The use of deep-water immersion during labour and birth is commonplace in many countries including Australia, yet there has been little contemporary Australian data from which to form policies regarding its use during childbirth, or which have included women’s experiences using water immersion. The literature reviewed for this study was positive with regard to the effect of water immersion during childbirth and was associated with decreased rates of perineal trauma, low episiotomy rates, low rates of analgesic use, lower operative deliveries coupled with increased maternal satisfaction of the experience of childbirth when compared with births where water immersion was not involved. The purpose of this research was to investigate the influence of deep-water immersion upon maternal and neonatal outcomes and women's experiences of giving birth in Australia. This study used a mixed method in an attempt to fulfil this purpose: the first phase was a Quasi-experimental design and the second phase was based upon a Hermeneutic Phenomenological approach. Data were collected via a Random Chart Audit, from a random sample of fifty nulliparous women who used deepwater immersion during labour and childbirth and six women were selected to participate in a semi-structured interview. Data from each phase of this study revealed positive birth outcomes and these findings were supported by the literature. The women's stories were positive and comprised elements of four lifeworld themes. • Water’s Embrace • Warped Time • Naked but Clothed • The Shape of Water. Each of these themes encapsulated different aspects of the women's experiences, which when considered together, increased the understanding of the phenomenon of deep-water immersion upon the experience of giving birth.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

ABSTRACT In the modern era, the most common post-operative complications following cardiopulmonary bypass (CPB) are neurocognitive deficits (NCD) and atrial fibrillation (AF). Both morbidities have been linked to inflammation resulting from surgery, anesthesia and CPB. Microemboli, inadequate oxygen delivery and the inflammatory response consequent to blood contacting artificial components of the CPB circuit have all been linked to postoperative NCD and to a lesser extent post-operative AF. The artificial components of the CPB circuit consist of stainless steel, polyvinylchloride (PVC), polycarbonate and other carbon-based plastics. In order to attenuate the negative sequelae of blood-circuit contact related inflammatory response, industry developed the biocompatible circuit (BCC) coating for the disposable CPB circuits. Four such coatings were studied and compared to an uncoated control group in a total of 101 patients undergoing routine CPB-assisted cardiac surgical procedures. Soluble adhesion molecule (SAM) activation was studied at different time points and common clinical outcomes such as white blood cell activation, serum renal function parameters urea and creatinine, postoperative bleeding, transfusion requirements, intensive care and hospital length of stay, CPB pump volume balances, changes in weight, postoperative serum lactate and glucose and the development of AF postoperatively, were compared. Additionally, postoperative neurocognitive testing was performed using a simple bedside neurocognitive test called the antisaccadic eye movement test. The patients in all groups were tested for comparison preoperatively and 72 hr postoperatively. Results: The mandate of BCC coating development and manufacture is to attenuate the well-documented and demonstrated inflammatory response consequent to the contact of blood with artificial CPB surfaces. The studied BCCs significantly decreased platelet transfusions in females. In addition, the BCCs decreased the concentrations of 2 SAMs when measured 6 hours after surgery and CPB. The difference in SAM expression seen between the coated and uncoated groups at 6 hr was no longer apparent at 72 hr. Very little difference was noted between the four BCC groups. Patients who developed AF postoperatively seemed predisposed to do so as the serum levels of soluble vascular cell adhesion molecule was significantly higher at baseline and remained so at 6 and 72 hr. The decreased platelet transfusions in females resulting from BCC use is a highly significant finding within this high-risk group of patients. As most platelet transfusions occur soon after the patient is disconnected from CPB, the short-term decrease in SAM activation can be linked to this improved clinical finding. The studied BCC coatings have achieved limited success in their intended mandate to attenuate inflammatory response in terms of improved clinical and laboratory desired outcomes.

ABSTRACT In the modern era, the most common post-operative complications following cardiopulmonary bypass (CPB) are neurocognitive deficits (NCD) and atrial fibrillation (AF). Both morbidities have been linked to inflammation resulting from surgery, anesthesia and CPB. Microemboli, inadequate oxygen delivery and the inflammatory response consequent to blood contacting artificial components of the CPB circuit have all been linked to postoperative NCD and to a lesser extent post-operative AF. The artificial components of the CPB circuit consist of stainless steel, polyvinylchloride (PVC), polycarbonate and other carbon-based plastics. In order to attenuate the negative sequelae of blood-circuit contact related inflammatory response, industry developed the biocompatible circuit (BCC) coating for the disposable CPB circuits. Four such coatings were studied and compared to an uncoated control group in a total of 101 patients undergoing routine CPB-assisted cardiac surgical procedures. Soluble adhesion molecule (SAM) activation was studied at different time points and common clinical outcomes such as white blood cell activation, serum renal function parameters urea and creatinine, postoperative bleeding, transfusion requirements, intensive care and hospital length of stay, CPB pump volume balances, changes in weight, postoperative serum lactate and glucose and the development of AF postoperatively, were compared. Additionally, postoperative neurocognitive testing was performed using a simple bedside neurocognitive test called the antisaccadic eye movement test. The patients in all groups were tested for comparison preoperatively and 72 hr postoperatively. Results: The mandate of BCC coating development and manufacture is to attenuate the well-documented and demonstrated inflammatory response consequent to the contact of blood with artificial CPB surfaces. The studied BCCs significantly decreased platelet transfusions in females. In addition, the BCCs decreased the concentrations of 2 SAMs when measured 6 hours after surgery and CPB. The difference in SAM expression seen between the coated and uncoated groups at 6 hr was no longer apparent at 72 hr. Very little difference was noted between the four BCC groups. Patients who developed AF postoperatively seemed predisposed to do so as the serum levels of soluble vascular cell adhesion molecule was significantly higher at baseline and remained so at 6 and 72 hr. The decreased platelet transfusions in females resulting from BCC use is a highly significant finding within this high-risk group of patients. As most platelet transfusions occur soon after the patient is disconnected from CPB, the short-term decrease in SAM activation can be linked to this improved clinical finding. The studied BCC coatings have achieved limited success in their intended mandate to attenuate inflammatory response in terms of improved clinical and laboratory desired outcomes.

When Outcomes-Based Education (OBE) reached the Further Education and Training (FET) band in 2006, teachers were confronted for the first time with a new curriculum that challenged them to implement a learner-centred approach to teaching, learning and assessment. Since assessment is seen as the heart of effective teaching and learning, this research was aimed at establishing how effective teachers of English First Additional Language (EFAL) in the FET band were in implementing Outcomes-Based Assessment (OBA). A thorough literary survey on OBE and OBA was conducted. This survey included a study of the principles and philosophical underpinnings of OBE and the clarification of the key concepts of OBE and OBA. Various documents on the teaching, learning and assessment of English Second Language from the Departments of Education in New Zealand, Canada and Australia were studied to gain an international perspective. This was followed by an analysis of South African policy documents on the teaching, learning and assessment of EFAL. Empirical research was conducted by means of a survey in which both qualitative and quantitative methods of data collection were used. The data analysis revealed that teachers of EFAL in the FET band experience problems with the practical implementation of the curriculum and the assessment thereof. Problems were mainly experienced with setting achievable outcomes, designing lessons, teaching material and learning activities, teaching and assessing in a learner-centred way, employing the most appropriate types and methods of assessment and using feedback to enhance learning. A model for assessment has been designed to fill the gap left between the theory of OBE and OBA as expressed in the NCS for EFAL and the successful, practical implementation thereof. It is anticipated that this model will contribute to the improvement of teaching, learning and assessment of EFAL in the FET band in public schools. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Since its inception, the Outcomes-Based Education (OBE) curriculum in South Africa has caused much confusion and frustration among teachers, especially with regard to the implementation of Outcomes- Based Assessment (OBA). From the onset of the implementation of OBE in South Africa, teachers were confronted with unfamiliar challenges with regard to teaching, learning and assessment. Most teachers experienced these challenges as very stressful, because they were inadequately prepared for the didactical paradigm shift. This resulted in a general degree of negativity and resistance towards OBE amongst teachers. In particular, there seemed to be much confusion and frustration about the workload and administrative burden that OBA imposed on teachers. In the light of the afore-mentioned, the researcher wished to determine how the teachers from the North- West Province experience the OBA of Physical Sciences in the Further Education and Training (FET) Band. In order to achieve the aim and objectives of the research, a literature study as well as an empirical investigation was undertaken. The literature study focused on OBA, OBE, and the National Policy Document on the teaching, learning and assessment of Physical Sciences in the FET Band. For the purposes of the empirical investigation, quantitative and qualitative data were collected by means of a questionnaire that was distributed among a sample of teachers who taught Physical Sciences in the FET Band schools in the North-West Province. The data were quantitatively and qualitatively analyzed and on the basis of the findings the following conclusions were drawn: • Although most participants indicated that they received training in OBA and were in possession of the relevant National Curriculum Statement (NCS) documents, some of their responses indicated a lack of practical implementation skills. It also transpired that some of the participants experienced a lack of resources and inadequate support from subject advisors in implementing OBA. • Participants experienced the following obstacles with regard to the assessment of Physical Sciences in the FET Band: - inadequate training to conduct practical work; - a complicated and confusing NCS document that does not contain clear guidelines; - an overloaded curriculum; and - limited resources, time constraints, overcrowded classrooms and an overloaded curriculum make practical work and experimentation very difficult. On the basis of the findings emanating from the research, a model for the implementation of OBA of Physical Sciences in the FET Band was proposed to close the gap between the theory and assessment practice. / Thesis (PhD (Natural Science Education))--North-West University, Potchefstroom Campus, 2013.

Since its inception, the Outcomes-Based Education (OBE) curriculum in South Africa has caused much confusion and frustration among teachers, especially with regard to the implementation of Outcomes- Based Assessment (OBA). From the onset of the implementation of OBE in South Africa, teachers were confronted with unfamiliar challenges with regard to teaching, learning and assessment. Most teachers experienced these challenges as very stressful, because they were inadequately prepared for the didactical paradigm shift. This resulted in a general degree of negativity and resistance towards OBE amongst teachers. In particular, there seemed to be much confusion and frustration about the workload and administrative burden that OBA imposed on teachers. In the light of the afore-mentioned, the researcher wished to determine how the teachers from the North- West Province experience the OBA of Physical Sciences in the Further Education and Training (FET) Band. In order to achieve the aim and objectives of the research, a literature study as well as an empirical investigation was undertaken. The literature study focused on OBA, OBE, and the National Policy Document on the teaching, learning and assessment of Physical Sciences in the FET Band. For the purposes of the empirical investigation, quantitative and qualitative data were collected by means of a questionnaire that was distributed among a sample of teachers who taught Physical Sciences in the FET Band schools in the North-West Province. The data were quantitatively and qualitatively analyzed and on the basis of the findings the following conclusions were drawn: • Although most participants indicated that they received training in OBA and were in possession of the relevant National Curriculum Statement (NCS) documents, some of their responses indicated a lack of practical implementation skills. It also transpired that some of the participants experienced a lack of resources and inadequate support from subject advisors in implementing OBA. • Participants experienced the following obstacles with regard to the assessment of Physical Sciences in the FET Band: - inadequate training to conduct practical work; - a complicated and confusing NCS document that does not contain clear guidelines; - an overloaded curriculum; and - limited resources, time constraints, overcrowded classrooms and an overloaded curriculum make practical work and experimentation very difficult. On the basis of the findings emanating from the research, a model for the implementation of OBA of Physical Sciences in the FET Band was proposed to close the gap between the theory and assessment practice. / Thesis (PhD (Natural Science Education))--North-West University, Potchefstroom Campus, 2013.

Since the implementation of Outcomes Based Education (OBE) in South Africa, educators were confronted with new challenges regarding teaching, learning and assessment. A substantial number of educators seemed to experience these challenges as stressful, because they were not sufficiently prepared for the didactic paradigm shift and they were also unfamiliar with the OBE-terminology and methodology This situation resulted in a widespread degree of negativity and resistance amongst teachers towards the implementation of OBE in general, and specifically concerning issues related to outcomes based assessment (OBA). The primary aim of the research was to determine how educators perceive OBA and what problems they experience with the implementation thereof. In order to achieve the above-mentioned aim, 220 educators from the Bojanala West Region of the North-West Province participated in a survey. This survey was conducted by means of a questionnaire which contained structured and unstructured items. Based on the results emanating from this survey, the following conclusions were drawn: • The participants endorsed the theoretical foundations on which OBA is based and they were of opinion that OBA can provide the necessary focus for an improvement in teaching and learning, but they displayed negative perceptions concerning the practical implementation thereof. • The participants' negative perceptions regarding the implementation of OBA were caused by: • a lack of knowledge and skills due to inadequate training; • a lack of departmental support and guidance; • the administrative over-load brought on by OBA; • over-crowded classrooms and infrastructural deficiencies; and • a lack of parental support and involvement. In the light of the findings of the research, recommendations were made to enhance the practical implementation of OBA in schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

The focus of this study is a strategy for the creation of a teaching-learning culture in higher education that facilitates assessment as learning, in line with constructivist principles and congruent with the outcomes-based approach to teaching and learning. The rationale behind the study was based on the researcher's observation that the assessment practices of learning accompanists in the health sciences tend to be traditional and behaviourist in nature, while the official and dominant approach to teaching and learning is outcomes-based. A critical ethnographic process served as research method. A primary record was compiled from the investigation into the assessment practices of the learning accompanists in health sciences by means of direct observation during academic contact sessions with students, 15 (fifteen) semi-structured individual interviews and analysis of assessment documents. The 30 (thirty) participating students' experience of the assessment practices of their learning accompanists was explored by means of 3 (three) semi-structured focus group interviews as triangulation. The data was qualitatively analysed in collaboration with an experienced qualitative researcher as co-coder; and relevant relationships between concepts were emphasised. Literature (national and international) was continuously explored, interpreted and integrated with the empirical data for enrichment of the findings. The results were reduced to 12 (twelve) condensed statements that served as a basis for a theoretical framework. A conceptual framework, which explains the relationship between the central concepts, is visually presented and discussed. A strategy for a teaching-learning culture that facilitates assessment as learning was formulated on the basis of 7 (seven) goals and a tactical plan to achieve the stated goals. / Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2009.