<p>It is not mandatory for the student to declare a pregnancy to her educational institution. It does however become more complicated for the student nurse, because she has to provide a health service while she is a student during her clinical placement. The researcher has noticed that student nurses do fall pregnant during their undergraduate studies at the University of the Western Cape. The researcher was unsure why this phenomenon is occurring amongst undergraduate nursing students. He identified the need to measure the level of knowledge of pregnancy prevention amongst undergraduate nurses, their level of utilization of such services and their attitudes towards falling pregnant during their studies. This study is of a quantitative nature whereby the researcher made use of a descriptive design. The method of data collection utilized was an anonymous self administered questionnaire form. The population under study was the registered undergraduate nursing students in 2008 at the University of the Western Cape. This population consisted of 1031 individuals. Their ethnic background represents the South African demography. An exhaustive sampling approach was used and 401 individuals gave consent to participate in the study. Through this research the researcher hypothysed and proved that the level of knowledge of contraception amongst undergraduate student nurses is indeed inadequate and that this low level of knowledge on the subject area leads to incorrect and inconsistent and non use of contraception in their own lives.</p>

Syftet med denna systematiska litteraturstudie var att undersöka studenters och sjuksköterskors inställning till informationsteknologi, samt studenters erfarenhet av IT och möjlighet att utnyttja IT i klinisk utbildning. Använda databaser var Medline, Science Direct, och Google Scholar. Följande sökord användes: nursing, student, documentation, attitudes to computers, computerized, och medical record. Femton artiklar ingick, varav nio hade kvantitativ ansats och sex kvalitativ ansats. Resultatet visade att yngre studenter inte hade lika högt förtroende för teknologi som äldre studenter. Resultatet var inte det väntade då yngre studenter haft möjlighet att använda datorer i grundskolan. IT i undervisningen ökade dock förtroendet för tekniken. När handdator (PDA) blev ett verktyg, blev den också ett stöd i kritiskt tänkande och informationshantering och bidrog till att öka kvaliteten på omvårdnaden. Speciellt nöjda var studenter med att ha snabb och enkel tillgång till information jämfört med att söka information i böcker. Problem med PDA kunde gälla svårighet att lära sig tekniken, negativ inställning hos personal och tekniska brister. Sättet att introducera IT hade stor betydelse för studenters benägenhet att acceptera eller ta avstånd från IT. Elektronisk patientjournal resulterade inte i bättre vård. Gamla problem kunde lösas men nya uppstod. Testresultat försvann inte men kunde fortfarande förbises. Risken fanns för motsägelsefulla medicinska data relaterat till dubbla journalföringssystem.

<p>It is not mandatory for the student to declare a pregnancy to her educational institution. It does however become more complicated for the student nurse, because she has to provide a health service while she is a student during her clinical placement. The researcher has noticed that student nurses do fall pregnant during their undergraduate studies at the University of the Western Cape. The researcher was unsure why this phenomenon is occurring amongst undergraduate nursing students. He identified the need to measure the level of knowledge of pregnancy prevention amongst undergraduate nurses, their level of utilization of such services and their attitudes towards falling pregnant during their studies. This study is of a quantitative nature whereby the researcher made use of a descriptive design. The method of data collection utilized was an anonymous self administered questionnaire form. The population under study was the registered undergraduate nursing students in 2008 at the University of the Western Cape. This population consisted of 1031 individuals. Their ethnic background represents the South African demography. An exhaustive sampling approach was used and 401 individuals gave consent to participate in the study. Through this research the researcher hypothysed and proved that the level of knowledge of contraception amongst undergraduate student nurses is indeed inadequate and that this low level of knowledge on the subject area leads to incorrect and inconsistent and non use of contraception in their own lives.</p>

The purpose of this study was to determine student nurses’ perceptions of (1) the role of the nurse in health promotion, and (2) how the concept of health promotion is presented in nursing curricula. Research questions for this study included the following: 1) Can nursing students explain the difference between health education and health promotion? 2) What have nursing students been exposed to within their curriculum regarding health promotion? 3) What health promoting behaviors are nursing faculty role modeling as perceived by nursing students? 4) What is the role of the nurse in implementing health promotion as perceived by nursing students? 5) How do nursing students define health? Attendees of the 57 Annual National Student Nurse Association (NSNA) Convention were asked to complete an anonymous survey. A total of n= 227 surveys were returned resulting in a participation rate of 47%. The findings from this study indicated that student nurses’ perceptions regarding the role of the nurse in health promotion revolve primarily around the concept of changing individual health behavior. While there are some indications that nursing students were exposed to the idea of health promotion as a socio-ecological approach that incorporates economic, policy, organizational and environmental changes, the majority of student nurses did not see faculty or nurses role-modeling a socio-ecological approach, nor did the students see themselves as participating in a more socio-ecological approach. For nurses to be recognized as health promoters, collaborate with health promotion leaders, and effectively teach nursing education, changes need to be made in the nursing curriculum to reflect appropriate and accurate health promotion concepts.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice. / Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

Magister Curationis - MCur / Intimate partner violence (IPV), a form of gender-based violence (GBV), has become one of the emerging serious public health issues. It affects all racial, ethnic, socioeconomic and religious groups. Internationally, IPV has also become an increasingly common phenomenon among students at tertiary institutions. In South Africa, there is a paucity of literature that investigates this phenomenon especially among undergraduate student nurses who are supposed to render care to survivors of IPV. The aim of this study was to determine the prevalence of IPV and factors associated with IPV among undergraduate student nurses at a tertiary institution in the Western Cape.A quantitative, descriptive study was conducted. An adapted version of the WHO’s instrument designed to measure partner violence was used to collect the data. This questionnaire was administered to the eligible respondents after lecture time. The total population consisted of 984 undergraduate student nurses. The printed class lists of the 1st-, 2nd-, 3rd- and 4th-year undergraduate student nurses were used as the sample frame. Stratified random sampling method was used to obtain a sample of 243 respondents to ensure that the sample size was representative of the population. The completed questionnaires were analysed quantitatively by using the Statistical Package for Social Sciences (SPSS) version 20. The results are presented in the form of tables, pie chart and graphs. Spearman’s correlations were used to calculate the strength of the relationship between the dependent variables. Multivariate analysis was done using the Mann-Whitney U test and the Kruskal-Wallis test to determine the associations between the different variables.The results from the study showed that 42% of undergraduate student nurses experienced IPV during their lifetime. The socio-demographic factors associated with IPV were age (p=0.009*), study year level (p=0.001*) and marital status (p=0.021*). The study also found that family history factors like the respondent’s mother’s educational status (p=0.005*), financial support during need (p=0.031*) and witnessing of abuse as a child (p=0.008*) were factors related to IPV. In this study, certain substance use factors such as dagga (p=0.004) and cigarette smoking (p=0.000*), alcohol use in their lifetime (p=0.000*), time elapsed since joining university(p=0.000*) and having male or female friends who drink (p=0.000*) were significantly associated with IPV. The study highlighted the need to raise awareness on IPV among undergraduate student nurses.

The master thesis named {\clqq}Differences in the relationships between nurse mentors and Bachelor´s and Master´s degree students`` is divided into the theoretical and practical part. In the practical part it was discovered with the aid of the qualitative research, that the nurse mentors does not see differences in the relationships between Bachelor´s and Master´s degree students. The hypothesis stating that the students of Master´s degree programmes enjoy better relationships with mentors than the students of Bachelor´s degree programmes has been disconfirmed. The interviews with the mentors showed that one of the factors affecting the relationships of the nurse mentors to the Master´s and Bachelor´s degree students is the lack of time they have for the students. The results of the questionnaires confirmed the hypothesis stating that the most frequent factor which affects the relationships of students to the mentor is the mentor{\crq}s attention given to them.

Magister Curationis - MCur / It is not mandatory for the student to declare a pregnancy to her educational institution. It does however become more complicated for the student nurse, because she has to provide a health service while she is a student during her clinical placement. The researcher has noticed that student nurses do fall pregnant during their undergraduate studies at the University of the Western Cape. The researcher was unsure why this phenomenon is occurring amongst undergraduate nursing students. He identified the need to measure the level of knowledge of pregnancy prevention amongst undergraduate nurses, their level of utilization of such services and their attitudes towards falling pregnant during their studies. This study is of a quantitative nature whereby the researcher made use of a descriptive design. The method of data collection utilized was an anonymous self administered questionnaire form. The population under study was the registered undergraduate nursing students in 2008 at the University of the Western Cape. This population consisted of 1031 individuals. Their ethnic background represents the South African demography. An exhaustive sampling approach was used and 401 individuals gave consent to participate in the study. Through this research the researcher hypothysed and proved that the level of knowledge of contraception amongst undergraduate student nurses is indeed inadequate and that this low level of knowledge on the subject area leads to incorrect and inconsistent and non use of contraception in their own lives. / South Africa

Magister Curationis - MCur / The main benefit of simulation in nursing education is the ability to teach clinical skills in a non-threatening, safe environment where mistakes can be rectified without harm to any patient. Therefore, it is clinical facilitators who must display the knowledge and skills to impart to the student nurses during their 4-year programme of study. It is unclear how student nurses at a local nursing college view teaching and learning processes in the simulation laboratory. The purpose of this study is to explore student nurses‟ views of teaching and learning in a simulation laboratory with the purpose of describing guidelines for clinical facilitators to support student nurses in a simulation laboratory at a local College of Nursing in the Western Cape. A qualitative, exploratory, descriptive and contextual design was used in order to explore and describe the views of student nurses about teaching and learning in the simulation laboratory. The ECP (Extended Curriculum Programme), 1st, 2nd, 3rd and 4th year students (N = 880), who were registered in the R425 programme at the College of Nursing in the Western Cape, had been identified as the accessible student population of this study. A purposive opportunistic sampling population was applied. Two focus groups (20 participants) per year of study were conducted. The size of each focus group was at least 10 participants. The focus group interviews lasted around 60 minutes per group. Data gathering was conducted by the researcher who initiated, prompted, and facilitated these focus groups. For the purpose of data triangulation, voice recordings of the interviews were supported by the taking of field notes. Open coding had been used for data analysis. The credibility of the coding was checked and confirmed by an independent coder. Trustworthiness was maintained, since credibility was ensured by means of prolonged engagement in the field until data saturation occurred, referential adequacy, and member checks that followed. Dependability was ensured by establishing an audit trail. Ethical considerations were ensured by obtaining written, informed consent from participants of the study, as well as for the voice recording of the discussions. Participants could withdraw at any stage of the study. Confidentiality was explained and the researcher requested that participants do not share the information after the group discussions. In this study, student nurses experienced both opportunities and challenges with the teaching and learning in the simulation laboratory. Furthermore, the contextual demands between the first and subsequent years of study seemed to play an essential part in their experience.