The purpose of this study was to explore and describe the knowledge of student nurses regarding the cost concepts in health economics, specifically the efficient allocation of resources and determining the cost of interventions, in order to prepare them to deliver cost-effective yet quality nursing care. An explorative and descriptive quantitative design was used. A structured self-administered questionnaire was used for data collection. Respondents were student nurses studying towards becoming professional nurses in their final year of study (comprehensive programme). The results revealed an apparent lack of knowledge among student nurses regarding cost concepts in health economics, although respondents agreed that knowledge of health economics is essential for nursing practice. The results led the researcher to draw a strong conclusion that there is a need for the inclusion of a module regarding health economics in the nursing curriculum and in continuous professional development (CPD) workshops and in-service training. / Health Studies / M.A. (Health Studies)

Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel. Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg. Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde. Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan, is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel. Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te formuleer / The researcher undertook theoretical research to develop a curriculum development model for the Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife. There are two main tendencies that influence nursing education. On a global level nursing education is influenced by realities that are inherent in an information technology-driven world. This requires the development of critical thinking skills, adaptability to constant social change and a commitment to life-long learning. Nationally, nursing education is influenced by a national health system requiring trained nurses who are able to render comprehensive health care. A situation analysis resulted in the identification of two main concepts that influence the nursing curriculum namely, critical thinking and comprehensive health care. Previous research indicates that nurse educators are outdated in terms of developments in education. This can have negative consequences for innovative curriculum development in nursing in order to position the nursing profession strategically to meet the demands of the next century. This limitation prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum development strategy to serve as a practical guideline on how to implement curriculum development in nursing. Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the researcher conceptualized the Curriculum Development Model for Nursing. The model will enable nurse educators to effect fundamental curriculum change and the development of a relevant curriculum by completing specified curriculum development tasks systematically. The implications of the concepts critical thinking and comprehensive health care for the nursing curriculum, were elucidated by formulating criteria for a new nursing curriculum. Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure; curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care; comprehensive nursing curriculum; community based curriculum; problem based learning; media assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.

Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel. Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg. Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde. Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan, is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel. Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te formuleer / The researcher undertook theoretical research to develop a curriculum development model for the Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife. There are two main tendencies that influence nursing education. On a global level nursing education is influenced by realities that are inherent in an information technology-driven world. This requires the development of critical thinking skills, adaptability to constant social change and a commitment to life-long learning. Nationally, nursing education is influenced by a national health system requiring trained nurses who are able to render comprehensive health care. A situation analysis resulted in the identification of two main concepts that influence the nursing curriculum namely, critical thinking and comprehensive health care. Previous research indicates that nurse educators are outdated in terms of developments in education. This can have negative consequences for innovative curriculum development in nursing in order to position the nursing profession strategically to meet the demands of the next century. This limitation prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum development strategy to serve as a practical guideline on how to implement curriculum development in nursing. Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the researcher conceptualized the Curriculum Development Model for Nursing. The model will enable nurse educators to effect fundamental curriculum change and the development of a relevant curriculum by completing specified curriculum development tasks systematically. The implications of the concepts critical thinking and comprehensive health care for the nursing curriculum, were elucidated by formulating criteria for a new nursing curriculum. Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure; curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care; comprehensive nursing curriculum; community based curriculum; problem based learning; media assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

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