Submitted in fulfillment of requirements for the Degree of Master of Technology: Nursing, Durban University of Technology, Durban, South Africa, 2015. / Introducion Mental health nurses face challenging positions in practice. They are required to support and care for people hospitalised for treatment of mental illnesses on their recovery journeys but are also expected to manage ward administrative tasks, admit patients, attend meetings, dispense medication and communicate with patients (Gunasekara, Pentland, Rodgers and Patterson 2014: 101; Fourie, Mc Donald, Connor and Bartlett 2005: 135). It has been suggested that mental health nurses spend more time managing the ward environment and staff matters resulting in little time to develop and maintain therapeutic patient relationships (Fourie et al. 2005: 135). Problem Statement Research conducted in other countries identified the roles of the psychiatric nurse and mental health care nurses as attending to patients’ basic needs, assistance with self-care activities, monitoring and administering medication, ensuring safe environments in the health care setting and health education (Rungapadiachy, Madill and Gough 2004; Bowers 2005; Seed, Torkelson and Alnatour 2010). Although there is evidence of studies in psychiatric and mental health nursing locally, little is known about the roles of registered nurses and psychiatric nurses at in-patient facilities. OBJECTIVES • To explore which mental health problems are most commonly seen amongst psychiatric patients at these facilities. • To investigate the challenges faced by psychiatric nurses when caring for psychiatric patients. • To investigate what specialized knowledge and skills are required when nursing such patients. • To investigate whether their education and training prepared them adequately to deal with psychiatric patients and suggest guidelines to strengthen nursing education. METHODOLOGY The study utilized a quantitative non-experimental descriptive design to survey registered nurses and psychiatric nurses at in-patient psychiatric facilities in KwaZulu-Natal. A census was utilized in this study as the entire population was sampled. Data were collected using survey questionnaires. Phase two of the study, qualitative content analysis of Psychiatric nursing curricula strengthened the survey findings. FINDINGS Findings of this study showed that 98.4% of respondents believe psychiatric nursing care is an important aspect of holistic nursing practice. Respondents agree that challenges are commonly encountered in psychiatric nursing practice and that they are prepared to deal with these patients. However the aspects most frequently identified as needing greater attention in the Psychiatric nursing curricula were The Mental Health Care Act no 17 of 2002 and practical management of aggression, violence and de-escalation / M

This study is a meta-analysis of the transformation of the curriculum for basic education in South Africa. The integration of indigenous knowledge systems (IKSs) in the curriculum is one of the reconciliatory practices adopted in an effort to deal with the rights of indigenous people globally. The study analysed cases relating to IKSs and the curriculum in Canada for a case reference in juxtaposition with South Africa, in particular. Examples of cases drawn from elsewhere in the world have also been included briefly to justify the researcher’s claims for the urgent integration of IKSs into the curriculum, which complies with the human rights course of the rights of indigenous people. Cognitive imperialism – in the form of residential schools and their assimilation policies, which functioned in the context of an informal apartheid system as was the case in South Africa with Bantu education – has been an obstacle to transformation of the curriculum in the education system in Canada. However, the Canadian government of the day has been held to account for recognising the knowledge of the indigenous people (IP) of Canada. In South Africa, the curriculum continues to be characterised by the “mute” tendencies of perpetuating a colonial-type of curriculum, which is still being European in nature and is largely excluding African interests and cultural practices. The affirmation of the United Nations Organisation’s (UNO 2007) advocacy for recognising the rights of indigenous people by means of various international forums motivated a number of scholars globally to shift their attention to a research agenda on IP issues such as their IKSs in relation to education systems that should be transforming their curricular programmes. This study forms part of that indigenous research agenda by proposing that IKSs be integrated into the curriculum for basic education in South Africa, in response to the UNO’s declaration on crucial guidance to developing societies for transforming their education systems to include relevant curricula related to IP. The aim of this study is to explore ways in which the curriculum for basic education in South Africa can be transformed by, among other things, changing the paradigm of knowledge production through emerging concepts in developmental education and using, on the way to recovery, experiences of assimilation in the education system of South Africa, with reference to experiences from Canada, in particular, and elsewhere. An in-depth literature study relating to IKS perspectives of integration in the curriculum, and its implication for transformation in the basic education curriculum in South Africa, was done. The qualitative research approach was used and a cultural phenomenological design was used. Data were collected through a desk research, including pre-meta-analysis (PMA), meta-analysis (MA), in-depth desk research (IDR), and case studies (CSs). The collected data were investigated by means of a pre-meta-analysis, which demonstrated how the transdisciplinary approach can be used to immerse IKS in such a way that it may enable indigenous people to define their own perspectives instead of relying solely on Western research concepts of anthropology and history theorists, which have relegated IKSs to something “exotic”. The synthesis of data in this study “opened a window” to the researcher, which also assisted the researcher to understand the concept of “coming to knowing”1 as an antithesis of the language of conquest that is used in the hidden agenda of assimilation in a curriculum that continues to marginalise the representation of IKSs. The transformation of the curriculum in the education system of South Africa is a political initiative driven by government, by virtue of the establishment of the South African Chairs Initiative (SAChI) which has been entrusted with the task of developing education in the country in the different disciplines. One of the driving concepts of this particular chair, the South African Chair Initiative in Development Education (SAChI-DE), is the methodology of immersion that is based on the notion of “transformation by enlargement” (TbE). Using this methodology, the emergence of new concepts in transformative education is propagated, which, according to the findings of this study, may reverse the negative situation in which the indigenous worldviews is erased for indigenous learners (IL) throughout the world. The findings were used to invoke the attention of the Department of Basic Education (DBE), for them to consider validating the newly emerging concepts of the SAChI-DE, which can make a meaningful contribution to the guidelines for a suggested, Afriko-continuum curriculum for basic education at the foundation level. / Curriculum and Instructional Studies / Ph. D. (Education)

Dissertation submitted in fulfilment of the requirements for the Degree in Master of Technology: Education, Durban University of Technology, 2009. / This study investigated key factors impacting on blended learning delivery with particular focus on socio-cultural and human-computer-interface issues, in the hope that the outcome of this enquiry might contribute positively towards the empowerment of learners and facilitators alike. The study involved a group of first year students enrolled in a Communications Skills Course offered by the (then) Department of English and Communication at the Durban University of Technology. The PRINTS Project, a webquest around which the course activities were based, provided an example of a blended delivery course in practice. While the teaching paradigm used in the course was constructivist, the research orientation employed in this project was critical realist. Critical realism focuses on transformation through praxis and also lends itself to modelling, which provides a way to understand the factors at play within a social system. In the preliminary stages of the research, an exploratory empirical (i.e. applied) model of blended learning delivery was formulated from a theoretical model of course delivery in order to assess which factors in blended learning were systemic and which were variables. The investigation then sought to uncover key factors impacting on the blended delivery system, utilising both quantitative and qualitative methodologies. The findings were analysed in terms of the empirical model to gain an understanding of any factors that might be seen to either enhance or inhibit learning in blended delivery mode. The result was that certain core issues in blended learning and teaching could be clarified, including the use, advantages and disadvantages of information and communication technologies (ICTs) in a learning environment. The notion of the digital divide could also be reconceptualised, and the relationship between literacy (be it academic, professional or social), power and culture could be further elucidated, drawing specific attention to the South African educational environment. The notion of iv culture and its relevance in a blended delivery environment was also further clarified, since the findings of this research project suggested how and why certain key socio-cultural factors might impact, as both enhancers and inhibitors, on the blended learning delivery system.

Introduction: The aim of this research was to establish the attitudes, knowledge, job satisfaction and professional development of community service dietitians because negative attitudes, poor knowledge, low levels of job satisfaction and poor professional development would be detrimental to the process of community service and ultimately to the provision of health services. Methodology: Three distinct annual intakes of qualified dietitians completing compulsory community service were the subjects of an analytical cross sectional survey conducted biannually for the period 2003-2005. Data collection methods included telephone interviews, mail, emailed questionnaires and focus group discussions. Individual factors: sex, population group, language, university attended; institutional factors: organisation of community service, mentorship rating, hospital manager support type of facility, rural allowance, hospital location, access to resources, working and living conditions and personal safety and other factors: attitude, community nutrition knowledge, job satisfaction and professional development were included in the data set. Management of data: Data were divided into 2003 cohort (n=20) and 2004-2005 cohorts (n=26). Analysis of the demographic details for 2003 and 2004-2005 cohorts were, respectively: mean ages 23.6 (±0.99) and 24.05(±4.96) years, 60 percent and 73 percent white, 90 percent and 96 percent female, 35 percent and 73 percent University of KwaZulu-Natal graduates and 65 percent of both cohorts were placed in rural facilities. Results: Community nutrition knowledge of the 2003 cohort was unacceptable but improved in the 2004-2005 cohort. Subjects had a generally positive attitude towards community service. Community nutrition levels of knowledge of the 2003 ranged between 60 percent at entry and 67 percent at exit and for the 2004-2005 between 72.8 percent and 78.42 percent. The job satisfaction level of the 2003 cohort at exit was 13.65 (±3.573). In the 2004-2005 cohort job satisfaction was 15.75(±3.360) at entry and 15.75 (±3.360) at exit. 85 percent of the 2003 cohort rated their professional development positively whereas 65 percent of the 2004-2005 cohort rated theirs' positively. This decline and associated problems were to some extent shown in the interview responses. The 2004-2005 cohort did however show a tendency for improvement in the professional practitioner ranking (p=0.088). The majority (95%) of the 2004-2005 cohort rated the dietetic services positively. Focus group discussions highlighted problems that the community service dietitian (CSD) encountered such as lack of supervision and support, lack of basic facilities, poor hospital administration, problems with transport, work overload and problem with their professional role in the community and health facility. A model showing the results of the research indicated that the objectives of the Department of Health for improved service in rural areas were obtained but the retention of health professionals and capacity was lost due to annual rotation of subjects. Community service as a strategy to overcome service delivery has merit provided identified problems are addressed. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

Community based service-learning is one of the fastest growing reforms in higher education, especially in the field of health care. The increased interest in this phenomenon is based on the demands by government and society that higher education institutions should be more responsive to the needs of the community. Literature, however, reflects that service learning lacks a sound theoretical base to guide teaching and learning due to limited research in this area. This study was, therefore, aimed at exploring the phenomenon knowledge construction in basic nursing programmes in selected South African nursing schools with the intention to generate a middle range theory that may be used to guide the process of knowledge construction in community-based service-learning programmes. This study adopted a qualitative approach and a grounded theory research design by Strauss and Corbin. Two university-based schools of nursing were purposively selected to participate in the study. There were a total number of 16 participants. The collection of data was intensified by the use of multiple sources of data (participant observation, documents analysis and in-depth structured interviews). The data analysis process entailed three phases; open, axial and selective coding. The results of the study revealed that the phenomenon “knowledge construction” is conceptualised as having specific core characteristics, which include the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue and communities of learners. The findings showed that there are a number of antecedent conditions and contextual circumstances contributing to how knowledge is constructed in a community based service learning programme. The process of knowledge construction emerged as cyclical in nature, with students, facilitators and community members having specific roles to play in the process. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community based service learning programmes. These findings led to the generation of a conceptual model. Knowledge construction according to this model takes place in an environment which is characterised by interactive learning, collaborative learning, actively learning and inquiry-based learning through continuous reflective learning processes. The main concepts in this conceptual model include concrete learning experiences, continuous reflection, problem posing, problem analysis, knowledge deconstruction and knowledge generation, knowledge verification, knowledge generation, testing of generated knowledge and evaluation of generated knowledge. The sub-concepts include learning through senses, an initial situation, health-related triggers, social interaction, reflection-in action, reflection-on action, hypotheses generation, conceptualisation of learning experiences, information validation and community interventions. Recommendations were categorised into education and training of academic staff, application of the model and further research with regard to quality assurance in CBSL programmes as well as the use of other research designs for similar studies. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.

With the move towards multicultural education in South Africa, previously "whites only" schools now face the challenge of educating learners from diverse cultural and linguistic backgrounds. This study examined the extent to which limited English language proficiency impacts on schooling success for learners with Limited English Proficiency (L.E.P.). The study explored how these L.E.P. learners experienced the curriculum at a particular secondary school in Durban, KwaZulu-Natal, and the extent to which this school responded to the challenges of diversity in its learner population. The study used a qualitative research methodology. The sample comprised 24 learners from Grade 10. The data collection techniques used were the focussed group interview, and document analysis of school documents. The findings indicate that the language issue is complex and cannot be explored as an isolated variable. Various other mediating factors interact to impact on schooling success for learners with limited English language proficiency. (Some of these factors are race; class; culture; school ethos; norms and value; the school curriculum; and the socio-economic background of learners). The results also reveal that, although the school policy and ethos at the school reflects a commitment to racial integration and a positive response to cultural diversity among its learners, assimilationist practices still prevail. Attempts to integrate elements of 'other' cultural wordviews have been largely token representation of the diverse cultures. The curriculum continues to reflect the dominant culture with little meaningful affirmation of learners' diverse cultural and linguistic roots. Limited English Proficiency (L.E.P.) learners often experience alienation and marginalisation from the curriculum and the culture of the school. Simply assimilating Limited English Proficiency learners into the curriculum as it is does not guarantee the equalisation of educational opportunities for all learners. Much restructuring of the curriculum is necessary to fulfil the goals of multicultural education. / Thesis (M.Ed.)-University of Natal, 1998.

The Rorke's Drift Art and Craft Centre is examined in its historical context. In order to place the pottery workshop in the context of the Evangelical Lutheran Church (ELC) Arts and Crafts Centre, the history of the centre's other workshops, Fabric printing and Weaving as well as the Fine Art School will be compared and contrasted. The pottery workshop is investigated and compared with the printmaking of Rorke's Drift. A selection of Rorke's Drift ceramics from the Durban Art Gallery's collection has been selected and examined to determine some of the stylistic changes that have occurred in the Rorke's Drift Pottery studio from 1970 to 1994. Fifteen works appear in an illustrated catalogue which examines the imagery and stylistic content of each work. The similarities between the prints of Rorke's Drift artists and the ceramics are explored; gender issues are analysed. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005

Abstract not available. / Thesis (M.A.F.A.)-University of Natal, Pietermaritzburg, 1997.

Learning through a language other than one's own mother-tongue presents similar problems world-wide. In South Africa, the shift from mother-tongue tuition to learning through the medium of English at Grade 5 (approximately 10 years of age) has a highly problematic and contested history. This study addresses the problem with specific reference to the SMILE project, the theories of Marcel Jousse and Outcomes Based Education. In Chapter One, the study examines the context of learning and gives an indication of the extent of the problem. It introduces the SMILE and the theoretical and practical components of the study. Chapter 2 outlines the process used to collect data by means of: • A literature review • Interviews • Observations • Participant Workshops • Reports on Field Trips • An informal Survey Chapter 3 records the data gleaned from the process outlined in Chapter 2. Chapter 4 relates the data recorded in Chapter Three to the Theories of Marcel Jousse. In this way, the practice in the SMILE project is shown to relate the Theories of Learning, Expression, Memory and Reading of Marcel Jousse. Chapter 5 relates the data recorded in Chapter 3 to OBE Critical Outcomes and Underlying Principles which are required of all learning and teaching programmes accredited and assured by SAQA. I will conclude my study by highlighting and suggesting the following: • How SMILE has succeeded in their quest for enhancing English learning among non-mother tongue speakers. • How an evaluation of SMILE could assist in any learning situation and in furthering the needs of OBE. • How starting with the spoken word enhances learning • Compilation of stories from children for their reading books and how this impacts on their learning. • How theories of Marcel Jousse could be incorporated in learning situations • How use of dance, movement could be used as a primary means of learning. / Thesis (M.A.)-University of Natal, 1998.

Thesis (MA)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary objective of the South African National Defence force is the protection of its citizens against external threats. The nature of the work, especially in operational situations, very often causes members of the SANDF to work in remote and unknown territory. The SANDF is composed of different units such as the army, air force and navy. All of these units typically control a specific aspect of the environment, especially in operational situations, and is very often also geographically spread over a large area. The battle commander would typically be in charge of all these units and must direct and control them efficiently towards achieving their assigned mission. In order to be an effective battle commander, the commander must thus be able to understand the terrain that his/her units are operating in, and maps are often the only information to base such understanding on. Map use is thus a critical success factor in effective battle command, and also for every member of the units navigating the often unknown terrain. The aim of the study is to conduct an investigation into the status quo of map use proficiency in the military, and specifically the South African National Army. The investigation comprises the following: • To conducting a detailed task analysis into map use in a military context, in order to establish specific map use functions and related skills regarded as critical in the military context. • The development of a proficiency test, taking the form of a questionnaire, based on the skills identified in the task analysis. Comparing the results of the questionnaire with map use skills identified in the task analysis, to determine the level of map use proficiency in military context. The secondary aims of the study comprise the following: • To investigate the level of map use training and determine if a need exists in term of additional map use training in the military, based on subjective opinions. • To investigate the level of computer literacy and the need for formal computer training in the military context. The key conclusions of the study are the following: • A gap between optimal and actual performance has been identified in terms of map use in the military context. • This gap can largely be attributed to insufficient structures and processes within the military context to facilitate effective map use. / AFRIKAANSE OPSOMMING: Die primêre doel van die Suid-Afrikaanse Nasionale Weermag is om die burgers van die land te beskerm teen eksterne gevare. Die aard van die werk veroorsaak dat soldate, tydens operasionele toestande, dikwels na onbekende en vreemde areas verplaas ten einde bogenoemde primêre doel te bereik. Die weermag bestaan tipies uit verskillende eenhede, wat elk gefokus is op die verrigting van spesifieke funksies, en dikwels geografies wyd versprei is. In gesamentlike operasies, is die operasie bevelvoerder tipies in beheer van die verskillende eenhede en moet hy toesien dat hul bewegings gekoordineer is ter bereiking van hul doel. Die operasie bevelvoerder, ten einde die doelwit effektief te bereik, moet in staat wees om die terrein waar die verskillende eenhede beweeg te ontleed, en effektief tot doelbereiking kan benut. Kaarte is een van die primêre bronne van inligting, ten einde die terrein te ontleed om dit sodoende tot voordeel te kan gebruik. Effektiewe gebruik van kaarte is dus 'n kritieke faktor wat bydra tot die sukses van die operasie bevelvoerder, asook vir feitlik elke lid binne die verskillende eenhede wat deur dikwels onbekende terrein moet navigeer. Die doelwitte van die studie is om 'n ondersoek in te stel na die status quo met betrekking tot kaart-gebruiksvaardigheid in die Suid Afrikaanse Nasionale Weermag. Die studie behels die volgende: • 'n Omvattende taak-analise ten opsigte van die gebruik van kaarte in die militêre konteks, om sodoende spesifieke funksies en verwante vaardighede te identifiseer wat as kritiek vir die militêr beskou word. • Om 'n vaardigheidstoets in 'n vraelys te inkorporeer, gebaseer op bogenoemde geïdentifiseerde kaart-gebruiksvaardighede. • Om die resultate van die vaardigheids-toets te vergelyk met dié geïdentifiseer in die taak-analise, om sodoende die vlak van kaartgebruiksvaardighede te bepaal in die militêre konteks. Die sekondêre doelwitte behels die volgende: • 'n Ondersoek na die vlak van kaart-gebruiksopleiding en om te bepaal of 'n behoefte bestaan na verdere kaart-gebruiksopleiding, gebaseer op subjektiewe opinies. • 'n Ondersoek na die vlak van rekenaargeletterdheid, en die behoefte aan rekenaar-opleiding. Die afleidings wat uit die studie gemaak kan word is die volgende: • daar bestaan 'n prestasie-gaping tussen optimale and werklike prestasie met betrekking tot die gebruik van kaarte in die militêre konteks, en • hierdie gaping kan grootliks toegeskryf word aan onvoldoende strukture binne die miliêre konteks, wat nie kaart-gebruiksvaardighede fasiliteer nie.