M.Cur. (Professional Nursing Science: Nursing Education) / One of the strategic priorities for the National Health System 2004-2009 is to have a 15-20% increase in the number of nursing students to address both equity requirements and changing human resources, and to meet the health needs of the nation (National Plan of Higher Education, 2001:2). At the nursing college under study, this increase in nursing student numbers has led to a number of teaching and learning problems, as reported in the college study (Waterson, Harms, Qupe, Maritz, Manning, Makobe & Chabeli, 2006 b:70). Nurse educators encourage students to arrange individual consultations to attend to their learning problems. The purpose of the study was to explore and describe the perceptions of nursing students and nurse educators on factors they perceive to be contributing to ineffective teaching and learning in large groups, and to describe strategies to improve this situation at a nursing college in Johannesburg. A qualitative, exploratory, descriptive, and contextual research design was employed to obtain a deeper understanding of nursing students’ and nurse educators’ perceptions that contribute to ineffective teaching and learning in large classes. A purposive sampling method was used for the first-year nursing students in a Johannesburg nursing college. Focus group interviews with nursing students and nurse educators were conducted by the expert interviewer. Open coding qualitative data analysis methods were used in accordance with Tech’s qualitative method (Creswell, 2012:186). Credibility, transferability, dependability, and confirmability were used to ensure trustworthiness in accordance with Lincoln and Guba’s model (1985:290-326). The study followed the ethical standards set by the South African Nursing Council (SANC, 1992:2). The results were conceptualised within the relevant literature, and strategies to facilitate effective teaching and learning in large classes at a Johannesburg nursing college was be formulated (Burns & Grove, 2001: 55). A purposive sampling method was used for the R425 first-year nursing students and educators at a Johannesburg nursing college. Participation in the study was on a voluntary basis. During the study the researcher used focus groups as a method to collect data. An expert interviewer was used to encourage participants to interact with each another freely regarding the topic.

M.Cur. (Professional Nursing Science: Nursing Education) / The Nursing Strategy for South Africa calls for nursing colleges to increase the intake of new nursing students by 25% without the proportional increase of nurse educators. This has created an unacceptable increase in the number of nursing students leading to increased workload of nurse educators. Other compounding problems that relate to classroom teaching, clinical, personal and organization, hinder performance and contribute to the frustration of the nurse educator. The purpose of this study is to explore and describe the factors influencing nurse educators’ teaching and learning performance at a nursing college in Gauteng in order to develop supporting strategies to improve their performance in teaching and learning. The research design is qualitative, explorative, descriptive and contextual in nature. A non-probability purposive sampling method was used to select a sample of 12 nurse educators to participate in individual semi-structured interviews. A qualitative open coding data analysis method was used. To ensure the trustworthiness of the study, the researcher used Lincoln and Guba’s four criteria and strategies of establishing the trustworthiness of qualitative data namely credibility, transferability, dependability and confirmability. Four main themes and sub-themes emerged as follows: (1) Large student numbers - difficulty in recognizing students as individuals and identifying ‘at-risk’ students, difficulty in managing a large class, concerns about quality of nursing students in a large class, content-delivery process is a challenge in a large class; (2) Language and cultural barriers - language barrier and diverse cultural groups of students in one class; (3) Competence of nurse educators - inadequate knowledge / subject didactics, ineffective skills and negative attitude and inappropriate values; and (4) Ineffective management practices - inadequate orientation and mentoring and lack of human and material resources. The themes and sub-themes were conceptualized within the relevant literature and supporting strategies to improve nurse educators’ teaching and learning performance were described. Recommendations were made with regard to nursing education, nursing practice and nursing research.

This study used three research questions to analyze the barriers male nurses and male nursing students encountered in their nursing education. Further comparison was made between the results of this study and earlier studies using the same survey and recently graduated respondents versus respondents who had been out of nursing school for longer. The findings for this study indicate barriers for male nurses in their nursing program still exist. Nurses are still referred to primarily as "she," there is little to no content on men's contributions to nursing, male nursing students still have difficulty in their Obstetrics clinical rotation, male nurses and nursing students continue to be anxious regarding accusations of sexual inappropriateness when caring for female patients, and male nurses and male nursing students feel like they have to prove themselves because people still expect nurses to be females. Some barriers appear to not be present for most male nurses. The respondents reported feeling accepted by their peers. Respondents were encouraged to strive for leadership roles. People close to the respondents were supportive of their decision to enter nursing. Recommendations for changes in the nursing curriculum were made to help better support men in nursing school. Nursing school administrators can also use the results from this study to help decrease gender-based barriers, which may decrease male nursing students' high attrition rate.

A nonexperimental descriptive study was conducted to determine the interrelatedness among coping strategies, humor and burnout among nursing education faculty. The conceptual framework of this study was based on the constructs of coping strategies and humor which were conceptualized as having a direct relationship to burnout. Areview of the literature concerning coping, humor and burnout supported this proposition and emphasized the need for empirical testing. Coping Humor Scale. Wavs of Coping Questionnaire and Maslach Burnout Inventory were the instruments used to measure the constructs. Academic history and demographic data sheets were also used. Hie instruments were mailed to 285 nursing faculty teaching in programs of nursing in the Dallas /Fort Worth, Texas area. The return rate for the mailing was 70.07%. Burnout among nursing education faculty showed a low degree of emotional exhaustion (54.8%), a low degree of depersonalization (84.7% and a low degree of personal accomplishment (60.7%). The findings did not reveal a high or low degree of burnout but rather a pattern of burnout suggestive of a different stage. Humor as a coping mechanism during stressful events was not frequently used. The highest proportion of nursing education faculty used distancing (46.53%) as a coping strategy. The second strategy used was planful problem solving (11.3%) with escape-avoidance used the least (3.34%). Multiple regression was used to test the research questions related to the predictor variables of coping, academic history and demographic data as they relate to each criterion variable of burnout. The use coping strategies (including humor) to predict various stages of burnout revealed only weak variable predictors. Academic history and demographic were also weak predictors for burnout.

Each vocational nursing program in Texas was surveyed to determine the faculty and media costs per student classroom instructional hour. Data were obtained from 131 schools, or 99 per cent of the population. These schools taught a total of 4,718 students. The average faculty cost was $1.72 per hour. Faculty cost ranged from $0.17 to $7.75. The average media cost was $0.12 per student hour with a range from no media expenditure to $7.55. The reliability of these costs was not demonstrated. Each program director was asked to identify a principal textbook representing the content taught for each content area in their program. A total of 75 textbooks were identified by two or more programs. A cross tabulation analysis procedure yielded 1,582 combinations of 2 or more textbooks from 2 or more schools. Twenty-five per cent of the schools used the most frequently identified combination of two textbooks. Computer hardware and operating expenses were subtracted from the combined faculty and media cost per student classroom instructional hour. The amount remaining for software purchase was identified as $1.61 with a range of from $0.03 to $7.85 per hour for teaching the required 600 hours. The twenty textbook combinations with the greatest remainder for software utilization were identified. The combination with the largest arithmetic mean remainder was used by 624 students. It was $1.61 per hour. This combination consisted of Ingalls and Salerno's Maternal and Child Health, used to teach maternal and child health, and Hood and Dincher's Total Patient Care, used to teach Medical-Surgical Nursing.

Considerando que a disciplina de Fundamentos de Enfermagem, na atual estrutura curricular, desempenha função introdutória importante, consubstanciando a transição do ensino das disciplinas básicas, para uma primeira instância prática; identificando problemas de várias naturezas no desenvolvimento do processo ensino-aprendizagem da disciplina e diante da necessidade de reestruturação da estrutura curricular do curso disposta na Lei das Diretrizes e Bases da Educação (Lei nº 9.394, de 20 de dezembro de 1996), busca-se com este trabalho, a partir da compreensão do ensino desta disciplina em quatro escolas públicas do estado do Paraná, contribuir com o diagnóstico atual da mesma e subsidiar reflexões para as alterações instituídas pelas diretrizes curriculares atuais. Trata-se de um estudo exploratório junto as escolas públicas de Enfermagem do estado do Paraná com os objetivos de: identificar o perfil dos docentes da disciplina de FE; caracterizar os programas das disciplinas de FE das escolas de enfermagem públicas do estado do Paraná; identificar a opinião quanto ao desenvolvimento do processo ensino-aprendizagem, pelo coordenador da disciplina de FE; compreender o desenvolvimento do processo ensino-aprendizagem da disciplina de Fundamentos de Enfermagem, do ponto de vista sistêmico.A metodologia constitui-se na aplicação da técnica de entrevista semi-estruturada junto aos professores coordenadores da disciplina de FE, subsidiada em instrumento contendo trinta itens; instrumento contendo doze itens para identificar o perfil dos professores; instrumento contendo onze itens para caracterização do programa das disciplinas e da análise dos programas da disciplina. Para a análise dos dados, agrupamos os em três unidades de análise: caracterização dos professores responsáveis pelo ensino da disciplina de Fundamentos de Enfermagem; caracterização dos programas das disciplinas de Fundamentos de Enfermagem; desenvolvimento do processo ensino-aprendizagem da disciplina de Fundamento de Enfermagem do ponto de vista dos coordenadores da disciplina nas respectivas escolas. Os resultados mostram que a disciplina de FE compreendida como subsistema, nas escolas estudadas, apresenta semelhanças e disparidades no desenvolvimento do processo ensino-aprendizagem. Aspectos como carga horária, proporção aluno-docente, estratégias de ensino, modalidades de avaliação, campo de estágio, capacitação profissional, entre outros, são fontes de questionamentos e permeiam o universo dos docentes na disciplina de FE, evidenciando a necessidade de organização quanto ao desenvolvimento do processo ensino-aprendizagem. / In view of the fact that, in the current curricular structure, the subject Nursing Fundamentals plays an important introductory role, consolidating the transition from the teaching of basic subjects to a first practical moment, identifying various kinds of problems in the development of the teaching-learning process of the subject and considering the need to restructure the curricular structure of the course as established in the Law of Educational Guidelines and Bases (Law nº 9.394, December 20 1996), based on an understanding about how this subject is taught in four public schools in the state of Paraná, Brazil, this study aims to contribute to a current diagnosis and be of aid in reflecting about the changes instituted by the current curricular guidelines. This exploratory study was held in public Nursing schools in the state of Paraná and aimed to: identify the profile of teachers in NF; characterize the NF programs in the public nursing schools in Paraná; identify the NF coordinators’ opinions about the development of the teaching-learning process; understand the development of the teaching-learning process in the subject Nursing Fundamentals, from a systemic point of view. The methodology consisted in the application of the semi-structured interview technique among the teachers who coordinated the subject NF, based on an instrument with thirty items; an instrument with twelve items to identify the teachers’ profile; an instrument with eleven items to characterize and analyze the subject programs. Data were grouped in three units for the sake of analysis: characterization of the teachers responsible for teaching the subject NF; characterization of the NF subject programs; development of the teaching-learning process of the subject NF from the perspective of the coordinators in the different schools. Results show that the subject NF, seen as a subsystem in the analyzed schools, presents similarities and differences with respect to the development of the teaching-learning process. Aspects such as hour load, student-teacher index, teaching strategies, evaluation modes, training area, professional training, among others, are sources of inquiries and cross the universe of NF teachers, demonstrating the need to organize the development of the teaching-learning process.

Considerando que a disciplina de Fundamentos de Enfermagem, na atual estrutura curricular, desempenha função introdutória importante, consubstanciando a transição do ensino das disciplinas básicas, para uma primeira instância prática; identificando problemas de várias naturezas no desenvolvimento do processo ensino-aprendizagem da disciplina e diante da necessidade de reestruturação da estrutura curricular do curso disposta na Lei das Diretrizes e Bases da Educação (Lei nº 9.394, de 20 de dezembro de 1996), busca-se com este trabalho, a partir da compreensão do ensino desta disciplina em quatro escolas públicas do estado do Paraná, contribuir com o diagnóstico atual da mesma e subsidiar reflexões para as alterações instituídas pelas diretrizes curriculares atuais. Trata-se de um estudo exploratório junto as escolas públicas de Enfermagem do estado do Paraná com os objetivos de: identificar o perfil dos docentes da disciplina de FE; caracterizar os programas das disciplinas de FE das escolas de enfermagem públicas do estado do Paraná; identificar a opinião quanto ao desenvolvimento do processo ensino-aprendizagem, pelo coordenador da disciplina de FE; compreender o desenvolvimento do processo ensino-aprendizagem da disciplina de Fundamentos de Enfermagem, do ponto de vista sistêmico.A metodologia constitui-se na aplicação da técnica de entrevista semi-estruturada junto aos professores coordenadores da disciplina de FE, subsidiada em instrumento contendo trinta itens; instrumento contendo doze itens para identificar o perfil dos professores; instrumento contendo onze itens para caracterização do programa das disciplinas e da análise dos programas da disciplina. Para a análise dos dados, agrupamos os em três unidades de análise: caracterização dos professores responsáveis pelo ensino da disciplina de Fundamentos de Enfermagem; caracterização dos programas das disciplinas de Fundamentos de Enfermagem; desenvolvimento do processo ensino-aprendizagem da disciplina de Fundamento de Enfermagem do ponto de vista dos coordenadores da disciplina nas respectivas escolas. Os resultados mostram que a disciplina de FE compreendida como subsistema, nas escolas estudadas, apresenta semelhanças e disparidades no desenvolvimento do processo ensino-aprendizagem. Aspectos como carga horária, proporção aluno-docente, estratégias de ensino, modalidades de avaliação, campo de estágio, capacitação profissional, entre outros, são fontes de questionamentos e permeiam o universo dos docentes na disciplina de FE, evidenciando a necessidade de organização quanto ao desenvolvimento do processo ensino-aprendizagem. / In view of the fact that, in the current curricular structure, the subject Nursing Fundamentals plays an important introductory role, consolidating the transition from the teaching of basic subjects to a first practical moment, identifying various kinds of problems in the development of the teaching-learning process of the subject and considering the need to restructure the curricular structure of the course as established in the Law of Educational Guidelines and Bases (Law nº 9.394, December 20 1996), based on an understanding about how this subject is taught in four public schools in the state of Paraná, Brazil, this study aims to contribute to a current diagnosis and be of aid in reflecting about the changes instituted by the current curricular guidelines. This exploratory study was held in public Nursing schools in the state of Paraná and aimed to: identify the profile of teachers in NF; characterize the NF programs in the public nursing schools in Paraná; identify the NF coordinators’ opinions about the development of the teaching-learning process; understand the development of the teaching-learning process in the subject Nursing Fundamentals, from a systemic point of view. The methodology consisted in the application of the semi-structured interview technique among the teachers who coordinated the subject NF, based on an instrument with thirty items; an instrument with twelve items to identify the teachers’ profile; an instrument with eleven items to characterize and analyze the subject programs. Data were grouped in three units for the sake of analysis: characterization of the teachers responsible for teaching the subject NF; characterization of the NF subject programs; development of the teaching-learning process of the subject NF from the perspective of the coordinators in the different schools. Results show that the subject NF, seen as a subsystem in the analyzed schools, presents similarities and differences with respect to the development of the teaching-learning process. Aspects such as hour load, student-teacher index, teaching strategies, evaluation modes, training area, professional training, among others, are sources of inquiries and cross the universe of NF teachers, demonstrating the need to organize the development of the teaching-learning process.

Background: The Private Nursing School was founded in 1999 in Durban when the first nursing students started the Nursing program. In 2006 there was an upgrade to the Private Nursing School when a clinical skills laboratory was introduced to enhance the students’ clinical skills. The clinical skills laboratory was furnished with the equipment needed for demonstrations, role-plays and lectures to take place, and a need arose to evaluate the laboratory. Purpose: The purpose of this study was to conduct a process evaluation to evaluate the clinical skills laboratory at the Private Nursing School with regard to the quality of equipment, satisfaction of the students and the efficiency of clinical facilitators. Methodology: A process evaluation was conducted of the clinical laboratory, including a quantitative survey to evaluate the students’ satisfaction (n=97), a quantitative audit of the quality of the equipment, a review of the utilisation of the clinical skills laboratory and semi-structured interviews with the four clinical facilitators. Students from two years were purposively selected for the study as they made the most use of the clinical skills laboratory. Survey tools were developed by the researcher. Findings from the surveys and audits were described and Chi-square test and Mann-Whitney to compare satisfaction and beliefs of the students. Information from the clinical facilitator interviews were analysed for common themes on usage and satisfaction. Results: The students and facilitators reported overall satisfaction with the running of the clinical skills laboratory. The findings of the evaluation showed that the clinical laboratory was reaching the target groups with all students making use of the clinical skills laboratory for the purpose of viewing demonstrations, subjecting skills to assessment or practising skills. The students felt that learning did take place in the clinical skills laboratory with most of the students (94, 96.2%) reporting that knowledge was gained from demonstrations and practice. Almost two thirds of the students (59.8%) felt that the support from the clinical facilitators was beneficial to them. Some quality issues in terms of equipment were identified where damaged equipment could not be used by the support staff and facilitators stating that there was a need to improve the simulation experience for the students so that they can gain the much-needed practical and theoretical knowledge required for their stipulated course. Conclusion: The clinical skills laboratory is functioning at a level that is satisfactory to the nursing students and the clinical facilitators. Future research should be conducted regarding the impact and outcomes of the clinical skills laboratory training on students’ ability to function in the clinical setting. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

Nursing throughout the world is striving for international competitiveness and accountability for effectiveness and trust to the students, patients and the community they serve, thus making the issue of accreditation increasingly important. The purpose of this study was to explore the perceptions of the heads of private nursing education institutions on accreditation process by nursing education and training quality assurance body at eThekwini district. Reviewed literature has revealed that the South African Government has facilitated and encouraged the establishment of quality assurance through the South African Qualifications Authority Act, the National Qualifications Framework Act (NQF) and the Nursing Act. Data were collected by means of in-depth interviews with each of the heads of the seven selected private nursing education institutions. Qualitative content analysis using an editing style was performed in this study. Findings of this study revealed that nursing education institutions lack their own internal quality assessment processes as quality of teaching and learning depends on the interaction between the teacher and the students, the collective integrity as well as the professionals in the nursing education institution. Recommendations focused on periodic internal self-assessment as a vehicle to promote the culture of institutional internal self-assessment practices, as quality is seen as logical approach for conveying the importance of excellence to individuals who are nursing care recipients. Reports from the internal review should be provided by the institution to the external evaluation team prior to the external evaluators visit. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.

M.Cur. (Nursing Education) / There is a shortage of nurses in the country and worldwide, and the problem is compounded by the resignation of nurse educators. These nurse educators leave with their expertise and skills, thus compromising the provision of quality teaching and learning. Despite the mandate by the Gauteng Department of Health to increase the student nurse intake by 25% each year, there are currently no retention strategies for nurse educators who may want to resign from a Johannesburg nursing college. It is thus imperative that a study to determine the factors leading to the resignation of nurse educators be conducted. The following research questions gave direction to the research study:  What are the factors that lead nurse educators to resign from a nursing college in Johannesburg?  What can be done to retain nurse educators at a nursing college in Johannesburg? The purpose of the study was to explore and describe the factors that led to the resignation of nurse educators at a Johannesburg nursing college and to describe strategies to retain them. A qualitative, exploratory, descriptive and contextual research design was used to provide an in-depth description of factors leading to nurse educators resigning from a Johannesburg nursing college. A purposive sampling method was used. When the sample was insufficient, snowball sampling was also used to identify other nurse educators who have resigned from the nursing college under study within the specified period between year 2000 to 2008. Fifteen (15) voluntarily agreed to take part in the study after they were invited. A pilot study was conducted with one (1) participant, who has resigned but was not involved in the actual research, and it assisted in determining the feasibility of the research question. Individual face-to-face semi-structured interviews were used to gather information from the nurse educators who resigned from the nursing college in question. The responses from the nurse educators were recorded on an audiotape recorder and field notes with the permission of the participants. An open coding, qualitative data analysis method was used. Trustworthiness was accomplished using the strategies as outlined by Lincoln & Guba (1985: 301–328). Ethical standards for nurse researchers were adhered to as outlined by DENOSA (in Brink et al., 2012: 48–51). The results of the data analysis that emerged were three (3) main categories, seven (7) subcategories and their related themes. The findings on factors leading to nurse educators resigning from a Johannesburg nursing college included factors related to management of the nursing college; emotional and attitudinal factors; and factors related to cultural diversity. Through conceptualisation, the themes identified from the research were supported or refuted by the relevant existing literature and interpreted by the researcher. Conclusions drawn from the conceptualization formed the basis for the description of strategies to retain nurse educators at a Johannesburg nursing college. The strategies identified through conceptualization were described in order to assist the nursing college under study to retain its nurse educators. It is recommended that the strategies be implemented in nursing education, management and research.