Thesis (MCur)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Differences were observed in clinical demonstration and assessment techniques of clinical supervisors involved with the supervision of undergraduate nursing students at an institution of higher education. These differing techniques displayed by the clinical supervisors may have implications for the standard of nursing care provided by the students and the throughput of these students. A qualitative approach with a descriptive design was applied to explore the perceptions and experiences of the undergraduate nursing students’ on clinical supervision. Nine (n=9) students were deliberately selected by means of purposive sampling from each year to participate in focus group interviews. Nine 1st year students, nine 2nd year students, nine 3rd year students and nine 4th year students respectively constituted the groups that were interviewed. Thus the total sample consisted of n=36 nursing students. Consent to conduct the study was obtained from the Health Research Ethical Committee at Stellenbosch University, as well the institution under study. Informed consent was obtained from all the participants. Data collection was completed by two trained fieldworkers who were not affiliated with the institution under study. The interviews were analysed through content analysis. Six themes emerged from the data. These included support, professionalism, realities of supervision, student preferences regarding supervisors, experiences that relate to abusive behaviour and the clinical supervision process. The findings indicated negative and positive experiences on clinical supervision. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Key words: Clinical supervision, undergraduate nursing, clinical supervisor, clinical practice, differing techniques. / AFRIKAANSE OPSOMMING: Verskille was waargeneem in kliniese demonstrasie- en assesseringstegnieke van kliniese toesighouers wat betrokke is met die supervisie van voorgraadse verpleegstudente by 'n institusie van hoër onderwys. Die verskille in tegnieke gedemonstreer deur die kliniese toesighouers mag implikasies hê vir die standaard van verpleegsorg gelewer deur die studente en die slaagsyfer van hierdie studente. 'n Kwalitatiewe benadering met 'n beskrywende ontwerp was toegepas om die persepsies en ervaringe van die voorgraadse verpleegstudente oor kliniese supervisie te verken. Nege (n = 9) studente vanuit elke jaargroep was bewustelik gekies by wyse van doelgerigte steekproefneming om deel te neem in fokusgroep onderhoude. Nege 1ste jaar studente, nege 2de jaar studente, nege 3de jaar studente en nege 4de jaar studente het onderskeidelik die groepe gevorm waarmee onderhoude gevoer was. Die totale steekproef het uit n=36 verpleegstudente bestaan. Toestemming om die studie te doen was vanaf die Etiese Komitee vir Gesondheidsnavorsing by Stellenbosch Universiteit, asook die instelling ter ondersoek verkry. Ingeligte toestemming is van al die deelnemers verkry. Data insameling was deur twee opgeleide veldwerkers gedoen wat nie geaffilieer is met die instelling ter ondersoek nie. Die onderhoude was deur inhoudsontleding geanaliseer. Ses temas het uit die data ontstaan. Dit sluit in ondersteuning, professionaliteit, realiteite van supervisie, student voorkeure ten opsigte van toesighouers, ervaringe wat verband hou met mishandelende gedrag en die kliniese supervisie-proses. Die bevindinge het negatiewe en positiewe ervaringe oor kliniese supervisie getoon. Aanbevelings is voorgestel om kliniese supervisie en die leerervaring van die studentverpleegsters te verbeter. Sleutelwoorde: Kliniese supervisie, voorgraadse verpleging, kliniese toesighouer, kliniese praktyk, teenstrydige tegnieke.

Com o objetivo de contribuir para a discussão sobre formação contínua de educadores, este estudo analisa as ações de formação empreendidas por uma diretoria de ensino, órgão da estrutura administrativa da Secretaria de Estado de Educação de São Paulo, na implementação do projeto Ensinar e Aprender: Corrigindo o Fluxo do Ciclo II, no período de 2000 a 2003. Para tanto, investiga o papel desempenhado por este órgão na formação contínua de educadores e recorre a um breve retrospecto da história dos órgãos mediadores entre o governo e a escola e da constituição da identidade de seus trabalhadores, na busca dos alicerces de concepções que sobrevivem na atualidade. Os dados empíricos foram coletados por meio de entrevistas semi-estruturadas, intentando captar as perspectivas de sujeitos envolvidos na ação, formadores e formandos, acerca da formação contínua de professores e da atuação, em sua dimensão formadora, da diretoria de ensino. Contrastando as construções individuais, incluindo as da autora, à luz de conceitos sobre formação contínua, desenvolvimento institucional da escola e supervisão escolar, objetiva-se desvelar crenças subjacentes à ação em estudo e apontar dificuldades e possibilidades das diretorias de ensino na viabilização de ações de formação contínua de educadores. Trata-se de uma pesquisa ancorada numa perspectiva qualitativa, que teve como critério para escolha da diretoria de ensino e da escola pesquisadas, suas participações efetivas na implementação do referido projeto, entrevistando-se todos os envolvidos na ação, que ainda encontravam-se em exercício nestes dois órgãos. O estudo evidencia a falta de investimento na estrutura da Secretaria de Estado da Educação, enquanto espaço de formação de professores e aponta permanências de acepções acerca da função executora tanto da diretoria de ensino como da escola, respaldadas na crença de bons modelos de ser professor, prescritos por pessoas ou instituições consideradas detentoras de um saber que as legitima para tal. Constatam-se mudanças na prática docente atribuídas, pelos sujeitos da pesquisa, à participação na ação de formação contínua, mas não se apresentam indícios de sua contribuição para a transformação da escola. Propõe-se, dentro da interinidade das verdades, que as ações de formação da diretoria de ensino direcionem-se para a construção da autonomia da escola e do professor, a partir da priorização da determinação partilhada de suas necessidades, requerendo-se, a vista das evidências apontadas, investimentos no desenvolvimento profissional dos trabalhadores das diretorias de ensino. / Having the aim to make contributions for the discussion about educators continuous development, this research analyses the developmental actions done by a Teaching Directory Body an administrative office belonging to the Education State Board of São Paulo, during the implementation of the Teaching and Learning Project: Redirecting the flow of II Cycle, from 2000 to 2003. In order to fulfill this aim, it investigates the role performed by the Body in educators continuous development actions and resorts to a brief historical retrospective about the mediating offices between the state government and school and to the identity construction of the school workers, in search for the foundation of concepts which are still present nowadays. The empirical data were collected in semi-structured interviews, with the objective of capturing the perspectives of the subjects involved in the action trainers and trainees, about the educators continuous development and about the performance in its developmental aspect, of the Teaching Directory Body. Contrasting the individual constructions, including those of the author, in the light of concepts about continuous development, school institutional development and school supervision, the aim is to unclose beliefs underpinning the action studied and to point at difficulties and possibilities of Teaching Directory Bodies in the implementation process of educators continuous development actions. It is a qualitative research, which had as a criteria for choosing both Teaching Directory Bodies and the school itself, their participation in the implementation of the studied project which was assessed by interviewing all the people involved in the action who were still at work in both institutions. The study shows the lack of investment in the Education State Board structure, both as a developmental locus for teachers and it points at permanent concepts of the working role of both the Teaching Directory Body as well as the school, supported by the belief on right models of what to be a good teacher is, prescribed by people or institutions which have legitimized knowledge. We observe changes in the teaching practice, laid by the research subjects, to the participation in the continuous development action, but we didnt observe any evidence of their contribution to the school transformation. The proposal, regarded provisional truths, is that the developmental actions of the Teaching Directory Body direct themselves towards the construction of school and teacher autonomy, from the process of establishing a priority related to a shared determination of their needs. In order to do this, it is required- based on the observed evidences, investments in the professional development of workers at the Teaching Directory Bodies.

<p> </p><p>During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.</p><p> </p>

This project entails a curriculum targeted at helping improve the parenting skills of single parents that have children who are considered "at risk" by societal standards. This curriculum is the survival kit for the single parent. Learning the skills provided in this curriculum, the single parent will discover that parenting their "at risk" youth on a positive realm will become a fundamental standard for their lives.

During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.

Towards a Franciscan model of Clinical pastoral supervision is a study of interaction between two movements: Clinical Pastoral Education (CPE) and Franciscan Spirituality. Francis and Clare were the primary founders of the Franciscan movement and Franciscan spirituality arose from their reflections on their unique response of following Christ. From the early Franciscan sources, essential elements are retrieved. Compassion is illustrated as a key quality of this model through textual analysis of four stories of Francis and his early followers. Clinical Pastoral Education is a result of the contributions of three founders: Keller, Cabot and Boisen. Clinical pastoral supervision (CPS) is a distinguishing concept of CPE. Various models of CPS are categorised according to three paradigms of western society: classical, modern and postmodern. The study concludes by framing a Franciscan model of clinical pastoral supervision. Contemplation and compassion are the two Franciscan characteristics which give this model a unique Franciscan dimension. / New Testament / M.Th.

Towards a Franciscan model of Clinical pastoral supervision is a study of interaction between two movements: Clinical Pastoral Education (CPE) and Franciscan Spirituality. Francis and Clare were the primary founders of the Franciscan movement and Franciscan spirituality arose from their reflections on their unique response of following Christ. From the early Franciscan sources, essential elements are retrieved. Compassion is illustrated as a key quality of this model through textual analysis of four stories of Francis and his early followers. Clinical Pastoral Education is a result of the contributions of three founders: Keller, Cabot and Boisen. Clinical pastoral supervision (CPS) is a distinguishing concept of CPE. Various models of CPS are categorised according to three paradigms of western society: classical, modern and postmodern. The study concludes by framing a Franciscan model of clinical pastoral supervision. Contemplation and compassion are the two Franciscan characteristics which give this model a unique Franciscan dimension. / New Testament / M.Th.