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M.Cur. / Quality nursing care is a constitutional right of both patients and clients. This right can only be upheld if nurses are competent. It is unfortunate that this right is often violated by those members of the nursing profession who are expected to uphold it. There is evidence from literature and media reports, which reveal that the competence of nurses is often lacking and therefore leaves much to be desired. ' Reports from the media, literature and other sources prompted the researcher to conduct the study. The purpose of the study was to evaluate the competence of newly qualified nurses from a specific nursing college. To realise the purpose of the study, the researcher conducted a quantitative, non-experimental contextual research. The process of conceptualisation was done in order to clarify the concept of competence within the context of clinical nursing education. It was also important to ~ spell out the concept of competence within the contexts of higher education and training, the SAQA, the SANG, and the nursing college. Research design of the study was done in two phases, namely: the developmental and the evaluation phase. During the developmental phase, the researcher developed an instrument based on Muller's (1999) theoretical framework. Measures were taken to ensure the validity and reliability of the instrument. A manual for the instrument was also developed. A pilot study was also conducted during the developmental phase. The purpose of the evaluation phase was to evaluate the applied competence of newly qualified registered nurses. The target population of the evaluation phase included all thirty-six newly qualified nurses from a specific nursing college.

M.Cur. (Professional Nursing Education) / The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.

D.Cur. / Since 1994, the government has engaged in extensive transformative processes that included the reviewing and restructuring of all relevant legislation, organisations, institutions and statutory bodies. These transformative demands resulted in the development and implementation of a new constitution and ensuing transformative legislation and policies. It is for this reason that the Department of Health, in attempting to transform the health system in South Africa, developed a strategy known as the Health Sector Strategic Framework, which sets out a 10-point plan. This plan states amongst others, that health professions and professional bodies develop Continuing Professional Development (CPD) systems/programmes. Over and above this other transformative developments in the education and labour frameworks, professional conduct hearings and national and international benchmarking influenced the need for a CPD system for nurses and midwives in South Africa. The problem statement is that there is no formalised and regulated CPD system for nurses and midwives in South Africa. The following research questions are relevant: • What is the international trend with regard to CPD for nurses and midwives? • What is the national trend with regard to CPD for healthcare professionals in South Africa? • What will a CPD system for nurses and midwives in South Africa comprise? • How will a CPD system for nurses and midwives in South Africa be implemented to ensure credibility? The overall aim of this study was to develop a CPD system for nurses and midwives in South Africa. To accomplish this overall aim the following objectives were formulated: • To explore and describe existing knowledge frameworks on Continuing Professional Development for nurses and midwives in selected countries, internationally and for health professionals in South Africa • To describe the draft CPD system for nurses and midwives in South Africa • To describe a final CPD system for nurses and midwives in South Africa. This study was conducted within the context of the South African professional, ethical and legal framework for Continuing Professional Development for nurses and midwives in South Africa. A descriptive, exploratory and contextual design was conducted. The description of a draft CPD system was based on the theoretical framework. The draft CPD system was developed from 9 June 2000 until May 2003 and exposed to critical reflection by the stakeholders of the SANC, the profession at large and the human resource directorates in each of the nine (9) provinces in South Africa. The researcher developed the final CPD system for nurses and midwives in South Africa. This final CPD system was exposed to critical reflection to confirm face and content validity, followed by a refinement of the CPD system. Emerging from this research and based on the feedback of the validators/appraisers, recommendations are made with reference to practice, nursing and midwifery education and research: The implementation of a formal, coordinated and regulated CPD system for nurses and midwives in South Africa is necessary as part of a quality promotion initiative and to meet the requirements of the transformative legislation especially pertaining to the labour and education legal framework.

Made available in DSpace on 2014-12-17T14:46:39Z (GMT). No. of bitstreams: 1 FranciscaPBC_DISSERT.pdf: 423599 bytes, checksum: 3c16ae864ec83e45c0e1ffcc680bdee6 (MD5) Previous issue date: 2009-10-23 / Understanding the meaning of death for student nurses is the subject of this research. The motivation for the meeting place of my difficulties as a person and especially as a teacher in the face of nursing students in dealing with death on a day-to-day hospital during the undergraduate course. Death became known that this evil looms before men and destabilizing, causing often irreversible mental disorders when faced with family loss. Therefore, it is appropriate to study it the possibility of making us reflect on our way of living life and dealing with human beings from the perspective of finitude. Aimed to understand the meaning of death for nursing students. For this purpose, it was based on the following guiding question: What is the meaning of death for you as a nursing student? From this perspective, the study was developed within a qualitative dimension of the phenomenological approach. To perform ten students were interviewed during the month of July 2009. Emerged from these interviews a variety of feelings such as fear, anxiety, insecurity, failure, sadness, as the sensory experience of each. To understand the meaning units that emerged from the empirical data which constitute the essence of this research were fundamental studies dealing with Heidegger about the death in a phenomenological perspective, as well as authors Bicudo, D'Assun??o, Dastur, Morin, Boff, K?bler-Ross, Boemer, among others. From the understanding of the phenomenon, we can say that death produces mixed feelings in these students that lead to selfprotection, understood, often as a departure from the other, at the approach of death. However, it proved to be sensitive and receptive to the approach of death in other dimensions, beyond the highly technical aspects, pointing to a paradigm shift that has the yeast's own willingness to change. In addition, the research highlights the weaknesses in the education of nurses regarding the understanding of the whole human death and the need to overcome them. / Compreender o significado da morte para o estudante de enfermagem constitui o objeto desta pesquisa. A motiva??o para sua realiza??o decorreu de minhas dificuldades como pessoa e, particularmente, como docente, diante de estudantes de enfermagem, em lidar com a morte no diaa- dia do hospital, durante o curso de gradua??o. A morte se tornou este mal desconhecido que se agiganta diante dos homens e os desestabiliza, causando, muitas vezes, transtornos mentais irrevers?veis quando se deparam com perdas familiares. Por isso mesmo, justifica-se estud?-la pela possibilidade de nos fazer refletir sobre o nosso modo de levar a vida e de tratar os seres humanos na perspectiva da finitude. Teve como objetivo compreender o significado da morte para estudantes de enfermagem. Com esse prop?sito, pautou-se na seguinte pergunta norteadora: Qual o significado da morte para voc? como estudante de enfermagem? Nessa perspectiva, o estudo desenvolveu-se dentro de uma dimens?o qualitativa de abordagem fenomenol?gica. Para sua realiza??o foram entrevistados dez estudantes durante m?s de julho de 2009. Emergiram destas entrevistas uma diversidade de sentimentos como medo, ang?stia, inseguran?a, fracasso, tristeza, conforme a experi?ncia sens?vel de cada um. Para compreender as unidades de significado que emergiram do material emp?rico e que constituem a ess?ncia da presente investiga??o, foram fundamentais os estudos de Heidegger que tratam acerca da morte em uma perspectiva fenomenol?gica, al?m de autores como Bicudo, D Assun??o, Dastur, Morin, Boff, K?bler-Ross, Boemer, dentre outros. A partir da compreens?o do fen?meno estudado, podemos afirmar que a morte produz nestes estudantes sentimentos conflitantes que os conduzem ? auto-prote??o, esta compreendida, muitas vezes, como um afastamento do outro, diante da proximidade da morte. No entanto, mostraram-se sens?veis e receptivos ? abordagem da morte dentro de outras dimens?es, para al?m dos aspectos eminentemente t?cnicos, apontando para uma mudan?a de paradigmas que tem como fermento a pr?pria vontade de mudar. Al?m disso, a pesquisa evidencia as fragilidades na forma??o do enfermeiro no que concerne ? compreens?o do ser humano em sua totalidade e finitude e a necessidade de super?-las.

M.Cur. / One of the most important qualities of the primary health care nurse is to possess the necessary psychomotor , cognitive, affective and specific managerial skills to enable her to perform her diagnostic, therapeutic and interpersonal activities. These skills enable the primary health care nurse to provide quality care through physical examination, prescribing and storing drugs and keeping the necessary written records and statistics. The White Paper on Transformation of Health Care Services recommends that . the Department of Health trains primary health care personnel according to the appropriate level of care. Primary health care nurses fall under the categories of health care providers that are regarded by the department of health as a training pnonty. This training also needs to be coordinated and, if necessary, rationalised. Particular emphasis should be placed on training personnel for rendering effective primary health care. If the curriculum for the training of primary health care nurses is to be reviewed successfully, it should reflect community needs more accurately and the teaching should place more emphasis on community-and outcome-based programmes. This research was undertaken to explore and describe the perceptions held about health assessment, treatment and care programmes by primary health care nurses ·to assist those involved in the provision of health care to render quality care. The aim of this study was to explore and describe whether primary health care nurses are equipped with the skills they require in health assessment, treatment and care. The researcher used an exploratory, descriptive and contextual, design to do this. The data was obtained through focus group interviews with community nurses in the first phase, and with patients in the second phase of data collection respectively. In the. third phase, guidelines were compiled from the data obtained in phases one and two to outline how primary health care nurses should function in health assessment, treatment and care of their patients. The results of this research show that the community nurses and patients perceive primary health care nurses to be skilful in psychomotor, cognitive and attitude aspects.

M.Cur. (Nursing Education) / Within the formal teaching context of a nursing college it is essential that accountable basic professional preparation be offered to provide a comprehensive and fruitful feeding ground for the adolescent student nurse's development into an independent, professional practitioner with specific personal attributes. In her quest for knowledge and development the young, inexperienced nurse has a need for support. Meaningful support implies a concerted effort and involvement with the student on the part of the support givers. At a nursing college, from within a nursing didactic perspective, the support givers should focus on the nursing student as a unique individual in her totality. Opportunities should therefore be available and accessible, so that the student nurse can achieve professional growth and personal self-realization. Furthermore she should be able to assert herself in both these roles. It is therefore essential to achieve a balance between the demands of nurse training and a full and rich personal life. It is the untiring support received by the student nurse that enables her to develop a sound attitude to life and the human nature. This boosts her morale and promotes the development of skills in interpersonal relationships. Research was conducted at a Transvaal nursing college with nine affiliated hospitals. The purpose of the study was to assess the need of student nurses for support from within a nursing didactic perspective and to establish certain guidelines for the implementation of a support system at a nursing college. With the aid of a questionnaire, a descriptive and searching survey was undertaken amongst first and third-year student nurses. A data analysis revealed that student nurses do experience a need for a support system. The planning, organisation and implementation of such a system at a nursing college should however be co-ordinated in a team context by all support givers. Clear guidelines with specific goals have been formulated for the implementation of such a support system.

No / Government supported expansion of the nursing role within Accident & Emergency (A&E) departments in the United Kingdom (UK) has begun to break down the traditional barriers to professional practice. Today, many nurses working within A&E departments are both requesting and interpreting radiographic examinations as part of their normal working practice. However, role expansion does not occur without increased responsibility. Unsatisfactory requests for radiography and inaccurate radiographic interpretation may result in inappropriate patient treatment, misuse of resources, patient recall and litigation. Nurses undertaking these role extensions need to ensure that their levels of knowledge and skill to perform the role are appropriate and adequately supported. This article summarises the results of a national questionnaire survey of A&E nurse managers that aimed to identify current working practices, including education, training and limitations to practice, with respect to the requesting and interpretation of trauma radiographs by A&E nurses.

Thesis (PhD (Education)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: Before the implementation of abortion legislation in South Africa in February 1997, illegal abortions were the only way out for women with unwanted pregnancies. Because of the high morbidity and mortality rate of the women concerned, abortion legislation was implemented with the aim of ending illegal abortions in South Africa by having abortions carried out legally on request in designated health care facilities. The abortion legislation stipulates that registered nurses who have undergone the proposed abortion care training may terminate a pregnancy upon request of a woman during the first twelve weeks of the gestation period of her pregnancy. Although legislation authorises registered nurses to carry out first trimester abortions, an inadequate number of nurses are being trained in the Western Cape to provide pregnant women with guidance and counselling services, carry out the abortions and/or refer problem cases. Since the implementation of the abortion legislation no real attempts have been made by higher education institutions in the Western Cape to offer abortion care training for nurses. A need has therefore been identified to develop a comprehensive training framework for higher education institutions in the Western Cape for the training of nurses in abortion care. The case study was used as research design and the specific unit of analysis on which the researcher focused were the registered nurses who had received training in abortion care and the context in which they provide abortion care at the various levels of service provision in the different regions of the Western Cape. A random, stratified sample (non-proportional) was taken of the designated state health care facilities in the Western Cape, as well as a non-probability purposive sampling of registered nurses who provide abortion care, a non-probability convenience sample of women who have received abortion care and a non-probability purposive sampling of final-year pre-registration nursing students. Data was generated by means of questionnaires to the women who received abortions and/or counselling, the registered nurses who carried out abortions as well as final-year preregistration nursing students. A checklist was used to observe the abortions that were carried out by registered nurses in an objective and non-participatory manner and semi-structured interviews were conducted with various role-players in abortion care and training. The main findings of this study indicate that the necessary infrastructure within which the services could be provided according to the abortion legislation was adequate, but that the ongoing shortage of trained health care practitioners hampers the abortion care services. Only 10 (n=10) of the 15 certified nurses employed in state health care facilities actively offered abortion care services in the various designated facilities in the Western Cape. Deficiencies were identified in the existing provincial protocol and it was clear that some of the guidelines are either not in use or have become obsolete in the light of new research findings. It was found that midwives with appropriate and effective training are the ideal category of health practitioner for the provision of abortion care. The certified nurses who have been trained by the various regional offices of the Department of Health: Western Cape are skilled in carrying out the abortion procedure, but the other aspects of abortion care, that are mainly carried out by other categories of nurses, will probably require greater attention. The recommendations, which are based on a thorough literature study as well as on the findings and conclusions that arose from the empirical part of this study, have been included in a training framework. The researcher recommends that the training framework provide the basis for the development of a formal programme or programmes for the training of nurses in abortion care at higher education institutions. The purpose of the proposed framework is therefore to determine the context within which curriculation ought to take place, and to provide a focus or format for those who develop the curriculum for prospective students. / AFRIKAANSE OPSOMMING: Voor die implementering van aborsiewetgewing in Februarie 1997 was onwettige aborsies die enigste uitweg vir vroue met ongewenste swangerskappe in Suid-Afrika. Weens die hoë morbiditeit- en mortaliteitsyfer van die betrokke vroue is aborsiewetgewing geïmplementeer met die doel om onwettige aborsies in Suid-Afrika te beëindig en aborsies op versoek wettiglik in aangewysde gesondheidsorgfasiliteite uit te voer. Die aborsiewetgewing stipuleer dat verpleegkundiges wat die voorgestelde aborsiesorgopleiding ondergaan het, ‘n swangerskap kan beëindig op versoek van ‘n vrou gedurende die eerste 12 weke van die draagtyd van haar swangerskap. Ten spyte van wetgewing wat verpleegkundiges magtig om eerste trimester aborsies uit te voer, word daar om verskeie redes onvoldoende aantal verpleegkundiges in die Wes-Kaap opgelei wat voorligting en berading aan swanger vroue gee, die aborsies uitvoer en/of probleemgevalle moet verwys. Geen daadwerklike pogings is sedert die inwerkingstelling van die aborsiewetgewing deur hoëronderwysinstellings in die Wes-Kaap aangewend om aborsiesorgopleiding vir verpleegkundiges aan te bied nie. Derhalwe is ’n behoefte geïdentifiseer om ’n omvattende opleidingsraamwerk vir hoëronderwysinstellings in die Wes- Kaap te ontwikkel vir die opleiding van verpleegkundiges in aborsiesorg. Die gevallestudie is as navorsingsontwerp gebruik en die spesifieke eenheid van analise waarop gefokus is was die verpleegkundiges wat opleiding in aborsiesorg ontvang het en die konteks waarbinne hulle aborsiesorg lewer by die onderskeie vlakke van dienslewering in die onderskeie streke van die Wes-Kaap. ’n Ewekansige, gestratifiseerde steekproef (nie-proporsioneel) is geneem van die aangewysde staatsgesondheidsorgfasiliteite in die Wes-Kaap, sowel as ’n nie-waarskynlike, doelbewuste steekproefneming van verpleegkundiges wat aborsiesorg verskaf, ’n nie-waarskynlike gerieflikheidsteekproefneming van vroue wat aborsiesorg ontvang het en ’n nie-waarskynlike, doelbewuste steekproefneming van finalejaar voorregistrasie verpleegstudente. Data is gegenereer met behulp van vraelyste aan onderskeidelik die vroue wat aborsies en/of berading ontvang het, die verpleegkundiges wat aborsies uitgevoer het, asook finalejaar voorregistrasie verpleegstudente. ’n Kontrolelys is gebruik om die aborsies wat deur verpleegkundiges uitgevoer is objektief en nie-deelnemend te observeer en semigestruktureerde onderhoude is met verskeie rolspelers in aborsiesorgdienste en -opleiding gevoer. Die hoofbevindings van hierdie studie dui daarop dat die nodige infrastruktuur waarbinne die dienste ingevolge die aborsiewetgewing gelewer kon word voldoende was, maar dat die voortslepende tekort aan opgeleide gesondheidsorgpraktisyns die aborsiesorgdienste kortwiek. Slegs 10 (n=10) van die 15 gesertifiseerde verpleegkundiges in diens van staatsgesondheidsorgfasiliteite het aktief aborsiesorgdienste aangebied in die onderskeie aangewysde fasiliteite in die Wes-Kaap. Leemtes is in die bestaande provinsiale protokol geïdentifiseer en dit het in die lig van nuwe navorsingsbevindings geblyk dat sommige van die riglyne óf nie in gebruik was nie, óf dat hulle intussen verouderd geraak het. Daar is bevind dat vroedvroue met toepaslike en doeltreffende opleiding die ideale kategorie gesondheidsorgpraktisyn is vir die verskaffing van aborsiesorg. Die gesertifiseerde verpleegkundiges wat deur die Departement van Gesondheid: Wes-Kaap se onderskeie streekskantore opgelei is, is vaardig in die uitvoer van die aborsieprosedure as sulks, maar die ander aspekte van aborsiesorg, wat meestal ook deur ander kategorieë verpleegkundiges uitgevoer word, sal waarskynlik groter aandag moet kry. Die aanbevelings is gegrond op ’n deeglike literatuurstudie sowel as op die bevindings en gevolgtrekkings wat uit die empiriese gedeelte van hierdie studie spruit en is vervat in ’n opleidingsraamwerk. Die navorser beveel aan dat die opleidingsraamwerk die grondslag sal bied vir die ontwikkeling van ’n formele program of programme vir die opleiding van verpleegkundiges in aborsiesorg aan hoëronderwysinstellings. Die doel van die voorgestelde raamwerk is dus om die konteks te bepaal waarbinne kurrikulering moet plaasvind, asook om ’n fokus of formaat te verskaf vir diegene wat die kurrikulum vir voornemende studente ontwikkel.