A mobilization model of the advanced psychiatric nurse as practitioner
- Tshotsho, Ntombodidi Muzzen-Sherra
- Authors: Tshotsho, Ntombodidi Muzzen-Sherra
- Date: 2012-08-16
- Subjects: Psychiatric nurses , Mental health services - Research - South Africa - Gauteng , Psychiatric nurses - Mental health - Research - South Africa - Gauteng , Psychiatric nursing - Research - South Africa - Gauteng
- Type: Thesis
- Identifier: uj:9483 , http://hdl.handle.net/10210/5914
- Description: D.Cur. , There is currently lack of mobilization of the advanced psychiatric nurse as a resource person in the mental health services of the Gauteng Province. This lack of mobilization of the advanced psychiatric nurse as a resource person in the mental health services, is associated with her supervisors who are the psychiatric nurse managers. The purpose of this research was to develop and describe a model that could be implemented to guide the mobilization of the advanced psychiatric nurse as a resource person in the mental health services in order to facilitate her mental health. The research also focused on developing guidelines for the implementation of the model for the mobilization of the advanced psychiatric nurse as a resource person. The model: "Mobilization of the advanced psychiatric nurse as a resource person: an interactive process", together with its operational guidelines was developed by using a theory generative design, that is, qualitative, explorative, descriptive and contextual in nature. This model was developed according to Chinn and Kramer's (1995) approach to theory generation, namely: identification of the central concepts for the model by conducting a field study to explore and describe the views of the advanced psychiatric nurse and those of the psychiatric nurse managers with regard to the mobilization of the advanced psychiatric nurse as a resource person in the mental health services of Gauteng; analysing the data gathered through focus groups interviews from the sample of the advanced psychiatric nurses and form the sample of psychiatric nurse managers using Strauss and Corbin's (1990) open, axial, and selective coding approach to guide data analysis; analysing the data by identifying, defining, classifying the concepts and placing them into relationship with each other to form relationship statements as the conceptual framework for the model; describing the model using strategies proposed by Chinn and Kramer (1995) and then subjecting the model to evaluation by experts in theory generation; describing the guidelines for the implementation of the model in the clinical setting.
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- Authors: Tshotsho, Ntombodidi Muzzen-Sherra
- Date: 2012-08-16
- Subjects: Psychiatric nurses , Mental health services - Research - South Africa - Gauteng , Psychiatric nurses - Mental health - Research - South Africa - Gauteng , Psychiatric nursing - Research - South Africa - Gauteng
- Type: Thesis
- Identifier: uj:9483 , http://hdl.handle.net/10210/5914
- Description: D.Cur. , There is currently lack of mobilization of the advanced psychiatric nurse as a resource person in the mental health services of the Gauteng Province. This lack of mobilization of the advanced psychiatric nurse as a resource person in the mental health services, is associated with her supervisors who are the psychiatric nurse managers. The purpose of this research was to develop and describe a model that could be implemented to guide the mobilization of the advanced psychiatric nurse as a resource person in the mental health services in order to facilitate her mental health. The research also focused on developing guidelines for the implementation of the model for the mobilization of the advanced psychiatric nurse as a resource person. The model: "Mobilization of the advanced psychiatric nurse as a resource person: an interactive process", together with its operational guidelines was developed by using a theory generative design, that is, qualitative, explorative, descriptive and contextual in nature. This model was developed according to Chinn and Kramer's (1995) approach to theory generation, namely: identification of the central concepts for the model by conducting a field study to explore and describe the views of the advanced psychiatric nurse and those of the psychiatric nurse managers with regard to the mobilization of the advanced psychiatric nurse as a resource person in the mental health services of Gauteng; analysing the data gathered through focus groups interviews from the sample of the advanced psychiatric nurses and form the sample of psychiatric nurse managers using Strauss and Corbin's (1990) open, axial, and selective coding approach to guide data analysis; analysing the data by identifying, defining, classifying the concepts and placing them into relationship with each other to form relationship statements as the conceptual framework for the model; describing the model using strategies proposed by Chinn and Kramer (1995) and then subjecting the model to evaluation by experts in theory generation; describing the guidelines for the implementation of the model in the clinical setting.
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A model for facilitative interaction during conflict in a college of nursing
- Tlakula, Ntimela Rachel Cecilia
- Authors: Tlakula, Ntimela Rachel Cecilia
- Date: 2012-09-13
- Subjects: Nursing models - South Africa , Conflict management - South Africa , Nursing students - South Africa - Attitudes , Intergroup relations - South Africa
- Type: Thesis
- Identifier: uj:10343 , http://hdl.handle.net/10210/7706
- Description: D.Cur. , The overall objective of this study is to describe a model that will serve as theoretical framework for facilitating interaction to both nurse educators and nursing students during conflict at a college of nursing. There is need for transformation at colleges concerning interaction during conflict and that can be facilitated through practising the opposite elements of negative interaction, identified in the field-work of the research study, which is compliance with norms, justice which is fair and equal treatment, facilitative communication, power sharing, facilitative peer group dynamics. A unique contribution in the model description is the facilitative interaction elements identified as opposites of the results of the field research, namely: Compliance with norms Justice, which is fair and equal treatment Facilitative communication Power sharing Facilitative peer group dynamics.
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- Authors: Tlakula, Ntimela Rachel Cecilia
- Date: 2012-09-13
- Subjects: Nursing models - South Africa , Conflict management - South Africa , Nursing students - South Africa - Attitudes , Intergroup relations - South Africa
- Type: Thesis
- Identifier: uj:10343 , http://hdl.handle.net/10210/7706
- Description: D.Cur. , The overall objective of this study is to describe a model that will serve as theoretical framework for facilitating interaction to both nurse educators and nursing students during conflict at a college of nursing. There is need for transformation at colleges concerning interaction during conflict and that can be facilitated through practising the opposite elements of negative interaction, identified in the field-work of the research study, which is compliance with norms, justice which is fair and equal treatment, facilitative communication, power sharing, facilitative peer group dynamics. A unique contribution in the model description is the facilitative interaction elements identified as opposites of the results of the field research, namely: Compliance with norms Justice, which is fair and equal treatment Facilitative communication Power sharing Facilitative peer group dynamics.
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'n Model vir die bemagtiging van die verpleegonderwysstudent as reflektiewe leerbegeleier in die verpleegonderwys
- Authors: Kotzé, Tersia
- Date: 2012-08-30
- Subjects: Nursing models - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Nursing - Planning
- Type: Thesis
- Identifier: uj:3435 , http://hdl.handle.net/10210/6830
- Description: 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.
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- Authors: Kotzé, Tersia
- Date: 2012-08-30
- Subjects: Nursing models - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Nursing - Planning
- Type: Thesis
- Identifier: uj:3435 , http://hdl.handle.net/10210/6830
- Description: 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.
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