Dissertations / Theses on the topic 'Nurses In-service training Australia'
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1
Bradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
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The purpose of this study was to assess nurses’ knowledge of pain assessment and management, examine what change occurred immediately following a pain assessment and management workshop and examine whether any changes were retained one month later. Chin and Benne’s theory of change provided the theoretical framework for this study. Their approach to planned change involves assessing the existing structure, formulating and implementing a plan to change that structure, then evaluating the change. The following hypothesis was formulated for investigation: That nurses’ knowledge of pain assessment and management would increase after a workshop on the subject and be retained over one month. Based on the assumption that nurses’ demographic characteristics can influence their styles of learning and ability to disseminate knowledge, this study also examined whether changes in nurses’ knowledge were related to their demographic characteristics. To analyse this, the following were examined in relation to nurses’ knowledge of pain assessment and management: age, years of nursing, area of employment, level of practice, level of education and previous education in pain management. The design for this study was a one-group pretest-posttest-follow-up design. The subjects were 67 Registered and State Enrolled Nurses from country hospitals in Western Australia, involved in direct patient care, who voluntarily attended a pain assessment and management workshop. A questionnaire was adapted by the researcher and an expert nurse to measure nurses' knowledge. The results of the study support the main hypothesis that the workshop significantly increased nurses' pain assessment and management knowledge (ᵽ < .001), and that this knowledge was retained one month later. The remaining hypotheses related to demographic characteristics were not supported by this study (p > .05) with the following exceptions: Level Two Clinical Nurses (CNs) had more knowledge on the pretest, gained and retained more knowledge on the posttest and follow-up test than State Enrolled Nurses (ENs). Level One Registered Nurses (RNs) retained more knowledge on the follow-up test than ENs. In this study, each item on the questionnaire was analysed for each test. The value of this analysis was that it served to highlight where there was acceptance of or resistance to change in nurses' knowledge of pain assessment and management. Although generalisation of these results is inappropriate due to the convenience sample used, they support the opinion that a one day educational workshop can improve nurses' knowledge of pain assessment and management, and embrace the need for continued education related to this subject. An implication for nursing practice is that when nurses are prepared to learn new knowledge and change outdated concepts with the aim of improving patient care, this knowledge can be gained in relatively short courses of study.
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McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
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Rural palliative care nurses (RPCNs) in Western Australia (WA) are a small population, who have embraced the specialist palliative care role since the first palliative care service in rural WA began in 1990. However, there are some challenges involved with being a specialist nurse in a generalist health care setting. fu particular, there is a suggestion in the literature that RPCNs may be professionally isolated, may be prone to burnout, and may therefore experience decreased job satisfaction and may consider leaving the palliative care field.
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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
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Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.
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New research findings, changes in legislation and the use of information technology in nursing,
requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller,
2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging
knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on
the importance of in-service training, and authors agree that in-service training improves the
quality of nursing care. However few studies on in-service in South Africa and psychiatric
nursing science have been conducted, of which the last study conducted on psychiatric nursing
science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some
psychiatric hospitals in Gauteng do not conduct in-service training at all and informal
discussions held with nursing managers highlighted that when in-service training programmes
are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are
in terms of in-service training to keep them updated and empowered to perform to the best of
their ability.
The objectives of the study were to explore and describe the needs and benefits of in-service
training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate
recommendations for in-service training for psychiatric nurses in this hospital.
The research project followed a qualitative, explorative, descriptive and contextual approach.
Six focus group interviews were conducted and relevant data obtained. The findings of this
research included seven main themes, namely the need for in-service training, career
advantages, social advantages, physical advantages, psychological advantages of in-service
training, recommendations regarding in-service training and factors that hinder in-service
training. These findings were enriched with direct quotations from the transcriptions as
verbalized by psychiatric nurses during focus group discussions. The findings were compared
with available relevant literature for confirmation.
Recommendations were formulated for nursing education, nursing research and nursing
practice that focus on in-service training for psychiatric nurses.Thesis (MCur)--North-West University, Potchefstroom Campus, 2012
5
Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
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Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.
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Hyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.
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In the nursing literature to date there have been no reported applications of `cognitive simulation' nor of intelligent Computer Assisted Learning. In Chapter 1 of this thesis a critical review of existing nurse education by computer is used to establish a framework within which to explore the possibility of simulation of thinking processes of nurses on computer. One conclusion from this review which is offered concerns the importance of firstly undertaking reliable study of nursing cognition. The crucial issue is that an understanding must be gained of how expert nurses mentally represent their patients in order that a valid model might be constructed on computer. The construction of a valid computer based cognitive model proves to be an undertaking which occupies the remainder of this thesis. The approach has been to gradually raise the specificity of analysis of the knowledge base of expert and proficient nurses while seeking concurrently to evaluate validity of the findings. Reported in Chapter 2, therefore, are the several experimental stages of a knowledge acquisition project which begins the process of constructing this knowledge base. Discussed firstly is the choice of the skill domain to be studied - pressure sore risk assessment. Subsequently, the method of eliciting from nurses top-level and micro-level descriptors of patients is set out. This account of knowledge acquisition ends with scrutiny of the performance of nurse subjects who performed a comprehensive simulated patient assessment task in order that two groups might be established - one Expert and one Proficient with respect to the nursing task. In Chapter 3, an extensive analysis of the data provided by the simulated assessment experiment is undertaken. This analysis, as the most central phase of the project, proceeds by degrees. Hence, the aim is to `explain' progressively more of the measured cognitive behaviour of the Expert nurses while incorporating the most powerful explanations into a developing cognitive model. More specifically, explanations are sought of the role of `higher' cognition, of whether attribute importance is a feature of cognition, of the point at which a decision can be made, and of the process of deciding between competing patient judgements. Interesting findings included several reliable differences which were found to exist between the cognition of subjects deemed to be proficient and those taken as expert. In the final part of this thesis, Chapter 4, a more formal evaluation of the computer based cognitive model which was constructed and predictions made by it was undertaken. The first phase involved analysis in terms of process and product of decision making of the cognitive model in comparison to two alternative models; one derived from Discriminant Function Analysis and the other from Automated Rule Induction. The cognitive model was found to most closely approximate to the process of decision making of the human subjects and also to perform most accurately with a test set of unseen patients. The second phase reports some experimental support for the prediction made by the model that nurses represent their patients around action-related `care concepts' rather than in terms of diagnostic categories based on superficial features. The thesis concludes by offering some general conclusions and recommendations for further research.
8
Gillard, Elizabeth K. "An analysis of the nurse internship program at Naval Medical Center San Diego." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGillard.pdf.
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Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.
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Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
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Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.
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Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.
11
Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.
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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.
12
Pashley, Esme. "Attaining professional goals using the expertise of colleagues." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1255.
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This study examines one method of providing professional development, which addresses the individual needs of experienced successful classroom teachers. It is a qualitative investigation into how teachers attain their professional goals using the expertise of their colleagues through a collaborative and collegial process Data were collected from regular meetings by the participants and their personal journal entries related to the project The data were then compiled in a context chart and a descriptive matrix, to enable case studies to be compiled. The findings contribute to enhanced understanding of how professional development may be provided to experienced classroom teachers.
13
Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.
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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
14
Vos, Porsha. "Learner nurses experiences regarding clinical supervision at private hospitals in East London in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006824.
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The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.
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Brereton, John. "An evaluation of introducing advanced airway skills in the Western Australian Ambulance Service." University of Western Australia. Emergency Medicine Discipline Group, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0065.
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[Truncated abstract] Objective: To investigate the demographics, success rate of application, nature and frequency of complication and the survival outcome of patients receiving advanced airway management in the pre-hospital setting. Design: Prospective observational cohort study. Participants: Patients who were attended to by St. John Ambulance Paramedics in the Perth Metropolitan area and selected regional areas within Western Australia. The patients were unconscious, unresponsive with no gag reflex and where application of an advanced airway would improve ventilation. Methods: Ambulance Paramedics received mannequin training within the classroom environment on the techniques for the application of the Endo-Tracheal Tube and the Laryngeal Mask Airway. The indication for the application of an advanced airway was any patient whose ventilation may be improved by intubation. These patients would be either deeply unconscious and areflexic, long term transport, severely injured (especially head injured) or cardiac arrest patients. Results: ... Paramedic assessment demonstrated that 14 (7.4%) 3 patients had an improvement in outcome. Of the 14 patients, 5 (2.7%) cardiac arrest patients survived to discharge from hospital compared to a 2.1 % survival rate for all cardiac arrest cases attended by the WAAS in 2002. Conclusion: Ambulance Paramedics can successfully apply an advanced airway apparatus in the pre-hospital environment. There was no statistical significance to demonstrate whether the introduction of advanced airway skills was beneficial or detrimental to patient survival outcome.
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Johnson, C. Frances. "An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/417.
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A training program was developed to help registered nurses in an acute care facility to learn nursing process theory and to transfer that theory to nursing practice. A total sample of 102 newly-hired nurses who had participated in this training program were pre- and post- tested on class content; they also filled out a questionnaire which provided demographic and attitudinal data related to the use of nursing process as a model for nursing care. An audit sample of 82 nurses, who were a part of the total sample, were audited one month after the training program to collect data on documentation in patients' charts of the understanding and utilization of nursing process; 246 audits were completed. Concomitantly, an audit was performed to determine total nursing staff compliance with requirements that the nursing process be used and documented in patients' charts. Performance behaviors, i.e., pre- and post-test scores, common test scores, self-perceived understanding scores, and percent complete on audit were collected and analyzed. Additionally, data on age, experience, and type of nursing education were collected and analyzed. Results indicated that the nurses who attended this training program evidenced an understanding of nursing process theory and documented their implementation of the process into nursing practice. Despite differences in age, experience, and educational programs which appeared to be statistically significant, the performances of nurses who had attended this training program showed no significant differences in practice.
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Wilkinson, Mary Ann. "The impact of neurolinguistic programming rapport skills training for registered nurses on one-on-one teaching of Acquired Immune Deficiency Syndrome prevention." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54461.
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Nurses teach to maintain health and prevent disease. Rapport and good communication skills are especially required when teaching such sensitive subjects as prevention of sexually transmitted diseases, including acquired immune deficiency syndrome (AIDS). Neurolinguistic programming (NLP) is a communication technique that proposes to enhance rapport. Rapport is enhanced by the use of a combination of verbal and nonverbal techniques where the individual is matched and mirrored by the interviewer and verbal communication follows the sensory system most preferred by the speaker.
The study investigated the effect of NLP as a rapport builder and teaching technique in one-on-one nurse-client teaching transactions including client satisfaction with the relationship and retention of knowledge of AIDS prevention information.
A quasi-experimental design was used. Volunteer nurses were trained to teach AIDS prevention. Their adult volunteer clients were the treatment group. The control group of clients were taught by the nurses using the basic AIDS prevention curriculum. The two groups were compared according to the results of pre-test/post-test knowledge scores and satisfaction ratings for the nurse teacher.
Data was analyzed using analysis of covariance and analysis of variance. There were no statistically significant differences between the two groups. Qualitative A data was collected after the completion of the teaching that supported usefulness of the techniques for teaching. Further studies were recommended.Ed. D.
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Caka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.
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The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
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Alexander, Nevil. "The more we sell the happier we are: Comparison of responsible alcohol service in trained and untrained establishments in Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/1572.
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This research investigated whether training licensees and approved managers of Perth pubs and taverns resulted in more Responsible Alcohol Service (RAS). Specifically it investigated whether apparently intoxicated customers were refused service. Trained and untrained premises were compared using two methods. Quantitative data was gathered by observers posing as intoxicated customers (pseudo-drunks) while qualitative data was collected during interviews with management, staff, and patrons of trained and untrained premises. No significant difference in the service of alcohol to intoxicated patrons in trained or untrained premises was found. The interviews revealed no distinction between the attitudes and beliefs of management, staff, or patrons of trained or untrained outlets. A majority of management and staff was aware of laws prohibiting service of alcohol to intoxicated people but acknowledged that in many instances intoxicated customers continue to be served. A number of reasons or excuses were proffered. One frequently cited excuse was "if we don't serve drunks someone else will, so why shouldn't we profit from them?" Communities incur considerable costs in both financial and social contexts from the harms associated with excessive alcohol consumption. One means of reducing the severity and frequency of these harms is to limit the consumption of individuals during drinking sessions. Licensed premises have been identified as having a significant role to play in achieving this outcome. The director of liquor licensing in Western Australia has mandated Responsible Alcohol Service training for licensees and approved managers. This research studied the efficacy of the training. While the importance of enlisting the help of management in attempts to introduce RAS programmes has been identified in previous research, this is the first time the efficacy of training management alone has been studied. This paper contributes to the body of knowledge of what works in a practical sense by identifying perceived shortcomings of the current training programs and suggesting remedies to those shortcomings. It makes recommendations for future research which will contribute to a deeper understanding of the problem.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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McGowan, Wayne S. "An evaluation of a professional development model for primary school administrators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1141.
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Better Schools advocated a decentralisation in the administrative structure and a devolution of responsibilities within Western Australian education system. One outcome was the establishment of twenty nine school districts in 1987. Since then, these districts have faced the problem of providing for the professional development needs of their primary school principals. In response to this situation different districts have developed different models for the training and development of principals. This research evaluates, as a case study, a particular model developed in one of the districts. To help preserve the anonymity of the district chosen, it is referred to throughout the study under the fictitious name of the Fairmont district. The evaluation centres around the question: From the view point of meeting corporate managerial needs, is there justification for the continued use of the Fairmont model? To answer this question, the study focuses only on primary school principals in the district.
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Mshweshwe, Nonkululeko Mica. "Experiences of professional nurses regarding clinical placement exposure during their compulsory community service at state hospitals in Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021074.
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The nursing student who has undergone the four year diploma or degree training as a nurse also has to undergo compulsory community service as a requirement before she/he can be registered as a qualified professional nurse. While it has been compulsory for other health professionals such as doctors, dieticians or dentists to place students in compulsory community service, it has only been compulsory for nursing students since 2008. This means that the practice is relatively new in nursing and it is not clear how the newly qualified professional nurse experiences compulsory community service (CCS). The overall goal of this study is to determine the experiences of professional nurses placed at the state hospitals in Nelson Mandela Bay regarding compulsory community service clinical placement exposure and to use these descriptions to develop guidelines. The study followed a qualitative, exploratory, descriptive, contextual design. Literature was reviewed in order to identify research that was done previously regarding compulsory community service amongst health care professionals. The research population included professional nurses who underwent compulsory community service in the three state hospitals in the Nelson Mandela Bay. Purposive sampling was utilised to identify the participants. Semi-structured interviews were conducted to collect information and field notes were kept. The interviews were transcribed and Tech’s (1990) in Creswell, 2009:186) eight steps of data analysis were followed to create meaning from the data collected. An independent coder assisted with the coding process to ensure the trustworthiness of the findings. The researcher ensured the validity of the study by conforming to Lincoln and Guba’s model of trustworthiness which consists of the following four constructs, namely credibility, transferability, dependability and conformability (Lincoln & Guba, 1999, as cited in Schurink, Fouche & de Vos, 2011:419- 421). Three themes and sub themes were identified. Literature control was done to compare the findings with existing research results. The researcher ensured that the study was conducted in an ethical manner by adhering to ethical principles such as beneficence, justice and fidelity. All the participants in the study felt that the clinical placement exposure was a worthwhile experience. The participants expressed a feeling of gratitude that they were afforded this opportunity of practicing under the guidance of experienced professional nurses. To them it was an opportunity to master whatever they were taught as student nurses so that by the time they practice as independent practitioners they would be confident and knowledgeable. The CCS nurses indicated that orientation and mentorship were not always of good quality and professional nurses were not always available as in some units professional nurses were not readily accessible. The CCS nurses were left alone and isolated with no one to consult. If proper orientation and mentorship had been in place the CCS nurses would have enjoyed the community service year more and they felt that they would have benefited more. Had there been a mentoring system in place it could have gone a long way to ascertain that the participants gained confidence and were able to perform tasks independently and confidently. The participants overwhelmingly indicated that unit management should have been included in their CCS year placement. During the CCS year the CCS nurses were not exposed to unit management. This was seen by CCS nurses as a missed opportunity. Had they been afforded the opportunity to practice unit management under the supervision of unit nursing managers, professional growth and development in unit management could have been facilitated. That they were not afforded that opportunity deprived them of a valuable skill as well as personal and professional growth. In conclusion guidelines for placement of CCS nurses in the Nelson Mandela State hospitals have been formulated for implementation. Recommendations were made to enhance nursing practice, nursing education and nursing research.
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McGuire, Anthony. "Pupil teachers and junior teachers in South Australian schools 1873-1965 : an historical and humanistic sociological analysis /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phm148.pdf.
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Ingram, Deborah. "The making of a teacher: A narrative study of the impact of an extended practicum on preservice teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/978.
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The extended practicum is a crucial learning experience for pre-service teachers. This study examines how pre-service teachers learn about teaching within the context of the extended practicum. Narrative methodology was chosen as an appropriate means to explore and interpret the beliefs and experiences of pre-service teachers for a wider audience while still preserving their voices. The pre-service teachers and I had a common agenda: to improve the experience of future preservice teachers on their extended practicum. Our approach to this differed. I wanted to focus on the pre-service teachers' learning about teaching so that future pre-service teachers could improve their learning. The pre-service teachers' narratives focused on other factors which were impacting on them so that the Faculty of Education could improve their programme. Both sets of factors have been included. The key themes which emerged, learning from critical incidents, the impact of the assessment and the baggage we carry have been amplified through the narratives of the pre-service teachers.
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Riley, Diane K. "Does an individualized back education programme change nurses' knowledge and practice about back injury prevention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1148.
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Back injury has predominantly been a problem which has affected a large cross-section of nursing staff involved with direct patient care. While back injury prevention has been instituted in hospitals for sometime, the percentage of nurses with back injury remains high. Within a major teaching hospital, a ward in which nurses suffered a high rate of back injuries was identified. Through an action research approach the researcher (who worked in the same area as the participants) developed and implemented an individualized back injury prevention programme. The 4 criteria by which the study was measured included, a reduction of back injuries, worth of the programme, behavioural change and cognitive knowledge acquisition. The participants who were involved in the study demonstrated that individual back education has a positive effect upon reducing the injury rate of nurses' back injuries. The study also describes the importance of maintaining good communication skills and co-operation with the people involved or whose behaviour is being changed. Social Learning Theory was the framework from which the design and implementation of teaching was derived.
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Johnson, Hattie L. "Facilitators, barriers, benefits and limitations of a nurse mentoring relationship." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40165.
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This qualitative study explores the facilitators, barriers, benefits, and limitations of the mentoring relationship between recently graduated nurse mentees and their mentors. These nurses participated in a seven-week New Nurse Internship Mentoring Program in an urban hospital.
The study sample consisted of twenty inexperienced and nineteen experienced registered nurses who represented diverse racial, cultural, and clinical nursing specialties. Focus group and open-ended personal interviews were used to gather data. Findings were reported by open coding, domain and thematic analyses.
Major findings of the study were related to four research questions accompanied by important information regarding the mentoring experience in general. Four research questions which guided the study included: (1) What are the facilitators of the mentoring relationship? (2) What are the barriers to the mentoring relationship? (3) What are the benefits of the mentoring relationship? and (4) What are the limitations of the mentoring relationship?
Findings suggested the relationships were viewed as good to excellent. The transition from student nurse to graduate nurse was seen as both difficult and smooth. Mentoring was defined in relation to mentor characteristics. positive mentor traits were identified as patient, supportive and knowledgeable.
Facilitators to mentoring were identified as factors which were helpful including mentor and mentee personality characteristics and institutional factors. Barriers to mentoring were identified based on debilitating factors, personality conflicts, scheduling conflicts, mentor dislike for the job and mentor lack of knowledge. Means to overcoming barriers included matching team schedules I rewarding the mentor and increasing mentor training. Benefits were defined as advantages to the mentor, mentee, institution and profession. Respondents were reluctant to identify limitations.
Findings verified that a nurse mentoring relationship is an important factor in assisting the transition of graduates into the nursing profession. Findings offer implications for nursing education and professionals responsible for providing a work environment supportive to developing clinically competent nurses.Ph. D.
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Moti, Nora Nurten. "Development of education curriculum and standards of practice for the management of acute confusion syndrome/delirium among hospitalized patients." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2413.
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The primary objective of this project is the development and implementation of an educational program for the staff nurses for the effective management of Acute Confusion (AC), Delirium among hospitalized patients at Kaiser Hospital in Fontana.
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Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.
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This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.
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Stamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.
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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for administrative, managerial and educational leadership from the kindergarten director to the primary school principal. Several pre-primary teachers and specialists in Early Childhood Education have expressed concern that principals lack theoretical and practical background in early childhood, have not been provided with professional development assistance, are providing inadequate educational leadership to pre-primary teachers, and yet a responsible for appraisal of pre-primary teachers. Similar concerns have been expressed in the United States, and resulted in the swing towards early academics and acknowledgment of the significant differences between early childhood education and primary education. However, no study of these leadership issues has so far been conducted in Western Australia.
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Borrageiro, Filomena. "Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western Cape." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86616.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.
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Dunn, Sandra V. "The relationship between the clinical learning environment and the clinical problem solving ability and confidence of undergraduate nursing students." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36670/1/36670_Digitised%20Thesis.pdf.
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Within nursing, there is a strong demand for high quality, cost effective clinical education experiences which facilitate student learning in the clinical setting. The concept of learning environment has been well accepted in the educational literature (Bloom, 1964; Fraser, 1986; Keeves, 1972) but is relatively new to nursing education. Bloom (1964) has described the educational environment as "providing a network of forces of factors which surround, engulf, and play on the individual" (p. 187). The learning environment has been repeatedly shown to strongly influence learning outcomes (Bloom, 1964; Fraser, 1986; Hart, 1992; Keeves, 1972; Orton, 1981 ). For the purposes of this study, the clinical learning environment was defined as "those factors within the clinical setting which interact dynamically with each other and the student to influence the learning of the student within that setting".
This study was framed in an interactive model based in educational psychology. The aim of this study was to explore the clinical learning environment and the effects of this environment on student learning outcomes, specifically the clinical problem solving ability and confidence of undergraduate nursing students. A multiple methods research design was used, integrating quantitative and qualitative methods with triangulation (confirmatory) and complementary (completeness) intents (Breitmayer, Ayres, & Knafl, 1993; Greene, Caracelli, & Graham, 1989).
Four quantitative instruments were used during data collection. The Clinical Learning Environment Scale (CLES) was used to collect quantitative data on the clinical learning environment and a videotaped patient simulation, the Clinical Performance Appraisal Tool, and the Problem Solving Inventory were used to assess students' clinical problem solving ability and confidence. Focus group interviews were conducted to explore students' perceptions of the clinical learning environment and their own problem solving ability.
This study investigated students' perceptions of their clinical learning environment, identifying those factors which influence these perceptions. The items forming the CLES subscale "staff-student relationships" and the qualitative category "attitudes" highlighted the major influence of the clinical nursing staff on the students' perceptions of the clinical learning environment. They described the importance the students attached to the willingness of the staff to accept students, to engage in a teaching relationship, and to provide access to the clinical experiences the students required for optimum learning. The Clinical Nurse Consultant was seen to play a pivotal role in establishing and maintaining the clinical learning environment, and in influencing the attitudes of the entire ward. The data described the CNC's influence on valuing the student as a learner and participating in the students' teaching and learning. Patient relationships also formed a key characteristic of the clinical learning environment. Positive learning environments were perceived to place a high priority on meeting the needs of each individual patient. The attitude with which the staff approached patient care often seemed to reflect their attitudes towards the students. Student satisfaction was consistently identified as the most reliable index of clinical learning environment. The results of the study indicated that student satisfaction was both a cause and effect of a positive learning environment. A productive, stimulating, and supportive environment created more satisfied students, and more satisfied students facilitated the achievement of a more effective clinical learning environment. The data indicated that the ability to meet goals and achieve optimum outcomes for the multiple participants in a clinical setting was best created in a ward which was not bound by hierarchy and ritual, but responsive to the changing needs of the participants.
The year of the nursing program in which the student was enrolled, structure and public or private sector setting of the clinical venue, ward size, and ward specialty were significantly related to aspects of the students' perceptions of the clinical learning environment and their problem solving attributes. The CLES factors "staff-student relationships" and "patient relationships" were shown to be weakly predictive of clinical problem solving ability and confidence (p <.05). Interview data corroborated this view, highlighting the importance of interpersonal relationships and structured problem solving opportunities in development of student clinical problem solving ability and confidence. In an environment where students were encouraged to practise clinical problem solving but felt assured they would not be allowed to do any harm, they were best able to develop the clinical problem solving ability and confidence so essential to effective nursing practice.
The results of this study may assist nurse educators to identify and measure factors within the clinical learning environment which influence student learning outcomes. The Clinical Learning Environment Scale provides the educator with a valid and reliable instrument to evaluate effectively relevant factors in the clinical learning environment, direct resources to areas where improvement may be required, and nurture those areas functioning well. The appropriate implementation of recommendations from this study may assist in the application of resources in a cost effective, efficient, productive manner, and will ensure the clinical learning environment best facilitates the development of clinical problem solving ability and confidence in undergraduate nursing students.
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Emery, Tim. "Staff development through the colloquium process." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1132.
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This study examines the Colloquium which is a professional development process used in Catholic schools. The Colloquium was designed to help people employed in catholic schools renew their vision of care and service to students and to seek to reshape the curriculum to reflect Gospel values more clearly. This thesis was a research evaluation of the Colloquium process and aimed to exploreits effectiveness in te1ms of its impact on the teachers and their work in Catholic schools. The study is based on the theoretical domains of faith development, school improvement end staff development. The design of the study involved before and after questionnaires about the colloquium experience and unstructured interviews. The conclusion drawn from the qualitative data is that the Colloquium process influences the faith development or the individual as well as the staff collectively. It influences relationships and can lead to the building of a shared vision and an identification of common goals for the improvement of a school, its students and teachers. The content and the structure of the process as it was applied at the time of this study appeared to provide the conditions for a valuable programme of personal/faith/staff development for the staff of Catholic schools in Western Australia.
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Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.
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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.
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Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship.
A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174)
The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia.
The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.
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Ruf, Mary Kay. "Continuing education for nurse's aides." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.
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The purpose of this project was to develop an instructional manual on in-service education for Certified Nurses' Aides. It provides examples of classes for staff developers to use when teaching continuing education classes. Topics covered include caring for the elderly, Alzheimer's disease, infection control, adult cardiopulmonary resuscitation, and end of life care.
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Van, der Walt Stephanie. "'n Studentgesentreerde opleidingsraamwerk vir kliniese verpleegpraktisyns in Noord-Kaapse plattelandse gemeenskappe." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1148.
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Thesis (PhD (Education))--University of Stellenbosch, 2006.During the past twelve years of democracy health care services in South Africa have been influenced by political, social and economic change. As a result of the transformation of health care services and the change of political policy, the focus on primary health care increased. During the early stages of the transformation of health care services stakeholders realized that in order to provide an extensive health care service specialized training is required. Various educational institutions provided formal and informal programmes in order to meet the new challenges of the nursing profession. Although minimum requirements of the content and clinical practice have been established by the nursing council, the mode of presentation, costs, duration and type of qualification awarded to clinical nursing practitioners differed substantially. Uniformity in terms of programme content was lacking, neither were any scientifically founded attempts made to establish whether these programmes fulfilled the needs of the student in the rural community. Although a variety of training programmes exist the number of trained clinical nursing practitioners is still inadequate. In addition training is focused on the urban community. The objective of the research was to determine the opinion of the rural nurse on clinical nursing education, and to develop a training framework based on their input which would meet their needs. This research was conducted from an explanatory-descriptive paradigm. The case study was used as research design. A literature study on the development of primary health care both internationally and nationally was done. The literature study revealed the development of training programmes for clinical nurses. Chapter three of the literature study is dedicated to the theoretical aspects of the design of a student centered training framework for the adult student. A student centered training framework has created from data gathered via questionnaires completed by clinical nurses and semi-structured interviews with semi-qualified nurses. Semistructured interviews have also been conducted with the supervisors of nurses working in clinics and community health centres in the Northern Cape. The conclusion that respondents showed a positive attitude towards training in clinical nursing was encouraging. The majority of respondents indicated that they would welcome an additional qualification which will improve their knowledge and would result in better patient care. The respondents highlighted staff shortages, financial constraints and family responsibility as the main obstacles towards these qualifications. During the research it became clear that no formal training is currently available in Kimberley. This is as a result of the absence of mentors. Although the respondents have limited access to computers they indicated that they would prefer computer supported training in conjunction with physical contact sessions. The research indicated that no formal policy on the training of clinical nurses exists in the rural Northern Cape. In the absence of a training framework the research further contributed towards the development of a student centered training framework for clinical nurses in rural Northern Cape. The research succeeded in highlighting the necessity for formal policy on the training of clinical nurses in rural Northern Cape.
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Hurrell, Derek. "Effectiveness of teacher professional learning : enhancing the teaching of fractions in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/596.
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This study was motivated by the need to develop professional learning for primary school teachers that would support them to more effectively teach the mathematics topic of fractions. What seemed evident, was that previous professional learning attended by teachers had not adequately met their needs.
The aim of this study was to investigate whether professional learning, with a focus on subject content knowledge, pedagogical knowledge and reflective practice could enhance primary school teachers’ PCK for teaching fractions and make them more confident teachers of fractions. Demonstrating this to be the case would have wide implications for the development of professional learning opportunities for in-service teachers and would also be highly beneficial in informing teacher education.
This study brought together teachers from a variety of backgrounds and experiences. These experiences comprised not only what they had encountered in their teaching of mathematics, but also what they had encountered in their learning of mathematics. Therefore a study of the affective elements of attitudes, beliefs and self-efficacy were not only warranted, but pivotal.
The professional learning was conducted over an extended period of time and the teachers were involved in workshops where clear links were explored between the required content and what the current research considered to be the most efficacious pedagogy. They were then required to take at least one of the activities from the workshops and use it in their classroom. After they had taught the lesson, they were asked to reflect upon the lesson and bring those reflections to the next session to share with the group. This cycle was repeated.
This research showed that the professional learning amplified both Pedagogical Knowledge (PK) and Subject Matter Knowledge (SMK), which in turn provided pathways to increased PCK. The results also indicated that well-structured professional learning can have a positive effect on the beliefs and attitudes of teachers towards teaching the difficult mathematical topic of fractions. This improvement in attitudes and beliefs is important, as the impact of efficacy on the teaching and learning of mathematics cannot be underestimated.
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Zonke, Lulama Henrietta. "The newly qualified professional nurses' proficiency in utilizing psychiatric nursing skills in mental health institution and community health care facilities." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1001098.
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The aim of this study was to determine the ability and proficiency of the newly qualified professional nurses in utilising psychiatric nursing skills at Chris Hani District Psychiatric Health Care Services in the Eastern Cape, South Africa. The research method was a qualitative, phenomenological approach. A purposive sample of newly qualified professional nurses and supervisors participated in the study. The data were collected through interviews and focus group discussions, using semi – structured interview guides. Interviews responses were recorded on the interview guide. Data were analysed using the computer software Atlas ti and manually. Positive and negative themes were identified. Ethical considerations were ensured by means of privacy, anonymity and confidentiality. Ethical clearance was obtained from the University of Fort Hare and permission from the Provincial Department of Health and Chris Hani District Health and Mental Health Institution at Queenstown was sought. The findings revealed that newly qualified professional nurses performed well, according to the perception of their supervisors. Newly qualified professional nurses were faced with challenges such as shortage of resources, mental illness not considered as a priority and lack of skills development. The study also revealed that newly qualified professional nurses focussed on the curative aspect of ailments, rather than preventive care. However community health workers (CHW) focussed on the preventive aspect of care. Limitations and recommendations based on the findings of the study are presented.
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Lehto, L. (Liisa). "Interactive two-step training and management strategy for improvement of the quality of point-of-care testing by nurses:implementation of the strategy in blood glucose measurement." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206707.
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Abstract Point-of-care testing (POCT) is defined as laboratory tests performed outside the traditional clinical laboratory close to the patient at the time and place where care is received, such as hospitals and healthcare centers. The main reason for the use of POCT is that they provide rapid results and enable prompt interventions, with hopefully improved patient outcomes. All phases of laboratory procedure are included in POCT offering many opportunities for errors, which can influence on patients’ treatment. The measurements are more often performed by nurses than by laboratory professionals. These nurses have different kinds of professional backgrounds, e.g. public health nurses, registered and practical nurses, with minimal or no knowledge of laboratory procedures. The aim of the study was to develop a two-step training and management strategy for nurses to do POCT in hospital and primary healthcare center. In accordance with the strategy, with reasonable investment of laboratory resources, designated contact nurses were first trained in POCT by laboratory professionals, after which the contact nurses trained other nurses in POCT their respective units. Blood glucose, the most common point-of-care (POC) test, was chosen as an example to investigate the influence of training on the quality of the test performed by nurses. The quality of blood glucose measurements was studied by analyzing the control results obtained by nurses and biomedical laboratory scientists (BLSs). The study participants included nurses who were either untrained or trained to do POCT by using the developed interactive two-step training strategy. In conclusion, the nurses trained by using interactive two-step strategy achieved near-similar quality of blood glucose measurements as BLSs. The good quality of glucose measurements, once achieved by training, was also sustained in the long-termTiivistelmä Määritelmän mukaan vieritutkimuksiksi kutsutaan laboratoriotutkimuksia, joita tehdään perinteisen laboratorion ulkopuolella, tarvittaessa lähellä potilasta sairaalassa ja perusterveydenhuollon alueella. Pääasiassa vieritutkimuksia tehdään silloin kun tulos halutaan saada nopeasti ennen hoitopäätöstä tai tulevaa toimenpidettä. Vieritutkimusten tekeminen sisältää kaikki laboratoriotyön vaiheet ja jokaisessa vaiheessa on mahdollisuus tehdä virheitä, jotka voivat vaikuttaa potilaiden hoitoon. Laboratorioammattilaisten sijaan määrityksiä tekevät yhä useammin hoitajat sairaalan eri yksiköissä ja perusterveydenhuollon alueella. Näillä hoitajilla on erilainen ammatillinen peruskoulutus, kuten perushoitajan tai sairaanhoitajan koulutus, ja heillä on vähän tai ei ollenkaan tietoa laboratoriomenetelmistä. Tämän tutkimuksen tarkoituksena oli kehittää hoitajien vieritutkimustoimintaan koulutus- ja hallintomalli, joka toimisi sekä sairaalassa että terveyskeskuksessa. Strategian perusteena oli käyttää suhteellisen vähän laboratorioresursseja ja päästä silti hyvään laadulliseen lopputulokseen. Strategiaksi valittiin kaksiportainen, vuorovaikutteinen koulutusmalli, jossa laboratorioammattilaiset kouluttivat sairaalan ja perusterveydenhuollon yksiköissä ns. yhdyshenkilöt, jotka puolestaan kouluttivat edelleen oman yksikkönsä muut hoitajat tekemään vieritutkimuksia. Veren glukoosimääritys, joka on yleisin vieritutkimus, valittiin esimerkkitutkimukseksi tutkittaessa koulutuksen vaikutusta hoitajien tekemien vieritutkimusten laatuun. Veren glukoosimääritysten laatutasoa tutkittiin analysoimalla hoitajien ja laboratoriohoitajien tekemien kontrollinäytteiden tuloksia. Tutkimukseen osallistui hoitajia, jotka oli koulutettu kehitetyllä vuorovaikutteisella kaksiportaisella koulutusstrategialla vieritutkimusten tekemiseen, sekä hoitajia, jotka eivät olleet saaneet vastaavaa koulutusta. Koulutusmallin avulla hoitajien suorittamien vieritutkimusten laatu parani ja he saavuttivat lähes saman laatutason kuin laboratoriohoitajat. Hyvä, kerran saavutettu glukoosimääritysten laatutaso säilyi myös pitkällä aikajaksolla
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Goddard, Richard C. "Burnout in case managers working with unemployed individuals." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36644/1/36644_Digitised%20Thesis.pdf.
Full textAbstract:
This research program on burnout and work environment perceptions in personnel working directly with unemployed individuals in Australia is reported in three studies. Using a survey methodology and taking a quantitative approach, burnout was investigated using the Maslach Burnout Inventory (MBI; Maslach & Jackson, 1986) on two occasions, before and after the privatisation of Australia's employment services industry (Job Network). The most widely accepted survey instrument measuring burnout (Lee & Ashforth, 1996), the MBI defines this stress related syndrome in terms of three subscales, Emotional Exhaustion, Depersonalisation and Personal Accomplishment. Perceptions of the work environment experienced by employment service staff were concurrently surveyed using the Real form of the Work Environment Scale (Moos, 1994). Heeding advice of researchers from the job stress area (e.g., Mccrae, 1990), this program of research also concurrently investigated the personality trait Neuroticism, the disposition to perceive and report negative experiences.
In 1995, burnout in two groups of public sector personnel engaged in assisting individuals experiencing unemployment were compared. Staff employing a case management style of service delivery and staff engaging in an over-the-counter production-line style of service were surveyed and their responses on the MBI, the WES and the Neuroticism subscale of the revised short form edition of the Eysenck Personality Questionnare (EPQR/ s; Eysenck & Eysenck, 1991) compared. As hypothesised, case managers reported significantly higher burnout scores on all three subscales of the MBI, and perceptions of higher work pressure. The personality trait Neuroticism was found to account for significant variance in the burnout scores of the public sector respondents.
The second study was conducted in 1999 after the full privatisation of the Australian employment services industry. At this time (T1 ), burnout in case managers throughout Australia was investigated with a postal survey which sampled 86 case managers from 38 different private sector organisations providing case management services to the long-term unemployed. The same respondents were surveyed again after six months (T2}. Study 2 demonstrated that case manager burnout levels in the new Job Network were significant. The design also allowed for the prediction of future burnout (T2) from personality and work environment data collected at an earlier time (T1) to be correctly modelled. As hypothesised Neuroticism was a significant predictor of all three MBI subscales both at T1 and T2.
In what amounts to a comparison of public and private sector personnel, the third study compared the burnout levels and work environment perceptions of case managers surveyed in 1995 with the responses of case managers surveyed in 1999. Case managers from the public and private sector reported similar high levels of Emotional Exhaustion and Depersonalisation. Private sector case managers also reported significantly higher mean Personal Accomplishment scores, corresponding to a lower mean burnout level, and significantly higher levels of involvement and commitment to their work than public sector case managers.
The results of these studies addressed a significant gap in the burnout literature which had hitherto failed to report investigations into employment service personnel, and highlighted the importance of considering the personality trait of Neuroticism in future burnout research. Results were discussed in the contexts of the evaluation of the current Job Network and the process model of burnout (Leiter, 1993).
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Noluvuyo, Leonelle Gosangaye. "Evalution of the knowledge and skills of the professional nurses regarding IMCI service delivery, including HIV/AIDS case management in primary health care facilities in Buffalo City Sub-District, Eastern Cape Province, South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006782.
Full textAbstract:
An increase in diarrhoea and upper respiratory tract infection has been noted for the past five years and this is associated with the prevalence of Human Immune-deficiency Virus and Acquired Immune Deficiency Syndrome. HIV infection is an increasingly common cause of childhood morbidity and mortality in South Africa. In some areas of the country, like the Eastern Cape, more than 30 percent of the women attending antenatal clinics are HIV infected. Without intervention, approximately one third of the babies born to these HIV infected mothers will get infection from their mothers (WHO, 2003). Aim and Objectives of the study: The study was meant to assess the specific knowledge and skills of professional nurses at the primary health facilities regarding management and integration of childhood illnesses, evaluate the quality of training of professional nurses on aspects of IMCI including integration of HIV within IMCI programme for children under five years in Primary Health Care facilities in Mdantsane Township. Methods: A quantitative descriptive method was used for this study. The questionnaire developed by the researcher was used for data collection. The items on the questionnaire were divided into four (4) subsections. The questionnaire was administered to all professional nurses on duty and those available at the time of data collection. A checklist for IMCI was used to collect data from Road to Health files of children who were HIV positive admitted in the pediatric ward at Cecilia Makhiwane Hospital. Results: The results of this study for all the variables examined showed that the highest score was 56 percent and the lowest was18 percent.These results indicated that the knowledge and skills of professional nurses were inadequate.
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Earle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.
Full textAbstract:
Thesis (MCUR)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.
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Senti, Nomandithini Innocent. "Reasons for failure of students nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern cape province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006828.
Full textAbstract:
The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.
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Geldenhuys, Elizabeth Anisia. "Evaluering van kritiese en analitiese denke tydens verpleegintervensies : 'n retrospektiewe analise van verpleegrekords binne perinatalesorgdienste in geselekteerde hospitale in die Wes-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50348.
Full textAbstract:
Study project (Mnutr) -- University of Stellenbosch, 2005.ENGLISH ABSTRACT: Quality nursing care is characterised by clinical decisions based on critical and analytical thinking. The assessment, planning and implementation information which is used as basis for decision making must be recorded in the patient's record/file. The questlon is rai_sed whetherthe patient's record does indeed reflect critical and analytical thinking. The focus on the midwife's practices during professional conduct hearings which relate to intrapartum service delivery, led to the specific choice of population, namely intrapartum services delivery in Levell hospitals in the Western Cape. A non-experimental study whereby qualitative and quantitative data were collected, was performed in six (6) Levell hospitals. Check lists were compiled to evaluate the structure and facilities in which midwifery practice is executed. The records of 128 patients were analysed to specifically investigate the nature and extent of critical and analytical decisionmaking by midwives, and the extent to which the midwife really applies reflective practices. The results showed that record-keeping is not done optimally; that the partogram, which - - ---- is a comprehensive evaluation of the progress of_lab_2~1isJ not used and that the records did not indicate that the midwife applies critical and analytical thinking and acts accordingly. Recommendationsare that the proposals for the improvement of intrapartum service delivery, as made by Odendal (2004: ii-iv) and the Department of Health (2000: 42), are to receive immediate attention. It appears as if protocols and guidelines for emergency action and general safe practices do exist, but are not enforced. Continued inservice training receive priority attention. Core words: critical analytical thinking; midwife's practice and practices; intrapartum care service delivery
AFRIKAANSE OPSOMMING: Gehalte verpleegsorg word deur kliniese besluite wat op kritiese en analitiese denke gegrond word gekenmerk. In die pasient se rekord moet die ramings-, beplannings- en implementeringsgegewens gerekordeer word wat gebruik is as basis vir besluitneming. Die vraag ontstaan egter of die pasient se rekord wei kritiese en analitiese denke weerspieel. Die fokus op die vroedvrou se praktyke in professionele gedragsake wat met intrapartumsorgdienslewering verband hou, het tot die spesifieke keuse van die populasie, naamlik intrapartumsorgdienste in vlak 1-hospitale in die Wes-Kaapaanleiding gegee. 'n Nie-eksperimentele studie waartydens kwalitatiewe en kwantitatiewe data ingesamel is, is in ses (6) vlak 1- hospitale uitgevoer. Kontrolelyste is opgestel om die struktuur en fasiliteite waarbinne vroedvroupraktyke plaasvind, te evalueer. Die rekords van 128 pasiente is ontleed om spesifiek ondersoek in te stel na die aard en omvang van kritiese en analitiese besluitneming deur die vroedvrou, en tot watter mate die vroedvrou wei weldeurdagte praktyke toepas. Die resultate toon dat rekordhouding nie optimaal gedoen word nie; dat die partogram wat 'n omvattende evaluering van die kraamverloop is, nie gebruik word nie, en dat daar uit die rekords nie 'n aanduiding gevind kan word dat vroedvroue wei krities en analities dink en optree nie. Aanbevelings is dat die voorstelle ter verbetering van intrapartumsorgdienslewering 5005 gemaak deur Odendal (2004: iii-v) en die Departement van Gesondheid (2000: 42), indringend aandag moet geniet. Dit wil voorkom asof protokolle en riglyne vir noodoptrede en algemene veilige praktykvoering wei bestaan, maar nie toegepas word nie. Voortgesette indiensopleiding moet as 'n prioritieit aangespreek word. Kernwoorde: kritiese analitiese denke; vroedvroupraktykvoering; vroedvroupraktyke, intrapartumsorgdienslewering.
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Mampunge, Fezeka. "Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006815.
Full textAbstract:
Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.
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Delvaux, Nicole. "Contribution à l'évaluation des effets de la formation psychologique des soignants en oncologie." Doctoral thesis, Universite Libre de Bruxelles, 1999. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211848.
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Webber, Fiona. "A study of the prevalence of refractive errors and of patients requring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and O. R. Tambo districts of the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1001100.
Full textAbstract:
This is a study on the prevalence of refractive errors and patients requiring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and OR Tambo District Municipalities of the Eastern Cape. This is an area characterised by extreme poverty where the cost of an eye examination and prescription spectacles remains financially unobtainable for most. Optometry services are provided mainly by private optometrists who service the small proportion of the population that can afford them. Adults and children remain house bound or are labelled as dull and unproductive simply because they don’t have access to an eye examination and a pair of spectacles. Purpose The purpose of the study is to identify patients with refractive errors and those requiring refractive services at the 15 eye clinics in the Eastern Cape. Another purpose is to describe the refractive services that are available to patients attending health facilities, where the eye clinics are conducted. Lastly, the purpose is to explore the possibility of nurses providing refractive services independently or under the supervision of optometrists to supplement the lack to refracting and dispensing services. Study Method A quantitative and qualitative non-experimental descriptive design was used. Research involved the analysis of Vision Care’s eye clinic records collected from 15 eye clinics from January 2010-June 2010. Semi-structured interviews were conducted with 30 nurses working at the 15 health facilities where the eye clinics were conducted using purposive sampling. The quantitative data was analysed using excel spreadsheets and graphs and qualitative data was analysed using coding and categorizing methods. Conclusion According to Vision Care’s data of the patients assessed, 19.2 percent had a refractive error and 54 percent of the patients required refractive services. It is estimated that 71.41 percent of the patients had a refractive error according to the optometrist. Although there were some organisations active in the eradication of cataracts, there was little healthcare available in the form of refraction services. xiv Patients needed to travel an average of 63.8kms to access refraction services against the backdrop of poor roads, poverty and unemployment. 28 out of 30 nurses either ‘strongly agreed’ or ‘agreed’ that nurses could be trained to perform refractions and dispense spectacles. 29 out of 30 nurses thought that this would have a positive impact on eye care. Further research is necessary to assess the feasibility of implementing a nurse operated refractive program and whether it should be within their scope of practice to refract and dispense spectacles.
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Mogale, Noria Mosehle. "Problem-based case study to enhance critical thinking in student nurses." Thesis, 2012. http://hdl.handle.net/10210/8236.
Full textAbstract:
M.Cur. (Professional Nursing Education)The use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
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Mongwe, Rirhandzu Norah. "Facilitating learning of student nurses during clinical placement : registered nurses' perceptions." Diss., 2001. http://hdl.handle.net/10500/697.
Full textAbstract:
The purpose of this study was to explore and describe the perceptions of registered
nurses with regard to facilitating the learning of student nurses during clinical
placement.
Focus group interviews with fifteen registered nurses were done, followed by
participant observations in two clinical areas, to gain a clearer picture of obstacles, as
well as the strategies employed during placement of student nurses in the clinical area.
The :findings indicate that facilitation of the learning of student nurses during clinical
placement is achieved by guidance, involvement, assisting and supervision of student
nurses in the clinical area by nurses of all categories, and medical and paramedical
personnel. Many obstacles were identified which obstruct the employment of
strategies that are suitable for facilitation in the clinical area. Guidelines for the
facilitation of learning of student nurses were recommended, to improve facilitation in
the clinical area.Health Studies
M.A. (Nursing Science)
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"Riglyne vir indiensopleiding in 'n privaathospitaal." Thesis, 2012. http://hdl.handle.net/10210/5981.
Full textAbstract:
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.