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Educational practices for promoting student nurses' clinical reasoning skillsVan Wyngaarden, Angeline January 2017 (has links)
Background: Clinical reasoning is the ability to reason as a clinical situation changes and is an
essential component of competence in nursing practice. However, some traditional teaching
and learning strategies do not always facilitate the development of the desired clinical
reasoning skills in nursing students.
Problem statement: Nurse educators at a military nursing college in Gauteng are
predominantly utilising traditional teacher-centred teaching and learning strategies. The
concern is that if students are predominantly taught by means of traditional teacher-centred
strategies this may not contribute to the development of the desired clinical reasoning skills
required for nursing practice. To improve educational practices to promote the development of
student nurses' clinical reasoning skills, the researcher conducted an action research study.
Aim: The aim of the study was to facilitate a process of change towards improving educational
practices in order to promote the development of undergraduate student nurses' clinical
reasoning skills.
Methodology: Action research was used to conduct the research study by means of three
phases. During Phase 1: the Baseline phase, data was collected by means of unstructured
interviews with nurse educators and head of departments to explore and describe the
challenges experienced by nurse educators in utilising alternative educational practices.
During Phase 2: the Action Research Process phase, an action research group was
established to co-construct an action plan to address the identified challenges. Four action
research cycles each comprising four steps, namely plan, act, observe and reflect was
implemented. Phase 3, the Evaluation of the Action Research Process phase, evaluated the
outcomes of the action research process by means of the World Café data collection method.
Qualitative data from Phase 2 was analysed using the steps outlined in Saldaña (2013). The
activities conducted during the action research group workshops were recorded and minutes
were kept. Data from the World Café was analysed using the creative hermeneutic data
analysis method as suggested by Boomer and McCormack (2010).
Findings: The challenges encountered by nurse educators were explored and the following
four main themes emerged: educational practices; clinical learning environment; military learning environment; and role players in the teaching and learning environment. The
challenges were prioritised by the action research group into four strategies: teaching, learning
and assessment strategies; the clinical learning environment; continuous professional
development; and support and selection of students and nurse educators. An action plan was
co-constructed during Phase 2 by the action research group participants. The project was
evaluated by the action research group as successful. The action research process contributed
to the professional development of the nurse educators and resulted in the utilisation of more
student-centred teaching, learning and assessment strategies.
Conclusions: An action plan was developed to improve educational practices at the South
African Military Health Service Nursing College. The researcher also developed a conceptual
framework to promote clinical reasoning skills. Addressing nurse educator challenges in
collaboration and empowering them with the means, opportunity and skill to utilise studentcentred
teaching and learning strategies may contribute to the development of undergraduate
student nurses' clinical reasoning skills. / Thesis (PhD)--University of Pretoria, 2017. / Nursing Science / PhD / Unrestricted
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Intimate partner violence among undergraduate student nurses at a tertiary institution in the Western CapeKordom, Ashley Gurshin January 2012 (has links)
Magister Curationis - MCur / Intimate partner violence (IPV), a form of gender-based violence (GBV), has become one of the emerging serious public health issues. It affects all racial, ethnic, socioeconomic and religious groups. Internationally, IPV has also become an increasingly common phenomenon among students at tertiary institutions. In South Africa, there is a paucity of literature that investigates this phenomenon especially among undergraduate student nurses who are supposed to render care to survivors of IPV. The aim of this study was to determine the prevalence of IPV and factors associated with IPV among undergraduate student nurses at a tertiary institution in the Western Cape.A quantitative, descriptive study was conducted. An adapted version of the WHO’s instrument designed to measure partner violence was used to collect the data. This questionnaire was
administered to the eligible respondents after lecture time. The total population consisted of 984 undergraduate student nurses. The printed class lists of the 1st-, 2nd-, 3rd- and 4th-year undergraduate student nurses were used as the sample frame. Stratified random sampling method was used to obtain a sample of 243 respondents to ensure that the sample size was representative of the population. The completed questionnaires were analysed quantitatively by using the Statistical Package for Social Sciences (SPSS) version 20. The results are presented in the form of tables, pie chart and graphs. Spearman’s correlations were used to calculate the strength of the relationship between the dependent variables. Multivariate analysis was done using the Mann-Whitney U test and the Kruskal-Wallis test to determine the associations between the different variables.The results from the study showed that 42% of undergraduate student nurses experienced IPV during their lifetime. The socio-demographic factors associated with IPV were age (p=0.009*), study year level (p=0.001*) and marital status (p=0.021*). The study also found that family history factors like the respondent’s mother’s educational status (p=0.005*), financial support during need (p=0.031*) and witnessing of abuse as a child (p=0.008*) were factors related to IPV. In this study, certain substance use factors such as dagga (p=0.004) and cigarette smoking
(p=0.000*), alcohol use in their lifetime (p=0.000*), time elapsed since joining university(p=0.000*) and having male or female friends who drink (p=0.000*) were significantly associated with IPV. The study highlighted the need to raise awareness on IPV among undergraduate student nurses.
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