Boys in “trouble”: Contestations, contradictions and conflicting notions of Coloured high school masculinities

This article focuses of 13 high school boys’ experiences of getting into “trouble” in a former Colouredi township high school in KwaZulu-Natal Province. This ethnographic study explored the reasons for boys being considered “troublesome” ii at school. Data collection included focus groups, semi-structured open-ended individual interviews and non-participant observation. Using the social constructionist perspective of masculinity as an analytical lens, the findings show that these boys’ schooling experiences are fraught with anti-schooling, anti-academic and anti-authoritarian attitudes and behaviours. They construct themselves as dominant, unafraid and unwilling to conform to school rules, which brings them into conflict with authorities. While some of the group expressed determination to ameliorate their lives, others dropped out of school prematurely. Teacher attitudes are central to either perpetuating “trouble” or being sensitive to these boys’ schooling woes. Keywords: anti-academic; anti-authoritarian; Coloured; ethnography; high school; masculinities; “trouble”; “troublesome”; working  class&nbsp

'Coloured' boys in 'trouble' : an ethnographic investigation into the constructions of coloured working-class masculinities in high school in Wentworth, Durban.

Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009

Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards

Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards.</p

Timing of Intravenous Therapy, Venepuncture and Cannulation Education for Nurses

Internationally it is becoming more acceptable for nurses to carry out intravenous (IV) therapy, venepuncture and cannulation. There does not appear to be consensus about when nurses should undergo this education either nationally or internationally. The aim of this research project was to try and identify when IV therapy, venepuncture and cannulation education should take place and also to identify what different District Health Boards (DHBs) and nursing schools in New Zealand consider should be included in undergraduate nursing curricula related to IV therapy, venepuncture and cannulation. An email survey method was employed, which returned 36 responses. Descriptive statistics were used to analyse these responses. This research project has utilised an exploratory descriptive approach to examine perceptions of registered nurses, who are employed in hospitals and schools of nursing, about whether nurses in New Zealand should be prepared to administer intravenous therapy, undertake venepuncture and cannulation prior to, or following, registration. Participants were asked to share their personal beliefs, thoughts and understanding about the topic. Benner's framework of Novice to Expert was used as a theoretical framework for this study. The major findings that emerged from this study were that IV therapy should be a core component of undergraduate study and that there should be a national education and training programme. There was however, no agreement about the timing of venepuncture and cannulation education and training. The findings of this study indicated that education and competency are an issue which needs to be addressed by the different health providers and associated educators. This would lead to the development of a nationally agreed framework, with agreed standards