ABSTRACT Background: Children need a healthy environment that promotes health and allows the child to thrive. Many children suffer from illness or injury at some point and has the need for care. The hospital environment can be psychologically stressful for a child. The encounter of children in care, regardless of whether it is outpatient or inpatient care, is crucial for the child's experience, security, compliance, and future healthcare contacts. Aim: The purpose was to investigate nurses' experience of communicating with children and adolescents. Method: This is a qualitative interview study with an inductive approach with a strategic selection. An interview guide was used, and participants were encouraged to openly discuss the topic. Fourteen nurses participated in the study.  Result: The nurses experienced that by meeting different children in their everyday lives increased their understanding of how to communicate with children. The nurses who had little experience of meeting sick children stated that they felt very insecure if the child they were caring for was very sick. Participants mentioned that tips from experienced colleagues gave them peace of mind in their encounters with the children. The nurse language, communication, and behavior changed depending on the age and maturity of the child. Conclusion: The results showed that the nurses stated that training in caring for children gave them higher self-confidence. Greater focus on children care, during undergraduate education and in-house training in the workplace would contribute to increased knowledge and self-confidence for the nurses, as well as contribute to care with the child perspective in focus.

Autism Spectrum Disorder (autism) is a neurodevelopmental disorder characterized by social skills differences which can interfere with success in developing or maintaining relationships. Social skills training may promote more satisfying change in social interactions for individuals with autism, especially if they already have age-appropriate cognitive and language abilities. Social skills training is a typical approach for addressing social skills needs for many individuals with autism. In some instances, in-person social skills training or groups may not be readily available because of geographical, transportation, or other barriers. Delivering social skills training online is one way to increase access to intervention for individuals without feasible access to in-person social skills groups. However, very little is known about the untapped potential for interactive online social skills groups to provide similar benefits to in-person groups. We conducted a study delivering the same curriculum (UCLA PEERS®) in two modalities -- in person (per the manual) and online (same curriculum, delivered in a live interactive online teleconference environment). Pre- and post-intervention parent report measures were used to assess autism symptoms and social skills were compared across groups. An analysis of variance (ANOVA) was used to identify any significant differences between the two groups. Under analysis, the interaction term indicated no significant differential change over time according to group membership (time by group). This indicates that there were no statistically significant differences between online and in-person groups with the single exception of one subtest score, the detrimental behavior subscale. There were many main effects for time in both groups which indicates positive social improvements over time occurred in both in-person and online groups, primarily with similar trajectories. Our objective is to provide evidence that the outcomes of both modalities were not significantly different. The results indicate that this is generally the case according to our study. It is interesting to note that while students were satisfied with the social validity of either delivery modality, parents were generally more satisfied with the online delivery of social skills.

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / Soft skills / Revisón por pares

The purpose of the study was to compare the effectiveness of visualization of natural phenomena via computer simulation and manipulations of concrete objects, in a physics laboratory, on the development of students’ inquiry skills in mechanics. A quasi-experimental method that employed the 2 Learning Tools x 2 Time of learning split-plot factorial design was applied in the study. The sample consisted of 54 Grade 11 students from two physics classes of the university preparation section in the Ottawa-Catholic School Board. One class was assigned to interactive computer simulations (treatment) and the other to concrete objects in physics laboratory (control) as learning tools. Both tools were embedded in the general framework of the guided-inquiry cycle approach. The results showed that the interaction effect of the Learning Tools x Time of learning was not statistically significant. However, the results also showed a significant effect on the development of students’ inquiry skills (indicated by the pre- and post-inquiry skills test) regardless of the type of learning tool they had used. The findings suggested that these two strategies are effective in developing students’ inquiry skills in mechanics.

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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 multiple choice items on integrated science process skills was used to measure learners' performance. The test scores were statistically analysed using Quickcalcs, to compare the overall learner performance in the two groups, and also to compare learner performance in different categories of science process skills. A 12-item questionnaire was designed to test the learner s' attitude towards virtual and hands-on practical. The statistical t test analysis on the average scores indicated insignificant difference between the performance of the two groups, with a p value greater than 0,05. When learners' performance in different process skills categories were compared, t test scores revealed significant differences in some categories and non-significant differences in some categories. The questionnaire results indicated that the learners' attitude was biased towards hands-on practical work. The significance of this research study is that virtual practical can be used to develop some science process skills.

The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question for the research is, "what is the impact of introducing a technology supported connected learning environment on rural learners' development of 21st century skills?" The need arises out of the undesirable state of education in South African public schools, particularly in poor, rural and marginalised areas. The literature shows that the learning environments in these contexts are stuck with an old education system that needs radical reinvention for the 21st century. The connected learning framework is used as a model for learning and a reference for design of the intervention that is employed. The study uses a qualitative and experimental approach for data collection, using semi-structured interviews, focus groups and data collected through a social media platform. The results show that connected learning is a possible approach to education in rural contexts, with learners showing evidence of 21st century skills development over the period of the study. Theoretical insights generated include the mechanisms with which connected learning environments promote 21st century skills development. The study also generated helpful insights for organisations and practitioners wanting to introduce modern learning environments in rural schools in South Africa.

Machinists are skilled tradespeople responsible for running a variety of machine tools to produce precision components for end-users or use in other manufacturing. This project identifies the current and future change in the number of machinists in the Tri-Cities area, especially the five-county service area of Northeast State Community College. Using an industry survey, the need for machinists is identified and evaluated to understand local employers’ needs. The results indicate industry needs more machinist to keep up with demand, as 6 out of 14 companies have open positions and, 8 reported difficulty filling openings. Furthermore, most companies are growing or stable overall, but have an average 15% of their machinists eligible to retire. The survey results show a need for more students to enroll in programs, such as the Machine Tool degree, or even for regional policy changes to encourage more young people to pursue machining.

A thesis submitted to the Faculty of Arts in partial fulfillment of the requirements for the Degree of Masters of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, 2014 / The main aim of the present study was to investigate whether or not teachers possess the skills which are needed to deal with learners in inclusive classrooms. The study also aimed to evaluate data regarding teachers’ qualification, inservice training programmes as well as their experience in the inclusive schools. The objectives of the study were: • To investigate whether or not teachers had the necessary skills to assist learners with special needs in education. • To find out if there were any teacher in-service training programmes on inclusive education. • To determine whether or not there was a relationship between teachers’ skills for handling children in inclusive classroom and the following teachers’ characteristics: - Gender - Qualification and - Experience One hundred and seven (107) questionnaires were completed by teachers in special schools and full service schools in KZN. To collect data a questionnaire which consisted of closed-ended questions was administered to teachers. A ChiSquare one-sample tests and K-independent samples as well as computer statistical programme called Statistical Packages of Social Science was used to analyze data. vii The findings of the study indicated that teachers had basic knowledge of how to handle learners with different learning needs and they felt comfortable with the skills they possessed. With regard to the availability of in-service training programmes, the results revealed that teachers benefit a lot from both Psychological Guidance and Special Education Services (PGSES) and Outcomes Based Education (OBE) workshops provided by the Department of Education. The findings also suggested that there was a relationship between teachers’ skills for handling learners with special needs in education and their qualifications, gender and experience.

Submitted in fulfilment to the Department of Planning and Administration of the requirements for the degree of Doctor in Education in the Faculty of Education at the University of Zululand’ 2018. / Studies pertaining to the relationship and effect of prior spatial experience, gender and how they influence three-dimensional (3D) solid modelling as well as different cognitive styles on the spatial visualisation skills has little to no evidence, especially in graphics design students at rural–universities. Additionally, graphics design students often struggle to understand, process and convert multi-faceted objects from orthographic two-dimensional (2D) views into isometric projections (3D). However, ongoing study established a strong link between spatial visualisation skills and the effective completion of graphics design content. Moreover, conventional teaching and learning practice using textbooks, physical models, and pencil drawings were found to be insufficient for improving spatial visualisation skills among pre-service teacher students at a rural-university. These challenges formed the basis of the present study which focused on the relation and effect of prior spatial experience, gender, three-dimensional (3D) solid modelling software and different cognitive styles on the spatial visualisation skills of graphics design students at a rural–university. Students at this university are from disadvantaged and under-resourced schools and they arrive at university with little or no computer-based experience. Underpinned by Piaget’s perception and imagery theory, the study determined the effect of 3D solid computer modelling on students’ spatial visualisation skills. The study was carried out at the University of Zululand (UNIZULU) a rural-based university, comprising 200 pre-service teachers undertaking a graphics design module. Research method included mixed methods sequential research design. The study employed a spatial experience questionnaire, the Purdue Spatial Visualisation Test and semi-structured interviews to evaluate students’ prior spatial experiences, gender differences, spatial visualisation skills and cognitive styles before and after a 3D solid computer modelling intervention. Based on the research focus, the findings showed no relation between prior spatial experience, gender and spatial visualisation skills, however, mathematics and sketching activity emerged as strong predictors for spatial visualisation. The findings also showed that there was a significant difference with a moderate positive effect in the spatial visualisation skills between the students in the experimental group and those in the control group. As a consequence, a model was developed, aimed at improving rural-based instruction and learning for 2D to 3D drawing.