Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Educators across the health professions are now concerned with the teaching and assessment of professional skills. Caring behaviour is one of the attributes of professionalism in the health sciences professions and in the nursing profession it is regarded as the essence of the profession. The aim of this study is to explore the understandings and experiences of caring behaviours of first- and fourth year nursing students and how they would like to be assessed about their caring behaviours in a curriculum where it is not overtly taught. This will be investigated according to Watson’s carative factors and theoretical framework of caring, while Bloom’s Taxonomy of the affective learning domain will also be consulted. The design of the study is qualitative and explorative. A purposive sample was drawn from first-year nursing students (n=64), and fourth-year nursing students (n=41) at one nursing education institution. The sample of students (n=105) from seven (7) private training hospitals in the Western Cape participated in nine (9) focus group interviews (n=10-15). Data analysis was done by means of a framework analysis approach with a deductive strategy. Research findings from this study are extensively discussed and will be used to inform the undergraduate nursing curricula in South Africa about the profiles of caring nursing students and to make recommendations about the internalisation of caring behaviours, according to the affective learning domain. / AFRIKAANSE OPSOMMING: Opvoeders vanuit die verskeie gesondheidsberoepe, is tans met die leer en assessering van professionele vaardighede gemoeid. Sorgsame gedrag is een kenmerk van professionalisme in die gesondheidsberoepe. In verpleegkunde word sorgsame gedrag as die kern van die beroep beskou. Die doel van hierdie studie is om die begrip en ervarings van eerste- en vierde-jaar verpleegkunde studente rondom sorgsame gedrag te ondersoek. ʼn Verdere doel is om te bepaal hoe hierdie studente graag geassesseer wil word oor hul sorgsame gedrag in ʼn kurrikulum waar hierdie kenmerk nie pertinent geleer word nie. Watson se sorgsaamheidsfaktore en teoretiese raamwerk oor sorgsaamheid, sal gebruik word om die onderwerp na te vors. Bloom se Taksonomie van die affektiewe leergebied sal gesamentlik met Watson gebruik word as teoretiese grondslag vir die navorsing. Die studie-ontwerp is kwalitatief en verkennend. ʼn Doelbewuste seleksie is gedoen om spesifieke eerstejaar verpleegkunde studente (n=64) en vierdejaar verpleegkunde studente (n=41) by die navorsing te betrek. Die geselekteerde studente (n=105) van sewe (7) private opleidingshospitale in die Wes-Kaap, het aan nege (9) fokusgroep onderhoude deelgeneem (n=10-15). Die data-analise is deur middel van ʼn raamwerk-analise benader en ʼn deduktiewe strategie is gebruik. Die resultate van hierdie navorsing word omvattend bespreek en sal gebruik word ten doel voorgraadse verpleegkunde kurrikula in Suid-Afrika te informeer rakende die sorgsaamheidsprofiel van verpleegkunde studente. Aanbevelings, volgens die affektiewe leergebied, word ook gemaak oor hoe sorgsame gedrag geïnternaliseer kan word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/95921 |
| Date | 12 1900 |
| Creators | Crafford, Ilse |
| Contributors | Archer, Elize, Blitz, Julia, Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professionals Education. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 69 p. |
| Rights | Stellenbosch University |
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