Superiority, control, and dominance theories of disparaging humor were reviewed, and sexist humor was studied as representative of the field. The effects of educational level and sex of subject on the judgment of humor in sexist material were investigated, utilizing a set of 50 cartoons and jokes devised to approximate overlapping standard curves on the dimensions sexist content and humor. Subjects were 71 males and 73 females, comprising 84 undergraduates and 60 doctoral graduate students. Each subject performed a forced Q sort of the jokes, with 104 rating for humor and 40 rating for sexism to establish content weights. Subjects' rankings, age, sex, and educational level were recorded upon completion of the task. Significant negative correlations were found between educational level and judgment of humor in sexist material, and female subjects judged sexist material to be significantly less funny than males. Some support was indicated for existing theories.

Previous research demonstrates expectations predict actual performance. These studies evaluated the influence of other variables, specifically task sex orientation, biological gender, and sex-role identification, on performance expectancies. Two studies investigated sex differences in performance expectancies: Study 1 used a task normatively favoring males; Study 2 used a task normatively unbiased by gender. Subjects were 207 undergraduates, approximately equal numbers of males and females. Experimenter sex was controlled. Performance expectancies were influenced by interactions of task sex orientation with biological gender and task sex orientation with sex-role identification, but these variables became secondary to personal experience. These findings were interpreted as having implications on initial choice and consequent involvement in novel activities and situations.

This history is designed to study the Industrial Arts Department at North Texas State University, The study is broken down into the areas of enrollment trends, the faculty, the curriculum, and the physical facilities. This study found that the Industrial Arts Department's class card enrollment remained relatively stable from 1955 to 1975. There was little fluctuation in semester credit hours in the Industrial Arts Department from 1955 to 1975. This study also found that the curriculum of the department is designed mainly for undergraduate students, The number of female students is increasing in the department and the number of degrees awarded by the Industrial Arts Department is declining,

Além do aprendizado de conhecimentos básicos e técnicos, promover competência social e habilidades interpessoais de universitários da área da Saúde torna-se fundamental para o desenvolvimento de relações saudáveis e produtivas no contexto acadêmico e na linha do cuidado. O campo das Habilidades Sociais, uma área da Psicologia, tem fornecido fundamentação desde a metodologia de avaliação de repertório social, até programas de Treinamento de Habilidades Sociais (THS) em contextos educacionais. Atualmente, é crescente o interesse em pesquisas qualitativas na Saúde por englobar o universo de significados, motivos, crenças, valores e atitudes, correspondendo a um espaço mais profundo das relações humanas. Objetivos: Investigar do ponto de vista qualitativo o programa de THS com universitários, oferecido pela disciplina de Psicologia III no Curso de Fonoaudiologia; descrever as potencialidades e dificuldades do repertório de HS conforme a autopercepção dos universitários; identificar os ganhos percebidos pelos universitários ao longo do programa de THS; analisar a relação entre o THS com o autoconhecimento nas relações interpessoais e na relação profissional-paciente. Metodologia: Participaram desta pesquisa 22 universitários, com faixa etária entre 19 e 21 anos de ambos os sexos, que cursavam o segundo ano do Curso de Fonoaudiologia de uma Instituição de Ensino Superior do interior paulista. Empregaram-se abordagem qualitativa e análise de conteúdo dos relatos produzidos pelos universitários no 1o, 8o e 15o encontros do THS e das sínteses (8o e 15o). Resultados: Foram identificadas três temas para análise: \"A importância do conhecimento teórico/técnico para a formação do fonoaudiólogo\", \"A importância do THS no contexto acadêmico e para a prática clínica\" e \"Avaliação dos universitários sobre os efeitos do THS\". No que se refere ao conhecimento teórico/técnico, os relatos apontaram a importância de que este seja desenvolvido de maneira contínua, valorizando as metodologias ativas empregadas. Quanto ao treinamento, os participantes descreveram maior prevalência de potencialidades e dificuldades das habilidades assertivas nos relacionamentos interpessoais do contexto acadêmico. Também foi apontada maior dificuldade de empatia com colegas e na comunicação com professores. No contexto profissional, as dificuldades permearam a ansiedade de falar em público e ser assertivo ao trabalhar em grupo. Quanto aos ganhos identificados, prevaleceu a assertividade com os dois interlocutores envolvidos nesta pesquisa; porém, todas as habilidades sociais tiveram resultados considerados positivos nos dois contextos, destacando a comunicação empática com paciente como facilitadora do processo terapêutico. O THS foi avaliado positivamente, pois permitiu a identificação de potencialidades, dificuldades e ganhos no repertório de HS no contexto acadêmico, sendo apontado como uma forma de preparação para a prática clínica, promovendo o autoconhecimento, o desenvolvimento de comportamentos socialmente habilidosos e a generalização para outros contextos. Conclusão: A inserção do THS na formação profissional de universitários na Fonoaudiologia mostrou-se bastante promissora ao ampliar o repertório de habilidades e competências para além do conhecimento teórico/técnico, tendo o autoconhecimento papel central neste processo, culminando com mudanças de comportamento na vida pessoal e profissional. Salienta-se a relevância do THS em cursos de graduação na área da Saúde, pelo contexto da relação profissional-paciente. / Beyond learning of basic and technical knowledges, promote social competence and interpersonal abilities of undergraduate students from health area becomes fundamental to the development of healthy and productive relationship in the academic context and in the direction of care. The Social Skills (SS) field, an Psychology area, has provided grounds from assessment methodology of social repertoire, even the Social Skills Training programs (SST) in educational contexts. Currently, It is increasing the interest in qualitative research in Health encompassing the universe of meanings, reasons, beliefs, values and attitudes, corresponding to a deeper area of human relationships. Objectives: Investigating from the qualitative point of view of the SST program with university students, offered by the Psychology (III) discipline in the speech therapy course; describe the potentialities and difficulties of the SS repertoire according to the self-perception of the university students; identify the perceived gains from the university students throughout the SST program; analyze the relationship between the SST with the self-knowledge in interpersonal relations and professional-patient relationship. Methods: 22 undergraduate students participated this research, aged between 19 and 21 years of both genders, who attended the second year of Speech-Language Pathology course from an undergraduation school of São Paulo State. Were applied qualitative approach and content analysis from the reports produced by the undergraduate students on the 1st, 8th and 15th SST meetings and the summaries (8th and 15th). Results: Three themes have been identified for analysis: \"The importance of theoretical/technical knowledge for the Speech-Language Pathologist training\", \"the importance of the SST in the academic context and for clinical practice\" and \"Evaluation of university students about the effects of the SST\". As regards the theoretical/technical knowledge, the reports showed the importance that this is developed continuously, valuing the employed active methodologies. As for the training, the participants have described increased prevalence of potentialities and difficulties of assertive abilities in interpersonal relationships in the academic context. It was also pointed greater difficulty of empathy with colleagues and communicating with professors. In the professional context, the difficulties permeated the anxiety of public speaking and be assertive when working in a group. As to the identified gains, prevailed the assertiveness with the two parties involved in this research; however, all the social abilities had positive considered results in two contexts, highlighting the empathetic communication with patient as a facilitator of the therapeutic process. The SST was evaluated positively, because it allowed the identification of potentialities, difficulties and gains in the SA repertoire at the academic context, being appointed as a form of preparation for clinical practice, promoting the self-knowledge, the development of socially skillful behaviors and the generalization to other contexts. Conclusion: the insertion of the SST on vocational training of university students in speech-language pathology showed promising to expand the abilities repertoire and competencies in addition to the theoretical/technical knowledge, having the self-knowledge central role in this process, culminating with behavioral changes in personal and professional life. Emphasises the relevance of the SST in undergraduate courses in the Health area, in the context of the professional-patient relationship.

Made available in DSpace on 2016-07-27T13:44:45Z (GMT). No. of bitstreams: 1 TERESA CRISTINA BARBO SIQUEIRA.pdf: 2046058 bytes, checksum: 72e51bf1946adb69dc20bc14162262a1 (MD5) Previous issue date: 2010-08-17 / This study aimed to understand, interpret and analyze the procedure in the education of corporeity/subjectivity of students of Pedagogy and Psychology at a university in Goiânia, who seek in the higher education learning/knowledge for better insertion in the labor market and better living conditions. The importance of this theme - corporeity/subjectivity - is present nowadays due to the fact that it expresses the human needs, once the social, political and economic interests converge to it. In addition, it builds up a series of practices and discourses. Therefore, some issues were investigated: who these social subjects are - students of Pedagogy and Psychology, which concept or concepts of corporeity would be considered in this study, what corporeity/subjectivity these students have, and the changes that occurred in relation to its corporeity/subjectivity in the period they were at university. This research is quantitative and qualitative in nature, as well as dialectic. It involves the phenomenological approach to interpret the perception of oneself, of the other, the experiences of the corporeity and the dialectical and historical materialism to analyze the educated/professionalized self and their social relations. The research had the participation of 10% of the students from the Pedagogy and Psychology courses (142 students). To do so, it was necessary to know how students started the courses and how their initial formation finished. A questionnaire with 21 questions was used in this research, and also subjective and objective interviews that were taped. The questionnaires and interviews focused on the process experienced by certain and concrete individuals. They encompassed the aspects related to the identification of the subject; territoriality; socioeconomic aspects of the student and his/her family, educational aspects involving the choice of the course, the gender; the formation of professional identity; changes occurred since the university entrance such as logic reasoning; forms of behavior; value of the body; how to dress and, finally, the relationship of these aspects with the formation for the work. The Pedagogy students showed that the course has led them to the development of a more organized thinking and a better understanding of the situations proposed by the teacher. However, the difficult working conditions/survival provides a faster formation, even though changes in the way of being after entry into the university were identified as positive. In the Psychology course, specifically in relation to the development of reasoning, the students surveyed reported that first, there was an expansion of world view, then, the thought became more organized, and thirdly, there was the intellectual development. The Psychology students began to perceive themselves with greater responsibility, greater need to study and also freedom of behavior. Based on the results, there is a conclusion that there were changes in corporeity/subjectivity of the students from Pedagogy and Psychology courses. However, such changes were not enough for the students of both courses to understand the education as a process of formation and socially elaborated learning, which is set to contribute in promoting the human person as a subject of social transformation, who transforms and is transformed. A critical reading of the world such as the political-pedagogic making/action that involves the organization of the working class to intervene in the reinvention of the society is still far from the daily practice of such students. / Este estudo teve como objetivo interpretar e analisar o processo contraditório da formação profissional da corporeidade/subjetividade em estudantes dos cursos de Pedagogia e Psicologia em uma das Universidades de Goiânia, que buscam na educação superior educação/conhecimento para melhor inserção no mercado de trabalho e melhores condições de vida. A importância dessa temática - corporeidade/subjetividade - está presente na atualidade por ser o corpo que expressa as necessidades humanas e é para ele que convergem tanto interesses sociais, como políticos e econômicos, assim como é nele que se acumula uma série de práticas e de discursos. Para tal, investigou-se: quem são esses sujeitos sociais alunos (as) do curso de Pedagogia e Psicologia; que conceito ou conceitos de corporeidade seriam considerados nesse estudo; que corporeidade/subjetividade esses (as) estudantes possuem; e as modificações que ocorreram em relação a sua corporeidade/subjetividade no período que cursaram a universidade. A pesquisa de caráter quanti-qualitativa envolve a abordagem fenomenológica para interpretar a percepção do próprio corpo, do corpo do outro, a vivência da corporeidade e o materialismo histórico dialético para analisar o corpo educado/profissionalizado e a suas relações sociais. Para tanto, contou-se com a participação de 10% de alunos do curso de Psicologia e Pedagogia 142 alunos. Era necessário conhecer como os alunos entravam nos cursos e como terminavam a sua formação inicial. Assim, foram utilizados um questionário com 21 questões objetivas e subjetivas e entrevistas que englobavam aspectos ligados à identificação do sujeito; territorialidade; aspectos socioeconômicos do estudante e família; aspectos da escolha do curso; as questões de gênero; a formação da identidade profissional; mudanças na lógica de raciocínio; formas de comportamento; valorização do corpo; modo de se vestir e a relação desses aspectos com a formação para o trabalho. Os alunos (as) do curso de Pedagogia demonstraram que o curso os tem levado ao desenvolvimento do pensamento mais organizado e entendimento das situações propostas pelo professor, com perspicácia. Entretanto, as difíceis condições de trabalho/sobrevivência propiciam uma formação aligeirada, ainda que mudanças no modo de ser, após a entrada na universidade, fossem apontadas como positivas. No curso de Psicologia, no que se refere ao desenvolvimento do raciocínio, os alunos (as) informaram uma ampliação da visão de mundo em primeiro lugar, depois o pensamento tornou-se mais organizado; e em terceiro lugar houve o desenvolvimento intelectual. Eles (as) constataram que passaram a se perceberem com maior responsabilidade, com necessidade de estudar e liberdade de agir. Com base nos resultados, conclui-se que houve mudanças na corporeidade/subjetividade dos estudantes dos cursos de Pedagogia e Psicologia. Entretanto, tais mudanças foram insuficientes para que os alunos (as) dos dois cursos compreendessem a educação como processo de formação e de aprendizagem socialmente elaborado e destinado a contribuir na promoção da pessoa humana enquanto sujeito da transformação social, que transforma e é transformado. A leitura crítica do mundo, é como um fazer/ação políticopedagógico que envolve a organização da classe popular para intervir na reinvenção da sociedade, ainda está distante da práxis do cotidiano destes alunos (as).

Introdução: A dinâmica do uso dos métodos contraceptivos é importante entre os universitários, pois estes apresentam altas aspirações educacionais e profissionais, o que afeta a intenção reprodutiva. Ainda, por serem na maioria solteiros, os jovens alternam os métodos de acordo com o tipo de relacionamento. Neste contexto, a anticoncepção de emergência é uma opção, sobretudo nos casos de descontinuidades. Porém, pouco se sabe sobre as descontinuidades e sua relação com o uso da anticoncepção de emergência no Brasil. Objetivo: Analisar a frequência e os determinantes da descontinuidade contraceptiva em um período de 12 meses; avaliar o uso da anticoncepção de emergência após as descontinuidades, e avaliar as descontinuidades após o uso da anticoncepção de emergência. Métodos: Estudo de coorte retrospectivo, realizado com amostra probabilística de mulheres universitárias da Universidade de São Paulo. As alunas foram selecionadas por amostragem aleatória simples sem reposição (n=1.679). Os dados foram coletados através de um questionário de autopreenchimento respondido online. No Stata 14.2, os dados foram analisados por meio de regressão logística multinomial e multivariada, e equações de estimação generalizadas. Resultados: Primeiro, observou-se que as jovens com relacionamentos casuais, com menor nível socioeconômico, matriculadas nos cursos de Humanas e Ciências da Saúde, com menos anos de experiência sexual, com múltiplos parceiros sexuais e que usavam métodos menos eficazes, apresentaram maior probabilidade de descontinuar uma ou várias vezes. Segundo, as usuárias de pílula e preservativo que tinham relacionamentos casuais, com menor nível socioeconômico e que tiveram gravidez anterior, foram mais propensas a descontinuar, abandonar ou mudar para um método menos eficaz. Terceiro, uma proporção significativa de mulheres não usou anticoncepção de emergência após descontinuarem ou abandarem o método. Quarto, a anticoncepção de emergência foi mais utilizada após inconsistências no uso do método. Quinto, as jovens que usaram um método antes do uso da anticoncepção de emergência, sem religião, com um relacionamento estável, e que tiveram um parceiro sexual na vida, foram mais propensas a usar contracepção após a anticoncepção de emergência. Sexto, as jovens com relacionamento estável, de nível socioeconômico mais baixo, matriculadas nos cursos de Humanas e que tiveram um parceiro sexual na vida tiveram maior probabilidade de mudar para um método menos eficaz após o uso da anticoncepção de emergência. Por fim, poucas jovens apresentaram descontinuidades dentro de 30 dias após o uso da anticoncepção de emergência. Conclusões: A descontinuidade contraceptiva difere por tipo de método. A anticoncepção de emergência é subutilizada após as descontinuidades. A parceria influência na dinâmica do uso de contraceptivos. Ainda, aspectos educacionais, nível socioeconômico e número de parceiros sexuais são características importantes a serem consideradas na implementação de programas de planejamento familiar focados em mulheres jovens. / Introduction: Contraceptive use dynamics is relevant to undergraduate students as they present high educational and professional aspirations, which affects reproductive intention. Also, they are mostly single, so they alternate the contraception according to their relationships. In that case, emergency contraception is an option, mainly in situations of discontinuation. However, little is known about discontinuation and its relation to the use of emergency contraception in Brazil. Objective: To analyze the frequency and correlates of contraceptive discontinuation within 12-months; to assess emergency contraception use after discontinuation, and evaluate dicontinuation after emergency contraception use. Methods: We conducted a 12-month retrospective cohort study on a sample of undergraduate women at University of São Paulo, Brazil. Students were selected by simple random sampling without replacement (n=1,679). Data were collected online using a self-administered questionnaire. In Stata 14.2, we used multinomial and multivariate logistic regression, and generalized estimating equation to analyze the data. Results: First, we observed that women with casual relationships, lower socioeconomic status, enrolled in Human and Health Sciences programs, with less years of sexual experience, with multiple sexual partners in lifetime, and who use less effective method were more likely to discontinuation one or several times. Second, pill and condom users who had casual relationships, with lower socioeconomic status, and who had previous pregnancy were more likely to discontinue and to abandon or switch to a less effective method. Third, a significant proportion of women did not use emergency contraception after discontinuing or abandoning contraception. Fourth, emergency contraception was mostly used after inconsistent use of contraception. Fifth, women who used contraception prior to emergency contraception use, had no religion, were in stable relationships, and had only one sexual partner were more likely to use contraception after emergency contraception. Sixth, women with stable relationships, from lower socioeconomic status, enrolled in Human Sciences programs, and who had one sexual partner were more likely to switch to a less effective method after emergency contraception use. Lastly, few women presented gaps in contraception within 30- days after emergency contraception use. Conclusions: Discontinuation does differ by type of method. Emergency contraception is underutilized after discontinuation. Partnership has an important influence on contraceptive use dynamics. Also, educational background, socioeconomic status, and number of lifetime sexual partners are important characteristics that should be considered when implementing family planning programs focused on young women.

The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways” of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes.

Understanding complex Earth systems is challenging for scientists and students alike, because of the characteristics (e.g. bifurcations, self-organization, chaotic response) that are associated with these systems. This research integrates two research strands which contribute to the scientific and pedagogical understanding of complex Earth systems. In the first strand, a method that characterizes volatile organic compounds (VOCs) as ecological proxies of soil microbial ecosystems was validated. Unlike other measures of microbial community structure (e.g. Biolog and FAME), VOCs are advantageous because they are non-destructive and can provide temporal and spatial data. Additionally they are rich sources of information that describe the microbial metabolism, community structure, and organic carbon substrates utilized by soil microorganisms. Statistical results indicate that the detected and identified VOCs were significant (p < 0.05) indicators of microbial community composition shift in soil microcosm studies. Geographical information systems (GIS) illustrates that VOCs varied with space and time in south Texas soils. The second strand focuses on a geoscience education study exploring student conceptual model development of complex Earth systems. The efficacy of multiple representations and inquiry was tested as the pedagogical strategy in upper and lower level undergraduate courses to support students’ conceptual model development of complex Earth systems. Comparisons in student performance were based on prior knowledge (low and high) and on exposure to the implemented pedagogy (control and experimental groups). Results indicate that an inquiry-based learning model coupled with the use of multiple representations had significant positive performance impacts on students’ conceptual model development and content knowledge. This dissertation model integrates science and education research and is particularly useful for graduate students who intend to pursue a career in academia and envision teaching as part of their professional duties. It allows for synergy between teaching and research to be achieved where the classroom becomes a laboratory for research. Ultimately, the research conducted in the classroom informs pedagogy and enhances scholarship. Graduates learn to bridge the gap between education and science departments where they become leaders in science who conduct cutting-edge scientific research and also value making a broader impact on society through enhancing public education.

The main aim of the study was to investigate change of programmes of study at University of the Western Cape (UWC). This involved examining the extent, nature and possible range of factors which shape change of programmes. The factors influencing choice to study at UWC and choice of programmes formed the background for understanding the link between choice and change of programmes. The study focused on first-time entering undergraduates in selected faculties: Arts, Economics and Management Sciences (EMS) and Community and Health Sciences (CHS). The progression “pathways” of these students were tracked from first year of enrolment in 2001 to 2004. The findings of the longitudinal data showed that the percentage of students who changed their programmes in the Faculty of Arts and in CHS was very minimal. In total 5% changed their programmes in CHS in three-year programmes while in four-year programmes only 2% changed their programmes. In the Faculty of Arts in three-year and four-year programmes change of programmes ranged from 6% to 10%. The significant change of programmes of study happened in EMS which also had the highest enrolments. In total 18% of the students changed their programmes. It appeared from the statistical data that failure and academic exclusion could be associated with change of programmes of study. Other factors such as financial problems, poor grouping of courses, exploring and changing to preferred programmes as well came out from the interviews as major influences of change of programmes.

Introduction The purpose of this study was to enhance the prac experience of undergraduate nursing students and registered nursing staff. An innovative model of clinical education, the Clinical Education Unit (CEU) model was developed, implemented and evaluated. Background to the study Clinical education is a vital component of the undergraduate nursing curriculum. 'Real world' practice provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a registered nurse. Despite the commitment of universities to produce competent graduates, there has continued debate regarding the preparedness of new graduates for practice as registered nurses. This has focussed continued attention on the adequacy of students' clinical education and, in particular, on the models used for clinical facilitation/supervision. There is little published evidence that clearly demonstrates the effectiveness of any of the current models of clinical education or that any particular model is better than any other in achieving quality outcomes (Wellard, Williams and Bethune 2000; Clare, White, Edwards and Van Loon 2002). Hence, as recommended in the recent National Review of Nurse Education (2002), ongoing evaluation of nursing curricula and teaching practice, including clinical education, is clearly warranted. Methods The study utilised action research methodology to examine the effects of the Clinical Education Unit (CEU) on the quality of clinical prac as experienced by undergraduate nursing students and registered nurses working with the students in wards where they were placed for their practicums. It was undertaken in two iterations or phases: Phase 1 - Development, implementation and initial evaluation of an innovative model of clinical education (the CEU model) and Phase 2 - Refinement and re-evaluation of the CEU model of clinical education. Using focus group discussions and survey questionnaires, qualitative and quantitative data were collected from undergraduate nursing students and clinical nursing staff in conjunction with each iteration of the study. Results Phase 1 results indicated that the CEU model was evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. This result was demonstrated in the comments of students and registered nurses with regard to the respective models of clinical education and supported by their ratings of the quality of clinical experience through the QPE-Phase questionnaires. A similar trend was found in the results from Phase 2. The CEU-2 model was again evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. Conclusion In summary, the results of this study indicate that the CEU model had a positive impact on the prac experience of students and registered nurses. In both phases of the study, students and registered nurses in wards where the CEU model was being used evaluated the prac experience more positively than did students and registered nurses in wards where non-CEU models were being used. Two key factors were found to be important in achieving this outcome: the collaborative nature of the CEU model and nursing staff ownership of students' clinical education. These factors provided an operating framework which enabled the development of positive learning environments in the wards where students were placed for prac. Equally important were arrangements for the supervision of students' practice which involved local clinical facilitation and the explicit inclusion of other nursing staff in the ward. Further, continued support from the university to allow the clinical facilitators to take a supernumary role when facilitating students, to provide staff development for clinical education and to support staff on a day-to-day basis during the prac was also important, if not essential. It is proposed that these factors, acting synergistically, promoted enhanced access to learning opportunities for students and improved learning outcomes for students and staff. The study makes an important contribution to nursing education by providing evidence that can inform future developments in the area of undergraduate clinical education. It has potential benefits for nursing education not only in the local context, but within the international arena as well.