O presente estudo constituiu-se em uma pesquisa quantitativa, não experimental, do tipo survey, de natureza descritiva. Teve como objetivos analisar a avaliação que enfermeiros e enfermeiros chefes fazem em relação à formação conferida pelo curso de graduação em enfermagem, bem como identificar, segundo esses mesmos enfermeiros, os pontos fortes – pontos de luz - e os pontos fracos – buracos negros - dessa formação. Foram sujeitos deste estudo, 53 enfermeiros, atuantes profissionalmente em Instituições de Saúde de um município do interior paulista, que concluíram o curso de graduação em enfermagem nos anos de 2000, 2001, 2002 e 2003, e 31 enfermeiros, seus respectivos chefes. Para a coleta de dados construímos um instrumento, utilizando a escala analógica visual, contendo a descrição de 45 (quarenta e cinco) competências inerentes à atuação profissional do enfermeiro e uma questão sobre o estímulo fornecido, durante o curso de graduação, para a participação em entidades de classe. Após a validação (aparente e de conteúdo) do instrumento de coleta de dados e aprovação do projeto de pesquisa pelo Comitê de Ética, demos inicio ao presente estudo. A análise dos resultados foi feita utilizando-se o Programa SPSS (Statistical Package for Social Science), versão 11.5. De acordo com os resultados, o presente estudo nos possibilitou concluir que: o preparo conferido pela graduação ao enfermeiro para organizar e dirigir serviços de enfermagem e/ou de saúde, em especial, foi considerado pouco adequado pelos dois grupos estudados; para os enfermeiros chefes, o preparo para a liderança da equipe de enfermagem é inadequado, o que contradiz a percepção dos enfermeiros; o preparo para a pesquisa que tenha impacto e possa intervir na prática profissional do enfermeiro foi considerado pouco adequado pelos dois grupos; quanto às competências educativas, também foram consideradas pelos dois grupos, como pouco adequadas; em especial, para a questão de programas de capacitação, recrutamento e seleção de pessoal, o preparo foi praticamente considerado como inadequado; para todas as competências, de todas as 31 categorias utilizadas nesse estudo, os enfermeiros avaliam-se melhor preparados pela graduação do que avaliam os enfermeiros chefes; tanto para o grupo de enfermeiros chefes, como para o grupo de enfermeiros, os pontos altos – “pontos de luz" - da graduação se referem, principalmente, às competências assistenciais; sob a avaliação dos dois grupos - enfermeiros e enfermeiros chefes - os pontos fracos – “buracos negros" - se referem, majoritariamente, às competências políticas; o processo formativo ainda nos parece desvinculado da prática profissional, levando a um descompasso entre o que se aprende e o que se vivencia; o discurso de formarmos um profissional crítico, reflexivo, capaz de atuar e promover mudanças na realidade que os rodeia, continua apenas na retórica; as várias reformas curriculares dos cursos de enfermagem têm levado apenas a alterações de aspectos pontuais; a utilização da pesquisa como “norte" da formação do enfermeiro, ainda está muito distante; a graduação deixa a desejar também quanto ao preparo do enfermeiro para desempenhar a função de ensinar/educar. / The present work was made up of a quantitative, non experimental, survey type study of a descriptive nature. Its aims were to analyse what the nurses and their nursing chiefs do in relation to the preparation given by the graduate courses of nursing, as well as identify, according to these same nurses, the strong points – or points of light- and the weak points or black holes in this training. The study subjects were 53 nurses, professionally active in health institutions in a municipality in the interior of São Paulo State, that concluded their graduate nurses training in the years of 2000,2001,2002 and 2003, and 31 nurses who were their respective nurse managers. For data collection an instrument composed of the visual analogue scales containing 45 questions was used containing 45 inherent competencies to the professional activities of the nurse and a question about the stimulus given during the graduate course for participation in professionally linked entities, After the validation (appearance and content) of the data collecting instrument and the approval of the project by the ethics committee the present study began. For analysis of the results the SPSS (Statistical Package for Social Science) programme was used. According to the results, this study allowed us to conclude that: the preparation given to the nurses for organizing and managing nursing and/or health services by their graduate courses was considered somewhat inadequate by both the groups studied; for the head nurses the preparation for team leadership is inadequate, which contradicts the nurses perception; the preparation for research that would have an impact on and would alter professional practice was considered slightly inadequate by both groups; as far as educative competency is concerned, both groups indicated this to be a little inadequate also; in relation to the question of qualification programmes, selection and recruitment of personnel, the preparation was practically considered to be inadequate; for all competencies in all of the categories used in this study the nurses assessed themselves as better prepared by the 34 graduate course than did their counterparts, the head nurses; both the head nurses and the nurses indicated the high points - “points of light" in the graduate course refer principally to assistance competency; both groups also agreed that the weak points – “black holes" refer, in the majority, to political competence; the formative process to us, still seems to be separated from professional practice, leading to a huge difference between what you learn and what you experience; the discourse about training the critical, reflexive professional, capable of performing and promoting changes in reality what surrounds us, continues to be only rhetoric; the various curricular improvements of nurses' undergraduate courses has taken into account only the immediate aspects; the use of research as a guide to the training of nurses is still very distant; the graduate studies leave a lot to be desired as far as the preparation for the carrying out of teaching and educational functions.

O presente estudo constituiu-se em uma pesquisa quantitativa, não experimental, do tipo survey, de natureza descritiva. Teve como objetivos analisar a avaliação que enfermeiros e enfermeiros chefes fazem em relação à formação conferida pelo curso de graduação em enfermagem, bem como identificar, segundo esses mesmos enfermeiros, os pontos fortes – pontos de luz - e os pontos fracos – buracos negros - dessa formação. Foram sujeitos deste estudo, 53 enfermeiros, atuantes profissionalmente em Instituições de Saúde de um município do interior paulista, que concluíram o curso de graduação em enfermagem nos anos de 2000, 2001, 2002 e 2003, e 31 enfermeiros, seus respectivos chefes. Para a coleta de dados construímos um instrumento, utilizando a escala analógica visual, contendo a descrição de 45 (quarenta e cinco) competências inerentes à atuação profissional do enfermeiro e uma questão sobre o estímulo fornecido, durante o curso de graduação, para a participação em entidades de classe. Após a validação (aparente e de conteúdo) do instrumento de coleta de dados e aprovação do projeto de pesquisa pelo Comitê de Ética, demos inicio ao presente estudo. A análise dos resultados foi feita utilizando-se o Programa SPSS (Statistical Package for Social Science), versão 11.5. De acordo com os resultados, o presente estudo nos possibilitou concluir que: o preparo conferido pela graduação ao enfermeiro para organizar e dirigir serviços de enfermagem e/ou de saúde, em especial, foi considerado pouco adequado pelos dois grupos estudados; para os enfermeiros chefes, o preparo para a liderança da equipe de enfermagem é inadequado, o que contradiz a percepção dos enfermeiros; o preparo para a pesquisa que tenha impacto e possa intervir na prática profissional do enfermeiro foi considerado pouco adequado pelos dois grupos; quanto às competências educativas, também foram consideradas pelos dois grupos, como pouco adequadas; em especial, para a questão de programas de capacitação, recrutamento e seleção de pessoal, o preparo foi praticamente considerado como inadequado; para todas as competências, de todas as 31 categorias utilizadas nesse estudo, os enfermeiros avaliam-se melhor preparados pela graduação do que avaliam os enfermeiros chefes; tanto para o grupo de enfermeiros chefes, como para o grupo de enfermeiros, os pontos altos – “pontos de luz” - da graduação se referem, principalmente, às competências assistenciais; sob a avaliação dos dois grupos - enfermeiros e enfermeiros chefes - os pontos fracos – “buracos negros” - se referem, majoritariamente, às competências políticas; o processo formativo ainda nos parece desvinculado da prática profissional, levando a um descompasso entre o que se aprende e o que se vivencia; o discurso de formarmos um profissional crítico, reflexivo, capaz de atuar e promover mudanças na realidade que os rodeia, continua apenas na retórica; as várias reformas curriculares dos cursos de enfermagem têm levado apenas a alterações de aspectos pontuais; a utilização da pesquisa como “norte” da formação do enfermeiro, ainda está muito distante; a graduação deixa a desejar também quanto ao preparo do enfermeiro para desempenhar a função de ensinar/educar. / The present work was made up of a quantitative, non experimental, survey type study of a descriptive nature. Its aims were to analyse what the nurses and their nursing chiefs do in relation to the preparation given by the graduate courses of nursing, as well as identify, according to these same nurses, the strong points – or points of light- and the weak points or black holes in this training. The study subjects were 53 nurses, professionally active in health institutions in a municipality in the interior of São Paulo State, that concluded their graduate nurses training in the years of 2000,2001,2002 and 2003, and 31 nurses who were their respective nurse managers. For data collection an instrument composed of the visual analogue scales containing 45 questions was used containing 45 inherent competencies to the professional activities of the nurse and a question about the stimulus given during the graduate course for participation in professionally linked entities, After the validation (appearance and content) of the data collecting instrument and the approval of the project by the ethics committee the present study began. For analysis of the results the SPSS (Statistical Package for Social Science) programme was used. According to the results, this study allowed us to conclude that: the preparation given to the nurses for organizing and managing nursing and/or health services by their graduate courses was considered somewhat inadequate by both the groups studied; for the head nurses the preparation for team leadership is inadequate, which contradicts the nurses perception; the preparation for research that would have an impact on and would alter professional practice was considered slightly inadequate by both groups; as far as educative competency is concerned, both groups indicated this to be a little inadequate also; in relation to the question of qualification programmes, selection and recruitment of personnel, the preparation was practically considered to be inadequate; for all competencies in all of the categories used in this study the nurses assessed themselves as better prepared by the 34 graduate course than did their counterparts, the head nurses; both the head nurses and the nurses indicated the high points - “points of light” in the graduate course refer principally to assistance competency; both groups also agreed that the weak points – “black holes” refer, in the majority, to political competence; the formative process to us, still seems to be separated from professional practice, leading to a huge difference between what you learn and what you experience; the discourse about training the critical, reflexive professional, capable of performing and promoting changes in reality what surrounds us, continues to be only rhetoric; the various curricular improvements of nurses' undergraduate courses has taken into account only the immediate aspects; the use of research as a guide to the training of nurses is still very distant; the graduate studies leave a lot to be desired as far as the preparation for the carrying out of teaching and educational functions.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2007. / Title from title page screen (viewed on Sept. 19, 2008). Thesis advisor: Schuyler Huck. Vita. Includes bibliographical references.

Thesis (M.S.W.)--University of Hong Kong, 1984.

published_or_final_version / Public Administration / Master / Master of Social Sciences

A participatory evaluation method used to evaluate development projects is applied to the public library. The Tholulwazi Library, Besters Camp, Inanda - the first library established by the Durban Municipal Library service in an informal settlement - is the case used in the study. The developmental context of public libraries in South Africa in the 1990s provided part of the justification for this approach. This context relates to community demands for libraries along with other development services, as well as claims of developmental and educational benefit used to motivate for public library funding. Diminishing public budgets and calls for efficiency and effectiveness in the public service, suggest the need to evaluate and demonstrate impact and community benefit. In addition a survey of the literature on library evaluation since the 1970s indicates that useful, easily applicable methods of library evaluation are unavailable to the practitioner, hence the justification for considering models developed in other sectors. This thesis surveys the library evaluation literature, and then looks to trends in the evaluation of social service and development projects and programmes. An approach which combines a systematic and objectives-oriented approach, effected by a participatory methodology is selected and applied to the Tholulwazi Library. The evaluation takes place via a questionnaire survey of a group of library users (students), a use register and library counter-based survey; supplemented by existing population data on the Besters area. A work group consisting of library staff and user representatives, facilitated by the author, conducted the evaluation. The evaluation results reflect on the validity of library planning, and quantify and qualify the extent and type of use of students users, and the benefit derived. These results are analysed in relation to library objectives, and the coincidence or deviation commented upon. Recommendations for action in the management of Tholulwazi Library are given, as well as recommendations applicable to the planning and establishment of new libraries in other informal settlements and townships. Suggestions as to further use of this evaluation approach are given, in addition to comments on the relevance and applicability of the methodology. These focus on the strategic and managerial benefit of demonstrating a link between library resources and activities (funded by public moneys), to use and user benefit. The use of a participatory methodology is shown to be technically necessary in demonstrating this link, as well as politically strategic. Valid and appropriate decision-making by management needs input from all levels, hence the value of utilising 'multiple realities' of all groupings involved with delivery at a particular service point, in such an evaluation. The approach used suggests a more conscious approach to management of libraries generally. It points to specific, periodic reflection on and analysis of the role of the library as a social institution and the societal problems addressed. This includes analysis of the library environment, focusing on existing and potential target groups. The analysis applies in relation to conscious planning procedures, as well as ongoing monitoring and periodic evaluation of endeavours. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1997.

A participatory evaluation method used to evaluate development projects is applied to the public library. The Tholulwazi Library, Besters Camp, Inanda - the first library established by the Durban Municipal Library service in an informal settlement - is the case used in the study. The developmental context of public libraries in South Africa in the 1990s provided part of the justification for this approach. This context relates to community demands for libraries along with other development services, as well as claims of developmental and educational benefit used to motivate for public library funding. Diminishing public budgets and calls for efficiency and effectiveness in the public service, suggest the need to evaluate and demonstrate impact and community benefit. In addition a survey of the literature on library evaluation since the 1970s indicates that useful, easily applicable methods of library evaluation are unavailable to the practitioner, hence the justification for considering models developed in other sectors. This thesis surveys the library evaluation literature, and then looks to trends in the evaluation of social service and development projects and programmes. An approach which combines a systematic and objectives-oriented approach, effected by a participatory methodology is selected and applied to the Tholulwazi Library. The evaluation takes place via a questionnaire survey of a group of library users (students), a use register and library counter-based survey; supplemented by existing population data on the Besters area. A work group consisting of library staff and user representatives, facilitated by the author, conducted the evaluation. The evaluation results reflect on the validity of library planning, and quantify and qualify the extent and type of use of students users, and the benefit derived. These results are analysed in relation to library objectives, and the coincidence or deviation commented upon. Recommendations for action in the management of Tholulwazi Library are given, as well as recommendations applicable to the planning and establishment of new libraries in other informal settlements and townships. Suggestions as to further use of this evaluation approach are given, in addition to comments on the relevance and applicability of the methodology. These focus on the strategic and managerial benefit of demonstrating a link between library resources and activities (funded by public moneys), to use and user benefit. The use of a participatory methodology is shown to be technically necessary in demonstrating this link, as well as politically strategic. Valid and ii appropriate decision-making by management needs input from all levels, hence the value of utilising 'multiple realities' of all groupings involved with delivery at a particular service point, in such an evaluation. The approach used suggests a more conscious approach to management of libraries generally. It points to specific, periodic reflection on and analysis of the role of the library as a social institution and the societal problems addressed. This includes analysis of the library environment, focusing on existing and potential target groups. The analysis applies in relation to conscious planning procedures, as well as ongoing monitoring and periodic evaluation of endeavours. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1997.

The thesis reports on the evaluation of a digital information literacy program (DILP) to determine the program’s effectiveness in enhancing students’ digital information literacy skills. The program was originally designed and developed for the South African student, as member of Generation Y, but was adapted to suit the demographics and characteristics of Generation Z. New learning technologies were incorporated to enhance students’ learning experience. One of the characteristics of information literacy programs that illustrate best practice is the evaluation of the program itself to judge it’s effectiveness and validate the program as a learning tool. A review of the literature confirmed the paucity of the evaluation of such programs using assessment of student learning through outcomes assessment instruments, based on information literacy competency standards, designed with proven validity and reliability. The literature review found no evidence of the evaluation of the effectiveness of such programs through meaningful assessment of student learning using outcomes assessment in South Africa. For these reasons, the evaluation of the DILP was undertaken. To evaluate the effectiveness of the DILP, a non-randomised quasi-experimental research design, focusing on a single-group pre-test/post-test design which incorporated a combined quantitative and qualitative research approach was used. The primary research instrument was a pre- and post-test. A group of students, belonging to Generation Y and Z, completed a pre-test, worked through the DILP and completed a post-test. Telephonic and e-mail interviews were used to collect further data. The statistical analysis is presented by using descriptive statistics (stacked bar charts for the quantitative data and pie charts for the qualitative data). Inferential statistics were used to reach conclusions beyond the immediate data presented in the charts. The final step was to judge the overall effectiveness of the DILP. The difference between the means was statistically significant, indicating that the DILP was effective in enhancing the digital information literacy skills of students. Based on this research, additional research could be the evaluation of a DILP designed specifically for “digital natives”; the development of online outcomes assessment instruments for web-based tutorials with proven validity and reliability and research in the area of integrating emerging learning technologies with such programs, evaluating their effectiveness. / Information Science / D. Litt. et Phil. (Information Science)

Submitted by Carla Cravo (carla.cravo@outlook.com) on 2017-11-22T00:21:18Z No. of bitstreams: 2 ANÁLISE DO PROGRAMA BOLSA FAMÍLIA NO MUNICÍPIO DE CAPÃO BONITO-SP NA PERSPECTIVA DO BENEFICIÁRIO.pdf: 1930321 bytes, checksum: 57c4f2e8e0ab6aa86553c09c4b9e2960 (MD5) carta comprovante_Carla.pdf: 113917 bytes, checksum: c53f0290e923160a13f82656eb649368 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-22T13:54:11Z (GMT) No. of bitstreams: 2 ANÁLISE DO PROGRAMA BOLSA FAMÍLIA NO MUNICÍPIO DE CAPÃO BONITO-SP NA PERSPECTIVA DO BENEFICIÁRIO.pdf: 1930321 bytes, checksum: 57c4f2e8e0ab6aa86553c09c4b9e2960 (MD5) carta comprovante_Carla.pdf: 113917 bytes, checksum: c53f0290e923160a13f82656eb649368 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-22T13:54:22Z (GMT) No. of bitstreams: 2 ANÁLISE DO PROGRAMA BOLSA FAMÍLIA NO MUNICÍPIO DE CAPÃO BONITO-SP NA PERSPECTIVA DO BENEFICIÁRIO.pdf: 1930321 bytes, checksum: 57c4f2e8e0ab6aa86553c09c4b9e2960 (MD5) carta comprovante_Carla.pdf: 113917 bytes, checksum: c53f0290e923160a13f82656eb649368 (MD5) / Made available in DSpace on 2017-11-22T13:54:33Z (GMT). No. of bitstreams: 2 ANÁLISE DO PROGRAMA BOLSA FAMÍLIA NO MUNICÍPIO DE CAPÃO BONITO-SP NA PERSPECTIVA DO BENEFICIÁRIO.pdf: 1930321 bytes, checksum: 57c4f2e8e0ab6aa86553c09c4b9e2960 (MD5) carta comprovante_Carla.pdf: 113917 bytes, checksum: c53f0290e923160a13f82656eb649368 (MD5) Previous issue date: 2017-10-09 / Não recebi financiamento / The present study aims to analyze the impacts of the Bolsa Família Program - PBF, in Capão Bonito-SP, studying the conditions of implementation, maintenance of cadastral data, monitoring of beneficiaries and co-responsibilities. The municipality that is the object of this research has 46,178 inhabitants and the Human Development Index of the City (IBGE, 2010) of 0.721, however, it presented a total annual of 4,814 beneficiary families in 2016, with monthly variations, numbers that demand public policies capable of meeting vulnerabilities stemming from low employability due to economic stagnation and one of the generators of the significant local crime rate. To verify the impacts of the program, we searched the housing, food, health and education conditions through a questionnaire to ascertain the beneficiaries' perceptions regarding the possible improvements brought about by the increase in income and its efficiency in the fight against poverty. The first chapter discusses a history of the origin of social policies in Europe, North and Central America and Africa focusing on their motivations and conceptions according to the needs of the market and society. In the sequence, the Brazilian assistance policies antecedent to the program are contextualized. Chapter 3 deals with the program, its regulations, conditionalities and appropriateness from its implementation in 2004 to the present. The survey questioned how conditionalities affect beneficiaries and whether they favor access to health and education services as described in the PBF configuration. To better understand the study object, the local socioeconomic scenario was characterized, explaining the mechanisms of conditional income transfer programs as public policies to combat poverty. The method of deductive approach was used, characterizing the study as exploratory. The data were collected in a field survey carried out with the PBF cardholders, associating quantitative and qualitative data obtained in the individual questionnaire, semi-structured, directed to the data collection to analyze the effects of this strategic tool of social policy and its approach in the fight poverty and poor income distribution. For the analysis of the data collected, we also used the statistical method that allows better understanding of the considerations of the study. / O presente estudo tem por escopo analisar os impactos do Programa Bolsa Família - PBF, em Capão Bonito-SP, estudando as condições de implantação, manutenção de dados cadastrais, acompanhamento dos beneficiários e corresponsabilidades. O município objeto desta pesquisa possui 46.178 habitantes e Índice de Desenvolvimento Humano Municipal - IDHM (IBGE, 2010) de 0,721, no entanto, apresentou um total anual de 4.814 famílias beneficiárias em 2016, com variações mensais, números que demandam políticas públicas capazes de atender as vulnerabilidades oriundas da baixa empregabilidade em virtude da estagnação econômica e um dos geradores do significativo índice de criminalidade local. Para verificar os impactos do programa buscou-se averiguar as condições de moradia, alimentação, saúde e educação por meio de questionário no intuito de apurar a percepção dos beneficiários em relação as possíveis melhorias provocadas pelo acréscimo de renda e sua eficiência no combate à pobreza. O primeiro capítulo aborda um histórico sobre a origem das políticas sociais na Europa, Américas do Norte e Central e África enfocando suas motivações e concepções de acordo com a necessidade do mercado e sociedade. Na sequência, contextualizam-se as políticas assistenciais brasileiras antecedentes ao programa abordado. O capítulo 3 versa sobre o programa, suas regulamentações, condicionalidades e adequações desde a implantação em 2004 até a atualidade. A pesquisa questionou como as condicionalidades afetam os beneficiários e se estas realmente favorecem o acesso aos serviços de saúde e educação como descrito na configuração do PBF. Para melhor entendimento do objeto de estudo procedeu-se a caracterização do cenário socioeconômico local, explicitando os mecanismos dos programas de transferência de renda condicionada como políticas públicas de combate à pobreza. Utilizou-se o método de abordagem dedutivo, caracterizando o estudo como exploratório. Os dados foram coletados em pesquisa de campo realizada com os titulares do cartão do PBF, associando dados quantitativos e qualitativos, obtidos no questionário individual, semiestruturado, direcionado ao levantamento de dados para analisar os efeitos desta ferramenta estratégica da política social e sua abordagem no combate à pobreza e a má distribuição de renda. Para análise dos dados coletados utilizou-se ainda o método estatístico que viabiliza melhor compreensão nas considerações do estudo realizado.

M.Cur. / The overall purpose of this study is to describe empowerment strategies for the nurse unit manager to create a climate conducive to clinical learning at the nursing college in the North-West Province. In view of the South African Nursing Council report (1990), it clearly indicates that the nurse unit managers do not apply their theoretical knowledge to clinical practice, and that the student learning in the clinical nursing units are not up to the expected standard, hence the quality of clinical nursing education is questionable. The current education system in South Africa focuses on the provision of quality assurance in order to be in line with international standards. In accordance with the South African Qualifications Authority, the Constitution, South African Nursing Council, Batho-Pele principles, National Plan for Higher Education and outcomes-based education, there is a need to create a climate that is conducive to learning in the nursing units in order to develop the students' abilities regarding analytical, critical, evaluative and creative thinking. The nurse unit manager is experiencing problems with regard to clinical nursing education and the nursing students are also complaining that the clinical learning areas are not conducive to their learning. Therefore, the products that are produced by such an environment lack knowledge, skills, values and attitudes inherent in the nursing profession. Hence this study strives to describe empowerment strategies for the nurse unit manager to create a climate conducive to learning, based on their expert knowledge and experiences. The research questions arising from this problem are: What are the expectations and perceptions of the nursing students about the role of the nurse unit manager in creating a climate conducive to learning at the nursing college in the North-West Province? How can the nurse unit manager be empowered to create a climate conducive to clinical learning? The objectives are: Phase One: Stage one: To explore and describe the expectations of the nursing students regarding the role of the nurse unit manager in creating a climate conducive to learning. Stage two: To explore and describe the expectations and perceptions of the nurse unit manager regarding their role in creating a climate conducive to learning. Phase Two: To describe a conceptual framework. Phase Three: To describe empowerment strategies for the nurse unit manager to create a climate conducive to learning. The research design in this study was qualitative, descriptive, explorative and contextual in nature. In stage one of phase one, descriptive naïve sketches were used as a method of data gathering (Giorgi in Ornery, 1983:52) whereby 22 nursing students from the nursing college were selected for the research study. The following open-ended questions were written on the chalkboard, namely: "What are your expectations about the role of the nurse unit manager in creating the clinical nursing units as a climate conducive to learning?" The data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder who was purposively selected was used in the categorisation of data. The researcher held meetings with the independent coder for consensus discussions reached independently. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. In order to ensure the credibility of the study, five nursing students who participated in the study were selected to participate in individual interviews to validate the categories and subcategories. In stage two of phase one, focus group interviews were conducted as a method of data gathering whereby 13 nurse unit managers from the clinical learning areas where the nursing students are placed for their clinical learning experiences were selected by the quota sampling technique. The interview was conducted by a nurse educator with a Master's degree, who is also a psychiatric nurse with expertise and experience in interviewing skills. A tape recorder was utilised with the nurse unit manager's permission to collect data. A follow-up interview with five nurse unit managers was conducted to validate the data gathered during the focus group interview. The following open-ended questions was used to obtain data from the nurse unit manager: "What are your perceptions regarding your role in creating an environment conducive to clinical learning?" "How can you be empowered as part of your role, to create clinical nursing units as climates conducive for clinical teaching and learning for nursing students?" Data was analysed according to Tesch's descriptive method (in Creswell, 1994:155). An independent coder was purposively selected in the categorisation ( iv ) of data. Categories were defined and arranged in table form for both participants in order to arrive at final categories. Trustworthiness was ensured as described by Lincoln and Guba's (1985:290-326) model of trustworthiness. Findings were conceptualised and conclusive statements made through logical deductive, inductive reasoning and inferences. A conceptual framework was developed within Muller's (1998) management process and the legal and professional frameworks. The integrated empowering process was adapted from Muller's management process, Vogt & Murrel's (1990) & Hokanson-Hawks' (1999) empowerment methods. This process comprises planning, organising (providing and structuring), directing (education, leading, mentoring and supporting), and control (actualising). Empowerment strategies for the nurse unit manager were described to create a climate conducive to learning, based on the results of phase one and phase two. Evaluation of the study was done, limitations, recommendations and conclusions were described with regard to nursing education, practice and nursing research.