Magister Curationis - MCur / Background: At the School of Nursing (SoN) of the University of the Western Cape (UWC) students (usually across all levels) carry out reflective practice when they compile a portfolio of evidence (PoE) to be submitted at the end of each semester. This contributes to their formative assessment. The PoE is a great assessment tool, although for various reasons it is often completed late by the students. Registered fourth-year nursing students were the sample population, because they have been actively involved in reflective practice through the process of compiling a PoE towards the end of every semester, and they have been doing this since their first year. In order to accomplish safe clinical judgements, nurses must be encouraged to become analytical and critical thinkers. Development of a PoE while reflecting on their clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking among the students. Also, these learners carried out reflective practice, mostly on clinical activities that they were exposed to, and the PoE requirements and evidence are mostly clinically inclined (for example, incidents that they encountered, record of attendance at the clinical facilities). How the students perceive this process is important if they are to be encouraged to do reflective practice. Compilation of a PoE at an SoN of a university in the Western Cape requires and comprises a record of evidence that the learners put together and thereafter reflect upon. Objective: To describe the perceptions of fourth-year nursing students regarding reflective practice when compiling their PoE. Method: A qualitative design was used to explore the perceptions of registered fourth-year nursing students regarding their reflective practice when compiling their PoE. A purposive sampling method was employed, and three focus group discussion (FGD) sessions were held consisting of 6-8 participants per group. Data saturation was achieved at the third session. Tesch‟s method of data analysis was used. Ethical considerations were employed through the informed consent process, confidentiality, dependability, credibility of participants and appropriate handling and storage of the collected data and the tape recorder. Results: The results of this study show that through reflection the learners gained experience and professionalism from incidents that occurred and activities expected of them, mainly at the hospitals and classroom. Participants reflected on both good and bad experiences, and saw them as challenges preparing them for the future, bearing in mind that they had just about a month until commencing their Community Service Programme. For some of the participants the compilation of the PoE was a great teaching and learning strategy, as learning gaps were identified and it helped them improve their record-keeping and organisational skills.

Text in English / In a quest to identify best practices in teaching courses in English for Specific Purposes (ESP), this study investigated effective teaching of an online English module in an Open Distance Learning (ODL) environment. Although ODL is attractive to both students and lecturers, there are significant problems regarding how learning, teaching, interaction and assessment should be conducted in this context. The problems are exacerbated by the limited knowledge of using the online systems and constraints linked to time spent on tasks. The study adopted the qualitative research approach, using a case study design and data collected from three research instruments, namely online questionnaires, an online observation schedule and a content analysis schedule. The research population in the current study comprised students, lecturers, and e-tutors based at one ODL university. In order to engender best practices of effective teaching in an ODL environment, the Community of Inquiry (Col) framework and Zone of Proximal Development (ZPD) theory were applied to the research findings of the current study. The findings indicate that effective teaching of an online English module in an ODL context could take place when content is effectively structured; assessment reflects course content; there is teamwork and collaboration amongst lecturers; students effectively interact with the material, lecturers/e-tutors, and with each other. The findings of this study add to the volume of research on best practices for effective online ESP teaching in ODL higher learning institutions. / English Studies / D. Litt. et Phil. (English)