The purpose of this study was to describe the perceptions/views of student nurses, nurse educators and unit supervisors on accompaniment of student nurses in clinical settings of the Northern Province of the RSA A quantitative descriptive cross-sectional survey was used in this study to describe the perceptions/views of student nurses, nurse educators and unit supervisors on apcompaniment of student nurses in clinical settings. Data was collected during February and March 200 I when student nurses, nurse educators and unit supervisors in the Northern Province completed questionnaires. The study revealed positive and negative perceptions regarding accompaniment of student nurses in clinical settings, including that: • accompaniment in the clinical settings enhanced student nurses' clinical learning experiences • the presence of nurse educators in the clinical settings improved student nurses' accompaniment • facilitators played an important role in the accompaniment of student nurses • accompaniment enhances correlation of theory and practice / Health Studies / MA (Advanced Nursing Sciences)

The present study aimed at describing and analysing stakeholders' perception of the role of the school in providing moral education in a multicultural society. The relevance of moral education today in the context of the Mauritian society cannot be underscored given the widespread concern about the collapse of family structures and the demise of family role models as agents of moral education. The adoption of a materialistic philosophy of life and the increasingly influential role of the media have contributed to the disintegration of the moral fibre of society. Using a qualitative approach, the understanding of various categories of stakeholders, namely teachers, students, parents and school administrators, regarding the issue of morality, moral education and the role of the school have been investigated through a survey. The sample consisted of 33 teachers, 30 students and 9 school administrators and 10 parents. The data was collected through four focus group discussions with students and teachers respectively and a series of individual in depth interviews with parents and school administrators. The data collection period extended over eight months. The conceptual framework used in the study was based on the social learning model developed by Bandura (1991:91). The notion of modelling or vicarious learning as a form of social learning is particularly relevant in the case of moral learning and moral socialisation in the context of the school. The findings reveal a general consensus among adults of the need for schools to seriously reconsider its function as a moral educator. Their perceptions of the ways in which it ought to take place focus primarily on the use of role modelling and dialogue within the school set up. Adults also seem to believe that some form of direct moral instruction could be considered if the strategy used is more student-centred and based on discussions about case studies. The students, however, perceive indirect moral instruction through the hidden curriculum to be more effective in helping them to understand and internalise moral values. Chief among their concern is the role of the teacher and his or her professionalism as well as communication skills. In the light of the findings, guidelines have been developed to implement a moral education programme at secondary school level. / Educational Studies / D.Ed.(Psychology of Education)

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

The city of Toronto is one of most racially diverse places in the world, with almost half of its population identifying as being a “visible minority” (Statistics Canada, 2010). As a result, the field of education faces the question of how to meet the needs of their transforming student demographics. Numerous researchers and institutional policies have responded to these changes by endorsing the hiring of a teaching staff that is reflective of the racially diversifying student population (Ontario Ministry of Education, 2009; Ryan, Pollock, & Antonelli, 2009; Solomon, & Levine-Rasky, 2003). The assumption, however, that racialized educators will automatically be effective teachers or role models for racialized students homogenizes their social differences and reduces the multiplicity of their identities to the colour of their skin (Martino, & Rezai-Rashti, 2012). What is urgently lacking from these dominant discourses are the voices of racialized individuals, whose inside perspectives and lived experiences can provide valuable insights about the roles of equity and race in education. Using an anti-racist theoretical framework to guide my research methodology, this study examines how racialized teachers understand their classroom practices, school relationships, and institutional policies with respect to race, equity, and the expectations that are cast to them as “visible minority” educators. A document analysis of educational statements that discuss race, equity, and anti-racism reveals that while policy has progressed, the presentation of these issues remains largely superficial and does not provide enough information or transparency to adequately communicate their importance. Nevertheless, the power of these dominant discourses has been vastly significant in shaping the lived experiences and feelings of racialized teachers, 21 of whom were individually interviewed using a qualitative, semi-structured method. The inside perspectives of these teachers demonstrate the complexity of race and its inadvertent impact on their roles as educators; their feelings and reactions illustrate the ongoing gap between policy and practice, the ignorance that is embedded in notions of racial matching between teachers-students, and the persevering call for a professional community where individual differences are viewed as opportunities to learn rather than obstacles that need to be overcome.

The purpose of this study was to describe the perceptions/views of student nurses, nurse educators and unit supervisors on accompaniment of student nurses in clinical settings of the Northern Province of the RSA A quantitative descriptive cross-sectional survey was used in this study to describe the perceptions/views of student nurses, nurse educators and unit supervisors on apcompaniment of student nurses in clinical settings. Data was collected during February and March 200 I when student nurses, nurse educators and unit supervisors in the Northern Province completed questionnaires. The study revealed positive and negative perceptions regarding accompaniment of student nurses in clinical settings, including that: • accompaniment in the clinical settings enhanced student nurses' clinical learning experiences • the presence of nurse educators in the clinical settings improved student nurses' accompaniment • facilitators played an important role in the accompaniment of student nurses • accompaniment enhances correlation of theory and practice / Health Studies / MA (Advanced Nursing Sciences)

The present study aimed at describing and analysing stakeholders' perception of the role of the school in providing moral education in a multicultural society. The relevance of moral education today in the context of the Mauritian society cannot be underscored given the widespread concern about the collapse of family structures and the demise of family role models as agents of moral education. The adoption of a materialistic philosophy of life and the increasingly influential role of the media have contributed to the disintegration of the moral fibre of society. Using a qualitative approach, the understanding of various categories of stakeholders, namely teachers, students, parents and school administrators, regarding the issue of morality, moral education and the role of the school have been investigated through a survey. The sample consisted of 33 teachers, 30 students and 9 school administrators and 10 parents. The data was collected through four focus group discussions with students and teachers respectively and a series of individual in depth interviews with parents and school administrators. The data collection period extended over eight months. The conceptual framework used in the study was based on the social learning model developed by Bandura (1991:91). The notion of modelling or vicarious learning as a form of social learning is particularly relevant in the case of moral learning and moral socialisation in the context of the school. The findings reveal a general consensus among adults of the need for schools to seriously reconsider its function as a moral educator. Their perceptions of the ways in which it ought to take place focus primarily on the use of role modelling and dialogue within the school set up. Adults also seem to believe that some form of direct moral instruction could be considered if the strategy used is more student-centred and based on discussions about case studies. The students, however, perceive indirect moral instruction through the hidden curriculum to be more effective in helping them to understand and internalise moral values. Chief among their concern is the role of the teacher and his or her professionalism as well as communication skills. In the light of the findings, guidelines have been developed to implement a moral education programme at secondary school level. / Educational Studies / D.Ed.(Psychology of Education)

Text in English / The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs. Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning. The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning. These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers. The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

Text in English / The purpose of this study, was to identify and describe factors, which facilitate or impede learning in clinical learning settings. The study adopted an exploratory descriptive approach, incorporating both quantitative and qualitative designs. Data collection tool, comprised of two sections: Section 1 focused on demographic characteristics. While section 2 addressed study variables of clinical setting, staffing, patient care/ practice standards, nurse manager's commitment and interpersonal relationships. The last section had two parts; part 1 being close ended Likert type scale ranging from strongly agree to strongly disagree. Part 2, was open ended, and solicited respondents' feelings opinions and experiences on factors they perceived to facilitate or impede clinical learning. The findings indicate that the majority of settings studied did not provide adequate factors to facilitate clinical learning. Factors such as availability of learning experiences, acceptable unit organization, space and resource availability, and accessibility to students, adequate staffing with qualified staff who actively participate in teaching, appropriate and quality patient care role modelled, lecturer availability and involvement in clinical teaching, team building and inclusion of students in the team, committed nurse managers involved in students' learning, conducive relationships among staff, students and patients, comfort relationships, advocacy and creating conducive relationship by the nurse manager, were identified as necessary for learning. These factors however, were found to be either lacking, inadequate or inaccessible to students. Findings were based on data from a quota sample of 202 participants proportionately drawn from students, nurse managers and nurse lecturers. The study made recommendations to improve and enhance the conduciveness of clinical practice settings used for learning in Botswana. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)

AIDS-related illnesses are the leading cause of deaths in South Africa. Alcohol misuse among male youths fuels the risk of Sexually Transmitted Infections (STIs), including HIV. Literature review was conducted on the association of alcohol misuse and the risk of contracting HIV among male youths. In this qualitative study fourteen male youths, all from Soshanguve in Gauteng province, participated in face-to-face interviews. The male youths who misuse alcohol show greater signs of indulging in risky sexual intercourse. In addition, the male youths who find their sexual partners at taverns were less likely to use condoms during sex. Other factors linked to alcohol misuse that hinder HIV-prevention include multiple sexual partners, transactional sex, men who have sex with men (MSM), young men’s dominance over young women and non-use of condoms. The findings of this research project indicate the need of deliberate focus on alcohol misuse during HIV-prevention education. HIV-prevention interventions should pay attention to reducing sexual risk behaviour associated with alcohol misuse among young men. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

AIDS-related illnesses are the leading cause of deaths in South Africa. Alcohol misuse among male youths fuels the risk of Sexually Transmitted Infections (STIs), including HIV. Literature review was conducted on the association of alcohol misuse and the risk of contracting HIV among male youths. In this qualitative study fourteen male youths, all from Soshanguve in Gauteng province, participated in face-to-face interviews. The male youths who misuse alcohol show greater signs of indulging in risky sexual intercourse. In addition, the male youths who find their sexual partners at taverns were less likely to use condoms during sex. Other factors linked to alcohol misuse that hinder HIV-prevention include multiple sexual partners, transactional sex, men who have sex with men (MSM), young men’s dominance over young women and non-use of condoms. The findings of this research project indicate the need of deliberate focus on alcohol misuse during HIV-prevention education. HIV-prevention interventions should pay attention to reducing sexual risk behaviour associated with alcohol misuse among young men. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)