Abstract
D.Cur. (Professional Nursing)
The aim of this study was tot describe a model for accompanied self-study in Nursing.
Our present time-frame confronts us on a daily basis with the realities of rationalization
and financial cutbacks. Amidst these demands, an effective, goal directed philosophy
of education is still expected. The challenge of effective education is lodged between
on the one hand, the expectations of society and on the other hand, the expectations
of the South African Nursing Council. The emphasis in nursing should focus on the
development of critical thinkers, who deliver quality nursing. The model is described by means of an exploratory, descriptive, qualitative, theory generative and contextual design for the purpose of accompanied self-study, utilising the hierachial order of research constructs as described by Mouton and Marais (1990). This model is described within the framework of Nursing Theory for the Whole Person (NTWP), reflecting man as a whole person - body, mind and spirit. The theoretical assumptions are derived from NTWP, the constructivistic perspective on learning and teaching, as well as Gravetts' (1993) perspective of teaching as the creation of a context conducive to student learning. The methodological assumptions are based on Botes' research model implying a functional approach to the practice of science. The determinants guiding the study were identified, justified and appropriate research strategies selected. The first step in the model description encompases concept identification and. classification. The survey list of Dickoff, James and Wiedenbach (1968:420), which focuses on the agent, recipient, context, purpose, procedure and dynamics was utilized. The agent in this study was identified as the learning accompanist, and the debate was focused on the shift from lecturing to the management of education. The recipient in this study was the adult as learner who displays specific traits requiring accommodation in the didactic situation. The context of this study is Nursing Science and Nursing. The purpose of this model is to facilitate deep-holistic lifelong learning. The nurse should engage in lifelong learning to render quality nursing care and display critical thinking ability. Two procedures are identified in this model, namely the intentional creation of a context conducive to learning by the learning accompanist as well as the procedure being utilized by the adult as learner, namely accompanied self-study. The underlying dynamics of the model is motivation, as this is a prerequisite for achieving the goal in the model. Focusing on the context of the survey list, a conceptual framework was described, primarily by means of indirect observation and exploring the literature. Accompanied self-study was identified as the main concept in this model. The main theme in this model was an argument for learner-centered education. The other concepts are interrelated and reflect an interdependence in relation to one another. Accompanied self-study was derived from Education, followed by a process of thorough concept analysis resulting in the formulation of a unique definition. During the description of the conceptual framework, deductive logic was utilized to formulate statements during each facet of the survey list. Six sets of statements were formulated with a sum total of thirty one statements on conclusion of the conceptual framework. The model description was derived from these statements with in-depth attention to the structure and process. During the development of this model, it was implemented, and then evaluated by the learners. The model was subsequently evaluated by seven experts and refined. In the following step, guidelines were described by means of deductive and inductive logic, focusing on specific guidelines for the learning accompanist and adult as learner. The unique contribution of the study is the description of accompanied self-study in the context of Nursing Science as a new teaching educational approach based on the constructivistic perspective on learning and teaching as well as the perspective of teaching as the creation of a context conducive to student learning. The purpose of this being the facilitation of deep-holistic lifelong learning, implying the rendering of quality
nursing care and the display of critical reasoning by the nurse. The value of this study
is embodied in the operationalization of the model which provides positive certainty for
the researcher that the model is functional and implementable.