This study describes the perceptions of 110 diploma nursing students regarding the learning environment in case based and traditional classrooms. The study was conducted in Sharjah and Abu Dhabi Institutes ofNursing in UAE. Sixty Level I and fifty Level II students were randomly selected from the two institutes to participate in this study. The purpose of this study was to examine nursing students' perceptions regarding the classroom learning environment in courses that are taught by case studies and those that are taught by traditional method, and to compare their perceptions toward conventional and CBL learning environments. The questionnaire used was the College and University Classroom Environment Inventory (CUCEI). The students in the CBL class had more positive perceptions toward their learning environment on the subscales Involvement , Innovation , and Individualization. A significant difference emerged favoring traditional classroom environment on the Task orientation subscale. There was no significant difference between the participants' ratings for the case-based and traditional classroom learning environments on the subscales of Personalization, Cohesiveness, and Satisfaction. Thus, the study results support the superiority ofCBL environment regarding the students' perception of Involvement, Innovation, and individualization. Moreover, the study results indicated that students perceived class activities to be more task oriented in traditional than in case based classroom environments. / Thesis (M.Cur.)-University of Natal, Durban, 2002.

The Health Belief Model developed by Becker ( 1984) cited in Katzenellenbogen et al. ( 1999) guided this study. The model attempts to identify beliefs and the way they may interact to influence individuals' conscious decisions to undertake certain healthrelated actions. "The most important health beliefs that influence actions are thought to be: • The person's perceived vulnerability to a particular condition or illness, • The person' s perceptions of the severity or effects of the condition or illness, • The Person's perception of the efficacy, costs, and benefits of any proposed actions" (Katzenellenbogen, joubert & Karim, 1999: 169). The three points mentioned above guided systematically the whole study as follows: 1. The students' perceived vulnerability to a particular cond ition or illness in this case guided the researcher to describe and to understand students' personal perceptions of the risk of diseases they run by smoking or that they can cause to other people in their surroundings. It was also necessary to find out whether or not non-smokers were aware of the consequences in terms of diseases of being permanently exposed to tobacco smoke. 2. Once smokers as well as non-smokers have agreed that smoking increases the risk of diseases, the following step was to ensure whether or not they continue to neglect and run the same risk. because smoking consequences occur only after a long period of time. 3. The last step was to ensure that students who smoked could actually accept and put into practices some available strategies for giving up smoking. after being sensitised or on their own initiative, in order to remain in good health. / Thesis (M.Cur.)-University of Natal, Durban, 2001.

Background: The government of South Africa has focused on Primary Health Care and implementation of the National Health Insurance (NHI) as part of the plan to reform the South African health care system. This is based on the principle of the right to healthcare and the right to access health care facilities. Aim: The aim of this study was to analyse the Nurse Managers’ interpretation of the National Health Insurance Policy and, its implications for implementation on their roles and responsibilities in health care facilities. Methodology: The sequential mixed method approach was conducted. There was direct interaction (semi structured interviews) with the Nurse Managers as well as a survey (questionnaires) for both qualitative and quantitative phases. Qualitative data was collected and analysed first, and an instrument was developed based on the analysed data from the qualitative phase to collect quantitative data. Setting: EThekwini district comprising of two district hospitals, three Community Health Centres (CHC) and four Private healthcare facilities were selected. Participants: Nurse Managers in the public Primary Health Care facilities and private hospitals in the EThekwini district. These were Nurse Managers (top middle and lower levels) from the public healthcare facilities (district hospitals, Community Health Centres, primary health clinics) middle and lower levels in the private facilities. Data Analysis: A thematic analysis was used in the qualitative phase. Descriptive statistic was used in the quantitative phase to describe and synthesize data (Polit and Beck 2004) as well as inferential numeric analysis (Creswell 2009). Findings: The findings in both the qualitative and quantitative data revealed that the participants demonstrated a general impression on the NHI rather than specific understanding; hence the researcher believes that there was more general than specific knowledge and interpretation of the NHI policy. The participants’ display of lack of knowledge and understanding of the concept NHI and the implementation process was an indication that there was lack of personal development in relation to expectations from the nurse managers concerning NHI though there is a lot of publicity in this respect from the government and media. There are national policies and guidelines for all citizens to access. Recommendations: The recommendations were made for sharing with the policy makers and seniors in the healthcare facilities in order to improve nursing management, nursing education and nursing research. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2012.

Background: Case-based learning (CBL) is one approach which is gaining popularity. The selected School of Nursing adopted this approach to learning in 2000. The school reviewed all the old case studies and introduced new ones in 2010. These new case studies were used for the first time with the 2011 Decentralised PHC programme. Hence, the need for a study that explored students perceptions towards case-based learning. Research Methodology: A quantitative approach and descriptive exploratory design were adopted in this study. A total number of 101 students were from the three Decentralised Primary health care (PHC) programme participated in this study. Data was collected from three decentralised sites used to offer PHC programme to students; Durban, Port Shepstone and Pietermaritzburg. Data was collected by means of a questionnaire – a self-reporting instrument which included 62 structured questions. Data was analysed statistically for frequency distributions and the relationship between the results from three sites were explored using a Chi Square Pearson Test, with a p value set at .005. Results: The results of this study show that, overall, students view case-based learning in a positive light. Although the majority reported that cases were distributed in case study booklet form (n=66) 65.3%, other modes such as cases presented to students in each class session using transparencies (n=52) 51.5% as well as through emails was reported. Regarding benefits about (n=90) 90.1% of the respondents stated that cases presented added a lot of realism. The researcher also explored to see if there were any variations of results across the three delivery centres. The findings of this study demonstrated that there was a significant difference for seven items, some of these items included teachers feedback and advise after class was relevant for students to cope on their own p<.000; case studies preparing student for working in PHC institutions in South Africa p<.042; preferred lectures more than CBL p<.003 and CBL was too demanding in terms of preparation and the content p<.004. Discussion: Students enjoyed the experience but also identified their own limitations and mistakes. They were able to plan their own learning needs. The students experienced personal and professional growth using cases which represented the real-life challenges. They had the opportunity to apply the theory, their experiences and their newly developed skills from the use of CBL in there clinical practice. The end product was visible and of benefit to the clinical settings as students was now competent in analyzing cases and solving practical problems systematically. Providing a real-life challenge to students in CBL instead of teaching a predominantly theoretical course proved to be beneficial. Recommendations: The researcher felt that a follow-up study, taking into account all six sites where students are placed could result in a difference in the students’ perceptions of CBL as a teaching methodology, as the students in the other three sites are in the more rural areas which limits their resources. There was some inconsistency with presentation and distribution of cases also feedback to students, staff may require development with teaching skills to co-ordinate all centres in a similar way. Port Shepstone and Pietermaritzburg struggle with CBL, maybe they are not incline with Self directed learning (SDL), therefore a follow up study in these centres would assess in students are inclined with SDL. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

Background: The Private Nursing School was founded in 1999 in Durban when the first nursing students started the Nursing program. In 2006 there was an upgrade to the Private Nursing School when a clinical skills laboratory was introduced to enhance the students’ clinical skills. The clinical skills laboratory was furnished with the equipment needed for demonstrations, role-plays and lectures to take place, and a need arose to evaluate the laboratory. Purpose: The purpose of this study was to conduct a process evaluation to evaluate the clinical skills laboratory at the Private Nursing School with regard to the quality of equipment, satisfaction of the students and the efficiency of clinical facilitators. Methodology: A process evaluation was conducted of the clinical laboratory, including a quantitative survey to evaluate the students’ satisfaction (n=97), a quantitative audit of the quality of the equipment, a review of the utilisation of the clinical skills laboratory and semi-structured interviews with the four clinical facilitators. Students from two years were purposively selected for the study as they made the most use of the clinical skills laboratory. Survey tools were developed by the researcher. Findings from the surveys and audits were described and Chi-square test and Mann-Whitney to compare satisfaction and beliefs of the students. Information from the clinical facilitator interviews were analysed for common themes on usage and satisfaction. Results: The students and facilitators reported overall satisfaction with the running of the clinical skills laboratory. The findings of the evaluation showed that the clinical laboratory was reaching the target groups with all students making use of the clinical skills laboratory for the purpose of viewing demonstrations, subjecting skills to assessment or practising skills. The students felt that learning did take place in the clinical skills laboratory with most of the students (94, 96.2%) reporting that knowledge was gained from demonstrations and practice. Almost two thirds of the students (59.8%) felt that the support from the clinical facilitators was beneficial to them. Some quality issues in terms of equipment were identified where damaged equipment could not be used by the support staff and facilitators stating that there was a need to improve the simulation experience for the students so that they can gain the much-needed practical and theoretical knowledge required for their stipulated course. Conclusion: The clinical skills laboratory is functioning at a level that is satisfactory to the nursing students and the clinical facilitators. Future research should be conducted regarding the impact and outcomes of the clinical skills laboratory training on students’ ability to function in the clinical setting. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education. / M.N. University of KwaZulu-Natal, Durban 2013.

Nursing throughout the world is striving for international competitiveness and accountability for effectiveness and trust to the students, patients and the community they serve, thus making the issue of accreditation increasingly important. The purpose of this study was to explore the perceptions of the heads of private nursing education institutions on accreditation process by nursing education and training quality assurance body at eThekwini district. Reviewed literature has revealed that the South African Government has facilitated and encouraged the establishment of quality assurance through the South African Qualifications Authority Act, the National Qualifications Framework Act (NQF) and the Nursing Act. Data were collected by means of in-depth interviews with each of the heads of the seven selected private nursing education institutions. Qualitative content analysis using an editing style was performed in this study. Findings of this study revealed that nursing education institutions lack their own internal quality assessment processes as quality of teaching and learning depends on the interaction between the teacher and the students, the collective integrity as well as the professionals in the nursing education institution. Recommendations focused on periodic internal self-assessment as a vehicle to promote the culture of institutional internal self-assessment practices, as quality is seen as logical approach for conveying the importance of excellence to individuals who are nursing care recipients. Reports from the internal review should be provided by the institution to the external evaluation team prior to the external evaluators visit. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

INTRODUCTION: Providing sufficient quality nurses in resource strapped countries is a human resource management challenge which nurse managers’ experience on a daily basis. THE PURPOSE of this study was to analyse and to determine the issues which affect the the human resources management of nurse managers in selected hospitals in the eThekwini District of the Province of KwaZulu-Natal, South Africa, and to formulate draft guidelines to assist nurse managers with human resource management. METHODOLOGY: A constructionist, reflexive ethnographic approach was used. The ethnographer spent two years in the field collecting data from informants, who were nurse managers, in four (4) selected district hospitals. Data was collected using unstructured informant interviews, non-participant observation and confirmatory document analysis. Data analysis led to eliciting codes from the data, searching for semantic relationships, performing componential analyses and discovering the themes for discussion within the final ethnographic report. A nominal group process was used to develop the draft guidelines. FINDINGS: The findings showed that the human resources management around sick nurses is a complex task. The themes of nurse managers’ experiences were a “burden” of maintaining confidentiality, as well as an emotional burden. Administratively, they experience the burden of absenteeism and the burden of policy compliance. The final theme is the burden of the deaths of HIV and Tuberculosis affected/infected nurses. CONCLUSION AND RECOMMENDATIONS: Organizations should create a non-judgmental work environment where non- disclosure by employees is respected in order to promote disclosure. They should have an awareness of the emotional effect on nurse managers and provide them with support. Emphasis needs to be placed on an HIV and AIDS policy and programme, incapacity leave workplace strategies and return to work policies. It is also recommended that contingency plans be provided when the death or prolonged absence of an employee impacts the staffing of the organization; consideration to be given to piloting and refining the draft guidelines; the management of employees on prolonged sick leave be included in the Nursing Administration Curricula taught to future nurse managers; and further research be conducted to assess employee reluctance to report needle stick injuries (sharps injuries) as well as the related phenomenon of stigmatization. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2014.

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.

Thesis (MCUR)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners. / AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.