An exploratory, descriptive qualitative design was used to describe and explore how the students experienced their clinical accompaniment in a specific programme. The researcher conducted a tape recorded interview to a 14 individual students, who voluntarily agreed to participate in the study, transcription followed, then data analysis was done following the steps as described by De Vos, Srydom, Fouché and Delport (2005:334) citing Creswell (1998:142) where open coding leads to themes and subthemes. From the findings of this study it was discovered that the students experienced dissatisfaction in terms of their development of clinical skills to competence as they were not given an opportunity due to negative circumstances around their training. Recommendations were made to improve clinical accompaniment of student nurses for all involved so that the student nurses acquire clinical skills, knowledge and values. / Health Studies / M.A. (Health Studies)

Clinical skills are often measured using objective structured clinical examinations (OSCEs) in healthcare professions education programs. As with assessment centers, it is challenging to provide learners with effective feedback due to burdensome human capital demands. The aim of this dissertation was to evaluate the viability of using a crowdsourced system to gather OSCE ratings and feedback. Aggregating evaluations of student performance from a crowd of patient proxies has the potential to mitigate biases associated with single-rater evaluations, allow the patient a voice as the consumer of physician behavior, improve reliability, reduce costs, improve feedback latency, and help learners develop a mental model of the diversity of patient preferences. Crowd raters, recruited through Amazon Mechanical Turk, evaluated a set of video-recorded performance episodes designed to measure interpersonal and communication (ICS) and physical exam (PE) skills. Compared to standardized patient (SP) and faculty raters, crowd raters were more lenient and less reliable, when holding the number of raters and spending constant. However, small groups of crowd raters were able to reach acceptable levels of reliability. Crowd ratings were collected within a matter of hours whereas SP and faculty ratings were returned in over 10 days. Learner reactions to crowdsourced ratings were also measured. Blind to the rater source, a majority of learners preferred the crowdsourced feedback packages over the SP and faculty packages. After learning about the potential value of crowdsourced ratings, learners were positive about crowd ratings as a complement to SP and faculty ratings, but only for evaluations of ICS (not PE) and only for formative (not summative) applications. In particular, students valued the volume and diversity of the crowdsourced feedback and the opportunity to better understand the patient perspective. Students expressed their concerns about privacy as well as the accuracy and quality of crowd ratings. A discussion of practical implications considers future best-practices for a crowdsourced OSCE rating and feedback system.

The concept ‘mentoring’ in nursing is not a new concept as such and has probably been used in a variety of situations and given many interpretations. In healthcare, mentoring is aimed at facilitating professional learning and it enables a student nurse to gain clinical skills during practice placements (Gopee 2008:7). In the psychiatric clinical learning environment, unit managers play a vital role regarding student nurses’ attainment of clinical skills during their practical placements. Lack of mentoring can adversely affect the student nurses’ ability to achieve clinical learning outcomes and this will affect their competency as professional nurses at the end of their training. The aim of this study was to explore and describe the perceptions of the student nurses and unit managers in a specific public psychiatric hospital regarding the mentoring role of unit managers within a psychiatric clinical learning environment. The objectives of the study were to explore and describe the perceptions of student nurses regarding the mentoring role of unit managers within the psychiatric clinical learning environment, to explore and describe the perceptions of unit managers regarding their mentoring role within the psychiatric clinical learning environment and to make recommendations to enhance the mentoring of student nurses by unit managers in a psychiatric clinical learning environment. A qualitative, exploratory and descriptive research design was utilized to address the aim and objectives outlined. Semi-structured focus group interviews were conducted separately with a purposefully selected sample of unit managers and student nurses. The data analysis was guided by the constant comparative method of qualitative data analysis of Tesch (1990:113). The process of transforming data into research results led to the emergence of the following themes for student nurses and unit managers: mentoring as a concept, expectations of the mentoring role, enabling factors of mentoring, disabling factors of mentoring and plans to enhance mentoring. Though the two groups of participants were interviewed separately common perceptions emerged in relation to the themes identified. Mentoring as a concept was viewed as a process of teaching, guiding, supporting, leading, supervision, role-modeling and assistance by an experienced, knowledgeable unit manager. Regarding expectations of the mentoring role, participants were of the opinion that unit managers were not prepared for this role through specific training, but used their experience, to guide student nurses. Furthermore, they perceived it as one of the unit manager’s responsibilities. Disabling factors of mentoring encompassed lack of student nurses’ theoretical background knowledge in psychiatric nursing science, unit managers’ lack of knowledge of advancement in the educational arena, the attitudes of student nurses and unit managers, lack of unit managers’ preparation for mentoring, organizational problems and lack of communication between nurse educators and unit managers. Enabling plans for mentoring encompassed training of unit managers for the mentoring role, theoretical preparation of student nurses prior to placement for psychiatric clinical learning experience, student nurses and unit managers to change their attitude addressing organisational problems and enhanced collaboration between educational and clinical facilities. Recommendations were made regarding nursing practice, nursing education and nursing research for future improvements on the mentoring role of unit managers in the psychiatric clinical learning environment. / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

Yes

Thesis (MPhil)--Stellenbosch University, 2014. / INTRODUCTION: For this MPhil research assignment, I have chosen to write an article based on a small scale research project conducted in the Clinical Skills Centre (CSC) at Stellenbosch University. Medical students’ perceptions were gathered in order to evaluate the usefulness and relevance of the Clinical Skills module and the different components thereof as experienced by the students themselves. This in the end led to valuable feedback that were given to the course coordinators which in turn may lead to curricula changes being made to improve the overall teaching and learning experience for future medical students rotating through the CSC.

The current shortage of clinical sites for neurodiagnostic technology (NDT) students is limiting enrollments and subsequently limiting graduates from NDT schools in the U.S. A lack of knowledge or consensus concerning the use of educational technology in NDT clinical skills training prompted this investigation. The purpose of this study was to explore the use of educational technology in providing NDT clinical skill training. This qualitative Delphi study was guided by experiential learning theory and cognitive constructionist epistemology. Thirty expert panelists were recruited to rate the effectiveness of educational technology methods in addressing neurodiagnostic competencies for electroencephalography. Twenty-four completed round one, twenty-two completed round two and nineteen completed the third and final round. The competencies were derived by combining national competencies or practice analysis from the United States, Australia, Canada and the United Kingdom for neurodiagnostic technologists performing electroencephalography (EEG). Results of the three rounds of the Delphi study were processed using the mean value and interquartile deviation for evaluation of consensus. Consensus among the expert panelists supported the potential effectiveness of educational technology to address neurodiagnostic graduate competencies for technologists performing EEG. In conclusion, the expert panel consensus was NDT clinical skills for performing EEG can be addressed using educational technology, followed by a post-graduate clinical residency. Using educational technology and a post-graduate residency could increase school capacity. An increase in graduate numbers would help sustain the existing schools, better supply the profession, and increase public access to quality neurodiagnostic care.

Den här avhandlingen handlar om vårdlärares arbete med simulering av arbetsuppgifter i metodrum Ett metodrum kan ses som en hybrid mellan klassrum och sjukhussal. I denna skolmiljö övas arbetsuppgifter som förekommer inom vård och omsorg. Det saknas patienter att öva på och ibland sjukvårdsmaterial, vilket innebär en utmaning för vårdläraren att skapa en autentisk miljö. Syftet med studien är att undersöka hur vårdlärare arbetar med simulering av arbetsuppgifter i metodrumsundervisning för vuxna elever. Avhandlingen grundar sig på ett sociokulturellt perspektiv och har analyserats med hjälp av kvalitativ innehållsanalys. Tre metodrumslektioner från tre olika skolor ljudinspelades digitalt : venprovtagning, urinkatetrisering och såromläggning. Resultatet visar att vårdlärarna arbetar med tre olika simuleringsaktiviteter: Tekniskt utförande, Tolkande och Bemötande. Simuleringsaktiviteternas utförande varierar med lektionsinnehållet. Studien visar vilka redskap i metodrumsundervisningen som är vanligt förekommande och hur de används. Ingela Leibring har bakgrund som barnmorska och arbetar för närvarande som vårdlärare inom kommunal vuxenutbildning i Karlstad samt är utbildningsledare för Yrkeshögskolans utbildning till barnspecialiserad undersköterska. / This study centres on clinical skills laboratory teaching in municipal adult education. This type of teaching takes place in a school setting and is hybrid of a nursing and healthcare environment. Future professional tasks are simulated and practised here. Three different schools were visited and three clinical skills laboratory lessons were recorded with a digital audio recorder. The following tasks were included in the study: venipuncture, urinary catheterisation, and wound dressing. The analysis was performed as a qualitative content analysis informed by a sociocultural perspective. The aim of the study is to extend the knowledge of how teachers approach the simulation of tasks in clinical skills laboratory training. The study identifies three simulation activities and their application: technical performance, interpretation, and treatment.  The main teaching tools used in the lessons were the teacher’s body/hands, different physical tools specific to the respective laboratory session and the teacher’s language. All the simulation tasks – venipuncture, urinary catheterisation and wound dressing ­– were included in the sessions. A similarity was that technical performance on the whole was the most common feature in all the laboratory lessons. A difference emerged when the clinical skills laboratory lesson was divided into the components: introduction, students practise themselves, and conclusion. The lesson introduction included treatment to nearly the same extent as technical performance. Differences related to lesson content were evident in the activities interpretation and treatment. A common pattern was that the teachers shifted between everyday language and professional language when they worked with simulation. They named their patients and gave the students immediate response.

Thesis (MPH.) -- University of Limpopo, 2016. / Introduction and purpose: Midwives are the backbone of maternal and child health—the output of their action affect quality of life of mother and child. The purpose of the study was to describe the challenges encountered by one-year diploma student midwives while acquiring clinical skills at selected hospitals in Limpopo Province. Research design and method: A quantitative, descriptive cross-sectional research method was used in this study. The study population comprised all one-year diploma student midwives in selected hospitals in Limpopo Province, namely, Dilokong Hospital, Jane Furse Memorial Hospital, Mokopane Hospital, Philadelphia Hospital, Siloam Hospital and St Rita’s Hospital. The whole study population was used as the total population was small. Data were collected using a self-administered questionnaire. Informed consent was received from the participants as was ethical approval from the relevant authorities. Data were analyzed using SPSS version 22 with the aid of a statistician. Descriptive statistics were used to analyze and describe the data. Data were presented in tables and bar graphs.Findings: Respondents in this study indicated that they encountered the following challenges during their acquisition of clinical skills at the selected hospitals in the Limpopo Province: inadequate resources; inadequate mentoring. Male participants reported feelings of being more competent than their female counterparts. There was no relationship between acquisition of skills and marital status, and no correlation between age and acquisition of skills.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008. / Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

Made available in DSpace on 2014-12-17T14:13:44Z (GMT). No. of bitstreams: 1 RobinsonDM_TESE.pdf: 3267112 bytes, checksum: 3411d9a4e8c3c02b26cc288a2882d6c0 (MD5) Previous issue date: 2012-11-28 / No Brasil, a despeito das conquistas obtidas a partir da implanta??o do Sistema ?nico de Sa?de e dos avan?os legais e institucionais na aten??o a diversos problemas relacionados ao g?nero, a incorpora??o de temas relacionados aos direitos humanos, sexuais e reprodutivos no contexto da forma??o profissional em sa?de permanece deficiente. Este trabalho teve como objetivos avaliar a inser??o da tem?tica sa?de sexual e reprodutiva no curr?culo do curso de gradua??o em Medicina, por meio do emprego de avalia??es de conte?do cognitivo, procedimental e atitudinal. Trata-se de estudo de interven??o educacional envolvendo alunos do internato do curso de Medicina da UFRN. Foram utilizados os seguintes m?todos avaliativos: prova escrita, exame cl?nico objetivo estruturado (OSCE) e Mini-CEX. Como vari?veis explicativas foram consideradas o sexo, idade e participa??o pr?via no componente curricular optativo Sa?de Reprodutiva . A avalia??o do processo constou da aplica??o de question?rios de satisfa??o e entrevistas acerca dos m?todos avaliativos utilizados. Considerando os tr?s m?todos avaliativos empregados, 183 estudantes participaram do estudo, com m?dia de idade de 24,5 ? 2,2 anos, sendo 52,5% do sexo masculino e 47,5% do sexo feminino. No contexto geral, observamos concord?ncia entre os desempenhos dos estudantes nas avalia??es de conte?do cognitivo, procedimental e atitudinal. A participa??o dos estudantes no componente curricular eletivo Sa?de Reprodutiva mostrou-se associada com melhor desempenho em algumas dimens?es da avalia??o cognitiva e na avalia??o com o Mini-CEX, em rela??o ?s compet?ncias de anamnese, profissionalismo e qualidades human?sticas, rela??o m?dico paciente e desempenho global. A an?lise da fidedignidade entre os avaliadores na avalia??o com o m?todo OSCE mostrou-se adequada (alfa de Cronbach superior a 70%) em rela??o ao desempenho global e aos aspectos t?cnicos das compet?ncias avaliadas, observando-se baixa confiabilidade na avalia??o da comunica??o m?dico-paciente. O presente trabalho constitui-se numa experi?ncia educacional inovadora e pioneira no ?mbito da educa??o m?dica brasileira no que tange ? inser??o da tem?tica de sa?de sexual e reprodutiva na gradua??o, sugerindo-se um impacto positivo da iniciativa na forma??o do m?dico generalista na UFRN. A avalia??o de conhecimentos, habilidades e atitudes em sa?de sexual e reprodutiva na gradua??o de Medicina mostrou-se fact?vel, com alta concord?ncia entre os diferentes m?todos empregados. Os m?todos OSCE e Mini-CEX podem ser aplicados ao contexto da sa?de sexual e reprodutiva, possibilitando a avalia??o de compet?ncias cl?nicas relevantes para a forma??o do m?dico generalista e que habitualmente n?o s?o contempladas nas avalia??es rotineiramente realizadas na gradua??o