Nursing is essentially a practical discipline and as such, clinical practice plays an important part in the nursing curriculum. Clinical education is a vital component in the curricula of pre-registration nursing courses and provides student nurses with the opportunity to combine cognitive, psychomotor, and affective skills. Clinical field placement is an integral element in the overall pre-registration nursing program. Clinical practice enables the student to develop competencies in the application of knowledge, skills, and attitudes to clinical field situations. However, the time allocation for the clinical component of pre-registration nursing courses can be rather limited. It is, therefore, vital that the short but valuable clinical time be utilised effectively and productively.One of the objectives of this study was to develop and validate an instrument, the Clinical Learning Environment Inventory (CLEI), to assess nursing students' perceptions of hospital learning environment during clinical practice. Data were collected from 138 second year nursing students in a major university school of nursing in South Australia. Both quantitative and qualitative data were collected. The study confirmed the reliability and validity of the CLEI for use in the hospital learning environment.A second objective was to investigate associations of the CLEI with outcomes. Students' perceptions of the outcome of their clinical placement were found to be strongly associated with all five scales of the CLEI namely; Individualisation, Innovation, Involvement, Personalisation, and Task Orientation. The quantitative and qualitative findings reinforced each other. A third objective was to determine whether there were any differences in students' perceptions of the actual learning environment provided and that preferred by students. It was found that there were significant differences in ++ / students' perceptions of the actual clinical learning environment and their preferred clinical learning environment. Findings from the study suggested that students preferred a more positive and favourable clinical environment than they perceived as being actually present.

Magister Curationis - MCur / Clinical facilitators act as leaders who influence the learning of learner nurses. As leaders, they are involved in the provision of guidance and accompaniment of learners in the clinical learning environment. Learning environments are surroundings, forces, and external stimuli that influence learners, either positively or negatively. Therefore, it is very important that learners are managed in such a way that clinical practice increases professional competency, including independence and self-directedness. One way of achieving this goal is to adjust a leadership style of a clinical supervisor according to the maturity level of a learner in the clinical learning environment. The leadership styles and maturity levels as outlined by the Hersey- Blanchard Theory informed this study. At hospitals in the Western Cape, learner nurses are accompanied by clinical facilitators who act as leaders in the clinical practice according to their learner nurse maturity level. The relationship between leadership styles of clinical facilitators and the maturity levels of learner nurses in the clinical learning environment at Western Cape Hospitals is unknown. The purpose of the study was to explore and describe the relationship between the leadership styles of clinical facilitators and the maturity level of learner nurses in the clinical learning environment of Western Cape hospitals. In this study; a quantitative, descriptive, explorative, and comparative design was followed. The accessible population was all the clinical facilitators (N = 30) allocated to 2nd, 3rd and 4th year learner nurses (N = 641) at Western Cape hospitals. Stratified sampling was used and the sample size was calculated by applying the proportional allocation of sample sizes. A similar questionnaire for clinical facilitators and nursing students was developed from a literature review and based on a 4-point scale. It took around 30 minutes to complete the questionnaire. Most of the components (sections) of both instruments obtained a Cronbach’s alpha (α) above the acceptable standard value of .7. Data was analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software program. A descriptive and inferential data analysis was conducted and the Pearson’s correlation calculated. Reliability and validity of the research process was ensured and ethical principles adhered to. Out of four components, two indicated a weak positive relationship between the leadership style of a facilitator and the maturity level of a learner nurse. Most learner nurses indicated that they were mature (able and willing) while the clinical facilitators indicated that they focused more on the selling and participation styles of leadership. The general results indicated that there was a weak positive relationship (r = 0.15) between the leadership style of the clinical facilitators and the maturity level of learner nurses.

Master of Science / Department of Computing and Information Sciences / Eugene Vasserman / The Medical Device Coordination Framework (MDCF) is an open source Medical Application Platform (MAP) that facilitates interoperability between heterogeneous medical devices. The MDCF is designed to be an open test bed for the conceptual architecture described by the Integrated Clinical Environment (ICE) interoperability standard. In contrast to existing medical device connectivity features that only provide data logging and display capabilities, a MAP such as the MDCF also allows medical devices to be controlled by apps. MAPs are predicted to enable many improvements to health care, however they also create new risks to patient safety and privacy that need to be addressed. As a result, MAPs such as the MDCF and other ICE-like systems require the integration of security features. This thesis lays the groundwork for a comprehensive security architecture within the MDCF. Specifically, we address the need for access control, device certification, communication security, and device authentication. We begin by describing a system for ensuring the trustworthiness of medical devices connecting to the MDCF. To demonstrate trustworthiness of a device, we use a chain of cryptographic certificates which uniquely identify that device and may also serve as non- forgeable proof of regulatory approval, safety testing, or compliance testing. Next, we cover the creation and integration of a pluggable, flexible authentication system into the MDCF, and evaluate the performance of proof-of-concept device authentication providers. We also discuss the design and implementation of a communication security system in the MDCF, which enables the creation and use of communication security providers which can provide data confidentiality, integrity, and authenticity. We conclude this work by presenting the requirements and a high level design for a Role-Based Access Control (RBAC) system within the MDCF.

Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

The aim of this study was to investigate the role of the ward manager in creating a conducive clinical learning environment for nursing students. An explorative descriptive research method was employed. Findings reveal that the ward managers are generally satisfied with the way in which they handled the important role they play in facilitating teaching and learning for nursing students. They feel strongly, however, that the nursing students themselves need to be active in the learning process. While acknowledging the efforts of the ward managers in creating and maintaining the learning environment, nursing students were dissatisfied about several aspects that appeared to be lacking in the clinical environment, such as good interpersonal relations, support, exposure to practice administrative skills (for example, problem-solving and decision-making) and lack of feedback about their performance. There appears to be a need to develop more effective support structures within the learning environment so that nursing students can obtain sufficient exposure to learning opportunities. / Health Studies / M.A. (Advanced Nursing Sciences)

The aim of this study was to investigate the role of the ward manager in creating a conducive clinical learning environment for nursing students. An explorative descriptive research method was employed. Findings reveal that the ward managers are generally satisfied with the way in which they handled the important role they play in facilitating teaching and learning for nursing students. They feel strongly, however, that the nursing students themselves need to be active in the learning process. While acknowledging the efforts of the ward managers in creating and maintaining the learning environment, nursing students were dissatisfied about several aspects that appeared to be lacking in the clinical environment, such as good interpersonal relations, support, exposure to practice administrative skills (for example, problem-solving and decision-making) and lack of feedback about their performance. There appears to be a need to develop more effective support structures within the learning environment so that nursing students can obtain sufficient exposure to learning opportunities. / Health Studies / M.A. (Advanced Nursing Sciences)

Clinical practice is the core of nursing education during which the student is socialized into the nursing profession. During this period, there is transfer of knowledge and skill from qualified nurses and other members of the multidisciplinary team to student nurses. The purpose of this study is to describe and explore student nurse’s experiences of clinical accompaniment in a public hospital in Gauteng Province by means of a qualitative approach that included the exploratory, descriptive and contextual study. Three focus group interviews were conducted with students and one with clinical accompanists. Qualitative methods included categorizing and coding. The major findings of the research revealed that participants regarded relationships and communication as important for clinical accompaniment. Both student nurses and unit supervisors expected nurse facilitators to accompany students in clinical settings; but some hospital staff members did not perceive clinical accompaniment to be their task. / Health Studies / M.A. (Public Health)

Clinical practice is the core of nursing education during which the student is socialized into the nursing profession. During this period, there is transfer of knowledge and skill from qualified nurses and other members of the multidisciplinary team to student nurses. The purpose of this study is to describe and explore student nurse’s experiences of clinical accompaniment in a public hospital in Gauteng Province by means of a qualitative approach that included the exploratory, descriptive and contextual study. Three focus group interviews were conducted with students and one with clinical accompanists. Qualitative methods included categorizing and coding. The major findings of the research revealed that participants regarded relationships and communication as important for clinical accompaniment. Both student nurses and unit supervisors expected nurse facilitators to accompany students in clinical settings; but some hospital staff members did not perceive clinical accompaniment to be their task. / Health Studies / M.A. (Public Health)

Workplace violence directed at student nurses in training in psychiatric institutions is a significant concern as it negatively affects the quality of learning and causes the students to have a negative perception of nursing as a profession. The absence of scientific data describing the perceptions of student nurses about workplace violence and their clinical learning outcome motivated the researcher to conduct the study. Quantitative, descriptive research was conducted to explore the influence that workplace violence will have on clinical learning outcomes of student nurses who are studying psychiatric nursing at psychiatric institutions in KwaZulu-Natal, in South Africa. Data was gathered using a 71 question questionnaire, which was adapted from the one used by Hewett (2010). With the necessary permission from the health authorities, the campus principals and the nursing students, a group of 4th year student nurses (n=163) from 6 campuses of the KwaZulu-Natal College of Nursing (KZNCN) who have worked in psychiatric units for at least 3 months and longer participated in the study. The study highlighted the types of workplace violence encountered by student nurses, the effects of workplace violence on students’ academic performance and the barriers to the reporting of workplace violence encountered by the student nurses. The study revealed that there is a large amount of non-physical, some physical and a few incidents of sexual violence directed towards the student nurses at the psychiatric institutions, and that it has a negative impact on student learning. The recommendations emanating from the study support the idea of a shared responsibility between healthcare and education institutions and the focus is on preparing and equipping the student psychiatric nurses to confront, withstand and break the cycle of workplace violence. / Health Studies / M.A. (Nursing Science)