'n Gehalteverbeteringsprogram vir verpleegonderwys in die privaat gesondheidsdienste
- Paolini, Magdalena Wilhelmina
- Authors: Paolini, Magdalena Wilhelmina
- Date: 2014-02-11
- Subjects: Nursing - Study and teaching , Medical care - Research , Educational innovations
- Type: Thesis
- Identifier: uj:3890 , http://hdl.handle.net/10210/9256
- Description: M.Cur. , The aim of this study is to describe a quality improvement programme for nursing education in the private health care services. In the present economic climate of South Africa everybody strives towards quality service and as a result it has also became a customer demand. The learning accompanist is thus faced with the challenge to create a service which accommodates the expectations of the student as the customer. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to receive quality education which would enable him/her to function as an independent practitioner with critical and analytical thinking skills and able to provide quality nursing. The paradigmatic perspective that guides this research is based on metatheoretical, theoretical and methodological assumptions. The metatheoretical assumption utilised the Nursing Theory for the whole person, whereas the theoretical assumption utilised three sources:- the Nursing Theory for the Whole Person, the Quality Improvement Model of Muller (1986) and the Adult-Learner proposed by Knowles (1980). The methodological assumptions of this study are based on Botes' research model (1992), which imply a functional approach to practice of nursing science. The expectations of students regarding quality nursing education in the private health care services were initially explored by means of focus group interviews and these ideas are supported by literature searches. The sample population was N = 76 and the sample realization was N =12 for the focus group interview. Trustworthiness was ensured using the strategies proposed by Lincoln and Guba (1985: 290). A questionnaire based on this data was constructed to confirm these expectations as well as to explore-the theological dimension ("how") of the identified expectations. Analysis of the resultant data enabled the generation of specific statements which embodied the expectations with respect to the learning accompanist, nursing education and the system (N=9). In chapter four the conceptual framework is described based on the identified concepts.. relevant national and international literature. Trustworthiness was ensured by means of sound literature scrutiny and literature analysis (N=64). From the analysis of the description of the conceptual framework, six main and related concepts which resulted in concise and clear statements on nursing care could be generated (N =30). The contents of a desirable quality improvement programme were drawn up by means of deductive and inductive reasoning from these statements. The resultant programme focuses on the actions which should be carried out in order to improve quality in nursing education in the private health care services.
- Full Text:
- Authors: Paolini, Magdalena Wilhelmina
- Date: 2014-02-11
- Subjects: Nursing - Study and teaching , Medical care - Research , Educational innovations
- Type: Thesis
- Identifier: uj:3890 , http://hdl.handle.net/10210/9256
- Description: M.Cur. , The aim of this study is to describe a quality improvement programme for nursing education in the private health care services. In the present economic climate of South Africa everybody strives towards quality service and as a result it has also became a customer demand. The learning accompanist is thus faced with the challenge to create a service which accommodates the expectations of the student as the customer. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to receive quality education which would enable him/her to function as an independent practitioner with critical and analytical thinking skills and able to provide quality nursing. The paradigmatic perspective that guides this research is based on metatheoretical, theoretical and methodological assumptions. The metatheoretical assumption utilised the Nursing Theory for the whole person, whereas the theoretical assumption utilised three sources:- the Nursing Theory for the Whole Person, the Quality Improvement Model of Muller (1986) and the Adult-Learner proposed by Knowles (1980). The methodological assumptions of this study are based on Botes' research model (1992), which imply a functional approach to practice of nursing science. The expectations of students regarding quality nursing education in the private health care services were initially explored by means of focus group interviews and these ideas are supported by literature searches. The sample population was N = 76 and the sample realization was N =12 for the focus group interview. Trustworthiness was ensured using the strategies proposed by Lincoln and Guba (1985: 290). A questionnaire based on this data was constructed to confirm these expectations as well as to explore-the theological dimension ("how") of the identified expectations. Analysis of the resultant data enabled the generation of specific statements which embodied the expectations with respect to the learning accompanist, nursing education and the system (N=9). In chapter four the conceptual framework is described based on the identified concepts.. relevant national and international literature. Trustworthiness was ensured by means of sound literature scrutiny and literature analysis (N=64). From the analysis of the description of the conceptual framework, six main and related concepts which resulted in concise and clear statements on nursing care could be generated (N =30). The contents of a desirable quality improvement programme were drawn up by means of deductive and inductive reasoning from these statements. The resultant programme focuses on the actions which should be carried out in order to improve quality in nursing education in the private health care services.
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A model for partnership between a nursing education institution and the community
- Authors: Netshandama, Vhonani Olive
- Date: 2012-09-04
- Subjects: Community health nursing - Study and teaching , Nursing - Study and teaching , Partnership - Health aspects
- Type: Thesis
- Identifier: uj:3460 , http://hdl.handle.net/10210/6853
- Description: D.Cur. , The higher education, nursing education and health care context has been shifting its focus into community development. This shift is being influenced by the constitutional framework of the country, South Africa, which is putting more emphasis in all sectors on addressing community needs. The focus is not only on community development, but on participatory development. On the one hand, the Nursing Education Institution (NEI) is faced with the challenge of addressing the education and the health care needs of the community. On the other hand, the community context is also undergoing a paradigm shift, that of striving for self-sufficiency. Purpose and objectives: To address the education, health and community development needs, the NEI and the community require a goal-oriented partnership. To date it is not clear in the literature, how a partnership should take place. The needs and expectations of stakeholders in the partnership have not yet been explored. What has been written about community academic partnerships indicates that partnerships that existed were not true partnerships. Academic-community partnerships that exist usually portray academic institutions as owners of knowledge from which the community may benefit. It was therefore necessary to explore and describe the nature and structure of what stakeholders would consider as quality partnerships. The aim of this study was to develop a model for partnership between the NEI and the community and to develop standards against which the partnership could be evaluated. The following objectives were set according to the phases of the study:
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- Authors: Netshandama, Vhonani Olive
- Date: 2012-09-04
- Subjects: Community health nursing - Study and teaching , Nursing - Study and teaching , Partnership - Health aspects
- Type: Thesis
- Identifier: uj:3460 , http://hdl.handle.net/10210/6853
- Description: D.Cur. , The higher education, nursing education and health care context has been shifting its focus into community development. This shift is being influenced by the constitutional framework of the country, South Africa, which is putting more emphasis in all sectors on addressing community needs. The focus is not only on community development, but on participatory development. On the one hand, the Nursing Education Institution (NEI) is faced with the challenge of addressing the education and the health care needs of the community. On the other hand, the community context is also undergoing a paradigm shift, that of striving for self-sufficiency. Purpose and objectives: To address the education, health and community development needs, the NEI and the community require a goal-oriented partnership. To date it is not clear in the literature, how a partnership should take place. The needs and expectations of stakeholders in the partnership have not yet been explored. What has been written about community academic partnerships indicates that partnerships that existed were not true partnerships. Academic-community partnerships that exist usually portray academic institutions as owners of knowledge from which the community may benefit. It was therefore necessary to explore and describe the nature and structure of what stakeholders would consider as quality partnerships. The aim of this study was to develop a model for partnership between the NEI and the community and to develop standards against which the partnership could be evaluated. The following objectives were set according to the phases of the study:
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Leergeleenthede vir die opleiding van studentverpleegkundiges in die kardio-torakschirurgiese afdeling
- Authors: Crous, Jacqueline Sonette
- Date: 2014-10-29
- Subjects: Nursing students - Psychology , Nursing - Study and teaching , Learning
- Type: Thesis
- Identifier: uj:12716 , http://hdl.handle.net/10210/12581
- Description: M.Cur. (Nursing Education) , Please refer to full text to view abstract
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- Authors: Crous, Jacqueline Sonette
- Date: 2014-10-29
- Subjects: Nursing students - Psychology , Nursing - Study and teaching , Learning
- Type: Thesis
- Identifier: uj:12716 , http://hdl.handle.net/10210/12581
- Description: M.Cur. (Nursing Education) , Please refer to full text to view abstract
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Riglyne vir indiensopleiding in 'n privaathospitaal
- Authors: Beisheim, Francina Jacoba
- Date: 2012-08-16
- Subjects: Nurses - In-service training , Hospitals - Staff - In-service training , Nursing - Study and teaching
- Type: Thesis
- Identifier: uj:9556 , http://hdl.handle.net/10210/5981
- Description: M.Cur. , Various internal and external factors exist which have an influence on effective in-house training. Nurses' perceptions of in-house training is important. These perceptions can be positive of negative and can consequently be regarded as facilitating aspects or obstacles. Nurses' internal environmental needs (physical, psychological and religious) should be addressed in the planning and execution of an in-house training program. It is also the responsibility of the education accompainent to create an external environment (physical, psychological and social) that improves education. In this study guidelines for facilitating effective in-house training was explained, after the nurses' perceptions of in-house training was explored and explained and related to literature control. The most common findings regarding perceptions is that facilitating aspects exist which have a positive influence on in-house training as well as obstacles which are negative. Methods for the meaningful presentation of in-house training was also suggested. Recommendations for further research regarding nursing practice, education and research was also made.
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- Authors: Beisheim, Francina Jacoba
- Date: 2012-08-16
- Subjects: Nurses - In-service training , Hospitals - Staff - In-service training , Nursing - Study and teaching
- Type: Thesis
- Identifier: uj:9556 , http://hdl.handle.net/10210/5981
- Description: M.Cur. , Various internal and external factors exist which have an influence on effective in-house training. Nurses' perceptions of in-house training is important. These perceptions can be positive of negative and can consequently be regarded as facilitating aspects or obstacles. Nurses' internal environmental needs (physical, psychological and religious) should be addressed in the planning and execution of an in-house training program. It is also the responsibility of the education accompainent to create an external environment (physical, psychological and social) that improves education. In this study guidelines for facilitating effective in-house training was explained, after the nurses' perceptions of in-house training was explored and explained and related to literature control. The most common findings regarding perceptions is that facilitating aspects exist which have a positive influence on in-house training as well as obstacles which are negative. Methods for the meaningful presentation of in-house training was also suggested. Recommendations for further research regarding nursing practice, education and research was also made.
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Riglyne vir teorie-praktyk korrelasie in die begeleiding van die studentverpleegkundige
- Authors: Van Niekerk, E. C.
- Date: 1993
- Subjects: Nursing - Study and teaching , Nurses - Training of - Research
- Language: Afrikaans
- Type: Masters Thesis
- Identifier: http://hdl.handle.net/10210/20375 , uj:16090
- Description: Abstract: Accompaniment that enables student nurses to give concrete form to abstract theoretical knowledge in nursing practice, is a contemporary nursing educational matter. The aim of this study i s to describe guidelines for accompaniment regarding the correlation of theory and practice for the four year Diploma programme leading to registration as a nurse (general, psychiatric and community) and midwife which would enable independent nursing practice. The aim is expounded by way of a contextual, investigative and descriptive study wherein the requirements for accompaniment have been identified and described as well as the investigation and description of the realisation of accompaniment within an accompaniment partnership in order to describe guidelines for the correlation of theory and practice during the accompaniment of student nurses. In the formulation of the guidelines for accompaniment "that which should be" and "that which is" are combined by way of inductive logic. The guidelines for accompaniment is based on the philosophical viewpoints of the Nursing theory for the whole person. , M.Cur. (Nursing)
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- Authors: Van Niekerk, E. C.
- Date: 1993
- Subjects: Nursing - Study and teaching , Nurses - Training of - Research
- Language: Afrikaans
- Type: Masters Thesis
- Identifier: http://hdl.handle.net/10210/20375 , uj:16090
- Description: Abstract: Accompaniment that enables student nurses to give concrete form to abstract theoretical knowledge in nursing practice, is a contemporary nursing educational matter. The aim of this study i s to describe guidelines for accompaniment regarding the correlation of theory and practice for the four year Diploma programme leading to registration as a nurse (general, psychiatric and community) and midwife which would enable independent nursing practice. The aim is expounded by way of a contextual, investigative and descriptive study wherein the requirements for accompaniment have been identified and described as well as the investigation and description of the realisation of accompaniment within an accompaniment partnership in order to describe guidelines for the correlation of theory and practice during the accompaniment of student nurses. In the formulation of the guidelines for accompaniment "that which should be" and "that which is" are combined by way of inductive logic. The guidelines for accompaniment is based on the philosophical viewpoints of the Nursing theory for the whole person. , M.Cur. (Nursing)
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The experiences of learners in large classes regarding the use of virtual technology at a nursing college
- Authors: Moeketsi, Senkgobeng Maria
- Date: 2015
- Subjects: Nursing - Study and teaching , Virtual reality in education - Evaluation , Computer-assisted instruction - Evaluation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/91453 , uj:20105
- Description: Abstract: The mandate to increase nurses training by 20% per annum was given by Gauteng Province Premier in his state of address in 2004. The increased number of learner nurses has reduced the ability of lecturers in the nursing college under study to use traditional method of demonstrating clinical skills (Woolley & Jarvis, 2006:73). Responding to the challenges of teaching clinical skills to a large number of learner nurses using the traditional method of clinical demonstrations led to the lecturers exploring other teaching strategies that would be effective in learners achieving clinical competence. Virtual technology has been used successfully in this regard (Sadler & Nelson, 2007:83). The purpose of this study is to explore and describe the experiences of learner nurses in a large class regarding the use of virtual technology in a nursing college in order to describe the strategies to improve the use of virtual technology as a clinical teaching strategy. A qualitative, exploratory, descriptive, and contextual phenomenological design was used in order to gain an understanding of the lived experiences of learner nurses regarding the use of virtual technology in demonstrating clinical skills to a large class. The selected population were third-year learner nurses doing completing the Diploma in Nursing (General, Psychiatric and Community) and Midwifery who were exposed to the use of virtual technology as a method to demonstrate clinical skills to a large class. The purposive sampling method was used. The sample for this study comprises third-year learner nurses who were exposed to the use of virtual technology as a method to demonstrate clinical skills to a large class. Individual, phenomenological, semistructured interviews were conducted and an audiotape recorder was used to record the interviews with the participants’ permission. Field notes were taken to enrich the data (Burns & Grove, 2009:355). Data was analysed using Tesch’s protocol of open coding qualitative data analysis (Creswell, 2009:186)... , M.Cur. (Professional Nursing Science)
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- Authors: Moeketsi, Senkgobeng Maria
- Date: 2015
- Subjects: Nursing - Study and teaching , Virtual reality in education - Evaluation , Computer-assisted instruction - Evaluation
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/91453 , uj:20105
- Description: Abstract: The mandate to increase nurses training by 20% per annum was given by Gauteng Province Premier in his state of address in 2004. The increased number of learner nurses has reduced the ability of lecturers in the nursing college under study to use traditional method of demonstrating clinical skills (Woolley & Jarvis, 2006:73). Responding to the challenges of teaching clinical skills to a large number of learner nurses using the traditional method of clinical demonstrations led to the lecturers exploring other teaching strategies that would be effective in learners achieving clinical competence. Virtual technology has been used successfully in this regard (Sadler & Nelson, 2007:83). The purpose of this study is to explore and describe the experiences of learner nurses in a large class regarding the use of virtual technology in a nursing college in order to describe the strategies to improve the use of virtual technology as a clinical teaching strategy. A qualitative, exploratory, descriptive, and contextual phenomenological design was used in order to gain an understanding of the lived experiences of learner nurses regarding the use of virtual technology in demonstrating clinical skills to a large class. The selected population were third-year learner nurses doing completing the Diploma in Nursing (General, Psychiatric and Community) and Midwifery who were exposed to the use of virtual technology as a method to demonstrate clinical skills to a large class. The purposive sampling method was used. The sample for this study comprises third-year learner nurses who were exposed to the use of virtual technology as a method to demonstrate clinical skills to a large class. Individual, phenomenological, semistructured interviews were conducted and an audiotape recorder was used to record the interviews with the participants’ permission. Field notes were taken to enrich the data (Burns & Grove, 2009:355). Data was analysed using Tesch’s protocol of open coding qualitative data analysis (Creswell, 2009:186)... , M.Cur. (Professional Nursing Science)
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