Problem-based case study to enhance critical thinking in student nurses
- Authors: Mogale, Noria Mosehle
- Date: 2012-11-22
- Subjects: Nursing students in-service-training , Training of nurses , Nursing study and teaching
- Type: Thesis
- Identifier: uj:7408 , http://hdl.handle.net/10210/8236
- Description: M.Cur. (Professional Nursing Education) , The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
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Strategies to promote cultural interactions among learners in a private nursing college
The experiences of the nurse educators following the rationalization of nursing colleges in Gauteng
- Authors: Ntsele, Nompi
- Date: 2010-07-12T07:50:02Z
- Subjects: Nursing study and teaching , Educational change , Health care reform
- Type: Thesis
- Identifier: uj:6885 , http://hdl.handle.net/10210/3333
- Description: M.Cur. , The rationalization of nursing colleges was implemented to change the manner in which the state institutions were administered for the purpose of improving service delivery, reduce state expenditure and maximize the utilization of these state institutions by making them accessible to all eligible users. The nurse educators’ experiences in this regard had to be explored and described because people react differently even to the best of intentions. The following research questions that gave direction to the research study were formulated. • What are the experiences of the nurse educators following the rationalization of the nursing colleges in Gauteng? • What are the supportive guidelines that can be formulated to assist the nurse educators cope in the nursing college that has undergone the rationalization process? The purpose of the research was to describe the supportive guidelines that might assist the nurse educators cope in the receiving nursing college that had undergone the process of rationalization. The objectives that would enable the fulfillment of the research purpose were formulated. The objectives of the study were: • To explore and describe the experiences of the nurse educators in a nursing college that has undergone the process of rationalization. • To conceptualize the experiences of the nurse educators • Describe the supportive guidelines to assist the nurse educators cope in the nursing college that has undergone the process of rationalization. A qualitative, contextual, exploratory, descriptive and phenomenological research design was used to address the research questions and objectives (Mouton 1998). The study was conducted in two phases. Phase one focused on the description and exploration of the nurse educators’ experiences following the rationalization of nursing colleges in Gauteng. Phase two focused on the conceptualization of findings and the description of the supportive guidelines. The method of selecting the participants of the study was purposive so that participants who met the criteria could be included in the study. The sample was obtained from the target population of thirty six nurse educators who were deployed from the nursing colleges that were closed down and those who were employed in the nursing college before the implementation of the rationalization of nursing colleges in Gauteng. A pilot study of four nurse educators was done. The four nurse educators were not included in the focus group interview. Twelve nurse educators from General Nursing Science, Midwifery, and Psychiatry and some of the managers (HOD’s) participated in the study. Community Nursing Science nurse educators were not available due to work commitment outside the nursing college. A focus group interview (Krueger 1994) was conducted within ethical considerations. Audio tapes were used to capture the data. Field notes of the gestures and emotions expressed by the nurse educator during the interview were taken. Tech’s (in Cresswell 1994) protocol to systematically process the contextual data was utilized. Trustworthiness was maintained to ensure credibility of the study (Lincoln & Guba 1985.) The two categories, seven sub categories and the related themes that emerged from data analysis were conceptualized and supported by relevant literature. The two main categories were positive experiences and negative experiences. The sub-categories of the positive experiences were: sharing of resources, empowerment of the nurse educators, collaboration of the receiving nursing college with the community to improve nursing education and acquisition of trans- cultural knowledge. The sub- categories of the negative experiences were: fear, perceived behavior of the authorities concerned with rationalization of nursing colleges in Gauteng and aspects pertaining to racial issues. These categories and their related themes were conceptualized and supported by relevant literature. Guidelines that would assist the nurse educators cope in the receiving nursing college were formulated. It is recommended that the authorities concerned with the rationalization of nursing colleges in Gauteng and the management of the receiving nursing college should consider the guidelines to assist the nurse educators cope in the receiving nursing college and in future rationalization of the nursing college. In conclusion, the study has sheared light on the importance of conducting a research before implementing a major change such as rationalization of state institutions to ensure sustenance of the objectives of the change. The employees’ wellbeing should be considered because the success of the rationalization depends on them. Rationalization of institutions, whether public or private, requires effective management to facilitate a reasonable integration process.
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Perceptions of health assessment, treatment and care by community nurses
- Authors: Monamodi, Sediego Sarah
- Date: 2012-02-08
- Subjects: Community health nursing , Community health services , Nursing study and teaching , Training of nurses , Nursing assessment
- Type: Thesis
- Identifier: uj:2040 , http://hdl.handle.net/10210/4390
- Description: M.Cur. , One of the most important qualities of the primary health care nurse is to possess the necessary psychomotor , cognitive, affective and specific managerial skills to enable her to perform her diagnostic, therapeutic and interpersonal activities. These skills enable the primary health care nurse to provide quality care through physical examination, prescribing and storing drugs and keeping the necessary written records and statistics. The White Paper on Transformation of Health Care Services recommends that . the Department of Health trains primary health care personnel according to the appropriate level of care. Primary health care nurses fall under the categories of health care providers that are regarded by the department of health as a training pnonty. This training also needs to be coordinated and, if necessary, rationalised. Particular emphasis should be placed on training personnel for rendering effective primary health care. If the curriculum for the training of primary health care nurses is to be reviewed successfully, it should reflect community needs more accurately and the teaching should place more emphasis on community-and outcome-based programmes. This research was undertaken to explore and describe the perceptions held about health assessment, treatment and care programmes by primary health care nurses ·to assist those involved in the provision of health care to render quality care. The aim of this study was to explore and describe whether primary health care nurses are equipped with the skills they require in health assessment, treatment and care. The researcher used an exploratory, descriptive and contextual, design to do this. The data was obtained through focus group interviews with community nurses in the first phase, and with patients in the second phase of data collection respectively. In the. third phase, guidelines were compiled from the data obtained in phases one and two to outline how primary health care nurses should function in health assessment, treatment and care of their patients. The results of this research show that the community nurses and patients perceive primary health care nurses to be skilful in psychomotor, cognitive and attitude aspects.
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'n Model vir praktykbegeleiding vir 'n afstandsonderrigprogram in verpleegkunde
- Authors: Kriel, Marié Christina
- Date: 2012-05-30
- Subjects: Nursing study and teaching , Distance education
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/387801 , uj:2292 , http://hdl.handle.net/10210/4752
- Description: D.Cur. , The purpose of this research study was to develop and describe a model for clinical accompaniment for learners who follow a distance education programme in nursing. The future of health services relies worldwide on programmes in nursing with a practical component which will equip the learner to provide safe and effective nursing care. In spite of attempts throughout the world to bridge the gap between theory and practice, there is still confusion about who is primarily responsible for clinical accompaniment of learners in nursing. South Africa is experiencing a shortage of nurses, and these numbers could be supplemented by distance education. The challenge arose to develop a scientifically based functional model that would be easily understandable. Such a model could address the gaps in clinical accompaniment and lead to better outcomes of nursing care. It could contribute to more nurses gaining access to possible further training.
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A quality audit system for nursing colleges in Gauteng
- Authors: Armstrong, Susan Jennifer
- Date: 2011-02-28T06:24:23Z
- Subjects: Nursing school standards , Nursing study and teaching , Nursing schools quality control
- Type: Thesis
- Identifier: uj:7039 , http://hdl.handle.net/10210/3560
- Description: D.Cur. , During the last decade there has been a surge of interest in quality issues in education. This is largely due to spiralling costs of education and political demands for accountability in public institutions. In South Africa, higher education institutions are now required by law (Higher Education Act No. 101 of 1997 and the South African Qualifications Act No. 58 of 1995) to introduce quality management in an attempt to assure quality ofboth the programmes and the education providers. The Nursing Colleges in Gauteng provide nursing education to nearly 2000 nurses and, as such, make the major contribution to providing for the quality of the health care services. The colleges therefore have a double reason for introducing quality improvement measures, which start with a system for monitoring the quality of the colleges. In this study a quality audit system has been developed to address this need. There is no comprehensive internal audit system, which allows for quantitative measurement and acts as an empowerment strategy for institutional quality improvement in the nursing colleges in South Africa. The following research questions are relevant: • what should an auditing system for nursing colleges comprise? • what are the indicators of quality in a nursing college? • is the auditing system trustworthy? The overall aim of the study was to develop an audit system for the nursing colleges in Gauteng. This aim was supported by the following objectives: Phase one: to conduct a value clarification of quality within the nursing colleges in Gauteng, as perceived by the internal and external customers. Phase two: to explore and describe a conceptual framework for a quality audit system for nursing colleges in Gauteng. Phase three: a. to develop a quality audit system for the nursing colleges in Gauteng b. To pilot the audit system in one nursing college in Gauteng. A qualitative, exploratory, descriptive and contextual design was conducted within the nursing colleges of Gauteng in order to develop a contextual framework and a quality audit system for the nursing colleges. The content validity was tested by means of quantitative methods. The audit system that was developed included a tool for auditing the quality of nursing colleges as a means to identifY conformance to standards, criteria and indicators and to improve the quality of the structure, processes and results ofthe organization. The standards were developed on the basis of a value clarification of internal and external customers. Clusters ofindicators were developed for each of the standards. The value of this study is that a comprehensive audit system has been developed which empowers the staffand students ofthe college to improve the quality ofthe college. The same system can be used for purposes of accreditation, as an accountability mechanism and for institutional recognition.
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A model for mentoring newly appointed nurse educators in nursing education institutions in South Africa
- Authors: Seekoe, Eunice
- Date: 2012-05-29
- Subjects: Nursing study and teaching , Nurse educators , Mentoring in nursing
- Type: Thesis
- Identifier: uj:2275 , http://hdl.handle.net/10210/4737
- Description: D.Cur. , The focus of this study was the mentoring of newly appointed nurse educators in nursing education institutions (NEIs) in South Africa. The mandate of higher education institutions changed due to the transformation of higher education in South Africa. The need for recruiting and retaining nurse educators to meet the demands of teaching and learning became evident. It is important that newly appointed nurse educators (NANEs) be mentored in order to meet higher education demands. The researcher identified the need to develop a model for mentoring newly appointed nurse educators in nursing education institutions in South Africa. The applicable research questions were: What are the mentoring needs of NANEs in NEIs in South Africa? How can the mentoring needs of NANEs in NEIs in South Africa be met? What model could be developed to mentor NANEs in NEIs in South Africa? What guidelines could be formulated for the model to mentor NANEs in NEIs in South Africa? The aim of the study was to develop a model for mentoring NANEs in NEIs in South Africa. The objectives of the study were to: determine and describe the mentoring needs of NANEs in NEIs in South Africa, identify and conceptualise a framework for how the mentoring needs of NANEs in NEIs in South Africa can be met and describe a mentoring model for NANEs in NEIs in South Africa. The design of the study was quantitative, qualitative, descriptive and theory-generating (Walker & Avant, 1995:136). The study was conducted in four phases. A quantitative, qualitative, descriptive and theory-generating research design was conducted using questionnaires, literature triangulation, inductive and deductive strategies (Mouton, 1989:21). Quantitative data was analysed using the statistical package of social sciences (SPSS) and descriptive statistics. An exploratory factor analysis was conducted on data from the empirical phase to identify and analyse central concepts for model development (Burns & Grove, 2001:242). The population of study was newly appointed nurse educators in nursing education institutions in South Africa. Probability and non-probability sampling approaches were used with multi-stage cluster and purposive sampling methods (Burns & Grove, 2001:242). The conceptual framework for the model was based on purpose, context, role-players and their roles in mentoring. The results of the study indicated that 90 (67%) of the participants did not function according to their key performance areas. The participants specified competency development needs. The study confirmed the need for the mentoring model. The assumptions for the model were based on the multi-dimensional, multi-layered (macro, meso and micro), highly interactive and complex (external and internal environment) context. The agent in the study referred to the mentor and a mentee (stakeholders), who are holistic beings functioning at a bio-psycho-social and cultural level. Mentoring is an interactive participative, purposeful dynamic process of relationship-building, development, engagement and reflection. The outcome of mentoring is to empower and build capacity and competency. A critical self-reflective questionnaire was designed and utilised to evaluate the model for its clarity, simplicity, generality, accessibility and importance. The model was presented from the first to the third phase at different international and national conferences and the two promoters, who are experts in management, teaching and ethics in higher education, gave direction to the researcher and added value to the quality of the study. The researcher recommends that a mentoring programme be developed to mentor NANEs in HEIs. The model can be used to improve practice by developing mentoring programmes for use in clinical, management, education and nursing research.
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