D.Cur. / Nursing is a clinical discipline, strongly anchored in clinical practice. In order to learn the art and science of Nursing, it should be kept in mind that nursing is a complex and intrinsic process that entails skills that are highly cognitive. Community Nursing is one of the clinical disciplines in which clinical guidance takes place. Guidance in Community Nursing takes place on district health level and is based on the primary health care approach. With clinical guidance from a community nurse in the community nursing practice, students are given the opportunity to apply in clinical practice what they have learned in theory. Students learn in the clinical practice by working alongside a competent, experienced and registered community nurse. They are guided to realise their full potential, to develop self-confidence in psychomotor skills, as well as the good values which are an inherent part of nursing. Due to the fact that the clinical learning environment is dynamic, it is necessary to ensure value-sensitive clinical guidance in the community nursing practice. This implies that the values of all role players involved in clinical guidance, namely the students and nurses (the patients during clinical guidance) should be handled with the necessary sensitivity. The goal of the study was to explore and describe to what extent value-sensitive clinical guidance in Community Nursing takes place. As a result of the findings a concept analysis of the categories identified was done and standards for value-sensitive clinical guidance in Community Nursing were developed and refined. For the purposes of this study an explorative, descriptive and contextual design was used. Interactions taking place between the nurses and students during clinical guidance were explored for value-`sensitivity by means of video-recordings, participative observation, diaries, focus-group and semi-structured interviews. The data collected were analysed and coded by the researcher and the external coder. As a result of the findings in this research a concept analysis was done of the different categories (identified in phase 1). The findings were compared with the literature in the concept analysis and similarities and differences were highlighted. As a result of the concept analysis standards for value sensitive clinical guidance in Community Nursing were developed, described and refined after it was presented to experts from academic training institutions and the community nursing practice. The four main categories identified were communication, attitudes, respect and clinical opportunities during clinical guidance. Due to the fact that professional socialisation mainly takes place in the clinical practice clinical guidance should be well-planned. Nurses acting as clinical guides should always keep in mind that they are acting as role models who are in possession of sufficient theoretical and clinical knowledge, and that they must maintain high nursing care standards. Nurses must approach the clinical guiding situation with an open and accommodating attitude. Students should be respected as human beings in order to establish open communication channels whereby clinical learning in students could be facilitated. Therefore a supportive, non-threatening clinical practice should be established, so that students will take the liberty to ask questions and will have the confidence to participate in clinical nursing actions under the direct supervision of nurses. The standards for value-sensitive clinical guidance in community nursing are aimed at all role players involved with clinical guidance. These role players include the service providers (the nurses, clinical co-coordinators and managers), as well as the academic training institutions (lecturers and students).

M.Cur. / Primary clinical nurses (PCNs), traditionally known as primary health care nurses (PHCNs) in South Africa, are expected to function as ‘frontline providers’ of clinical primary health care (PHC) services within the public PHC facilities (Department of Health (DoH), 1996: 8; DoH, 2001a: 23). This extended role of the registered nurse (as set out in section 38A of the Nursing Act, No. 50 of 1978) demands high quality clinical competencies. The purpose of the study is to describe guidelines to improve clinical competencies of learners within the context of a learning programme PHC: Clinical Nursing, Diagnosis, Treatment and Care (the programme) provided at a specific university in Gauteng where the study was conducted. The research objectives are to: o Explore and describe the perceptions of both clinical instructors and learners with regard to reasons for poor clinical competencies of learners of the programme. o Explore and describe the demographic profile of learners registered at the university in the 2003 academic year for the programme with regard to reasons for poor clinical competencies. o Explore and describe the correlation between scoring/rating of learners by different clinical evaluators during summative clinical evaluations of learners registered for the programme in the 2003 academic year at the university, in order to ensure inter-rater reliability with regard to reasons for poor clinical competencies. o Describe guidelines to improve clinical competencies of learners of the programme provided at a university in Gauteng, as informed by the research study findings. To achieve the purpose and objectives of the study, a mixed methodological design, qualitative and quantitative in nature, was used (Creswell, 1994: 184), utilising the sequential exploratory strategy (Creswell, 2003: 215). Other research strategies used are descriptive and contextual (Creswell, 1994: 145 & 175). Qualitative data were collected from purposively selected participants in separate focus group interviews of clinical instructors and learners. Analysis was done following Tesch’s method (1990). Trustworthiness was ensured using Lincoln and Guba’s method (1985). Ethical considerations were maintained throughout the study and consent was obtained from the participants. Quantitative data were collected using a summative clinical evaluation instrument (checklist) administered by clinical evaluators and a self-administered questionnaire for collecting a learner profile from a purposively selected sample of learners and clinical instructors, respectively. Statistics were analysed using a reliable computer program SPSS. Validity and reliability were ensured throughout the study. Data of correlated marks/scores revealed that there was no ecologically significant difference between the marking/scoring of learners by clinical evaluators during summative clinical evaluations of learners. Qualitative data yielded two main themes from the focus group interviews as challenges that participants perceived as reasons for poor clinical competencies of learners of the programme, viz: o Challenges within the PHC clinical practice field; o Challenges within the learning programme (university). Major categories and subcategories also emerged from the two themes. Interpretation of both quantitative and qualitative results was integrated and reported as similar findings from which the guidelines to improve clinical competencies of learners of the programme PHC: Clinical Nursing, Diagnosis, Treatment and Care were formulated. The guidelines focused on both the learning programme and the PHC clinical practice field.

Thesis (M. Nurs.)--Washington State University, December 2009. / Title from PDF title page (viewed on Feb. 12, 2010). "College of Nursing." Includes bibliographical references (p. 36-40).

The purpose of the study was to compare perceived master's level educational needs of baccalaureate educated community health nurses working in developed areas of the world to perceived master's level educational needs of baccalaureate educated community health nurses working in developing areas of the world. Forty subject areas recommended for master's education in community health nursing were identified. A questionnaire to determine the perceived importance of each subject area was administered to a sample population of nurses working in community settings in the United States and in twenty-eight developing countries. Forty null hypotheses were developed. Each hypothesis stated that there was no difference in perceived importance of including-the selected subject areas in master's education identified by community health nurses working in the United States and by community health nurses working in developing countries. Hypotheses were tested using the Chi-square, with the null hypotheses being rejected at the .05 level of significance.FindingsRespondents included 389 baccalaureate educated nurses from the United States and 39 baccalaureate educated nurses from developing countries. The analysis of data identified significant differences in responses of nurses working in the United States and nurses working in developing countries regarding the importance of including the following subject areas in master's education in community health nursing: applied sanitation, tropical diseases, school health practice, obstetric-gynecological practitioner skills, nurse-midwifery, outpatient medical-surgical skills, family coun seling, gerontology, grant writing, management theory, computer skills, medical anthropology, urban sociology, cross-cultural nursing, nursing theory, current issues and trends, research methods, political science, health policy and public speaking, in master's education in community health nursing.Subject areas were also analyzed for perceived importance to the entire population. Subject areas identified as very important to more than fifty percent of the population were community needs assessment, program planning, health education methods, physical assessment of adults, physical assessment of-.children, family counseling, nutrition therapy, gerontology, and current issues and trends.

Thesis (M Nursing (Advanced Practice))--University of South Australia, 1994

Thesis (Ed. D.)--Illinois State University, 2007. / Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Thomas P. Crumpler, Ellen A. Spycher (co-chairs), Anita P. Bohn, Nancy J. Bragg. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.

Thesis (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print (iv, 190 leaves ; 30 cm.) in the Archive at the City Campus (T 618.9200231 SYE)

Thesis (Ph. D.)--Virginia Commonwealth University, 2010. / Prepared for: Dept. of Adult Health. Title from resource description page. Includes bibliographical references. Unavailable until may 27, 2015.

Bibliography: leaves 251-260. / viii, 260 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines why community nursing is undervalued in New South Wales compared with Britain, and suggests strategies to improve the profile of community nursing in New South Wales. / Thesis (Ph.D.)--University of Adelaide, Dept. of Clinical Nursing, 1998

Thesis (M.S.P.H.)--University of Michigan, 1941.