A qualitative, descriptive, exploratory and contextual study was undertaken to explore and describe how clinic nurses practice their role regarding growth development monitoring and anthropometric measurement of children and interpretation of their values.
An accessible population of twelve clinic nurses of all categories were purposively recruited to participate in the study. In depth individual interviews were conducted to generate data. Interviews were audio-taped and transcribed by the researcher verbatim. The direct quotes of participants were coded and arranged into meaning units for analysis.
Tech’s (1990:142-145) eight steps of analysis to analyse the textual qualitative data as cited by Creswell (2009:186) was used until themes, categories and subcategories were identified and developed. Data analysis was triangulated by using Atlas.ti computer software version 7.0 to organise text, audio data files coding, memos and findings into project files. An independent coder analysed data for validation using content analysis. Data analysis revealed that nurses had challenges in ways of doing practice evidenced by inconsistencies and discrepancies in GDM, APM of children and incorrect interpretation of their values. Non-compliance to protocols from both nurses and parents was a significant finding. Shortage of resources was reported as a major hindrance. Guidelines were formulated to guide clinic nurses. Recommendations were proposed that the matter be taken up by nurse managers, educators and leadership from the
Department of Health / Health Studies / D. Litt. et Phil. (Health Studies)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/23372 |
| Date | 11 1900 |
| Creators | Black, Morongwa Johanna |
| Contributors | Monareng, L. V., Matlakala, Mokgadi Christina |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (vii, 198 leaves) : color illustrations, color graphs |
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