Teaching accompaniment in intensive care units in the Republic of South Africa
- Authors: Mahne, Edwina
- Date: 2014-11-19
- Subjects: Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:12944 , http://hdl.handle.net/10210/12833
- Description: M.Cur. , Please refer to full text to view abstract
- Full Text:
- Authors: Mahne, Edwina
- Date: 2014-11-19
- Subjects: Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:12944 , http://hdl.handle.net/10210/12833
- Description: M.Cur. , Please refer to full text to view abstract
- Full Text:
Strategies to facilitate clinical judgement in critical care education
- Authors: Kearns, Irene Josephine
- Date: 2018
- Subjects: Nursing - Decision making , Intensive care nursing - Study and teaching - South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/296839 , uj:32347
- Description: Abstract: Clinical judgement is a complex process and a significant component of critical care nursing practice. It is recognised as essential to safe critically ill patient outcomes. The development of competence in critical care nursing students to ensure the practice of safe clinical judgement is an integral facet of critical care nursing education. Given the ever-changing, fast-paced and high-technological critical care practice environment, the role of the critical care nurse educator in the facilitation of safe clinical judgement to critical care nursing students cannot be emphasised enough. The critical care education environment includes the critical care practice environment. Prospective advanced critical care nurse practitioners practice mostly on a twelve-hour shift in the critical care practice environment where room for error is not admissible – the critically ill patient is at the hands of those practitioners taking care of them. Possessing the salient features of clinical judgement becomes mandatory. As critical care nurse educators endeavour to assist critical care nursing students towards practices that ensure safe critically ill patient outcomes, a need to better understand the facilitation of clinical judgement has become apparent. This qualitative, exploratory, descriptive and contextual study examines how clinical judgement is facilitated in the critical care nursing education environment of South Africa (Phase One) by the use of an Appreciative Inquiry (AI) method. A total of 32 critical care nurse educators participated in three focus group interviews. Data were analysed by the researcher and an independent coder using Giorgi’s phenomenological method. The research findings revealed critical care educators’ esteem for the facilitation of a meaningful critical care education environment to embed Higher Order Thinking Skills (HOTS), reflective practice skills, clinical reasoning ability and inclusive caring practices as fundamental aspects for clinical judgement. Furthermore, the research findings revealed the facilitation of pedagogy of connectedness to evolve clinical judgement through inculcating clinical judgement practice ability and generating clinical judgement practical wisdom. A conceptual... , D.Cur. (Nursing Education)
- Full Text:
- Authors: Kearns, Irene Josephine
- Date: 2018
- Subjects: Nursing - Decision making , Intensive care nursing - Study and teaching - South Africa
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/296839 , uj:32347
- Description: Abstract: Clinical judgement is a complex process and a significant component of critical care nursing practice. It is recognised as essential to safe critically ill patient outcomes. The development of competence in critical care nursing students to ensure the practice of safe clinical judgement is an integral facet of critical care nursing education. Given the ever-changing, fast-paced and high-technological critical care practice environment, the role of the critical care nurse educator in the facilitation of safe clinical judgement to critical care nursing students cannot be emphasised enough. The critical care education environment includes the critical care practice environment. Prospective advanced critical care nurse practitioners practice mostly on a twelve-hour shift in the critical care practice environment where room for error is not admissible – the critically ill patient is at the hands of those practitioners taking care of them. Possessing the salient features of clinical judgement becomes mandatory. As critical care nurse educators endeavour to assist critical care nursing students towards practices that ensure safe critically ill patient outcomes, a need to better understand the facilitation of clinical judgement has become apparent. This qualitative, exploratory, descriptive and contextual study examines how clinical judgement is facilitated in the critical care nursing education environment of South Africa (Phase One) by the use of an Appreciative Inquiry (AI) method. A total of 32 critical care nurse educators participated in three focus group interviews. Data were analysed by the researcher and an independent coder using Giorgi’s phenomenological method. The research findings revealed critical care educators’ esteem for the facilitation of a meaningful critical care education environment to embed Higher Order Thinking Skills (HOTS), reflective practice skills, clinical reasoning ability and inclusive caring practices as fundamental aspects for clinical judgement. Furthermore, the research findings revealed the facilitation of pedagogy of connectedness to evolve clinical judgement through inculcating clinical judgement practice ability and generating clinical judgement practical wisdom. A conceptual... , D.Cur. (Nursing Education)
- Full Text:
Evaluering van die opleiding in intensiewe algemene verpleegkunde in die Republiek van Suid-Afrika
- Folscher, Catharina Wilhelmina
- Authors: Folscher, Catharina Wilhelmina
- Date: 2014-07-23
- Subjects: Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:11812 , http://hdl.handle.net/10210/11534
- Description: D.Cur. , Intensive nursing science in the Republic of South Africa has become so comprehensive and has gained momentum to such an extent the curriculum for the diploma in intensive nursing science no longer suffices. This study has attempted to identify the scope of intensive care for the professional nurse within the context of the community need for intensive care and to develop the curriculum in accordance. To achieve this purpose a theoretical framework was compiled out of the literature according to which the curriculum was evaluated. The task of the professional nurse in intensive care was identified by means of a literature study, observations and interviews. In addition, a statistical survey was done of the diseases with which the patients are admitted into intensive care units. It is obvious that the prescribed curriculum has, to a large extent achieved its aim but an explicit need was indicated for more training schools and trained professional nurses in intensive care. The evaluation practices for the diploma in intensive nursing science must be placed upon a scientific basis.
- Full Text:
- Authors: Folscher, Catharina Wilhelmina
- Date: 2014-07-23
- Subjects: Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:11812 , http://hdl.handle.net/10210/11534
- Description: D.Cur. , Intensive nursing science in the Republic of South Africa has become so comprehensive and has gained momentum to such an extent the curriculum for the diploma in intensive nursing science no longer suffices. This study has attempted to identify the scope of intensive care for the professional nurse within the context of the community need for intensive care and to develop the curriculum in accordance. To achieve this purpose a theoretical framework was compiled out of the literature according to which the curriculum was evaluated. The task of the professional nurse in intensive care was identified by means of a literature study, observations and interviews. In addition, a statistical survey was done of the diseases with which the patients are admitted into intensive care units. It is obvious that the prescribed curriculum has, to a large extent achieved its aim but an explicit need was indicated for more training schools and trained professional nurses in intensive care. The evaluation practices for the diploma in intensive nursing science must be placed upon a scientific basis.
- Full Text:
Clinical accompaniment of the critical care nursing student
- Authors: Tsele, Nancy Bertha
- Date: 2012-08-15
- Subjects: Nursing students - In-service training - South Africa , Nursing students - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Nurses - Training of - Research - South Africa , Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:9307 , http://hdl.handle.net/10210/5749
- Description: M.Cur. , It is quite explicit that transformation in nursing education on clinical accompaniment of the critical care nursing students in the private hospital critical care units is inevitable. It is needed to accommodate the demands made that nurses should make rapid decisions in the crisis situations, taking responsibility that were previously of those of the physicians resulting in the increased complexity of decision-making. The decision-making skills demands that the nurses should develop the ability for the analytical, critical evaluation, critical thinking and ability of independent judgement of the scientific data as stated by the South African Nursing Council Regulation 2118 (1983:2). It also demands that the registered nurses working in the critical care units be suitably trained by completion of the Intensive Care Nursing Science course as specified by the South African Nursing Council Regulation 85 as amended (Nursing Act of 1978). The critical care nurses are required to integrate both the knowledge of the highly sophisticated technological equipment and also the understanding of the complex patient's problems. It is also explicit that, there is a need to develop the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units as no written guidelines are available. The overall objective of the study is to describe the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units. The guidelines will be utilised as a point of departure for the facilitation of attainment of quality/excellency in nursing education, skills or competency of the critical care nursing students in the private hospital critical care units.
- Full Text:
- Authors: Tsele, Nancy Bertha
- Date: 2012-08-15
- Subjects: Nursing students - In-service training - South Africa , Nursing students - Research - South Africa , Nursing - Study and teaching - Research - South Africa , Nurses - Training of - Research - South Africa , Intensive care nursing - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:9307 , http://hdl.handle.net/10210/5749
- Description: M.Cur. , It is quite explicit that transformation in nursing education on clinical accompaniment of the critical care nursing students in the private hospital critical care units is inevitable. It is needed to accommodate the demands made that nurses should make rapid decisions in the crisis situations, taking responsibility that were previously of those of the physicians resulting in the increased complexity of decision-making. The decision-making skills demands that the nurses should develop the ability for the analytical, critical evaluation, critical thinking and ability of independent judgement of the scientific data as stated by the South African Nursing Council Regulation 2118 (1983:2). It also demands that the registered nurses working in the critical care units be suitably trained by completion of the Intensive Care Nursing Science course as specified by the South African Nursing Council Regulation 85 as amended (Nursing Act of 1978). The critical care nurses are required to integrate both the knowledge of the highly sophisticated technological equipment and also the understanding of the complex patient's problems. It is also explicit that, there is a need to develop the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units as no written guidelines are available. The overall objective of the study is to describe the guidelines on clinical accompaniment of the critical care nursing students in the private hospital critical care units. The guidelines will be utilised as a point of departure for the facilitation of attainment of quality/excellency in nursing education, skills or competency of the critical care nursing students in the private hospital critical care units.
- Full Text:
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