The early professional history of black South African nurses has not been the principal focus of local historians. Consequently, a qualitative historical inquiry was conducted into the available literature on the economic, social, political and cultural factors that influenced the professional development of black South African nurses from 1908–1994. Non-probability, purposive sampling assisted in assembling a corpus of historically rich data for analysis using time-specific a priori codes. The findings revealed that; culturally, black South African nurses had to adapt to a Western-dominated scientific health view; educationally, they had to master specialised formal Western terminology presented in a ‘foreign’ language (English) and, socio-politically, they had to adapt to being regarded as an elitist middle-class in the black community while remaining marginalised in the white-dominated workplace. Recommendations include expanding the historical research base, designing more effective strategies for promoting cultural sensitivity, and prioritising the focus on teaching and student retention. / Health Studies / M.A. (Health Studies)

Made available in DSpace on 2016-01-26T12:51:41Z (GMT). No. of bitstreams: 1 celiaramin_dissert.pdf: 1563079 bytes, checksum: e9ef55e61a9de1a8cc8204aba266c2f5 (MD5) Previous issue date: 2003-05-08 / The education of health professionals approaches several aspects such as their social role and care work, research and education; that is, they are educated to give support for all of the individual s needs. For a long time, I have been thinking about the practice of sexuality concepts among nursing students since they have to give instructions of the related issues as familial planning and STD/AIDS prevention; sometimes they are victims of their own setting. This transversal, exploratory, descriptive, quantitative study aimed at investigating among nursing students their knowledge, practice and sources of information on contraceptive methods and STD/AIDS. Moreover, it approaches some aspects of sexual-life practice as well as its consequence. A semi-structured questionnaire was used for collecting data. The results showed that the majority of the students had some information on this issue when attending high school period, especially on contraceptive methods as the use of condoms, pills and withdrawal method. AIDS was the most stressed subject among STD. Learning this subject was more effective when they attended graduation period, especially in the 4th grade during the class of Nursing in the Care of Transmitted Diseases. The sources that most contributed for their knowledge were the classes and related reading. They have had little information from their parents on this issue. They reported the initial age of 10 to 13 years recommended to start receiving information on contraceptive methods and STD/AIDS prevention. Condoms and pills are the most effective contraceptive methods according to them. The great majority of them showed a misunderstanding in relation to some contraceptive methods such as condoms and pills playing a role in the prevention of STD. Seventh seven percent of them have just started their sexual life; out of these, 45.7% in the age of 16 to 18 years. The majority of the students stated to know how to prevent STD, however some of them did not make use of this knowledge. The most used contraceptive methods were the combination of pills and condoms, and/or the single use of one of them. Some of them, who made use of pills and other contraceptive methods, without being the condoms, did not care about the risk of STD/AIDS contamination. Behavioral aspect was the greatest constraint between reason/emotion in relation to STD/AIDS prevention and unwanted pregnancy . The approach of this study is to provide better understanding on subjects related to human sexuality for the nursing students, therefore they will be able to work on these themes at hospitals, HBU (Health Basic Units) or at elementary or high schools. Without this learning either their professional activities or their own behavior in relation to sexual issues will be impaired. / A formação dos profissionais da saúde abrange diversos aspectos tais como o seu papel social e assistencial; de pesquisa e de educação, ou seja, são preparados para atender as pessoas em todas as suas necessidades. Há muito, venho refletindo sobre a interiorização dos conceitos sobre a sexualidade entre os acadêmicos de enfermagem, visto que, apesar de transmitirem conhecimentos à clientela sobre temas relativos a planejamento familiar e prevenção de DST/HIV/AIDS, algumas vezes têm sido as vítimas neste contexto.O presente estudo é do tipo transversal, exploratório descritivo com abordagem quantitativa, com o objetivo de investigar o conhecimento, uso e as fontes de informações dos métodos contraceptivos e prevenção de DST/AIDS, além de abranger o estudo de aspectos da vivência sexual e sua conseqüência. Para tanto foi utilizado um questionário semi-estruturado entregue as acadêmicas da 1ª a 4ª série do Curso de Graduação em Enfermagem da Faculdade de Medicina de São José do Rio Preto. Os resultados mostraram que a maioria das acadêmicas referiu ter recebido informações no ensino médio sobre métodos contraceptivos, principalmente sobre preservativos, pílula anticoncepcional e coito interrompido. A AIDS aparece como a DST mais abordada, o aumento do conhecimento ocorreu no decorrer da graduação, firmando-se efetivamente na 4ª série na disciplina de Enfermagem em Doenças Transmissíveis. As acadêmicas referiram como fontes que mais contribuíram as aulas e leituras específicas. A participação dos pais nesta educação foi incipiente. Acreditam que a idade ideal para se iniciar as orientações sobre métodos contraceptivos e DST/HIV/ADS está entre 10 e 13 anos. Citam como métodos contraceptivos mais seguros os preservativos e os anticoncepcionais orais. Há uma distorção e compreensão errônea por parte de muitas acadêmicas, que alguns métodos contraceptivos como os anticoncepcionais orais e injetáveis e o DIU contribuam em muito para a prevenção de DST. Setenta e sete porcento das acadêmicas já iniciaram a vida sexual, destas 45,7% na idade entre 16 e 18 anos. A maioria (97,8%) afirma saber como prevenir DST, porém nem todas fazem uso do conhecimento adquirido. Os métodos contraceptivos mais utilizados são a combinação de anticoncepcionais orais e preservativos, e/ou pelo uso único de um dos dois, sendo que, as que fazem uso somente da pílula e outros métodos que não a utilização do preservativo, se expõem ao risco de contrair DST/HIV/AIDS. A questão comportamental ainda é a maior barreira entre a razão/emoção dificultando a prevenção das DST/AIDS e gravidez não planejada. A abordagem desta pesquisa reside na perspectiva de inserção de estudantes de enfermagem como orientadores de temas relacionados à sexualidade humana, seja em hospitais, ambulatórios, UBS ou escolas do ciclo fundamental e médio. Entende-se que sem este preparo, tanto sua vivência profissional quanto seu comportamento serão prejudicados em relação à questão sexual e a reflexão sobre sua própria sexualidade.

Text in English / The purpose of the study was to describe and explore the experiences of student nurses in caring for mental health users with profound intellectual disabilities in one of the care and rehabilitation centre at Gauteng province incorporating the Common Sense Model. Qualitative descriptive and explorative research was conducted to explore the experiences of student caring for mental health care users with profound intellectual disabilities and to recommend the best practices in caring for mental health care users with profound intellectual disabilities. Data collection was done using reflective diaries and in depth interviews. Twelve participants participated in the study. The study composed of student nurses (n=12) caring for mental health care users with profound intellectual disabilities. Five themes emerged from the study i.e. emotionally challenging, communication difficulties, lack of knowledge on the nature of intellectual disability, burden of care and mixed feelings. Findings of the study revealed that completing nurses find working with profound intellectual disabilities to be emotionally challenging and that negative experiences outweigh the positive experiences, resulting in their reluctance to want to work with profound intellectual disability users. It is therefore incumbent upon policy makers and hospital administrators to take cognisance of these negative feelings so that ways of minimising these frustrations and promoting the wellbeing of nurses caring for mental health care users with profound intellectual disabilities are promoted. / Health Studies / M.A. (Health Studies)

The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students. The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year. A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate. The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses. The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme. / Health Studies / M.A. (Health Studies)

No description available.

This study examined the gender socialisation process among ten recent high school graduates and the reasoning behind their chosen career paths. Three institutions: the family, school, and media, were examined to explore how these institutions could possibly have affected the participants’ career choices. This was accomplished through qualitative research by conducting in-depth interviews among five nursing students (three females and two males) and five engineering students (three females and two males) who were 18 or 19 years of age. The interviews revealed that the participants were aware of current gender stereotypes and had experienced gender socialisation through bedroom décor and/or parental roles. The interviews further revealed ‘influencers’ (such as one’s peer group or a close relative) as a significant factor leading males into nursing and females into engineering. Participants within each program revealed differences in personal definitions of success and thoughts on work-family balance. / Sociology / M.A. (Sociology)

The shortage of nurses is a global problem and the selection and education of nursing students is of primary concern. At present, nurse educators at some nursing colleges in Gauteng Province experience problems with the type of students accepted for training and education. The situation is exacerbated by the difference in selection criteria applied for the acceptance of nurse students. Accordingly, the purpose of this study was to explore nurse educators’ perceptions of the current selection criteria and describe the criteria that they would recommend for better selection, retention and training of nurses. The study was conducted at a nursing college in the West Rand Region, Johannesburg. The college trains first-year nursing students before promotion to second-year level at Chris Hani Baragwanath Nursing College, where they complete their training. The researcher selected a qualitative, exploratory and descriptive research design and data was collected from 19 participants, aged between 35 and 60, in three focus group discussions. A grand tour question and probing questions were asked to elicit deep, rich discussion and data. The researcher took field notes during the interviews. The findings of the study revealed discrepancies between the selection criteria applied by the Gauteng Department of Health, the Department of Labour, the SANC and the nursing college management; nurse educators’ feeling of disempowerment related to non-participation as stakeholders in student nurses’ selection; students’ inability to cope with course content revealed that there is a gap between Gauteng Department of Health, Gauteng nursing college management, nurse educators and labour department and a need for review of selection criteria for nursing students, and lack of support from management. The study makes recommendations for practice and nursing education which should assist all the stakeholders in developing selection criteria for nursing students and course content. / Health Studies / M. A. (Nursing Science)

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies

Text in English / The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs. Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning. The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning. These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers. The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)