patients and their families.
The purpose of the study was firstly, to explore and interpret the meaning of the experiences of critical care nursing students about clinical accompaniment in open distance learning (ODL). This aspect has not been researched before and as such, there is no empirical data about the clinical accompaniment of the critical care-nursing students in ODL. Secondly, to develop guidelines for facilitation of clinical accompaniment in critical care nursing in ODL.
A qualitative hermeneutic phenomenological study was conducted. Non-probability purposive sampling was used to select participants to provide information about clinical accompaniment in ODL. Data was obtained through in-depth interviews supplemented by field notes compiled during fieldwork.
The study findings revealed that participants regard relationships and communication as important for clinical accompaniment. The distance factor inherent in distance learning was problematic for student’s motivation and support. The presence and visibility of the lecturer was pivotal for the students. Of importance also were the relationships with the managers and colleagues. The perception of participants was that managers of clinical facilities were not as readily accessible as would have been the lecturer. Although
negative experiences were described, paradoxically these experiences seemed to have empowered the student to develop survival skills, patience and assertiveness to take action on how to deal with the situation.
From the findings the researcher was able to develop guidelines the implementation of which, is hoped to ensure effective clinical accompaniment of critical care nursing students in ODL. / Health Studies / D. Litt. et Phil. (Health Studies)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/2966 |
| Date | 11 1900 |
| Creators | Moleki, Maria Mabibiti |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xi, 212 leaves) |
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