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Guidelines for professional socialisation of student nursesDe Swardt, Hester Cathrina 11 1900 (has links)
An increase in reports of undesirable professional behaviour in the nursing profession
has prompted the question: How could the internalisation of skills, knowledge, values
and beliefs be guided in student nurses to help them become effectively socialised as
professional nurses? Using a sequential exploratory mixed-methods approach, the
study addressed the above question. The researcher used focus-group interviews and
field notes to explore and describe the perceptions of professional nurses and
experiences of student nurses regarding the professional socialisation of students. The
data generated from these findings were further used to determine and describe
educators’ (N=128) perceptions on their teaching and facilitation of professional
socialisation of students, using a self-administered questionnaire. The findings of both
the qualitative and quantitative data were integrated to develop and validate guidelines
to support educators and professional nurses in the professional socialisation of
students. To establish rigour, the researcher applied measures of trustworthiness and
performed validity and reliability tests.
The qualitative data were analysed by utilising Tesch’s method of data analysis. The
themes that emerged as influential in the professional socialisation of students were
related to the professional nurse as role model, clinical supervisor, the educator, clinical
learning environment, values and beliefs of the nursing profession and cultural and
gender orientations. The quantitative data were analysed using descriptive and
inferential statistics. Educators’ teaching and facilitation strategies revealed that the
educator as a role model, the clinical environment, teaching approaches and cultural
awareness were important social determinants in the professional socialisation of
students. The qualitative and quantitative data were integrated to develop guidelines
that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and
clinical supervisor, the creation of a positive clinical learning environment, the educator
as role model, the teaching and support of students, the work ethic of the professional
nurse and educator, the students’ behaviour and cultural awareness. These guidelines
propose recommendations for educators and professional nurses to support the
professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)
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Student nurses perceptions and attitudes towards anatomy and physiology in Limpopo, South AfricaMonisi, Florah Mokgadi 11 1900 (has links)
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)
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Facilitating learning of student nurses during clinical placement : registered nurses' perceptionsMongwe, Rirhandzu Norah 30 November 2001 (has links)
The purpose of this study was to explore and describe the perceptions of registered
nurses with regard to facilitating the learning of student nurses during clinical
placement.
Focus group interviews with fifteen registered nurses were done, followed by
participant observations in two clinical areas, to gain a clearer picture of obstacles, as
well as the strategies employed during placement of student nurses in the clinical area.
The :findings indicate that facilitation of the learning of student nurses during clinical
placement is achieved by guidance, involvement, assisting and supervision of student
nurses in the clinical area by nurses of all categories, and medical and paramedical
personnel. Many obstacles were identified which obstruct the employment of
strategies that are suitable for facilitation in the clinical area. Guidelines for the
facilitation of learning of student nurses were recommended, to improve facilitation in
the clinical area. / Health Studies / M.A. (Nursing Science)
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Student nurses' experiences of the clinical field in the Limpopo Province as learning field: a phenomenological studyMongwe, Rirhandzu Norah 30 June 2007 (has links)
The research question the researcher set out to answer was: How do student nurses experience learning in the clinical field? The research question stemmed from years of experience in nursing education and a concern about student nurses' involvement in the clinical area.
A phenomenological investigation was embarked upon involving principles from Wertz's (1983, 1984, 1985) empirical psychological reflection. The existential base-line for the research was stated as: Human experience results in learning. The base-line also supported the assumptions underlying the current research and are in line with phenomenological philosophy.
Participants were selected from the student nurse population in the Limpopo Province via convenience and purposive sampling. Five students from second through fourth year of training according to SANC Regulation R425 were selected.
Data were collected through in-depth interviews. One initial and one follow-up interview were conducted with each participant. Interviews were audio-taped and transcribed verbatim.
Data analysis at the idiographic and nomothetic levels was conducted through open coding, categorisation and constant comparative analysis.
Four major themes emerged from the data namely:
* Descriptive overview of clinical learning
* The lived experience of student nurses
* Motivational factors in clinical learning
* Erosive factors in clinical learning
Awareness figured as an all accommodating concept to theme and categories. It figured as a multi-dimensional concept that positions and orientates student nurses in the clinical setting. Awareness answers the student nurse's existential question:
Where am I?
Based on the findings OF the current research and guided by the concept of an integrated holistic awareness, conclusions were drawn and recommendations and guidelines were formulated relating to: nursing education, nursing management, cooperation between education and services, clinical teaching, future research and theory development. / Health Studies / D.Litt. et Phil. (Health Studies)
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Guidelines for professional socialisation of student nursesDe Swardt, Hester Cathrina 11 1900 (has links)
An increase in reports of undesirable professional behaviour in the nursing profession
has prompted the question: How could the internalisation of skills, knowledge, values
and beliefs be guided in student nurses to help them become effectively socialised as
professional nurses? Using a sequential exploratory mixed-methods approach, the
study addressed the above question. The researcher used focus-group interviews and
field notes to explore and describe the perceptions of professional nurses and
experiences of student nurses regarding the professional socialisation of students. The
data generated from these findings were further used to determine and describe
educators’ (N=128) perceptions on their teaching and facilitation of professional
socialisation of students, using a self-administered questionnaire. The findings of both
the qualitative and quantitative data were integrated to develop and validate guidelines
to support educators and professional nurses in the professional socialisation of
students. To establish rigour, the researcher applied measures of trustworthiness and
performed validity and reliability tests.
The qualitative data were analysed by utilising Tesch’s method of data analysis. The
themes that emerged as influential in the professional socialisation of students were
related to the professional nurse as role model, clinical supervisor, the educator, clinical
learning environment, values and beliefs of the nursing profession and cultural and
gender orientations. The quantitative data were analysed using descriptive and
inferential statistics. Educators’ teaching and facilitation strategies revealed that the
educator as a role model, the clinical environment, teaching approaches and cultural
awareness were important social determinants in the professional socialisation of
students. The qualitative and quantitative data were integrated to develop guidelines
that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and
clinical supervisor, the creation of a positive clinical learning environment, the educator
as role model, the teaching and support of students, the work ethic of the professional
nurse and educator, the students’ behaviour and cultural awareness. These guidelines
propose recommendations for educators and professional nurses to support the
professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)
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Impact of Student Nurses Clinical on the Workload of RNs on a Medical-Surgical Unit of a Critical Access HospitalHamilton, Reta, Hamilton January 2018 (has links)
No description available.
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Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western CapeBorrageiro, Filomena 04 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa.
Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers.
Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer).
Results -
The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied.
Conclusion -
This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.
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Attitudes and willingness of student nurses towards caring for HIV-infected patients in Gert Sibande District, Mpumalanga ProvinceSehume, Odilia Monica Mamane 25 March 2013 (has links)
Background: Literature has shown that negative attitudes and unwillingness to care for HIV-infected patients are prevailing among healthcare workers. This study aimed to assess the attitudes and willingness of student nurses towards caring for HIV-infected patients in some public hospitals in Gert Sibande district, Mpumalanga.
Method: A contextual exploratory quantitative descriptive survey was conducted among student nurses enrolled for a four-year nursing qualification in a nursing college at Mpumalanga province. Self-administered questionnaires were completed after obtaining an informed consent.
Results: A total of 122 (70.9%) students participated in this survey. Findings showed that most participants had positive attitudes 66 (52.7%) and were willing 121 (99.1%) to care for HIV-infected patients. Significant associations were revealed between participants’ previous HIV testing (p=0.012), age group (p=0.009), and their willingness to provide care to HIV-infected patients.
Conclusion: Results showed a generally positive attitude and willingness by participants to care for HIV-infected patients. / Health Studies / M.A. (Health Studies)
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Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of NursingMhlongo, Xolani Lawrence 07 1900 (has links)
Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS.
The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing.
The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research. / Health Studies / M.A. (Health Studies)
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Clinical supervision in selected hospitals, Cape Town: reflections on registered nurses lived experiencesKlerk, Kate January 2010 (has links)
The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.
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