Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir
Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel.
Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed
deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van
kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot
lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale
gesondheidstelsel wat gekwalifiseerde verpleegkundiges vereis, wat in staat is om omvattende
gesondheidsorg te lewer. 'n Situasie-analise het gelei tot die identifisering van twee hoofkonsepte wat
die verpleegkundekurrikulum beinvloed, naamlik lcritiese denke en omvattende gesondheidsorg.
Vorige navorsing dui daarop dat verpleegdosente nie paraat is ten opsigte van verwikkelinge in die
onderwys nie. Dit kan negatiewe gevolge he vir innoverende kurrikulumontwikkeling in
verpleegkunde ten einde die professie strategies te posisioneer om te voldoen aan die eise van die
komende eeu. Die navorser het beoog om die leemte te oorbrug deur middel van navorsing wat gemik
was op die daarstelling van 'n omvattende kurrikulumontwikkelingstrategie wat kan dien as praktiese
riglyn vir die implementering van kurrikulumontwikkeling in verpleegkunde.
Op grond van 'n analise van die konsep kurri/culum, 'n situasie-analise en die interpretering daarvan,
is die Model vir Kurrikulumontwikkeling in Verpleegkunde gekonseptualiseer. Die model kan
verpleegdosente in staat stel om fundamentele kurrikulumverandering te bewerkstellig en 'n relevante
kurrikulum daar te stel, deur gespesifiseerde kurrikulumontwikkelingstake stelselmatig af te handel.
Die implikasies van die konsepte lcritiese denke en omvattende gesondheidsorg vir die
verpleegkundekurrikulum, is uitgespel deur kriteria vir die nuwe verpleegkundekurrikulum te
formuleer / The researcher undertook theoretical research to develop a curriculum development model for the
Diploma for Registration as a Nurse (General, Psychiatric, Community) and Midwife.
There are two main tendencies that influence nursing education. On a global level nursing education
is influenced by realities that are inherent in an information technology-driven world. This requires
the development of critical thinking skills, adaptability to constant social change and a commitment to
life-long learning. Nationally, nursing education is influenced by a national health system requiring
trained nurses who are able to render comprehensive health care. A situation analysis resulted in the
identification of two main concepts that influence the nursing curriculum namely, critical thinking
and comprehensive health care.
Previous research indicates that nurse educators are outdated in terms of developments in education.
This can have negative consequences for innovative curriculum development in nursing in order to
position the nursing profession strategically to meet the demands of the next century. This limitation
prompted the researcher to conduct research that was aimed at designing a comprehensive curriculum
development strategy to serve as a practical guideline on how to implement curriculum development
in nursing.
Based on an analysis of the concept curriculum, a situation analysis and the interpretation thereof: the
researcher conceptualized the Curriculum Development Model for Nursing. The model will enable
nurse educators to effect fundamental curriculum change and the development of a relevant
curriculum by completing specified curriculum development tasks systematically. The implications of
the concepts critical thinking and comprehensive health care for the nursing curriculum, were
elucidated by formulating criteria for a new nursing curriculum.
Key terms: curriculum; curriculum development; curriculum foundation; curriculum structure;
curriculum design; situation analysis; critical thinking; reflective practice; comprehensive health care;
comprehensive nursing curriculum; community based curriculum; problem based learning; media
assisted learning; ~ve learning; reflective learning; experiential learning; mediated learning. / Health Studies / D.Litt. et Phil. (Advanced Nursing Science)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17978 |
| Date | 06 1900 |
| Creators | De Villiers, Louise, 1953- |
| Contributors | Sohnge, W. F. (Waldemar Ferreau), 1939- |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 259 leaves) |
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