As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Worldwide, patients who visit health-care facilities generally have to wait very long to be attended by physicians and professional nurses. In South Africa, the Cape Triage Score system was implemented with great success in Emergency departments in the Cape Metropole. In primary health-care clinics the concern is that patients have to wait too long for service delivery, even if they are very ill and need hospitalisation. In this research study the role of triage in reducing waiting times in primary health-care clinics was examined. The Cape Triage Score system that was used in Emergency departments in the private sector and also in public hospitals was adapted for a pilot intervention study. This was done to determine if the utilisation of this system can reduce the waiting times of patients visiting primary health-care clinics. The researcher utilised a quantitative design with an intervention, after measuring the baseline waiting time. The strategies applied included an exploratory, descriptive and contextual strategy. The study was carried out in three steps according to the objectives set for the study. Firstly, the baseline assessment of the current waiting times in two PHC clinics in a sub-district of the North West Province was done. A waiting-time survey checklist was used to determine the baseline waiting time of patients visiting primary health-care clinics. These waiting-time survey checklists consisted of a few components that assessed different aspects of waiting time. The second objective was to explore and describe literature in order to understand primary health-care waiting times, triage and related constructs. The third objective was to pilot an adapted Cape Triage Score system to determine if the intervention contributed to reducing waiting times for patients visiting primary health-care clinics. Data was analysed according to Cohen’s effect sizes. The comparison between the baseline waiting times and pilot intervention waiting-time assessment was done according to Cohen’s effect sizes. The analysis of the data indicated a practical significance for the component where the pilot Cape Triage Score system was applied, as patients were referred to the physician and professional nurse according to the severity of their condition. The outcome of the study indicated no reduction in the overall waiting time of patients visiting primary health-care clinics due to the different components of the waiting-time survey checklist. Finally, the research was evaluated, limitations were identified and recommendations were stipulated for nursing practice, education, research and policy. / MCur, North-West University, Potchefstroom Campus, 2014

In South Africa professional nurses undergo training which gives them different levels of skills. It is difficult for professional nurses to render comprehensive primary health care services without specific knowledge and skills. Some lack skills in preventative and promotive health care delivery; others are not trained to take care of a pregnant woman or a baby after delivery, or of a mental health patient; while yet others are only curatively oriented. It is possible that they do not recognise their own limitations and are not aware of the skills needed to render comprehensive primary health care services. Their perceptions could influence their practice and severely affect the quality of health services. The aim of this research was to explore and describe the perceptions that professional nurses working in primary health care clinics have of the skills required to render quality comprehensive primary health care services, and the perceptions they have of their own level of skills to render quality comprehensive primary health care services, as well as to formulate guidelines for the facilitation of trained professional nurses to truly render quality comprehensive primary health care services. A qualitative design was followed. Permission was obtained from the Potchefstroom District Health Manager to conduct this research. Purposive voluntary sampling was used to identify the three samples who complied with the set selection criteria. Data collection was done by means of semi-structured interviews. Experts in qualitative research evaluated the semi-structured interview schedule. A trial run was done and the interview schedule was then finalised to conduct the interviews. The interviews were recorded on audiotape and then transcribed. The interviewer made field notes to serve as an analytical basis for the collected data. Data was collected until data saturation was achieved. Data analysis was done by means of open coding. A co-coder was appointed and two consensus meetings took place. The findings indicated that professional nurses perceive the skills required to render quality comprehensive primary health care services as the ability to assess, diagnose and manage patients, as well as specific skills acquired during the various nurse training programmes. The more comprehensively trained, the more competent they feel. The less comprehensively trained, the more negative they experience their work. They view their own level of skills as ranging from adequate to lacking and inadequate, depending on their training. They feel that it is impo~ant to develop skills ranging from computer skills to the full range of skills. The conclusions drawn are that the professional nurses with different training and levels of skills are well aware of the skills required to re.nder comprehensive primary health care services. They maintain that trained professional nurses need qualifications in General Nursing, Midwifery, Community Nursing, Psychiatric Nursing and Clinical Nursing Science, and Health Assessment, Treatment and Care. The professional nurses with all five qualifications feel confident and enjoy their work, whereas those who are not fully trained lack certain skills and experience negative feelings working in the primary health care clinics. Recommendations are made for nursing education, nursing research and nursing practice with specific reference to the formulation of guidelines for the facilitation of trained professional nurses to truly render comprehensive primary health care services, with a focus on quality control, orientation, mentoring, planning of training, support systems, and consultancy. / Thesis (M.Cur.)--Potchefstroom University for Christian Higher Education, 2003

As stated in the Children’s Act 38 of 2005, learners with behavioural programmes are accommodated in child and youth centres (former industrial schools), and require professional and specialised support. These learners generally display challenging, unacceptable and anti-social behaviour, which must be addressed and handled by teachers and professional support staff. A holistic perspective is needed to meet these learners’ needs and in order to support learners with behavioural problems in child and youth centres, educational services, as well as medical, psychological and other support services must be available. These specialised support services are crucial in the efforts to address the behavioural problems of the learners. The aim of the support to learners with behavioural problems in child and youth centres is to improve the learning ability of the learners with behavioural problems, as well as to change their behavioural patterns in order for them to embrace opportunities in which they will be able to re-enter society successfully and live as well-adapted and functional individuals. Child and youth centres need to make interest groups aware of the challenges with which teachers and professional support staff are confronted on a daily basis in their efforts to support learners with behavioural problems. The aim of this study is to determine what the experiences are of the teachers and professional support staff with regard to the support to learners with behavioural problems in a child and youth centre. To reach the goal of this study, one research question was formulated: “What are the experiences of teachers and professional support staff with regard to the support of learners with behavioural problems in a child and youth centre?” A purposive sample was used, namely the teachers and professional support staff in a child and youth centre in the Ekurhuleni District, were chosen to participate in the research study. The teachers’ group includes the principal, the head of the department and teachers, while the professional support staff included an educational psychologist, a nurse, a social worker and a child and youth worker. The researcher used semi-structured individual interviews which were recorded with the consent of the participants. The recordings were transcribed, interpreted and refined to codes, themes, categories and subcategories. Ethical procedures were followed and approval of the Faculty of Educational Sciences’ Ethics Committee at the North-West University was obtained. Since qualitative studies, which investigates and describes the daily experiences of the teachers and professional support staff in supporting learners with behavioural problems in child and youth centres, are limited, a phenomenological approach, which included an interpretivist paradigm was used to investigate and describe the phenomenon. Meaningful factual conclusions related to the study’s findings, were identified, namely: learners with behavioural problems are provocative and several factors influence the support to the learners negatively; teachers and professional support staff experience uncertainty with regard to their respective responsibilities in the child and youth centre; verbal and physical attacks by the learners on the teachers and professional support staff; and lastly, positive experiences with regard to the support to the learners in a child and youth centre are few and far between. Conceptual findings are enlightened and supported by means of the radical behaviouristic theory, the cognitive social theory, the bio-ecological theory and the social capital theory. In conclusion of the phenomenological qualitative interpretivist study, the researcher offers valuable suggestions with regard to the support to learners with behavioural problems in a child and youth centre. / MEd (Learner Support), North-West University, Potchefstroom Campus, 2015

Worldwide, patients who visit health-care facilities generally have to wait very long to be attended by physicians and professional nurses. In South Africa, the Cape Triage Score system was implemented with great success in Emergency departments in the Cape Metropole. In primary health-care clinics the concern is that patients have to wait too long for service delivery, even if they are very ill and need hospitalisation. In this research study the role of triage in reducing waiting times in primary health-care clinics was examined. The Cape Triage Score system that was used in Emergency departments in the private sector and also in public hospitals was adapted for a pilot intervention study. This was done to determine if the utilisation of this system can reduce the waiting times of patients visiting primary health-care clinics. The researcher utilised a quantitative design with an intervention, after measuring the baseline waiting time. The strategies applied included an exploratory, descriptive and contextual strategy. The study was carried out in three steps according to the objectives set for the study. Firstly, the baseline assessment of the current waiting times in two PHC clinics in a sub-district of the North West Province was done. A waiting-time survey checklist was used to determine the baseline waiting time of patients visiting primary health-care clinics. These waiting-time survey checklists consisted of a few components that assessed different aspects of waiting time. The second objective was to explore and describe literature in order to understand primary health-care waiting times, triage and related constructs. The third objective was to pilot an adapted Cape Triage Score system to determine if the intervention contributed to reducing waiting times for patients visiting primary health-care clinics. Data was analysed according to Cohen’s effect sizes. The comparison between the baseline waiting times and pilot intervention waiting-time assessment was done according to Cohen’s effect sizes. The analysis of the data indicated a practical significance for the component where the pilot Cape Triage Score system was applied, as patients were referred to the physician and professional nurse according to the severity of their condition. The outcome of the study indicated no reduction in the overall waiting time of patients visiting primary health-care clinics due to the different components of the waiting-time survey checklist. Finally, the research was evaluated, limitations were identified and recommendations were stipulated for nursing practice, education, research and policy. / MCur, North-West University, Potchefstroom Campus, 2014

Classroom observation - particularly the post observation conference - is one of the most important aspects of staff development. The headmaster should create the climate in which the teacher has scope for self-development. During and especially after the class observation, it is imperative that the headmaster provides a restful, relaxed atmosphere, particularly for the post observation conference. This conference is of the utmost importance, as it provides feedback to the teacher on how another knowledgeable person experiences his presentation of a lesson. This research initially focused on staff development, what it entails and how it can be utilized by headmasters in schools. A closer look was taken at the post observation conference after a classroom observation, a questionnaire was distributed among the headmasters of various schools and the paper closes with recommendations and definite guidelines to headmasters. It is important for the school to be a pleasant working environment, where mutual respect and trust should exist. In such a climate, it is possible for the headmaster, during the post observation conference, to make recommendations and give advice without causing any hurt-feelings, enabling the teacher to develop professionally. A staff development plan with clear goals and target dates should ultimately be compiled. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

Pain is a very common problem experienced by the general population and children in particular. It goes beyond personal suffering and affects all dimensions of the quality of life and general functioning of both adults and children, be it the physiological, psychological or financial aspects. Children may suffer from pain that may either be chronic or acute, depending on the diagnosis. Assessment of pain in children is equally important as that of adults, except that they lack the verbal fluency and cognitive development to communicate their pain. Children’s experience of pain is similar to that of adults. Pain assessment is a key aspect in the nursing management of children and delivery of care within the Primary Health Care (PHC) setting. Effective pain assessment is thus reliant on comprehensive assessment of the child and his or her pain. The aim of this research was to explore and describe practices and perceptions of professional nurses working in a PHC facility regarding pain assessment of children under five years in the Mangaung Metropolitan Municipality and to formulate recommendations for professional nurses in PHC facilities to facilitate pain assessment in PHC settings. A qualitative study design was used and data was collected with the use of focus groups. A purposive sampling was conducted to select participants who represent the target population. The sample used for the study included all the professional nurses working in PHC facilities registered with the South African Nursing Council and that have at least one year of experience. The practical training of the researcher to conduct an interview was done prior to the actual research. A pilot focus group was conducted and the interview schedule was finalised. Semi-structured focus groups were used to obtain data from the participants. The researcher conducted 6 focus group interviews attended by 32 professional nurses. Data was collected until data saturation was achieved. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on a digital voice recorder and transcribed verbatim. Field notes were taken during each focus group. Data analysis was done by means of content analysis by the researcher and an independent co-coder. After consensus and saturation, three major themes emerged. Each theme was identified and divided into sub-themes and was consequently discussed together with the relevant data obtained from literature. The findings indicated that professional nurses perceive the assessment of pain in children under five years as a challenge. The combination of signs and symptoms to make decisions with pain assessment was identified as an area of concern. The participants further p erceived the history provided by the parent as important in the process of pain assessment. The conclusions drawn are that the professional nurses acknowledge that they don’t take sufficient notice of pain in children under five, which means that children with pain are neglected. Professional nurses maintain that there is a need for sufficient pain assessment and the need for guidelines and tools to assess pain in children under five, especially in the PHC setting. These professional nurses support the availability of guidelines to assist them to conduct effective and comprehensive pain assessment. The research report concluded with the researcher’s recommendations for nursing education, nursing research and nursing practice with specific formulation of guidelines for the facilitation of professional nurses to truly render effective and comprehensive pain assessment in PHC settings. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

Classroom observation - particularly the post observation conference - is one of the most important aspects of staff development. The headmaster should create the climate in which the teacher has scope for self-development. During and especially after the class observation, it is imperative that the headmaster provides a restful, relaxed atmosphere, particularly for the post observation conference. This conference is of the utmost importance, as it provides feedback to the teacher on how another knowledgeable person experiences his presentation of a lesson. This research initially focused on staff development, what it entails and how it can be utilized by headmasters in schools. A closer look was taken at the post observation conference after a classroom observation, a questionnaire was distributed among the headmasters of various schools and the paper closes with recommendations and definite guidelines to headmasters. It is important for the school to be a pleasant working environment, where mutual respect and trust should exist. In such a climate, it is possible for the headmaster, during the post observation conference, to make recommendations and give advice without causing any hurt-feelings, enabling the teacher to develop professionally. A staff development plan with clear goals and target dates should ultimately be compiled. / Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

Pain is a very common problem experienced by the general population and children in particular. It goes beyond personal suffering and affects all dimensions of the quality of life and general functioning of both adults and children, be it the physiological, psychological or financial aspects. Children may suffer from pain that may either be chronic or acute, depending on the diagnosis. Assessment of pain in children is equally important as that of adults, except that they lack the verbal fluency and cognitive development to communicate their pain. Children’s experience of pain is similar to that of adults. Pain assessment is a key aspect in the nursing management of children and delivery of care within the Primary Health Care (PHC) setting. Effective pain assessment is thus reliant on comprehensive assessment of the child and his or her pain. The aim of this research was to explore and describe practices and perceptions of professional nurses working in a PHC facility regarding pain assessment of children under five years in the Mangaung Metropolitan Municipality and to formulate recommendations for professional nurses in PHC facilities to facilitate pain assessment in PHC settings. A qualitative study design was used and data was collected with the use of focus groups. A purposive sampling was conducted to select participants who represent the target population. The sample used for the study included all the professional nurses working in PHC facilities registered with the South African Nursing Council and that have at least one year of experience. The practical training of the researcher to conduct an interview was done prior to the actual research. A pilot focus group was conducted and the interview schedule was finalised. Semi-structured focus groups were used to obtain data from the participants. The researcher conducted 6 focus group interviews attended by 32 professional nurses. Data was collected until data saturation was achieved. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on a digital voice recorder and transcribed verbatim. Field notes were taken during each focus group. Data analysis was done by means of content analysis by the researcher and an independent co-coder. After consensus and saturation, three major themes emerged. Each theme was identified and divided into sub-themes and was consequently discussed together with the relevant data obtained from literature. The findings indicated that professional nurses perceive the assessment of pain in children under five years as a challenge. The combination of signs and symptoms to make decisions with pain assessment was identified as an area of concern. The participants further p erceived the history provided by the parent as important in the process of pain assessment. The conclusions drawn are that the professional nurses acknowledge that they don’t take sufficient notice of pain in children under five, which means that children with pain are neglected. Professional nurses maintain that there is a need for sufficient pain assessment and the need for guidelines and tools to assess pain in children under five, especially in the PHC setting. These professional nurses support the availability of guidelines to assist them to conduct effective and comprehensive pain assessment. The research report concluded with the researcher’s recommendations for nursing education, nursing research and nursing practice with specific formulation of guidelines for the facilitation of professional nurses to truly render effective and comprehensive pain assessment in PHC settings. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.

This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area. / Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.