of the requirements for the Degree of Master of Technology in Nursing. Durban University of Technology, Durban, South Africa, 2015. / INTRODUCTION A four-year diploma nursing programme undertaken by the KwaZulu-Natal College of Nursing provides training to students to become professional nurses. However, it has been noted that absenteeism of student nurses enrolled in this programme has increased. Absenteeism could result in demotion, extension of training or termination of students from the programme. This would result in fewer student nurses completing training and therefore a shortage of professional nurses. AIM OF THE STUDY The aim of the study was to determine the causes and effects of absenteeism amongst student nurses that are currently registered for a four-year diploma programme (R425) in the KwaZulu-Natal College of Nursing (KZNCN). METHODOLOGY A quantitative method was used, which comprised two phases, namely, data collection through the use of a self-administered questionnaire and a retrospective record review. Simple random sampling was used to select students from the peri-urban Midlands and rural uGu districts. Stratified random sampling of 301 student nurses at different levels of training from the three campuses was done. A total of 301 questionnaires were distributed to participants; all were returned, resulting in a 100% response rate. During a retrospective record review student records were examined to assess clinical and theoretical performance of students. Statistical analysis was done using the SPSS version 22.0. RESULTS The results of the study revealed that students experienced problems in the clinical/practical areas that resulted in them absenting themselves. There were 14 terminations of training due to absenteeism. Student nurses who did not absent themselves obtained entry to the examination, whilst students with excessive absenteeism did not obtain entry to the examination.

The Professional Nurse in Relation to Academic Nursing Education The increasing demands on the nurse’s competence in the society are reflected in laws and ordinances as well as in the transition of the nursing education to universities. The overall aim of this thesis was to illuminate, describe and understand nurses’ professional awareness in relation to academic nursing education. The longitudinal studies I and II of the thesis included novice nursing students (n= 164/163), senior students (n=123/124), and nurses three to five years after graduating (n=83/82). Study III of the thesis covered a nationally random selection of nurses graduated during four different years before and after the implementation of the academic education (n=289). Study IV focused on senior students (n=155). The data were collected by means of three questionnaires: open questions where the respondents were asked to describe their views of a good nurse and a bad nurse (I); a scale for assessing the professional self in relation to others (modified Nurse Self Description Form) (II); and finally, a questionnaire designed to asses the nurses’ (III) and the students’ (IV) attitudes to and awareness of research within nursing (as developed in study III). The data were analysed by means of content analysis (I) and parametric and non-parametric statistical methods (II, III, IV), and factor analysis (III). The result was that the characteristic of a good nurse ”to do good for others” emerged strongly and retained its dominant position throughout the education and beyond. ”To be competent and skilled” was also highly favoured and gained ground during and after the training. ”To have professional courage and pride” and ”to seek professional development” were considerably less prominent but increased slightly in importance over time (I). The professional self in relation to others in similar situations were generally rated as both strong among students and experienced nurses (II). Also in this respect there was an emphasis on the aspect of doing good for others. The professional self grew stronger over time in the areas of drive, objectivity, flexibility, ability to teach, ability to communicate and sociability, whereas the desire to contribute through research and knowledge mastery decreased over time (II). The process of developing into an experienced nurse, however, entailed increased awareness of the complexity of the nursing profession. The instruments for measuring attitudes to nursing research were validated through factor analysis, which generated seven factors termed ”research language,” ”need of research knowledge,” ”participation,” ”the profession,” ”meaningfulness,” ”study literature,” and ”developing–resources” (III). Nurses (III) as well as students (IV) expressed a positive attitude to nursing research and its application to the nursing profession. However, the nurses in particular stated that they seldom read scientific journals and seldom applied nursing research in their daily work. To sum up, the research in this thesis shows that students and nurses only to a moderate extent displayed the professional awareness that the academic nursing education aims for. The traditional image of a good nurse was the most clearly manifested form of awareness, whereas insufficient awareness was registered in areas related to own responsibility for research-based practice. The result indicates a need for further collaboration between the nursing education and the health care sector, as well as for academically highly qualified nurses as resource persons in nursing practice, to support quality development in nursing, and serve as role models for students. / Den professionella sjuksköterskan i relation till den akademiska sjuksköterskeutbildningen Kraven på en professionell sjuksköterska har ökat i samhället vilket synliggjorts genom olika lagar och författningar samt akademiseringen av sjuksköterskeutbildningen. Det övergripande syftet med avhandlingen var att belysa, beskriva och förstå sjuksköterskors professionella medvetenhet i relation till den akademiska sjuksköterskeutbildningen. Delstudie I och II, som var longitudinella, inkluderade sjuksköterskestudenter i början av utbildningen (n=164/163), i slutet av utbildningen (n=123/124) samt sjuksköterskor tre till fem år efter examen (n=83/82). Delstudie III genomfördes med ett nationellt slumpmässigt urval av sjuksköterskor (n=289) examinerade vid fyra olika tillfällen före och efter det att sjuksköterskeutbildningen blev akademiserad. Delstudie IV inkluderade sjuksköterskestudenter strax före examen (n=155). Data har insamlats med hjälp av tre frågeformulär: ett med öppna svar där deltagarna beskrev sin syn på en bra sjuksköterska (I); ett med en skala för bedömning av det professionella jaget i förhållande till andra (modifierad Nurse Self Description Form) (II); ett om sjuksköterskors (III) respektive studenters (IV) inställning till och medvetenhet om omvårdnadsforskning (utvecklades i delstudie III). Data analyserades med hjälp av innehållsanalys (I) och parametriska och icke parametriska statistiska metoder (II, III, IV) samt faktoranalys (III). Karaktäristiskt för en bra sjuksköterska var (I): ”att göra gott för andra”, vilket framträdde starkt och bibehölls till stora delar från nybörjarstudent till erfaren sjuksköterska; ”att vara kompetent och skicklig” framträdde också starkt samt ökade under och efter utbildningen; ”att vara modig och stolt i yrkesrollen” samt ”att sträva efter professionell utveckling” framkom i betydligt mindre grad men med en viss ökning över tid. Det professionella jaget i relation till andra i liknande situationer skattades generellt som starkt från nybörjarstudent till erfaren sjuksköterska (II). Även här fanns en betoning av att göra gott för andra. Det professionella jaget stärktes över tid inom arbetsförmåga, objektivitet, flexibilitet, undervisningsförmåga, kommunikationsförmåga och social förmåga medan det försvagades inom vilja att behärska kunskap och vilja att bidra till ny kunskap (II). Utvecklingen till erfaren sjuksköterska visade på en ökad medvetenhet om sjuksköterskeyrkets komplexitet. Instrumentutvecklingen för att skatta inställning till omvårdnadsforskning validerades genom faktoranalys som genererade sju faktorer benämnda ”forskningsspråket”, ”behov av forskningskunskap”, ”delaktighet”, ”professionen”, ”meningsfullhet”, ”studera litteratur” samt ”utveckling – resurs” (III). Såväl sjuksköterskor (III) som studenter (IV) angav en positiv attityd till omvårdnadsforskning och dess tillämpning i sjuksköterskans arbete. Däremot angav framför allt sjuksköterskorna att de i ringa grad läste vetenskapliga tidskrifter samt i ringa grad använde omvårdnadsforskning i det dagliga arbetet. Sammanfattningsvis framkom att studenter och sjuksköterskor endast delvis uppvisade en professionell medvetenhet relaterat till intentionerna i den akademiska sjuksköterskeutbildningen. Den medvetenhet som tydligast framkom kan relateras till den traditionella bilden av en bra sjuksköterska medan de områden som framträdde som bristfälliga kan relateras till de krav som ställs på ett professionellt arbete grundat på vetenskap och beprövad erfarenhet. Resultatet påvisar behovet av fortsatt samverkan mellan sjuksköterskeutbildningen och vårdverksamheten samt behovet av sjuksköterskor med högre akademisk utbildning som resurspersoner för utveckling av en forskningsbaserad patientvård. / <p>Vid disputationstillfället var delarbete 1, den professionella sjuksköterskan – i relation till den akademiska sjuksköterskeutbildningen, accepterat för publicering.</p>

Bakgrund: Vårdrelaterade infektioner är ett globalt problem och leder till omfattande patientlidande och kostnader för samhället. God handhygien är det mest grundläggande sättet att förebygga vårdrelaterade infektioner. Det ställs krav på svensk hälso- och sjukvård att vårdmiljön skall främja hälsa och vara av en god hygienisk standard. Som sjuksköterskestudent har man ett ansvar att ta till sig den kunskap som är nödvändig för sin kommande roll som sjuksköterska. Sjuksköterskestudenter upplever dock en osäkerhet på grund av att de saknar kunskap i hygienrutiner skall tillämpas. Syfte: Att belysa sjuksköterskestudenters kunskap och attityder om hygienrutiner samt faktorer som påverkar deras följsamhet. Metod: En litteraturöversikt baserad på tolv vetenskapligt granskade artiklar med kvalitativ och kvantitativ design. Artiklarna togs fram i databaserna Cinahl Complete och PubMed. Dessa analyserades med hjälp av Fribergs analysmetod. Resultat: Resultatet sammanfattades i fyra huvudkategorier: Kunskapsläget hos sjuksköterskestudenter, Attityder om infektionsförebyggande åtgärder, Sociala betydelser – Influenser från vårdpersonal och Organisatoriska faktorer. Författarna fann att kunskapen om hygienrutiner hos sjuksköterskestudenter var allmänt låg. Trots detta fanns en positiv attityd bland studenterna som betonade att de ville få tillräcklig kunskap och erfarenheter. De ville inte ha orsakat att någon drabbats av en vårdrelaterad infektion. Diskussion: Resultatet diskuterades utifrån Florence Nightingales bok Notes on Nursing och begreppet vårdande. / Background: Healthcare-associated infections are a global problem and leads to sustained patient suffering and costs to society. Satisfactory hand hygiene is the most basic way to prevent health care-associated infections. The requirement for Swedish health care is to create an environment that will promote health and be of clinical hygiene standard. A nursing student has a responsibility to absorb the knowledge that is essential for their future role as a nurse. Nursing students, however, experience an uncertainty of application due to the lack of knowledge of hygiene. Aim: To elucidate nursing students’ knowledge and attitudes about hygiene routines and factors that affects their compliance. Method: A literature review based on twelve peer-reviewed articles with qualitative and quantitative design. The articles were found in the databases Cinahl Complete and PubMed. Further the articles were analysed by using the analysis method of Friberg. Results: The result was summarized in four main categories: Nursing students’ state of knowledge, Attitudes about infection prevention, Social significance - Influences from health care professionals and Organizational factors. The authors found that knowledge about hygiene routines of nursing students was generally low. Despite this, there is a positive attitude among students that emphasizes that they wanted to acquire adequate knowledge and experience. They did not want to be responsible for causing someone a healthcare-associated infection. Discussion: The results were discussed based on Florence Nightingale's book Notes on Nursing and the concept of caring.