Abstract
M.Cur.
The purpose of this research is to describe a model as framework for the nursing
lecturer to utilize in the empowerment of the nursing education student as a
reflective learning accompanist in nursing education. Because of the rapid
changing political situation in the Republic of South Africa, unprecedented
changes are occurring in education and health services.
A greater degree of multi-cultural student numbers is experienced in classrooms
at tertiary education institutions. Because of the increased accessibility to health
services, these specific services are overcrowded by clients/patients. The
overcrowding results in a shortage of trained nursing staff. More nursing
students register at tertiary institutions, leading to a greater need for nursing
education lecturers. These two aspects were identified as the most important
causes of this specific research study in nursing education. It is assumed that
the nursing lecturer, as reflective learning accompanist, empowers nursing
education students to facilitate reflective thinking in their nursing students, by
means of reflective learning accompaniment. This serves to improve nursing
education, as well as the maintenance and improvement of nursing within a
context of an increased need for health services. By means of more efficient
education in the development of nursing education students, as reflective
learning accompanists in nursing education, the increased demand for more
comprehensive and more efficient health care services is addressed. In order to
facilitate reflective thinking, the nursing lecturer must empower the developing
nursing education student by means of reflective learning accompaniment in
order to facilitate reflective thinking.