1. THE PROBLEM INVESTIGATED - In the course of the past decade it has become clear that the ever-increasing tempo of scientific and technological development has increasingly placed the stress to a larger extent on proper training, and the implementation of especially high-level manpower. Apart from formal education continuing education and in-service training and retraining have begun to receive attention universally from educational authorities. It is also a fact that the practitioner of a profession periodically has to receive continuing education and training in order * to attain specialised knowledge in his own field; * to keep up with recent developments in his field; and * to get help with new adjustments and challenges posed by the profession he is in. Apart from continuing education to the professional practitioner, provision also has to be made for supportive programmes, provision for ad hoc needs for knowledge about specific issues, the identification of individuals who either did not enter into the sphere of formal education or who left it early, and the fulfilment of knowledge about recreational activities. With regard to continuing education the following might be stated axiomatically: * education and training are continuing activities; * in both developed and developing countries lifelong learning should receive the highest priority rating in all educational planning, and * in the RSA the need for continuing education was stressed by two recent government reports, viz. Provision of Education in the RSA (HSRC Report), 1981, and Report of the National Manpower Commission on High Level Manpower in the RSA, 1980. The problem to be investigated was thus: What task does the university have in the provision of continuing education and how can the university fulfil this task? In other words, it has to be determined what the task of the university, with its special structural nature, skills and facilities is with regard to the provision of continuing education, with its complex objectives, structure and idiosyncratic nature. 2. HYPOTHESES - The following research hypotheses were postulated: Main hypothesis The university with its skills encompassed in a large number of departments, bureaus and institutes, has, apart from its task of formal instruction of registered students, also the task of making a contribution in the provision of continuing education to practitioners of professions and the “general public”. Sub-hypothesis 1: The special nature of continuing education makes possible the effective participation of the university in this activity. Sub-hypothesis 2: The university, on the basis of its special structure, is particularly suited to make a contribution in the field of continuing education. Sub-hypothesis 3: Various overseas and South African universities are already actively engaged in the field of continuing education. Sub-hypothesis 4: The Potchefstroom University for Christian Higher Education has a contribution to make in the field of continuing education on the basis of its special character. 3. METHOD OF RESEARCH - At the inception of the study a hypothesis and a number of sub-hypotheses were postulated. In the course of the study the hypotheses were then proved either in terms of being acceptable or unacceptable. Use was also made of a literature survey and interviewing by way of a schedule of questions asked of university departments and units for continuing education at universities. Concepts were defined, deductions and conclusions were arrived at and descriptions were also used. * In chapter 2, by means of a literature survey, variant concepts of continuing education were dealt with and explicated, viz., amongst others, adult education, lifelong education, life-wide education and recurrent education. The nature, the essence, the structure and aspects of continuing education were also dealt with. Subsequently motives which adults have for participating in continuing education programmes were examined, and it emerged that the social togetherness with others and the desire to make progress professionally are important motives. The need for continuing education to be integrated into the system of formal educational provision was stressed. * In chapter 3 the task of the university, with special reference to the provision of continuing education, was put under the magnifying glass. It was pointed out that continuing education is one of the most important aspects of the community service which the university can render. * In chapter 4 the stress was on the provision of continuing education at some overseas universities. Examples of courses for the practitioners of professions as well as generally formative and culturally enriching programmes were provided. Both the manner of presentation of these courses and the purpose of the courses were looked at. * In chapter 5 the provision of continuing education in South African universities were dealt with in the same way. Reference was made evaluatively to noticeably positive and less positive aspects of the provision of continuing education at each university. * In chapter 6 attention was given to the provision of continuing education at the PU for CHE with due regard for the special nature and essence of the university, the area from which the university draws its students and the skills offered at this university. Apart from continuing educational courses initiated by the Bureau for Continuing Education and presented under its auspices, reference was also made to continuing educational courses offered by departments, bureaus and institutes. In the same manner as when dealing with the other universities, evaluation was made and deficiencies pointed out. * In chapter 7 findings were arrived at, conclusions drawn and some recommendations made. 4. FINDINGS - 4.1 With regard to the sub-hypotheses: 4.1.1 The special nature of continuing education makes possible the effective participation of the university in this activity Continuing education is a creative event which continues throughout man’s life and which has the purpose of integrating the various learning events with each other in order to have man developed in his totality. Continuing education points to a new view and a new approach with regard to education and the provision of educational services. The view that education should be limited merely to institutions for formal education has made room for a new approach: education carries on throughout man 1s life. It is also true that no initial training can offer a guarantee for lifelong training, and it is periodically necessary for practitioners of professions to be trained in-service. “Professional practitioner” implies someone who has already received higher education.) School and university curricula should to a larger extent make provision for continuing education. Stress has to be put throughout on the need for continuing education. Through bringing home self-study techniques to pupils and students they can be prepared for eventual further training following the period of formal education at the secondary or the tertiary level. Continuing education envisages the optimal development of all people at all stages of life, and the optimal utilization of all educational facilities (including therefore those of the university too) in the interests of the state, but above all with a view to the richer personal fulfilment of the individual. Although continuing education indicates education in the wider sense, it places primary stress on professional training and re-training, that is, in-service training of professional practitioners. What is also envisaged with continuing education is culturally and generally formative education of the "general public". The special nature and objectives of continuing education, viz. to retrain the professional practitioner periodically, thus makes possible the effective participation of the universities which are especially equipped to fulfil this demand, the need for continuing education. 4.1.2 The university, on the basis of its special structure, is particularly suited to make a contribution in the field of continuing education It is universally accepted that the task of the university is to teach, to do research and to provide community service. The university serves the local community from which it receives financial support and other support, and from which its students are drawn. The university also renders service to the national community through the training of scientists and professional practitioners. As a result of technological developments in all fields throughout the world, the task of community service of the university has been thus influenced that increasingly attention has had to be given to the training, re-training and in-service training of professional practitioners. This further training is also in the first instance applicable to those who have already been trained for a profession, but whose knowledge has become obsolescent as a result of technological development. It is also true that the community service of the university is linked to the teaching and research tasks of the university and that continuing education can be mentioned as an example of community service. The university has special skills which are situated in its academic departments and research and teaching bureaus and institutes. The university also has the calling of rendering community service in the shape of continuing education. It is universally accepted that continuing education is not a separate activity of the university 1s teaching structure, that continuing edu= cation should be offered at university level and that co-ordinated con= tinuing educational activities are to be preferred tci separate, ad hoc efforts. On the other hand it is generally accepted that community service (and implicitly continuing education) should not take place at the expense of the primary task of the university which is teaching and research. 4.1.3 Various overseas and South African universities are already actively engaged in the field of continuing education Continuing educational courses which have as an objective in-service training or refresher courses for professional practitioners, and the general forming and knowledge and cultural enrichment of the community, are offered locally and overseas over a wide spectrum. Continuing education courses for professional practitioners, e.g. for attorneys, medics, nurses, social workers, accountants, engineers and teachers vary from one-day seminars to three-week residential courses. Generally formative and culturally enriching courses for the public vary from evening classes to week-long courses and mostly also include public lectures on topical events. These courses often form part of Winter and Summer Schools. Courses providing knowledge about recreational activities are also included in these fields. Examination of continuing education courses is seldom done, and normally only attendance certificates are presented. On the other hand, it usually happens at overseas universities that credits for degree purposes can be achieved through continuing education courses. It is also a fact that in some cases at overseas institutions so much value is attached to continuing education as a means to the further training of the employee that substantial rebates are allowed in personal income tax to the employee in terms of costs incurred in the course of continuing educational courses. At most South African universities, in contrast to overseas universities, no attention to speak of is given to research on continuing education. Continuing education units usually function as separate departments at universities and are controlled according to regulations, constitutions etc. In some cases at South African universities the unit for continuing education constitutes part of another department, such as for example university education. With regard to the financing of continuing education units, the following variations are found: from completely self-sufficient to completely dependent on financing through the university. In South Africa continuing education of universities can not claim state subsidies. In England continuing education is fully subsidized by both the central and local governments. Apart from presentation of continuing education courses in the form of lectures, seminars, conferences and discussions, courses at some overseas universities are also presented by means of audio and video cassettes and by way of correspondence courses. Radio and television are also freely used for this purpose by universities that have their own radio transmitters and/or television channels. 4.1.4 The Potchefstroom University for Christian Higher Education has a contribution to make in the field of continuing education on the basis of its special character The academic skills of the PU for CHE are located in 8 faculties, more than 80 academic departments and a number of bureaus, centres and institutes. This university also has its own specific skills because of its Christian-Afrikaans character, its rura1 but also semi-urban situation (Vaa1 Campus) and its specia1 area from which students are drawn - ski1ls which are transmitted via a Christian practice of scho1arship and which can then also make a contribution to the provision of continuing education. In the same way as is the case with other South African universities, the objective of continuing education at this university is also periodically to retrain professiona1 practitioners and also to render community service in the form of generally formative and culturally enriching programmes. Because of the rural situation of this university the nature of continuing education differs from urban universities, in the same way that the number of people involved in the programmes are different. 4.2 With regard to the main hypothesis: On the basis of the acceptance of the above four sub-hypotheses the main hypothesis can also now be accepted. The crucial finding on the basis of the research is that the university, with its skills encompassed in a large number of departments, bureaus and institutes, apart from the formal task of teaching registered undergraduate and postgraduate students, also has the task of rendering continuing education to professional practitioners and the "general pub1ic". 5. SOME RECOMMENDATIONS MADE ON THE BASIS OF THE COMPLETED RESEARCH - The recommendations emanating from the research are distinguished into two groups, viz. recommendations with regard to continuing education in general by universities, and secondly recommendations aimed more specifically at continuing education at the PU for CHE. 5.1 General recommendations: * Research on continuing education should get more attention. * Continuing education provision to the professional practitioner could be extended to more professions. * More co-operation should be obtained with professional councils in the provision of continuing education for the professional practitioner. * Universities could co-operate in the presentation of continuing education courses. * Co-operative training ("sandwich courses") should be considered for the training of various professional practitioners. * Continuing educational presentations at universities should receive financial support from government. 5.2 Recommendations more specifically with regard to continuing education at the PU for CHE: * More attention should be directed to the continuing educational opportunities for the agricultural and mining sectors. * More effective liaison should be effected between the Bureau for Continuing Education and academic departments. * Consideration should be given to audio and video cassettes and correspondence courses in the presentation of continuing education courses, amongst others in Christian scholarship. * Continuing education courses can be presented decentralized to a larger extent. * The institution of a course in non-formal education at the H.E.D. or B.Ed. levels should be considered. / Proefskrif (DEd)--PU vir CHO, 1985

1. THE PROBLEM INVESTIGATED - In the course of the past decade it has become clear that the ever-increasing tempo of scientific and technological development has increasingly placed the stress to a larger extent on proper training, and the implementation of especially high-level manpower. Apart from formal education continuing education and in-service training and retraining have begun to receive attention universally from educational authorities. It is also a fact that the practitioner of a profession periodically has to receive continuing education and training in order * to attain specialised knowledge in his own field; * to keep up with recent developments in his field; and * to get help with new adjustments and challenges posed by the profession he is in. Apart from continuing education to the professional practitioner, provision also has to be made for supportive programmes, provision for ad hoc needs for knowledge about specific issues, the identification of individuals who either did not enter into the sphere of formal education or who left it early, and the fulfilment of knowledge about recreational activities. With regard to continuing education the following might be stated axiomatically: * education and training are continuing activities; * in both developed and developing countries lifelong learning should receive the highest priority rating in all educational planning, and * in the RSA the need for continuing education was stressed by two recent government reports, viz. Provision of Education in the RSA (HSRC Report), 1981, and Report of the National Manpower Commission on High Level Manpower in the RSA, 1980. The problem to be investigated was thus: What task does the university have in the provision of continuing education and how can the university fulfil this task? In other words, it has to be determined what the task of the university, with its special structural nature, skills and facilities is with regard to the provision of continuing education, with its complex objectives, structure and idiosyncratic nature. 2. HYPOTHESES - The following research hypotheses were postulated: Main hypothesis The university with its skills encompassed in a large number of departments, bureaus and institutes, has, apart from its task of formal instruction of registered students, also the task of making a contribution in the provision of continuing education to practitioners of professions and the “general public”. Sub-hypothesis 1: The special nature of continuing education makes possible the effective participation of the university in this activity. Sub-hypothesis 2: The university, on the basis of its special structure, is particularly suited to make a contribution in the field of continuing education. Sub-hypothesis 3: Various overseas and South African universities are already actively engaged in the field of continuing education. Sub-hypothesis 4: The Potchefstroom University for Christian Higher Education has a contribution to make in the field of continuing education on the basis of its special character. 3. METHOD OF RESEARCH - At the inception of the study a hypothesis and a number of sub-hypotheses were postulated. In the course of the study the hypotheses were then proved either in terms of being acceptable or unacceptable. Use was also made of a literature survey and interviewing by way of a schedule of questions asked of university departments and units for continuing education at universities. Concepts were defined, deductions and conclusions were arrived at and descriptions were also used. * In chapter 2, by means of a literature survey, variant concepts of continuing education were dealt with and explicated, viz., amongst others, adult education, lifelong education, life-wide education and recurrent education. The nature, the essence, the structure and aspects of continuing education were also dealt with. Subsequently motives which adults have for participating in continuing education programmes were examined, and it emerged that the social togetherness with others and the desire to make progress professionally are important motives. The need for continuing education to be integrated into the system of formal educational provision was stressed. * In chapter 3 the task of the university, with special reference to the provision of continuing education, was put under the magnifying glass. It was pointed out that continuing education is one of the most important aspects of the community service which the university can render. * In chapter 4 the stress was on the provision of continuing education at some overseas universities. Examples of courses for the practitioners of professions as well as generally formative and culturally enriching programmes were provided. Both the manner of presentation of these courses and the purpose of the courses were looked at. * In chapter 5 the provision of continuing education in South African universities were dealt with in the same way. Reference was made evaluatively to noticeably positive and less positive aspects of the provision of continuing education at each university. * In chapter 6 attention was given to the provision of continuing education at the PU for CHE with due regard for the special nature and essence of the university, the area from which the university draws its students and the skills offered at this university. Apart from continuing educational courses initiated by the Bureau for Continuing Education and presented under its auspices, reference was also made to continuing educational courses offered by departments, bureaus and institutes. In the same manner as when dealing with the other universities, evaluation was made and deficiencies pointed out. * In chapter 7 findings were arrived at, conclusions drawn and some recommendations made. 4. FINDINGS - 4.1 With regard to the sub-hypotheses: 4.1.1 The special nature of continuing education makes possible the effective participation of the university in this activity Continuing education is a creative event which continues throughout man’s life and which has the purpose of integrating the various learning events with each other in order to have man developed in his totality. Continuing education points to a new view and a new approach with regard to education and the provision of educational services. The view that education should be limited merely to institutions for formal education has made room for a new approach: education carries on throughout man 1s life. It is also true that no initial training can offer a guarantee for lifelong training, and it is periodically necessary for practitioners of professions to be trained in-service. “Professional practitioner” implies someone who has already received higher education.) School and university curricula should to a larger extent make provision for continuing education. Stress has to be put throughout on the need for continuing education. Through bringing home self-study techniques to pupils and students they can be prepared for eventual further training following the period of formal education at the secondary or the tertiary level. Continuing education envisages the optimal development of all people at all stages of life, and the optimal utilization of all educational facilities (including therefore those of the university too) in the interests of the state, but above all with a view to the richer personal fulfilment of the individual. Although continuing education indicates education in the wider sense, it places primary stress on professional training and re-training, that is, in-service training of professional practitioners. What is also envisaged with continuing education is culturally and generally formative education of the "general public". The special nature and objectives of continuing education, viz. to retrain the professional practitioner periodically, thus makes possible the effective participation of the universities which are especially equipped to fulfil this demand, the need for continuing education. 4.1.2 The university, on the basis of its special structure, is particularly suited to make a contribution in the field of continuing education It is universally accepted that the task of the university is to teach, to do research and to provide community service. The university serves the local community from which it receives financial support and other support, and from which its students are drawn. The university also renders service to the national community through the training of scientists and professional practitioners. As a result of technological developments in all fields throughout the world, the task of community service of the university has been thus influenced that increasingly attention has had to be given to the training, re-training and in-service training of professional practitioners. This further training is also in the first instance applicable to those who have already been trained for a profession, but whose knowledge has become obsolescent as a result of technological development. It is also true that the community service of the university is linked to the teaching and research tasks of the university and that continuing education can be mentioned as an example of community service. The university has special skills which are situated in its academic departments and research and teaching bureaus and institutes. The university also has the calling of rendering community service in the shape of continuing education. It is universally accepted that continuing education is not a separate activity of the university 1s teaching structure, that continuing edu= cation should be offered at university level and that co-ordinated con= tinuing educational activities are to be preferred tci separate, ad hoc efforts. On the other hand it is generally accepted that community service (and implicitly continuing education) should not take place at the expense of the primary task of the university which is teaching and research. 4.1.3 Various overseas and South African universities are already actively engaged in the field of continuing education Continuing educational courses which have as an objective in-service training or refresher courses for professional practitioners, and the general forming and knowledge and cultural enrichment of the community, are offered locally and overseas over a wide spectrum. Continuing education courses for professional practitioners, e.g. for attorneys, medics, nurses, social workers, accountants, engineers and teachers vary from one-day seminars to three-week residential courses. Generally formative and culturally enriching courses for the public vary from evening classes to week-long courses and mostly also include public lectures on topical events. These courses often form part of Winter and Summer Schools. Courses providing knowledge about recreational activities are also included in these fields. Examination of continuing education courses is seldom done, and normally only attendance certificates are presented. On the other hand, it usually happens at overseas universities that credits for degree purposes can be achieved through continuing education courses. It is also a fact that in some cases at overseas institutions so much value is attached to continuing education as a means to the further training of the employee that substantial rebates are allowed in personal income tax to the employee in terms of costs incurred in the course of continuing educational courses. At most South African universities, in contrast to overseas universities, no attention to speak of is given to research on continuing education. Continuing education units usually function as separate departments at universities and are controlled according to regulations, constitutions etc. In some cases at South African universities the unit for continuing education constitutes part of another department, such as for example university education. With regard to the financing of continuing education units, the following variations are found: from completely self-sufficient to completely dependent on financing through the university. In South Africa continuing education of universities can not claim state subsidies. In England continuing education is fully subsidized by both the central and local governments. Apart from presentation of continuing education courses in the form of lectures, seminars, conferences and discussions, courses at some overseas universities are also presented by means of audio and video cassettes and by way of correspondence courses. Radio and television are also freely used for this purpose by universities that have their own radio transmitters and/or television channels. 4.1.4 The Potchefstroom University for Christian Higher Education has a contribution to make in the field of continuing education on the basis of its special character The academic skills of the PU for CHE are located in 8 faculties, more than 80 academic departments and a number of bureaus, centres and institutes. This university also has its own specific skills because of its Christian-Afrikaans character, its rura1 but also semi-urban situation (Vaa1 Campus) and its specia1 area from which students are drawn - ski1ls which are transmitted via a Christian practice of scho1arship and which can then also make a contribution to the provision of continuing education. In the same way as is the case with other South African universities, the objective of continuing education at this university is also periodically to retrain professiona1 practitioners and also to render community service in the form of generally formative and culturally enriching programmes. Because of the rural situation of this university the nature of continuing education differs from urban universities, in the same way that the number of people involved in the programmes are different. 4.2 With regard to the main hypothesis: On the basis of the acceptance of the above four sub-hypotheses the main hypothesis can also now be accepted. The crucial finding on the basis of the research is that the university, with its skills encompassed in a large number of departments, bureaus and institutes, apart from the formal task of teaching registered undergraduate and postgraduate students, also has the task of rendering continuing education to professional practitioners and the "general pub1ic". 5. SOME RECOMMENDATIONS MADE ON THE BASIS OF THE COMPLETED RESEARCH - The recommendations emanating from the research are distinguished into two groups, viz. recommendations with regard to continuing education in general by universities, and secondly recommendations aimed more specifically at continuing education at the PU for CHE. 5.1 General recommendations: * Research on continuing education should get more attention. * Continuing education provision to the professional practitioner could be extended to more professions. * More co-operation should be obtained with professional councils in the provision of continuing education for the professional practitioner. * Universities could co-operate in the presentation of continuing education courses. * Co-operative training ("sandwich courses") should be considered for the training of various professional practitioners. * Continuing educational presentations at universities should receive financial support from government. 5.2 Recommendations more specifically with regard to continuing education at the PU for CHE: * More attention should be directed to the continuing educational opportunities for the agricultural and mining sectors. * More effective liaison should be effected between the Bureau for Continuing Education and academic departments. * Consideration should be given to audio and video cassettes and correspondence courses in the presentation of continuing education courses, amongst others in Christian scholarship. * Continuing education courses can be presented decentralized to a larger extent. * The institution of a course in non-formal education at the H.E.D. or B.Ed. levels should be considered. / Proefskrif (DEd)--PU vir CHO, 1985

Tydens my loopbaan as diereverpleegster aan die Universiteit van Pretoria en in privaat veterinêre fasiliteite en as dosent aan die Fakulteit Veeartsenykunde, heg ek groot waarde aan voortgesette professionele ontwikkeling. In my huidige posisie as dosent in veterinêre radiografie het ek bewus geword van die behoefte in veterinêre fasiliteite om beter stralingsveiligheidspraktyke te beoefen. Hierdie behoefte het vir my die geleentheid geskep om _ wetenskaplik-gefundeerde nie-formele voortgesette professionele ontwikkelingsprogram te ontwerp en te ontwikkel ten opsigte van die bewusmaking en vestiging van _ stralingsveiligheidskultuur onder veterinêre werkers in kleindier veterinêre fasiliteite. Die projek het eerstens ten doel om _ bydrae te lewer tot my persoonlike professionele ontwikkeling as fasiliteerder van leer en om moontlike onderrigstrategieë te identifiseer wat _ positiewe bydrae gelewer het tot die skep van _ stralingsveiligheidskultuur in die deelnemende veterinêre fasiliteite. Tweedens, die professionele ontwikkeling van die deelnemende veterinêre werkers en die evaluasie van veranderde praktyke ten opsigte van die skep van _ stralingsveiligheidskultuur binne die werkplek. Die ontwerp en ontwikkeling van die uitkomsgebaseerde kurrikulum is begrond in die sosio-konstruktivistiese leerteorie. Ander onderwyskundige konstrukte wat gebruik is tot die wetenskaplike benadering van die kurrikulum sluit Knowles se aannames en beginsels ten opsigte van volwasse leerders (andragogie) in, die Herrmann heelbreinleermodel, opvoedkundige eienskappe (bydraes) van die 21ste eeu en formatiewe assessering met betekenisvolle terugvoer. Kleinskaalse deelnemende aksienavorsingsbenadering is gebruik om die proses van professionele ontwikkeling, die implementering en verbetering van die nie-formele professionele ontwikkelingsprogram, evaluasie van die implementering van stralingsveiligheidsbeginsels en die identifisering van fasiliteringstrategieë wat moontlike bygedra het tot die skep van _ stralingsveiligheidskultuur, in drie kleindier veterinêre fasiliteite in Pretoria te ondersoek. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

Summaries in English, Afrikaans and Tswana / The purpose of this study was to explore and develop understanding of nurses and midwives’ perceptions and attitudes towards the implementation of CPD, aiming to provide them with a platform to make recommendations to enhance the attendance of CPD.The study was conducted in a public regional hospital in Limpopo Province, South Africa. The purposive exploratory descriptive qualitative research method was used. Data was collected through Focus Group Discussions. Participants comprised of three focus group discussions. A semi-structured guide with open –ended questions was used and discussions were recorded with an audio recorder which were transcribed verbatim. Content analysis of the data was done. The study yielded themes, sub-themes and codes during analysis. Participants perceived CPD to have benefits to keep nurses updated with knowledge, skills and improvement of attitudes. It improves quality patient care. However, they identified staff shortage, time constraints and lack of internet connection as the major challenges. / Die doel van hierdie studie was om ‘n begrip van die houdings en persepsies teenoor die implementering van voortgesette professionele ontwikkeling (VPO) van verpleegkundiges en vroedvroue te verken, ten einde ‘n platform vir aanbevelings daar te stel om die bywoning van VPO te bevorder. Die studie was in 'n openbare streekshospitaal in die provinsie Limpopo, Suid-Afrika gedoen. ‘n Kwalitatiewe, doelgerigte, verkennende en beskrywende navorsingsmetode was gebruik om data is deur middel van drie fokusgroepbesprekings in te samel. ‘n Semi-gestruktureerde onderhoudegids met oop vrae was gebruik om klankopnames van gesprekke, verbatim te transkribeer. Data was ontleed deur middel van inhoudsanalise. Temas, subtemas en kodes is tydens die analise geïdentifiseer. Die deelnemers het VPO as voordelig beskou in terme van die opdatering van verpleegkundiges se kennis, vaardighede en houdings. Gehalte pasiëntsorg word sodoende verbeter. Hulle het egter personeeltekort, 'n gebrek aan tyd, en toegang tot die internet as ‘n struikelblok geïdentifiseer. / Maikaelelo a dipatlisiso tse (research), e ne e le go sekaseka le go tlhabolola kutlwisiso ya baoki le babelegisi ka ga tebo le maikutlo a bona mabapi le tshimololo ya go thlabolola dithuto bale tirong “CPD”. Maikaelelo e ne e le go ba neela tšhono ya go dira ditshwaelo go oketsa dipalo tse di tsenang dithuto tsa CPD. Dipatlisiso tse di diretswe kwa dipetleleng tsa kgaolo tsa botlhe, Porofenseng ya Limpopo mo Aforikaborwa. Go dirisitswe mokgwa wa dipatlisiso wa ‘purposive exploratory descriptive qualitative research’ mo di patlisisong tse. Dikitso di kgobokantswe go ya ka mokgwa wa lekgotla ‘Focus Group Discussion’. Batsayakarolo ba ne ba arogantswe ka ditlhopha tse tharo tsa ‘focus group discussions’. Kaedi e e rulagantsweng e e nang le dipotso tsa boitlhalosi- ka- botlalo e dirisitswe mme dipuisano tsa gatiswa ka rekhoto ya kgatiso-modumo morago tsa kwalwa fatshe ka mokgwa o di builweng. Tshekatsheko ya diteng tsa dikitso tse e dirilwe ka go latela mokgwa wa ‘content analysis’. Dipatlisiso tse dineetse molaetsa mogolo, melaetsanyana le melao ka nako ya ditshekatsheko. Batsayakarolo ba bone gothlabolola dithuto bale tirong ‘CPD’ go nale mosola mo tsweletsong ya go neela baoki kitso, bokgoni le tokafatso ya maitshwaro. E tokafaditse boleng ba tlhokomelo ya balwetse. Le fa go ntse jalo, ba supile fa tlhaelo ya baoki, dinako tsa go dira le go tlhoka kgokelelo ya enthanete e le dikgwetlho tse kgolo. / Health Studies / M.A. (Nursing Science)

Text in Afrikaans / OPSOMMING `n Verkennende en beskrywende studie is onderneem om wetenskaplike gefundeerde riglyne ten opsigte van die benutting van onderrigtegnieke vir praktykopleiers beskikbaar te stel vir maatskaplikewerksupervisie aan voorgraadse studente. Om supervisie effektief te kan aanwend, moet praktykopleiers van onderrigtegnieke kennis dra en dit kan aanwend. Die literatuurstudie fokus op die onderrigfunksie van supervisie en `n klassifikasie en beskrywing van onderrigtegnieke wat binne die supervisieproses aangewend kan word. Al twee-en-twintig supervisors/praktykopleiers wat betrokke is by gesinsorgorganisa- sies in die Metropool- en Bolandstreek, Wes-Kaap is betrek. `n Gestruktureerde vraelys is as data-insamelingsmetode benut. Die bevindinge en resultate toon aan dat voortgesette opleiding deur middel van informele opleidingstrategieë van praktykopleiers noodsaaklik is, om hul kennis ten opsigte van die onderrigfunksie van supervisie uit te brei asook die benutting van onderrigtegnieke aan te moedig. Verdere navorsing kan fokus op die benutting van onderrigtegnieke uit die Gestalt- of ander benaderings tydens supervisie. SUMMARY An exploratory and descriptive study was undertaken to provide scientifically based guidelines regarding educational techniques used by practical trainers when providing social work supervision to undergraduate students. To apply supervision effectively, practical trainers must have knowledge of educational techniques and be able to apply these. The literature study focuses on the educational function of supervision and provides a classification and description of educational techniques that can be applied within the supervision process. The sample included twenty-two supervisors/practical trainers at family welfare organisations in the Metropolitan and Boland regions, Western Cape. A structured questionnaire was used to gather data. The findings and results show that continuing education through informal training strategies by practical trainers is essential to expand their knowledge of the educational function of supervision and to encourage the use of educational techniques. Further research should focus on educational techniques from the Gestalt approach or other approaches. / Social work / M.Diac.

Text in Afrikaans / OPSOMMING `n Verkennende en beskrywende studie is onderneem om wetenskaplike gefundeerde riglyne ten opsigte van die benutting van onderrigtegnieke vir praktykopleiers beskikbaar te stel vir maatskaplikewerksupervisie aan voorgraadse studente. Om supervisie effektief te kan aanwend, moet praktykopleiers van onderrigtegnieke kennis dra en dit kan aanwend. Die literatuurstudie fokus op die onderrigfunksie van supervisie en `n klassifikasie en beskrywing van onderrigtegnieke wat binne die supervisieproses aangewend kan word. Al twee-en-twintig supervisors/praktykopleiers wat betrokke is by gesinsorgorganisa- sies in die Metropool- en Bolandstreek, Wes-Kaap is betrek. `n Gestruktureerde vraelys is as data-insamelingsmetode benut. Die bevindinge en resultate toon aan dat voortgesette opleiding deur middel van informele opleidingstrategieë van praktykopleiers noodsaaklik is, om hul kennis ten opsigte van die onderrigfunksie van supervisie uit te brei asook die benutting van onderrigtegnieke aan te moedig. Verdere navorsing kan fokus op die benutting van onderrigtegnieke uit die Gestalt- of ander benaderings tydens supervisie. SUMMARY An exploratory and descriptive study was undertaken to provide scientifically based guidelines regarding educational techniques used by practical trainers when providing social work supervision to undergraduate students. To apply supervision effectively, practical trainers must have knowledge of educational techniques and be able to apply these. The literature study focuses on the educational function of supervision and provides a classification and description of educational techniques that can be applied within the supervision process. The sample included twenty-two supervisors/practical trainers at family welfare organisations in the Metropolitan and Boland regions, Western Cape. A structured questionnaire was used to gather data. The findings and results show that continuing education through informal training strategies by practical trainers is essential to expand their knowledge of the educational function of supervision and to encourage the use of educational techniques. Further research should focus on educational techniques from the Gestalt approach or other approaches. / Social work / M.Diac.