Problem: While the educational preparation of students in a tertiary nursing programme was the general focus of the study, the specific concern was with the degree to which students in the first and third year of the programme implemented all aspects of the nursing process in their delivery of patient care. The study developed out of a need to evaluate the effectiveness of theoretical teaching in regard to the students' ability to implement theoretical principles in clinical practice. The desired outcome of the study is that the data will be useful in developing more appropriate and effective teaching approaches that will result in improved clinical nursing practice. Methodology A survey of patients receiving nursing care from students in the first and third year of their programme was conducted on completion of a one week block of clinical experience for both groups of students. A questionnaire was the instrument of data collection. Factors included in the study were the patients' perceptions of the students' attention to four of the five phases of the nursing process: assessment, diagnosis, planning and evaluation. Questions addressing the degree of patient involvement in all of these phases were included throughout the questionnaire. Questionnaires were returned from twenty nine of the thirty one patients surveyed in the first year student group and from thirty of the thirty one patients surveyed in the third year student group; constituting a 93.5 percent and a 96.7 percent response respectively. Results The scores achieved by each group of students were compared against scores determined by the researcher to indicate realistic educational and professional standards of practice in each specified section and comparisons were also made between the two students groups to identify development of practice over the education programme. Scores indicated that: 1. Within each section of the study both student groups scored below the expected level on certain items, the most notable deficiencies being related to the aspects of patient empowerment through informing and involving. 2. The third year student group scored overall higher than the first year students in regard to attention to the more 'technical' aspects of the nursing process, but did not give the same degree of attention to the 'human' aspects, scoring equal to, or lower than their less experienced colleagues. Conclusions: 1. There are apparent philosophical differences between the graduates of the 'old style' training system and those involved in the tertiary nursing programme in regard to the individualization of patient care and the allocation of priorities within a time frame. 2. Clinical application of theoretical principles relies heavily on the reinforcement of these principles by the clinical teacher/supervisor. There is a need for these clinical supervisors to have: (a) a better understanding of the educational objectives for students in the clinical settings, and (b) assistance towards developing teaching/organizational strategies that will guide the student towards objective attainment when such abilities are not developed. Recommendations: Among the recommendations presented were: 1. that the nursing discipline within the university make formal and informal opportunities to inform all clinicians of the changes in nursing education and the implications these changes have on the overall approach to the delivery of patient care. 2. that there is an increased emphasis on the educational preparation of the clinical supervisors and that their commitment to the students' achievement of the clinical objectives is enhanced through involvement in programme planning and evaluation.

The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing college in Gauteng to determine whether these strategies complied with an outcomes- and problem-based nursing education programme and, if problems were identified, to make suggestions with regard to the appropriate teaching strategies. The aim of the study was to investigate what teaching strategies nurse educators utilised at a nursing college in Gauteng where an outcomes-based (OBE) and problem-based (PBL) nursing education programme was implemented. Teaching strategies used in the OBE approach are different from the traditional approach and nurse educators must master facilitation skills and guide learning of nursing students towards the attainment of outcomes, including critical cross-field outcomes such as problem-solving skills and critical thinking skills. Critical cross-field outcomes are essential life skills that learners should possess by the end of a specific course. A quantitative, non-experimental descriptive survey was used to explore the extent to which teaching strategies for theory content utilised by nurse educators at a nursing college in Gauteng, fit within an OBE and PBL nursing curriculum. Data from the study showed that educational facilities not accessible to students, were also not available to the students. These included the following: <li>Computer lab</li> <li>Internet</li> <li>Video conferences</li> <li>Teaching CD discs</li> It was also evident from the data collected that the respondents felt that library facilities were only available at another institution. From the literature studied on OBE and PBL, it became clear that, for the successful implementation thereof, students require access to computers and the Internet and these facilities should be made available to students to encourage and enhance self-directed learning, as it is an important component of PBL. The data collected clearly revealed that formal lectures were still very much utilised by nurse educators as a teaching strategy. This is a matter of great concern since formal lectures are of less importance in an OBE approach to learning. The data also indicated that nurse educators did not utilise research articles, which is again an essential part of OBE and PBL. On the other hand, the data were reassuring as it indicated that nurse educators utilised group discussions, small group activities and self-directed learning - all teaching strategies essential for OBE and PBL. Nurse educators indicated that a lack of training and in-service training were reasons why they felt only moderately competent in utilising OBE and PBL teaching strategies. Some also felt only moderately competent due to the lack of facilities, resources and support. Certain teaching strategies, such as PBL strategies, enhance critical thinking skills and assist in developing the learner’s decision-making skills. Therefore, it is important for nurse educators to make use of OBE and PBL teaching methods when facilitating learning. The South African Nursing Council [(SANC) 1993] states that “the purpose of nursing education is to develop the learner on a personal and professional level to become an independent, knowledgeable, safe practitioner with analytical and critical thinking skills”. Copyright / Dissertation (MCur)--University of Pretoria, 2009. / Nursing Science / unrestricted

When originally introduced in Swedish schools, technology was taught as a purely practical subject. However, along with the technological development of society, the technology school subject has changed as well. For example, nowadays, a deeper theoretical knowledge and skills in digital technology are required. The practical moments have also changed accordingly, and the pandemic has made the teaching of technology even more challenging.  The purpose of this study was to describe how, according to a smaller group of technology teachers, the pandemic has changed the teaching of the practical moments. The questions cover the extent and the changes of the practical moments of technology teaching as well as the consequences there of for the students during the pandemic. A qualitative phenomenographic approach was used. Semistructured interviews were conducted with eight technology teachers at lower secondary school level. The study shows that according to the teachers interviewed, it has been possible to conduct the theoretical teaching in a satisfactory manner, and that the extent of the practical moments in technology classes has been reduced during the pandemic. The study also shows that the expansion of the theoretical teaching has led to reduced motivation and commitment as well as greater difficulties for low-achieving students. Moreover, the study supports the digitalization of the teaching of practical moments in the form of virtual laboratory experiments and digital models, with good results regarding the students’ learning outcomes, provided that there is a clear connection between the theoretical and the practical moments. However, for what concerns motivation and the possibility to develop physical skills that can only be obtained through physical experiences, digital laboratory experiments cannot replace regular physical practical moments entirely. Therefore, a well-equipped technology classroom is a fundamental prerequisite for ensuring qualitative technology teaching.