The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills. A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed. The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection. For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1. If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively. / Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.

The purpose of this study was to explore nurse educators‟ perception of Objective Structured Clinical Evaluation (OSCE) as summative assessment for students‟ clinical competence ,with the aim of recommending alternatives to the current situation. The rationale behind the study is that the researcher became aware of concerns raised by nurse educators regarding the appropriateness of OSCE as summative assessment of students clinical competence and differences of opinion on the matter. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included nurse educators actively involved in OSCE as summative assessment of nursing students in the provincial nursing college for at least 5 years or more. Data was collected by means of two (2) focus group interview sessions with fourteen (14) participants. During data analysis it became clear that data saturation had not been reached and a third focus group interview was conducted with seven (7) participants from the original sample who were available. The focus of the interviews was to explore participants‟ perception of Objective Structured Clinical Evaluation as summative assessment for students‟ clinical competence. The data was independently analyzed by the researcher as well as an independent co-coder according to the principles for content analysis as described by Creswell (2008:251). Three (3) themes and nine (9) sub-themes emerged from the data collected from participants. The first theme described the value of OSCE as summative assessment method for students‟ clinical competence. Theme two described the obstacles in using OSCE as summative assessment for students‟ clinical competence. Theme three described the suggested alternatives. The collected data was discussed and integrated with relevant national and international literature to culminate in three (3) conclusive statements. The conclusive statements served as basis for recommending alternatives to the nursing educators and managers in order to enhance the value of OSCE as summative assessment forstudents‟ clinical competence. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013

The unemployment rate has become a major concern for policy makers in South Africa and therefore the National Plan for Higher Education states that higher education training providers should produce more graduates to address this problem. This resulted in a labour force that has grown rapidly and has become younger and more educated. It would therefore be expected that graduates with a post–matric tertiary qualification would be in high demand, resulting in a low graduate unemployment rate. The reality is that the unemployment rate among graduates has increased. This is not only a concern for the policymakers of South Africa but also for a private higher education training provider situated in the North West Province, specialising in information technology (IT) qualifications (and whose students and alumni participated in this study as part of the study population). The majority of the IT jobs available to their students are in the Gauteng province which means their graduates often need to relocate. As for all other entry level graduates they also have to make choices – when to decline or accept a job offer. This study determines what the expectations of these entry level IT graduates are and the factors that might influence their decision to accept or decline a job offer. For the training provider it is important to know what the challenges are that their graduates encounter. The factors contributing to unemployment among these IT graduates were also investigated. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The unemployment rate has become a major concern for policy makers in South Africa and therefore the National Plan for Higher Education states that higher education training providers should produce more graduates to address this problem. This resulted in a labour force that has grown rapidly and has become younger and more educated. It would therefore be expected that graduates with a post–matric tertiary qualification would be in high demand, resulting in a low graduate unemployment rate. The reality is that the unemployment rate among graduates has increased. This is not only a concern for the policymakers of South Africa but also for a private higher education training provider situated in the North West Province, specialising in information technology (IT) qualifications (and whose students and alumni participated in this study as part of the study population). The majority of the IT jobs available to their students are in the Gauteng province which means their graduates often need to relocate. As for all other entry level graduates they also have to make choices – when to decline or accept a job offer. This study determines what the expectations of these entry level IT graduates are and the factors that might influence their decision to accept or decline a job offer. For the training provider it is important to know what the challenges are that their graduates encounter. The factors contributing to unemployment among these IT graduates were also investigated. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / Die effek van die klient-verpleegkundige-verhoudings op kliente se keuse en volgehoue gebruik van kontraseptiewe metodes het tot op hede baie min aandag geniet. Die doel van hierdie studie was 'n ondersoek na die ongetroude klient se persepsie van die verpleegkundige se houding. Die steekproef het bestaan uit 99 kliente (tussen die ouderdomme van 15 en 50 jaar) wat die betrokke reproduktiewegesondheidsklinieke in die Kaapse Metropool besoek het. Die eerste 20 kliente wat die kliniek besoek het, is genader om 'n vraelys in te vul. Hierdie studie toon 'n algehele positiwiteit, naamlik 58,3% teenoor die houding van geregistreerde verpleegkundiges. Die meerderheid van die kliente (88,0%) het aangedui dat hulle weer die kliniek sal besoek wat dus die kliente se tevredenheid toon. / The effect of the client-registered nurse relationship on clients' choice and continuous use of contraceptive methods has until now received very little attention. The purpose of this study was to explore unmarried clients' perception of the attitude of the registered nurse. The sample existed of 99 clients (between the ages of 15 and 50 years) who visited the relevant reproductive health clinics in the Cape Metropole. The first 20 clients who visited the clinic were approached to complete a questionnaire. This study shows an overall positivity of 58,3% with regard to the attitude of registered nurses. Most of the clients (88,0%) indicated that they would visit the clinic again, which indicate their satisfaction. / Health Studies / M.A. (Nursing Science)

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

The primary goal of the study was to determine the contribution of three distinct South African arts festivals to the arts, namely Klein Karoo National Arts Festival (KKNK), Innibos and Vryfees arts festivals as perceived by visitors to the festivals. To achieve this goal, five objectives were formulated. Firstly, to provide a literature overview of the arts phenomena, by exploring the relationship between arts and culture, the arts context, the arts-related tourism product and then the perceived contributions of arts festivals to the arts; secondly, to determine the perceptions that the visitors to Klein Karoo National Arts Festival (KKNK) have regarding the festival’s contribution to the arts and whether the perceived contributions differs according to the sociodemographic characteristics of the visitors to KKNK; thirdly, to determine the perceived contribution of Innibos Low Veld National Arts Festival (Innibos) and Vryfees Arts Festival (Vryfees) to the arts and, here, to analyse possible differences regarding festival visitors’ involvement in the arts according to their arts preferences; fourthly, to determine the perceived contribution of arts festivals in South Africa to the arts at three arts festivals, namely the KKNK, Innibos and Vryfees festivals, and then to analyse whether or not the festivals differ in terms of their contribution to the arts; and lastly, to draw conclusions from the research and to make recommendations regarding the contributions that these selected South African arts festivals make to the arts. The first objective was achieved by conducting a literature study. Literature was analysed to dentify the relationship between arts and culture when defining the arts. The arts were then placed in the arts festival context; explaining and identifying different art forms that can be present at these events, where after the arts related tourism products were explored with a particular focus on arts festivals. Six contributing factors that arts festivals have for the arts were identified from the literature and each was discussed separately. The contributing factors discovered include the emotional contribution, educational contribution, economic contribution, quality contribution, marketing contribution and the growth and development contribution. Achieving the second objective entailed using a destination-based survey administered at KKNK in Oudtshoorn, Western Cape. An exploratory factor analysis was subsequently conducted and five factors revealed themselves, being Visual arts enhancement, Performing arts enhancement, Emotional inspiration, Visual arts involvement and Performing arts exposure. The factor analysis indicated that KKNK is perceived to contribute to the arts. ANOVAs and ttests were undertaken for further statistical analysis to determine differences in perception between socio-demographic characteristics, such as age, previous arts exposure, arts preference and geographic location of the visitors to KKNK. As the festival is perceived to contribute to the arts, implications were structured for the festival to ensure its continuing contribution to all forms of the arts equally. The third objective was to determine the contributing factors to the arts of two arts festivals, the Innibos and Vryfees festivals, and to determine whether or not preference for a particular type of art might influence personal arts involvement at the festivals. Surveys were conducted at both Innibos in Mbombela, Mpumalanga and at Vryfees in Bloemfontein, Free State. Separate exploratory factor analyses and two-way frequency tables were subsequently conducted to determine the contributing factors of the festivals. This process was followed by independent ttests that were used to investigate any statistically significant differences between visitors who preferred the performing arts and those who leaned towards the visual arts and to their personal involvement to the arts. The results show some moderate differences between arts preference and personal arts involvement concerning the purchase of performing and visual arts products and activities. The results are relevant when the marketing and planning of arts festivals is considered in order to achieve both better arts contribution and personal arts involvement. The fourth objective sought to determine the perceived contribution of three Afrikaans arts festivals, the KKNK, Innibos and Vryfees festivals, to the arts. Differences in contributions amongst the festivals were analysed and those areas that seemed to lack contribution were identified. Questionnaire surveys were conducted, whereafter an exploratory factor analysis was performed to determine by means of factors the perceived contribution at these arts festivals. ANOVAs were done to determine any statistically significant differences in the contributions of the three festivals to the performing arts and to the visual arts in terms of each contribution as identified in literature. The results of this study indicated that the extent of their contribution varied in terms of both the type and the level of their contribution to the arts they presented. The results confirm that the visitors to Afrikaans arts festivals in South Africa perceive them as contributing to the arts. Marketing, programming and planning proposals to effectively increase the arts contribution at these three festivals were also made. The final objective, to draw conclusions and make recommendations founded on the results of the study, indicated that this study made a significant contribution to arts festival planning as it would lead to the development of arts festivals contributing to the arts more effectively and more efficiently. This research made a significant contribution to arts festival research and the contribution that arts festivals have to the arts, since this is the first of its kind. It was recommended that the actual contribution of arts festivals to the arts be measured and not merely the contributions these festivals may appear to have according to the perceptions of festival visitors. It was also evident that the personal involvement of visitors to the arts festivals must be considered when evaluating the contribution of the festivals to the arts. Future research on this topic should be conducted at other arts festivals in order to enable comparative studies. A better understanding of the contributing factors of the arts festival to the arts will assist festival managers in implementing strategies that ensures the livelihood and on-going contribution of arts festivals to the arts. Examining arts festivals based on their perceived contributions has, therefore, proved useful to comprehensively evaluate the festivals under review and particularly as they seek to increase their contribution to all types of arts. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

The primary goal of the study was to determine the contribution of three distinct South African arts festivals to the arts, namely Klein Karoo National Arts Festival (KKNK), Innibos and Vryfees arts festivals as perceived by visitors to the festivals. To achieve this goal, five objectives were formulated. Firstly, to provide a literature overview of the arts phenomena, by exploring the relationship between arts and culture, the arts context, the arts-related tourism product and then the perceived contributions of arts festivals to the arts; secondly, to determine the perceptions that the visitors to Klein Karoo National Arts Festival (KKNK) have regarding the festival’s contribution to the arts and whether the perceived contributions differs according to the sociodemographic characteristics of the visitors to KKNK; thirdly, to determine the perceived contribution of Innibos Low Veld National Arts Festival (Innibos) and Vryfees Arts Festival (Vryfees) to the arts and, here, to analyse possible differences regarding festival visitors’ involvement in the arts according to their arts preferences; fourthly, to determine the perceived contribution of arts festivals in South Africa to the arts at three arts festivals, namely the KKNK, Innibos and Vryfees festivals, and then to analyse whether or not the festivals differ in terms of their contribution to the arts; and lastly, to draw conclusions from the research and to make recommendations regarding the contributions that these selected South African arts festivals make to the arts. The first objective was achieved by conducting a literature study. Literature was analysed to dentify the relationship between arts and culture when defining the arts. The arts were then placed in the arts festival context; explaining and identifying different art forms that can be present at these events, where after the arts related tourism products were explored with a particular focus on arts festivals. Six contributing factors that arts festivals have for the arts were identified from the literature and each was discussed separately. The contributing factors discovered include the emotional contribution, educational contribution, economic contribution, quality contribution, marketing contribution and the growth and development contribution. Achieving the second objective entailed using a destination-based survey administered at KKNK in Oudtshoorn, Western Cape. An exploratory factor analysis was subsequently conducted and five factors revealed themselves, being Visual arts enhancement, Performing arts enhancement, Emotional inspiration, Visual arts involvement and Performing arts exposure. The factor analysis indicated that KKNK is perceived to contribute to the arts. ANOVAs and ttests were undertaken for further statistical analysis to determine differences in perception between socio-demographic characteristics, such as age, previous arts exposure, arts preference and geographic location of the visitors to KKNK. As the festival is perceived to contribute to the arts, implications were structured for the festival to ensure its continuing contribution to all forms of the arts equally. The third objective was to determine the contributing factors to the arts of two arts festivals, the Innibos and Vryfees festivals, and to determine whether or not preference for a particular type of art might influence personal arts involvement at the festivals. Surveys were conducted at both Innibos in Mbombela, Mpumalanga and at Vryfees in Bloemfontein, Free State. Separate exploratory factor analyses and two-way frequency tables were subsequently conducted to determine the contributing factors of the festivals. This process was followed by independent ttests that were used to investigate any statistically significant differences between visitors who preferred the performing arts and those who leaned towards the visual arts and to their personal involvement to the arts. The results show some moderate differences between arts preference and personal arts involvement concerning the purchase of performing and visual arts products and activities. The results are relevant when the marketing and planning of arts festivals is considered in order to achieve both better arts contribution and personal arts involvement. The fourth objective sought to determine the perceived contribution of three Afrikaans arts festivals, the KKNK, Innibos and Vryfees festivals, to the arts. Differences in contributions amongst the festivals were analysed and those areas that seemed to lack contribution were identified. Questionnaire surveys were conducted, whereafter an exploratory factor analysis was performed to determine by means of factors the perceived contribution at these arts festivals. ANOVAs were done to determine any statistically significant differences in the contributions of the three festivals to the performing arts and to the visual arts in terms of each contribution as identified in literature. The results of this study indicated that the extent of their contribution varied in terms of both the type and the level of their contribution to the arts they presented. The results confirm that the visitors to Afrikaans arts festivals in South Africa perceive them as contributing to the arts. Marketing, programming and planning proposals to effectively increase the arts contribution at these three festivals were also made. The final objective, to draw conclusions and make recommendations founded on the results of the study, indicated that this study made a significant contribution to arts festival planning as it would lead to the development of arts festivals contributing to the arts more effectively and more efficiently. This research made a significant contribution to arts festival research and the contribution that arts festivals have to the arts, since this is the first of its kind. It was recommended that the actual contribution of arts festivals to the arts be measured and not merely the contributions these festivals may appear to have according to the perceptions of festival visitors. It was also evident that the personal involvement of visitors to the arts festivals must be considered when evaluating the contribution of the festivals to the arts. Future research on this topic should be conducted at other arts festivals in order to enable comparative studies. A better understanding of the contributing factors of the arts festival to the arts will assist festival managers in implementing strategies that ensures the livelihood and on-going contribution of arts festivals to the arts. Examining arts festivals based on their perceived contributions has, therefore, proved useful to comprehensively evaluate the festivals under review and particularly as they seek to increase their contribution to all types of arts. / Thesis (MCom (Tourism Management))--North-West University, Potchefstroom Campus, 2013.