South African nurses have accepted the challenge that was brought about by the Health Reform Policy of 1990 which opened health service centres to people of all racial and cultural groups. However, recent studies on multicultural nursing have revealed that problems have occurred when delivering care across cultural barriers. Most of these studies have approached these problems from the patients point of view, where issues of dehumanized care, labelling and discrimination have been reported. Therefore, this study was an attempt to look into these problems from the nurses point of view, by exploring the source of these problems, their effect on health care delivery and possible solutions. The researcher focussed on three critical issues, namely, lack of cultural knowledge, negative attitudes, as well as difficulty in communication. Through focus group interviews (FGI) and responses to given scenarios, student nurses who had experienced problems with culturally different patients were given a chance to reflect on their experiences, report on these experiences and recommend possible solutions to the experienced problems. The results revealed that: 1. The major source of the problems was lack of experience due to inadequate exposure to culturally diverse groups which in tum led to inappropriate decisions and actions at care delivery level. 2.Difficult perceptions and negative attitudes lead to the formation of stereotypes which block the delivery of culturally congruent care. 3 .Inability to communicate due to differences in spoken language lead to difficulty in building the trust relationship and hence inadequate care delivery. / Health Studies / M.A. (Nursing Science)

Submitted in fulfillment of the requirements of the Master of Accounting Degree: Management Accounting, Durban University of Technology, Durban, South Africa, 2015. / Empirical evidence highlighted the problem of underprepared graduates who lack critical thinking skills required in the work environment. Institutions of higher learning have been mandated to provide graduates with these critical thinking skills. However, in order to achieve this mandate, teaching, and, in particular, assessment practices at institutions of higher learning would need to be rethought and transformed. Integrated assessments that mirror real life situations are particularly useful in the development of critical thinking skills. The purpose of this study is to investigate whether the integrated assessment conducted with the first-year ECP students in the Department of Management Accounting at the Durban University of Technology has enhanced the critical thinking skills of these students. This descriptive and inferential study employed a quantitative strategy, with a quasi-experimental, pre-test, post-test, non-equivalent group design and it was longitudinal in nature. The target population consisted of two groups: all the first-year students registered on the Extended Curriculum Programme in the Department of Management Accounting in 2014, which was approximately 40 students (experimental group); and all the first-year students registered on the Extended Curriculum Programme in the Department of Financial Accounting in 2014, which was approximately 40 students (control group). All five categories of the Watson-Glaser Critical Thinking Appraisal UK edition were administered to both the control and experimental groups in a pre-test and post-test measure. However, only the experimental group was exposed to the integrated assessment. The aim was to measure the change, if any, in the students’ critical thinking skills over a period of time. The findings revealed a statistical significance in the overall post-test scores in favour of the experimental group. The norm group comparisons also revealed that, after the completion of the integrated assessment, the experimental group’s post-test mean scores were higher than the US grade 12 students and were closely matched to the US first year of 4 year colleges. In addition, the experimental group’s pre-and post-test mean scores were closely matched to the SA norm group. These results suggested that the experimental group experienced gains in their critical thinking ability in the post-integrated assessment. It is, therefore, recommended that integrated assessments, which are based on real world problems, should be conducted in the first year and in subsequent years. It is not always possible for universities of technology to offer cooperative education/ in-service training to all students. Contextualized integrated assessments, therefore, bridge this gap by allowing students to experience workplace requirements without physically being in the work environment.

The aim of this study is to determine the effectiveness of simulation training in improving the clinical competence of pupil nurses. A quantitative, quasi-experimental, non-equivalent control group before-after design is used. The method of data collection is observation using check lists. The population for this study includes the second-year pupil nurses (N=43) following the two-year programme leading to enrolment as a nurse at the Gauteng learning centre of a private hospital group during 2011-2012. The results reveal that although there is proof that clinical training in simulation improves the competence levels of the experimental group in the procedure administration of oral medication over a period of time, there is no proof that this is true for the procedure observation of patients’ neurological functions and, therefore, the researcher cannot come to a definite conclusion about the effectiveness of simulation training / Health Studies / M.A. (Health Studies)

Thesis (MA)- University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The primary aim of the study was to investigate cultural and sex differences on different dimensions of aggression as measured by the Expagg Questionnaire (Expagg) and the Aggression Questionnaire (AQ). Both inventories were administered to a sample (N=910) of students from Spain, Japan and South Africa. The results indicated that culture is indeed more predictive of aggression than sex. As expected, the study also revealed that it's influence is not uniform on all the dimensions of aggression investigated. The South African sample revealed the only significant sex difference on the Expagg. The males showed more distinct instrumental representations of aggression than the females, where aggression is seen as a means to reach a desired goal and thus as an effort to gain control. Inter-culturally the main finding was that the South African males and females held predominantly more expressive representations of aggression compared with the other cultures. This indicates that aggression is viewed as an expression of negative feelings and thus as a loss of control. On the Aggression Questionnaire only the South African and Spanish males reported more physical aggression than the females. Cross-culturally the most distinct finding was the overall lower levels of self-reported aggression of the South African females. A discussion of these significant results addressed social, cultural and political factors which may account for the differences. The study provided the prospect of an enhanced cross-cultural understanding of aggression. / AFRIKAANSE OPSOMMING: Die primêre doel van die studie was om kulturele en geslagsverskille te bepaal ten opsigte van verskillende dimensies van aggressie soos gemeet deur die Expagg Questionnaire (Expagg) en die Aggression Questionnaire (AQ). Die vraelyste is op 'n groep (N=910) studente van Spanje, Japan en Suid Afrika toegepas. Die resultate het getoon dat kultuur inderdaad 'n beter voorspeller van aggressie is as geslag. Die resultate het, soos verwag, aangedui dat die invloed van kultuur nie eenvormig inwerk op alle dimensies van aggressie nie. Die Suid-Afrikaanse groep het die enigste beduidende geslagsverskille getoon op die Expagg. Die mans se laer Espagg-tellings dui op instrumentele oortuigings ten opsigte van aggressie~ Aggressie word dus beskou as 'n poging om 'n verlangde doelwit te bereik en word ervaar as 'n poging om kontrole te verkry. Die vernaamste kruis-kulturele bevinding was dat die Suid-Afrikaanse groep beduidend hoër tellings as die ander kulture op die Expagg behaal het. Dit dui op ekspressiewe oortuigings ten opsigte van aggressie waar aggressie beskou word as die uitdrukking van negatiewe gevoelens en as 'n verlies van kontrole. Die Suid-Afrikaanse en Spaanse mans het hoër vlakke van fisiese aggressie as die vrouens op die Aggression Questionnaire behaal. Die mees uitstaande bevinding by die kruis-kulturele vergelyking was die algehele laer vlakke van selfgerapporteerde aggressie by die Suid-Afrikaanse vrouens. Die beduidende resultate is aan hand van sosiale, kulturele en politieke faktore bespreek. Die studie het In bydrae gelewer tot In beter kruis-kulturele begrip van aggressie.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The transformation of South African society since 1994 provides a suitable opportunity to investigate moral development amongst undergraduate students in the Western Cape. The Ethic of Care Interview (ECI), a measure based on Carol Gilligan's theory of gender-related moral development and designed by Skoe and Marcia (1991), was administered to 26 undergraduate university students from three universities. The Mann-Whitney distribution-free test was used to analyse the data. From these findings it appears that young South Africans are struggling to make ethical decisions based on care for self and other; however, black females were found to score at significantly higher levels than any other group on the ECI. There were no other significant differences across gender or interview type (conscious and unconscious). Reasons for results obtained are discussed and suggestions for future research made. Finally, the ethic of care is considered in terms of its potential value for the present context. / AFRIKAANSE OPSOMMING: Die transformasie van die Suid-Afrikaanse samelewing sedert 1994 bied 'n ideale geleentheid om morele ontwikkeling onder voorgraadse studente in die Wes-Kaap te ondersoek. Die "Ethic of Care" (ECl) onderhoud, 'n meet-instrument gebaseer op Carol Gilligan se teorie van geslagsverwante morele ontwikkeling, en ontwerp deur Skoe en Marcia (1991), is op 26 voorgraadse studente van drie universiteite toegepas. Die Mann-Whitney distribusie-vrye toets is gebruik om die data te analiseer. Van uit hierdie ondersoekbevindings blyk dit dat jeugdige Suid-Afrikaners dit moeilik vind om moreel etiese besluite, rakende dit etiek van omgee, ondervind; maar daar is bevind dat swart vroue beduidend hoër tellings op die ECl behaal het as enige ander groep. Daar was geen beduidende verskille tussen geslagte (mans en vroue) of tipe onderhoud (bewustelik en tydens hipnose) nie. Moontlike redes vir die bevindinge word bespreek en voorstelle vir toekomstige navorsing word gemaak. Ten slotte word die potensiële waarde van die "Ethic of Care" vir die huidige konteks, ondersoek.

Thesis (MA (Sociology and Social Anthropology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study seeks to present a picture of the racial discourses circulating among white Afrikaans-speaking youth in South Africa, with closer focus to students at the Stellenbosch University (SU). Fifteen years into democracy, Afrikaans-speaking whites find themselves in a position where their ‘Afrikaner’ identity does not enjoy the same government-supported security as under apartheid. The responsibility is thus shifted onto white Afrikaans-speakers themselves to negotiate and secure this identity in the light of new challenges brought on by the post-apartheid context. In this regard, the white Afrikaans-speaking youth, in particular, are faced with the ambivalence of being both exposed to a habitual scheme of normalised racial divisions, as well as to a context where ‘old’ frameworks need to be transcended in the name of survival in multi-racial South Africa. SU, a historically white, predominantly Afrikaans-medium university, is currently faced with the challenges of government-induced transformation and the attended ‘language debate’, the aims of which are to make the university more accessible to non-white sectors of society who, under apartheid, was excluded from this institution. Making use of interviews and participant observation among students on the SU campus, an attempt was made to shed light onto the types of discourses employed by white Afrikaans-speaking Stellenbosch students to negotiate their position in this setting, as well as to determine to what extent such discourses are racially based. With the help of a social anthropological approach to discourse analysis, the discourses encountered during fieldwork were considered within the context of macro-historical processes, and were conceptualised as complex sets of meanings produced within the context of interaction, appropriated and employed by individuals, strategically and artistically, in response to moment to moment situations. It is argued that these discursive processes are immensely complex, as it is influenced and shaped by a plethora of factors. These youth are, firstly, faced with a received framework in which dualistic and racial distinctions are subconsciously reproduced. Secondly, they take part in a rhetoric in which group boundaries manage to reproduce itself and, lastly, they are exposed to a popular discourse, reinforced by the media, that strongly relies on race-based sense-making. However, politically induced transformation ideals do call for a readjustment of priorities within white ‘Afrikaner’ discourse and students have been observed to respond to this in creative ways. Finally, it is argued that the heavy emotional baggage accompanying the race topic, exacerbated by media emphasis and the ‘racist taboo’, can lead to denial and indifference among white Afrikaans-speakers so that no space is created for constructive engagement with the topic. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om ‘n voorstelling van ‘ras-diskoers’ daar te stel soos wat dit onder die wit Afrikaanssprekende jeug in Suid-Afrika voorkom, met spesifieke verwysing na studente van die Universiteit van Stellenbosch (US). Tydens die skryf van hierdie tesis is dit reeds vyftien jaar in die ‘nuwe Suid-Afrika’. Waar Afrikaanssprekende blankes se ‘Afrikaner’ identiteit destyds deur die apartheidsregering beskerm en bevorder is, berus die verantwoordelikheid tans op hierdie groep self om hul identieitsbelange te beskerm en te onderhandel in die lig van nuwe uitdagings. In hierdie opsig is die fokus veral op die jeug aangesien die raamwerke wat dikwels tuis aan hul oorgedra is, nou moet plek maak vir ‘n nuwe manier van dink wat aanpas by blootstelling aan veelrassigheid op alle gebiede in Suid-Afrika, in hierdie geval op die universiteitskampus. Die US, ‘n histories wit, hoofsaaklik Afrikaans-medium universiteit, word tans in die gesig gestaar deur kwessies rondom ‘transformasie’ en die ‘taaldebat’, deurdat aan die regering se vereistes voldoen moet word om die instelling meer toeganklik te maak vir ‘n sektor van die samelewing wat onder apartheid toegang tot sulke universiteite geweier is. Met behulp van onderhoude en deelnemende waarneming by die US is gepoog om vas te stel hoe wit Afrikaanssprekende studente in hierdie konteks hul eie posisie verstaan en onderhandel, en tot watter mate die diskoers waarmee hul sin maak van hul omgewing, ras-gebaseerd is. Die studie maak gebruik van ‘n sosiaal-antropologiese benadering tot diskoers analise. In hierdie opsig word diskoers beskou binne die konteks van makro-historiese prosesse, en word dit verstaan as betekenis wat op komplekse wyse gegenereer word tydens interaksie, betekenisse wat op hul beurt strategies en op kreatiewe wyses toegeëien en aangewend word in reaksie op situasies. Daar word aangedui hoedat die diskursiewe praktyke wat hierdie diskoers ondelê, uiters kompleks is deurdat dit beïnvloed en gevorm word deur ‘n verkeidenheid van faktore. Eerstens is daar ‘n oorgeërfde raamwerk waarin dualistiese raamwerke wat ras-onderskeid reproduseer, onbewustelik seëvier. Tweedens is daar ‘n landwye kulturele retoriek wat die idee van grense tusen groepe as onoorbrugbaar voorstel, en laastens word ‘n populêre diskoers, wat sterk staatmaak op ‘n ras-gebaseerde verstaan van die Suid-Afrikaanse samelewing, dikwels deur die media versterk. Ten spyte van bogenoemde, is daar egter ook waargeneem hoedat studente grootliks bewus is van die polities-gemotiveerde transformasiedoelwitte wat vereis dat die prioriteite vervat in wit Afrikaanssprekende diskoers, daarby aanpas. Laastens word egter ook geredeneer dat die swaar emosionele bagasie wat met die ras-onderwerp gepaard gaan, onder andere die groot taboe rondom ‘rassisme’, op die ou end onder wit Afrikaasnsprekende student lei tot apatie en ignorering van die onderwerp, wat konstruktiewe bespreking daaroor kan belemmer.

Thesis (MPhil)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark. / AFRIKAANSE OPSOMMING: "Removable Prosthetic Dentistry (PRO400)" is 'n vierdejaar-module in die voorgraadse tandheelkundeprogram wat 'n groot kliniese komponent bevat. Na 'n oorsig gedoen is van die relevante literatuur, en nadat die module-evaluering afgehandel is, is kliniese toetse in 2008 ingevoer en geimplementeer as 'n bykomende metode van kliniese assessering. Die kliniese toetse is ingestel in 'n poging om te verseker dat studente se teoretiese kennis en hul vermoe om dit klinies toe te pas op . regverdige wyse geassesseer word en om terugvoer te kan gee oor die studente se kliniese prestasie. Die doel van hierdie studie, waarin gelyktydige gemengde metodes gebruik is, was om die verband tussen die studente se prestasie in die kliniese toetse, asook hul daaglikse kliniese punte en hul teoretiese prestasie in die PRO400-module vas te stel. Die tweede deel van die studie het ondersoek ingestel na die akademiese personeel se persepsies van die kliniese toets as 'n instrument vir kliniese assessering in die PRO400-module. 'n Dwarssnit-gevallestudie-ontwerp is gebruik en 'n gemengdemetode-benadering was nuttig om sowel kwalitatiewe as kwantitatiewe data in te samel. Vir die kwantitatiewe data-insamelingverslae is die uitslae van 109 vierdejaar-tandeheelkundestudente in die PRO400-module aan die einde van 2007 gebruik. Vir die kwalitatiewe data-insameling is onderhoude gevoer met drie voltydse dosente in die Prostetiese Tandheelkunde-departement. Die kliniese toetspunte en die kliniese sessiepunte van al die studente (n=109) in die PRO400-module is met hul teoriepunte van daardie jaar vergelyk. Die toetspunte is op 'n sigblad in Microsoft Excel ingevoer en die data-analise is met die hulp van 'n statistikus gedoen. Die analitiese abstraksiemetode is vir die analise van die kwalitatiewe data gebruik. Die basiese vlak van data-analise in die narratiewe vorm is eerste gedoen. Dit is gevolg deur 'n tweede, hoervlak-data-analise. Die basiese en hoer vlakke van analise is onder die volgende temas bespreek: kliniese toetse, studenteprestasie, ooreenstemming van teorie en kliniese assessering, en persoonlike invloed op studieleiers se assesseringspraktyke en houding. Rol-aanneming en die studieleiers se persepsies, asook kwessies rakende die studente is as ontluikende temas ondersoek. Die resultate van hierdie studie het aangetoon dat die kliniese punte van 45 studente 10% hoër was as hul teoriepunte, en dat slegs agt studente se teoriepunte 10% hoër as hul kliniese toetspunte was. Dit het geblyk dat daar feitlik geen verband was tussen die studente se kliniese daaglikse assesseringspunte en hul teoriepunte nie. Die gemiddelde teoriepunt was 47%, die gemiddelde kliniese toetspunt was 55% en die gemiddelde daaglikse kliniese punt was 63%. Al die studieleiers het die kliniese toets as assesseringsinstrument goed aanvaar en hulle het saamgestem dat dit meer betroubaar en akkuraat is as die daaglikse kliniese assesseringsmetode. Die kwantitatiewe bevindings hou goed verband met dié van soortgelyke studies waarin daar bevind is dat die daaglikse prestasie swak gekorreleer het met die bevoegdheidseksamen (ʼn soortgelyke beginsel as die kliniese toets van die Pro400). Dit het ook uit die bevindings van hierdie navorsing geblyk dat daar ʼn beter korrelasie is tussen die kliniese toetspunt en die teoriepunt as tussen die daaglikse kliniese punt en die teoriepunt. Hierdie bevinding het ʼn duidelike verband getoon met die dosente se siening dat die kliniese toetse as ʼn kliniese assesseringsinstrument meer betroubaar is as die daaglikse kliniese punt in die PRO400-module in die Tandheelkunde-program.

Integrating information skills into the curriculum: an action research investigation at an ex-House of Representatives high school.

<p>In virtually any field of endeavour today, access to information is a prerequisite for success. Library services are affected by financial considerations and staffing problems. This work evaluated library performance with the aim of improving service management. Its targets are UWC, and others such as the Stellenbosch University and the Cape Peninsula University of Technology. The application of selected service management techniques and measures used in business will be explored. The study also touched on transformation and change management.</p>

<p>In virtually any field of endeavour today, access to information is a prerequisite for success. Libraries form the repositories with user-friendliness their mission. This has lead to the need for new ways to evaluate library performance. Astute library managers will plan for such developments, taking into account current and future trends that impact on library services. Library services are also affected, for example, by financial considerations and staffing problems. Further complicating matters are the demands of their clients who have developed increased expectations of improved service, and also a desire for more self-service opportunities. Such changes raise the question: &ldquo / to what extent can libraries apply business performance management techniques to assess their performance.&rdquo / This, then, is the research question for this study.</p> <p><br /> This work will evaluate library performance with the aim of improving service management. Its targets are the UWC library, and others, such as the Stellenbosch University, and the Cape Peninsula University of Technology. The application of selected service management techniques and measures used in business will be explored. These techniques include The Balanced Scorecard, critical success factors and service quality. The study also touches on transformation and change management. An obvious source of information about library management is the corps of managers. The secondary source of information is the community of library users.</p>