Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

Nursing students in South Africa are exposed to various clinical environments as part of the prescribed curriculum (SANC, 2008). These clinical environments not only positively or negatively influence nursing students but also greatly influence their decisions regarding future specialization. This relationship between the influence of the clinical environment and the decision to apply at a specific hospital was established by Andrews et al. (2005:147), but little is known about how it affects the decision of nursing students to specialize in a specific area. According to the South African Nursing Council‟s statistical data, an additional qualification in operational theatre is one of the least qualifications applied for (SANC, 2012b). This indicates that not many nursing students choose, for example, the theatre as a specialization area when their studies are completed. In light of this evidence, this study aimed to explore the influence that the clinical environment has on the decision of nursing students to specialize in a specific area. An explorative and descriptive design, which is qualitative in nature, was followed to conduct this study. The data collection was conducted in two phases. Phase one: Nursing students‟ experiences after exposure to theatre as a clinical environment were explored by means of reflective essays. Data was analysed according to the principles of Tesch as described in Creswell (1994:154). Meetings between the researcher and an experienced co-coder resulted in consensus regarding the findings. Three main themes and eleven sub themes were identified and provided clarity on the influence of the clinical environment on nursing students. Phase two, consisting of two focus group discussions facilitated by an expert in focus group facilitation, was completed to validate the findings from the reflective essay. This data was transcribed, analysed and the findings validated by the existing data from phase one. Conclusions drawn from this study were that the clinical environment does influence the students‟ decision to specialize in operating theatre, but many choose not to specialize in theatre due to personal preferences. / MCur, North-West University, Potchefstroom Campus, 2014

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.

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.

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014

An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place. Educators must work together to build caring relationships with students, provide support to eliminate barriers and create a positive learning climate. This will establish an atmosphere characterised by mutual support, caring and understanding, all of which are fundamental to a sound educator-student relationship. Resilience research consistently points to the importance of positive and supportive relationships between the educator and student as a key protective factor in students’ progress. Strengthening students’ resilience from the beginning of their nursing career through a positive and supportive educator-student relationship can improve their well-being, as well as improve the quality of education and eventually the patient care delivered. The overall aim of this study was to explore and describe the basic elements required for an effective educator-student relationship in a private nursing education institution in the North-West Province. The study enabled the researcher to recommend guidelines to strengthen the resilience of nursing students within the educator-student relationship. An explorative, descriptive and contextual qualitative design was followed. This study made use of a non-probability sample and specifically a purposive sampling method. The sample consisted of forty enrolled nursing auxiliary students. The “World Café” method was used to collect data. Data were analysed by using Creswell’s steps in data analysis. Five main categories were identified: (1) teaching/learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusions were drawn by looking at the interrelation between the literature review, the theoretical framework chosen for this study, namely Kumpfers’ resilience framework, and the findings of the research. It is eminent that students need a caring and supportive learning environment including enough space, lighting and ventilation. Students reported that they need interaction that is constructive, interaction that acknowledges human rights and interaction that makes use of appropriate non-verbal communication. The educator must display qualities of love and care, respect, responsibility, morality, patience, openness to new ideas, motivation, willingness to “go the extra mile” and punctuality. Students reported various ways through which they manage to stay resilient namely: being positive, having a support system, improving study methods, self-motivation, setting personal goals, taking pride, perseverance and determination. Recommendations were formulated for nursing education, nursing practice and further research. / MCur, North-West University, Potchefstroom Campus, 2014