19 research outputs found

    Strategies to improve the performance of learners in a nursing college Part I: Issues pertaining to nursing education

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    Three focus group interviews were conducted. One group was formed by seven tutors, and the other two groups were formed by fourth-year learners following a fouryear comprehensive diploma course. All participants voluntarily took part in the study. Data was analyzed using the descriptive method of open coding by Tesch (in Creswell, 1994:154-156). Trustworthiness was ensured in accordance with Lincoln and Guba’s (1985:290-326) principles of credibility, conformability, transferability and dependability. The findings were categorized into issues pertaining to nursing education as follows: curriculum overload; lack of theory and practice integration; teaching and assessment methods that do not promote critical thinking; tutors’ lack of skills and experience; inadequate preparation of tutors for lectures; insufficient knowledge of tutors regarding outcomes-based education approach to teaching and learning; inadequate process of remedial teaching; discrepancies between tutors’ marking; lack of clinical role-models and high expectations from the affiliated university as regards standards of nursing education in a nursing college. Strategies to improve the learners’ performance were described. It is recommended that these strategies be incorporated in the staff development programme by the staff development committee of the nursing college under study for implementation. Future research should focus on the effectiveness of the described strategies to improve the learners’ performance. It is also recommended that similar studies be conducted or replicated in other nursing colleges to address the problem of poor performance of learners engaged in a four-year comprehensive diploma course

    Humor: A pedagogical tool to promote learning

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    It has become critical that learners are exposed to varied methods of teaching and assessment that will promote critical thinking of learners. Humor creates a relaxed atmosphere where learning can be enhanced and appreciated. When learners are relaxed, thinking becomes eminent. Authoritative and tense environment hinders thinking

    Perceptions of Postbasic Nursing Students in the Use of Seminars as a Teaching Method

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    With the transformation of education inthe country, and the outcomes-basededucation that is learner-centred fastgaining ground, nurse educators needto revisit the teaching methods and considerthose that will foster reflective thinkingthrough interactive constructingprocess. These methods, according toCropley and Dave (1978:196) preparelearners for lifelong learning and to challengeproblems in the working world

    Facilitating critical thinking within the nursing process framework: A literature review

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    This article intends to describe how critical thinking of learners can be facilitated or infused in clinical nursing education using the identified core cognitive critical thinking skills, their related sub-skills and the affective dispositions. The desire of the researcher to apply these critical thinking skills in clinical nursing education was in response to the recommendations made by experts in critical thinking who conducted the Delphi research project about the concept analysis of critical thinking (Facione, 1990:6, 13). The recommendations made urge educators to develop programmes and teaching and assessment instruments to facilitate or measure critical thinking using the identified core cognitive thinking skills. Nurses should be critical thinkers because they deal with the lives of patients. They are faced with challenges in their daily practice which require the ability to make rational and critical clinical decisions and also make astute clinical judgment that are logical to solve health related problems. Critical thinking is understood to be purposeful, self-regulatory judgments which result in interpretation, analysis, evaluation and inference, as well as explanation of the evidential, conceptual, methodological, criteriological or contextual considerations upon which that judgment is based (Facione, 1990:2). The core cognitive thinking skills are supported and driven by the identified affective dispositions such as inquisitiveness, analytical thinking, open- and fairmindedness, flexibility, self-confidence, being systematic, truth-seeking and a mature attitude. An exploratory and descriptive approach was used to describe how critical thinking of learners can be facilitated in clinical nursing education. Since critical thinking can not be facilitated in a vacuum, the author used the theoretical framework of critical thinking identified by critical thinking experts in a Delphi study (Facione, 1990:6, 13) within the nursing process framework (Wilkinson, 1992:29) and other relevant literature to demonstrate how critical thinking can be facilitated were used. Content validity of the study is ensured based on the two theoretical frameworks. Recommendations to apply the identified critical thinking skills and the dispositions are made. Keywords: critical thinking; nursing process; facilitation; clinical nursing education Health SA Gesondheid Vol. 12 (4) 2007: pp. 69-9

    Alternative methods for clinical nursing assessment and evaluation

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    The recommendations made in the article on nurse educators' perceptions of OSCE as a clinical evaluation method (Chabeli, 2001:84-91) are addressed in this article. The research question: What alternative methods of assessment and evaluation can be used to measure the comprehensive and holistic clinical nursing competency of learners in Gauteng Province is answered by an exploratory and descriptive research strategy. The perception of nurse educators (N=20) purposively selected from three nursing colleges affiliated to a University in Gauteng regarding the use of OSCE are explored and described. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba's model (1985). The result suggested the following methods, supported and complemented by literature: portfolios, self-assessment, reflective tutorials, authentic scenarios/problem-solving tasks, simulations (roleplay, educational games), peergroup assessment, reflective journal writing, critical incident analysis technique and ward round evaluation. Many assessment and evaluation methods could be used depending on the evaluator's openmindedness and creativity. Health SA Gesondheid Vol.6(3) 2001: 18-3

    A model to facilitate reflective thinking in clinical nursing education

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    A qualitative, contextual, exploratory and descriptive design for theory generation was used to develop a model to facilitate reflective thinking in clinical nursing education (Mouton & Marais, 1990:43; Mouton, 1996: 103- 109; Chinn & Kramer 1991:79-120). A model was developed within the existing frameworks of theory generation. Wilson (1963:23-39) and Gift (1997:75,76) provided a theoretical framework for a concept analysis of reflective thinking in phase one of the study. Further conceptual meaning was attained through a perceptual survey where twelve nurse educators participated in a focus group interview with regard to how reflective thinking can be facilitated in clinical nursing education. Classification of the main concepts and sub-concepts was made through a conceptualisation process within Dickoff, James and Wiedenbach’s (1968:415-435) theoretical framework using the six elements of practice theory

    Survey on the implementation of the Occupational Health and Safety Act at an academic hospital in Johannesburg

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    Background: Despite the available research findings, recommendations and the South African Occupational Health and Safety Act (OHSA) (Act 85 of 1993), there are still challenges with regard to the implementation of selected sections and regulations of the OHSA. This is evidenced by the occupational injuries and illness claims registered with the compensation fund (South Africa, Department of Labour 1993). Objectives: To determine the extent to which the OHSA was implemented at an academic hospital in Johannesburg, from the senior professional nurses and nursing managers’ perspective, and to describe recommendations in order to facilitate the implementation of the Act. Methods: A contextual, quantitative, exploratory and descriptive survey was conducted. A purposive sampling method was used to select the participants that met the inclusion criteria. A structured Likert-scale questionnaire was used to collect data (Brink 2011). Stata version 12 was used to analyse the data. Cronbach’s alpha, with a cut-off point of 0.7 was used to test for internal consistency. Ethical considerations were strictly adhered to. Results are presented in the form of graphs, frequency distributions and tables. Results: The study revealed that overall there is 93.3% non-implementation of the selected sections and regulations of the OHSA. These results have serious implications on the health and safety of employees in the workplace. Conclusion: The study recommends that the replication of the study should be conducted in order to determine the extent of implementation of the selected sections and regulations of the OHSA in other government institutions

    Experiences and guidelines for footcare practices of patients witli diabetes mellitus

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    The former Transkei is a predominantly rural region of the Eastern Cape Province. The poor infrastructure in this area results in inaccessibility of the available health services. The majority is ill equipped to deliver optimum diabetes care. There is an increase of lower limb amputations and lack of knowledge among patients with diabetes mellitus in the former Transkei. These complications can be prevented by patient education on self-management and appropriate footcare procedures. This qualitative study was conducted to explore and describe the experiences and footcare practices of diabetic patients who live in the rural areas of Transkei

    Best practice during intrapartum care: A concept analysis

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    Rationale: Best practice is an abstract word open to different interpretations. The definition of best practice depends on the context. Purpose: The purpose is to explore the meaning of the concept of best practice within the context of intrapartum care. Method: The concept of best practice was analysed using Wilson's method of concept analysis. Dictionaries, a thesaurus, and an internet search were employed. References of journals were used to identify extra sources. Data saturation was reached at 117 definitions and uses of the concept of best practice. The definitions and uses of the concept of best practice listed in column one were read repeatedly. Common and similar patterns of words were highlighted. Grouping of common attributes and connotations occurred in column two and further deductive analysis and synthesis occurred in column three where derived essential attributes of the concept of best practice were categorised. Results: Three broad categories emerged, namely (1) Values as antecedents of best practice; (2) A three-phased interactive integrative cyclic process of best practice; (phase one: awareness; phase two: need analysis and interactive process; phase three: consolidation);and (3) Desired outcomes of best practice, with resultant theoretical definition of the concept best practice during intra-partum care. Theoretical validity was attained through117 sources used. Recommendation: The results of the concept analysis of best practice should be used to develop a model to facilitate best practice during intra-partum care
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