Abstract
M.Cur. (Professional Nursing)
Nursing as a humanistic profession has a responsibility to train expert
practitioners with a responsibility towards the community. A variety of factors
necessitate the cooperation between distance education an~ contact education.
Some residential universities are planning, or are involved in, the presentation
of courses through distance education.
For the purpose of this study, a descriptive contextual investigation was
undertaken of the profile of distance learning nursing students; and with a view
to provide guidelines to residential universities for .the preparation and
presentation of distance education courses. Relevant literature pertaining to
distance education and contact education was studied and the Nursing for the
Whole Person Theory as 'Nell as Holmberg's theory on guided didactic
discussion formed the basis for compiling a conceptual framework for this study.
A questionnaire was handed out to distance learning respondents at an Institute
for Nursing and findings were obtained from them. It appears that the older,
more adult person who has job and household responsibilities, is involved in
distance education. It also appears that guidance by the tutor, especially by
indirect means through the use of stUdy guides and assignments, is important.
Supporting services, such as student counselling and accessible libraries, are
needed. A variety of support groups can either have a positive or negative
influence on the student's motivation level as well as success in her studies.
Closer contact between educational institution and employer is recommended.
All the facilities which are conducive to the studenfs learning should be
functional and supportive guidance by the tutor, especially through indirect
contact, is important for the student's success and motivation level. In the recommendations and guidelines possible solutions to problems are suggested.
This accommodates the conceptual framework for interaction between the tutor,
system and student to facilitate positive patterns of interaction between student's
internal and external environment. A responsible, expert and independent
practitioner can thus develop.