Dissertations / Theses: 'Nursing Study and teaching (Higher) Indonesia'

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Bromander, Madeleine, and Rebecka Petersson. "Registered nurses´ experiences of educating newly delivered mothers in breastfeeding in Yogyakarta, Indonesia : An interview study." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-461.

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Background: Exclusively breastfeeding a child during the first six months of life reduces the risk of mortality by 14 times. 42 % of mothers in Indonesia breastfed their infant exclusively in 2012. It is the registered nurses´ responsibility to provide information about consequences of their decision to the patient. Aim: The aim of this study was to investigate how registered nurses describe how they provide patient education about breastfeeding to newly delivered mothers and how registered nurses experience their role as a patient educator. Method: It was an empirical, qualitative study based on a focus group interview with four registered nurses and two midwives. The interview was based on a semi-structural interview design. The focus group interview was transcribed and analyzed using a qualitative content analysis. Result: Three major themes were found in this study, “strategically using different techniques while educating”, ”patient and family centered care” and “the registered nurse as a significant source of knowledge”. The first theme describes how the registered nurses used different techniques to encourage the mothers to breastfeed. The second theme describes the importance to include the entire family in the education and to adjust the education depending on the patient. The third theme describes how the registered nurses saw themselves as significant sources of knowledge and that it was their responsibility to provide evidence-based knowledge. Discussion: All registered nurses and midwives described the importance of evaluating the education. Families had a great influence over the patient in the Indonesian culture, hence, it was crucial to involve them in the education. The registered nurses felt that they were in the right position to give crucial information and education about breastfeeding.

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Richter, Sally Lightsinger. "Nurse Educator Self-Assessed Technology Competence and Online Teaching Efficacy| A Pilot Study." Thesis, University of West Georgia, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10007142.

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The demand for innovation in nursing education has increased the use of technology and expanded growth in online courses (Hoffman & Dudjak, 2012; Sword, 2012; Valiga, 2012). Many faculty embrace online learning while others perceive knowledge and skills associated with navigating online learning as a barrier to education (Hoffmann & Dudiak, 2012). A lack of research exist related to faculty efficacy in the use of technology for teaching in the online environment (Chang et al., 2011; Petit Dit Dariel et al., 2013; Sword, 2012). The purpose of the descriptive correlational pilot study was to investigate educational technology competencies and efficacy in teaching online. Additionally, the relationship was explored between educational technologies and online teaching efficacy. Bandura’s self-efficacy theory served as the conceptual framework for the study. Two instruments were used to collect data: the Michigan Nurse Educator’s Sense of Efficacy for Online Teaching Scale (MNESEOTS) and the Duke University School of Nursing Self-Assessment of Educational Technology Competencies Scale (DUSAETCS). The sample consisted of 64 nurse educators teaching at least 51% of course content online within a baccalaureate or graduate level program. A significant relationship was found between self-assessed competency in the use of educational technologies and nurse educators’ sense of online teaching efficacy (r = .56, p < .001). Additionally, findings from the study revealed that nurse educators reported a sense of efficacy for online teaching from “some” to “quite a bit” on subscales addressing student engagement, instructional strategies, classroom management, and uses of computers with a mean of 28.94 on the total scale with a range of scores from 19-35. Participants indicated that they were “somewhat competent” to “very competent” in the use of educational technologies based upon responses on subscales addressing: competency, helping students achieve, implementing principles of good teaching, and creating learning experiences with a mean of 145.40 on the total scale ranging from 100-174. An OLS regression was run with predictor variables including online teaching efficacy, online teaching experience, faculty mentoring, instructional design support, and technology competence total score. Technological competency was the only significant variable predicting online teaching efficacy (b = 0.112; p < 0.001) with 36.8% of the variance in online teaching efficacy explained by technological competence. Nurse educators with high online teaching efficacy beliefs value instructional designer support, preparatory course, and peer or mentor support. Additional research is needed to establish reliability and validity for the use of the DUSAETCS tool. Replication of this study is suggested using a larger sample size of online nurse educators to verify variables affecting faculty self-efficacy in the online teaching environment. With additional supporting evidence strategies can be developed to enhance self-efficacy and technological competencies of nurse educators.

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Pardo, Dona. "The culture of clinical teaching." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185472.

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The purpose of this exploratory case study was to describe the culture of clinical teaching through a symbolic interactionist framework, by identifying the rituals, faculty behaviors, and student behaviors and characteristics valued by faculty instructing in clinical settings, using content analysis, interviews and observation. Five faculty, one from each clinical specialty, were chosen using specific criteria. College of Nursing archives were content analyzed to ascertain written valued student behaviors and characteristics and faculty were interviewed to learn their stated beliefs. Faculty/student clinical interactions were observed to assess if faculty written and verbalized beliefs were enacted, and twelve students were interviewed for verification of transmission of the values. Peer debriefing, member checking and an audit trail ensured trustworthiness of the data. Faculty used eight rituals: Preparation, Tracking, Discourse, Closet, Repast, Selection, Maneuver, and Documentation, and three types of actions: Teaching, Role Modeling, and Caretaking to transmit their values. Teaching was utilized 55 percent of the time and involved questioning, instructing, guiding, correcting and observing. Role Modeling, used 22 percent, embodied promoting independence, helping, intervening, kidding and admitting fallibility. Caretaking was evidenced 23 percent of the instructor's time and included caring, praising, diffusing anger, allowing mistakes and sharing self. Over one hundred student behaviors and characteristics that faculty valued were identified and collapsed into six descriptors, listed in descending order: assertive, therapeutic, compliant, knowledgeable, disciplined, and skillful. Faculty placed emphasis on human, interactive skills versus knowledge and psychomotor skills, and responded to students with very caring behaviors. They utilized compassion as a way of effecting conformity, and their use of caring behaviors for the exercise of their power was evident.

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Du, Rand Sussara Maria. "Standards to facilitate optimal experiences of short-term study abroad nursing students at a higher education institution." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020659.

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Advances in technology have made globalization and internationalization a reality in the world. National borders are becoming more permeable and migration of goods, services, and health care workers takes place more readily. Higher Education Institutions (HEIs) have become competitors and vendors in the global knowledge economy and are expected to develop job seekers that are responsible and engaged global citizens and employees. Offering study abroad programmes is one of the ways that HEIs achieve this goal. It is estimated that in 2010, 4.7 million people studied abroad (OECD, 2012:360), and it is anticipated that this number will grow to 15 million by the year 2025 (Altbach & Knight, 2006:9). South Africa is emerging as a regional hub for study and research in sub-Saharan Africa (UNESCO: 2012b). Many organizations that train nurses are internationalizing their curriculum which effectively means that Schools of Nursing are seeking placement for students to study, gain insight into other cultures and practices, and to gain clinical experience in other countries. Students, the customers of the Higher Education Institutions, often pay large sums of money to undertake these study abroad programmes and therefore expect good quality learning experiences in return. The aim of this qualitative, contextual, exploratory, and descriptive study was to explore and describe the expectations and experiences of international nursing students and faculty members at a Higher Educational Institution in South Africa in order to develop standards that will enable HEIs to optimize the experiences of short-term study abroad nursing students. An in-depth contextual investigation was conducted on globalization and internationalization, as well as the higher education and health systems of three countries to understand the context of the study abroad programmes. Qualitative data was gathered from students and faculty members using focus groups and individual interviews to establish their expectations and experiences of the programme. Thematic synthesis was carried out on the contextual data and the qualitative data. Thereafter, thematic synthesis analysis was conducted using both sets of results to develop standards that can be used to optimize the experience of short-term study abroad nursing students at a HEI. A total of 35 standards were developed around the following main themes: the objectives of study abroad programmes should be stated clearly before arrival and include the expectations of the global, national, and local communities, the higher education institution and the staff and students; study abroad programmes should be managed in an ethical manner and in an enabling environment, as part of their strategic goals and plans of a HEI; students should be exposed to a variety of experiences and differences between the sending and hosting countries during their study abroad programmes; Standards to Facilitate Optimal Experiences of Short-term Study Abroad Nursing Students at a HEI; study abroad programmes should be evaluated at different intervals and levels to ensure quality of the programmes and to ensure that the objectives/outcomes are met. A limitation of the study was the sampling of the clinical mentors which did not include representatives from the overseas universities. It is recommended that the standards that were developed in this study be introduced and tested in HEIs and that more research be conducted on different levels and groups with regard to study abroad programmes in future.

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Williams, Durcilla Kay. "Case Study of Stakeholders' Views on Retention and Self-Efficacy in Texas Nursing Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2911.

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Retention of students through the completion of the nursing degree is a problem that exists at local Texas nursing programs, adding to the nursing shortage at local Texas hospitals. The purpose of this qualitative research study was to identify the best practices used by a local Texas college with graduation rates above the benchmark of 85% set by the Texas Higher Education Coordinating Board. The study framework was based on Bandura's theory of self-efficacy and Tinto's theory of student retention. The research questions for the study focused on reasons the college maintained a high retention rate, best practices currently used, changes to best practices, which best practices contributed to student retention, and additional best practices that could be implemented. The boundaries for the case study included current dean's ambassadors, traditional faculty, and recent dean's ambassadors who graduated within 3 months of the project study. The case study method of qualitative research used 30 minute Skype or telephone interviews to collect personal perceptions and opinions from 5 participant volunteers from a 2-year or 4-year nursing program. Data analysis included grouping similar in vivo codes together into major and minor themes. The results of my project study revealed best practices used at the college included faculty availability, faculty support, office hours, mentoring, tutoring, and retention counselors. Only 1 participant had knowledge and was familiar with the term self-efficacy. Based on these results a faculty professional development project was created to provide information on academic self-efficacy in the form of a 3-day, evidence-based workshop. This project may lead to positive social change by providing faculty information that may be used to plan and refine a curriculum on self-efficacies, which could benefit nursing students and increase retention.

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Clark, Karen. "A qualitative study of faculty/student perceptions of RN to baccalaureate nursing degree curricula and instructional needs through focus groups and follow-up interviews." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290774.

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The purpose of this qualitative study was to explore the RN to BSN student's perceptions about what they need from curricula and the faculty to meet their educational goals. In addition, the study looked at the relationship between student identified needs and those identified by the faculty in regard to the RN to BSN curriculum.Evidence was collected using three focus group interviews with RN to BSN students and three focus group interviews with faculty who teach in RN to BSN programs. The number of participants in faculty focus group totaled 13 while participants in student focus groups totaled 16 participants. Individual follow-up interviews were conducted with participants from five of the six focus groups.A total of 50 concepts and a total of 20 subcategories were identified as significant as a result of the student data analysis. Seven themes emerged from the data analysis: 1) reasons for seeking BSN degrees (personal reasons, job advancement or maintenance, bridge to graduate school); 2) curricular content (nursing research, nursing leadership/management, health assessment, politics, computer technology, and general education); 3) curricular outcomes (professionalism, professional self-esteem, critical thinking); 4) institutional factors (advising and admissions processes, separation from traditional BSN students); 5) teaching methodologies (discussion, sharing, student presentations); 6) adult learning principles (self-direction, choices, peer learning, respect for experience); and 7) accommodations (acknowledgement for multiple roles, convenience, flexibility, credit for previous work, choices, physical environment).
Department of Educational Studies

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Katterheinrich, Michelle K. "Evaluation of questioning as a strategy to facilitate development of critical thinking by faculty in the clinical setting." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389685.

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Nursing schools today are bound by accreditation agencies to produce graduate nurses who can think critically. Clinical instructors play the dominant role in transitioning students from the didactic experience to the clinical experience. The clinical experience is where students practice higher levels of thinking under the supervision and guidance of a clinical instructor in order to arrive at safe patient care decisions. Regardless of the teaching method used to develop critical thinking skills, it is the underlying questioning skill of the instructor that facilitates the growth of critical thinking (Giddings, Dyson, Entwistle, Macdiarmid, Marshall, & Simpson, 2000; Hermiz, 2001, p. 183; Myrick & Yonge, 2002).The purpose of the descriptive study was fourfold: (a) to examine the cognitive characteristics of questions asked by clinical nurse faculty of baccalaureate nursing students, (b) to examine faculty perceptions of the questions being asked in the clinical setting, (c) to examine the questions asked under the categories posed by Myrick and Yonge (2002) of theoretical knowledge, clinical decision-making and action in an effort to determine if systematic questioning is occurring that moves students from theoretical knowledge through to nursing action, and (d) to compare faculty perceptions of the questions asked. Questions were examined for level and type as defined by Craig and Paige (1981); and context in which the question was posed utilizing the guidelines posed by Myrick and Yonge (2002) as theoretical knowledge, clinical decision-making and action. The academic and professional characteristics of clinical faculty were captured utilizing a demographic survey.Findings mirror that of previous research. Clinical faculty continue to ask low cognitive level questions of baccalaureate nursing students. Approximately 71.8% of the questions represented the categories of knowledge, comprehension and application. In addition, over 21% of the questions posed fell into the category of "other" representing questions that were primarily yes/no, and information seeking type questions When looking at sequencing of questions, again, primarily the questions fell into the theoretical knowledge category, and did not move the student through to the evaluation of nursing care.
Department of Educational Studies

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Singer, Shannon Gail. "Curriculum Analysis of Content Related to Rural Nursing in Baccalaureate and Associate Degree Nursing Programs in Texas." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332016/.

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The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.

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Bruner, Jeanne K. "Moving toward the 21st Century: American Association of Colleges of Nursing Guidelines and Baccalaureate Nursing Education." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278423/.

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This study investigated current use of American Association of Colleges of Nursing guidelines in preparing the baccalaureate nurse graduate to practice nursing in the community health sector of the healthcare delivery system and use of community based healthcare delivery sites by baccalaureate programs located in non-urbanized and urbanized areas. The extent of guidelines adoption, plans by colleges not currently using them to do so in the future, and impact of accreditation visits on the adoption of the guidelines were also explored. A qualitative survey design was used to describe the use of AACN guidelines in the development of baccalaureate nursing education.

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Vande, Griend Tara, and University of Lethbridge Faculty of Health Sciences. "Novice nursing clinical instructors : the lived experience / Tara Vande Griend." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2011, 2011. http://hdl.handle.net/10133/2628.

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A constructivist philosophical paradigm and van Manen's phenomenological method were used to understand the lived experience of a purposeful sample of nine novice nursing clinical instructors in the Nursing Education in Southwestern Alberta program in Lethbridge, Alberta. Data were collected using in-depth, semi-structured, open-ended interview questions and were analyzed using van Manen's approach to thematic analysis. The findings revealed how novice nursing clinical nursing instructors experienced this new role; the meaning instructors ascribed to their experience; and how instructors learned about the clinical instructor role. The lived experience of novice nursing clinical instructors was likened to a journey. Three major themes emerged within The Journey: Endeavoring Amid Strife, Enacting Understanding of the Clinical Instructor Role, and Evolving as a Clinical Instructor. Implications included: valuing the lived experience, appreciating struggles, and improving supports and learning resources in the areas of orientation, mentorship, peer support, instructor inclusion in academia, and work-life balance.
viii, 118 leaves ; 29 cm

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Pickett, Wendy Lee, and University of Lethbridge Faculty of Education. "Faculty perceptions of collaborative programming for the baccalaureate as entry to nursing practice." Thesis, Lethbridge, AB : University of Lethbridge, Faculty of Education, 1990, 1990. http://hdl.handle.net/10133/45.

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The primary purpose of this study was to examine the perceptions of southern Alberta nurse educators regarding the concept of collaborative programming as one way of working towards baccalaureate entry into nursing practice (EP 2000). Specifically, answers to the following questions were sought: 1. To what extent do nurse educators support the EP 2000 mandate, and why do they hold these views? 2. To what extent do nurse educators support the concept of collaborative programming, and why do they hold these views? 3. What programming alternatives do nurse educators perceive as desirable for working towards baccalaureate entry to practice? 4. What are the perceived barriers and facilitators to developing a collaborative program? 5. What factors may influence a nurse educator's perception of collaborative programming? A questionnaire was developed and distributed to 112 full-time nurse educators in four dimploma nursing programs (DNP) and two baccalaureate nursing programs (BNP) in southern Alberta. Completed returns numbered 74 (66%). Descriptive statistics, content analysis and the Chi Square statistical test were used to analyze the data. Lewin's (1951) force field theory was used as a guide in inteerpretation of the data findings. The major findings of the study were as follows: 1. Generally, nurse-faculty perceived the system of nursing education to be inadequate in meeting the health care needs of society; in providing for education and career mobility; and in the kind and amount of communication between its educational components. 2. A majority of BNP and DNP faculty support the EP 2000 mandate. Each group identified the need to upgrade professional standards and educational requirements to better serve society (consumers, patients, hospitals, marketplace demands and the profession) and better meet the increased intellectual, technical and judgemental demands required by the expanded roles in nursing practice. 3. A majority of the BNP and DNP faculty support the development of collaborative baccalaureate programsprovi for reasons ranging from professional benefits to pragmatic and economic aspects. However, there were a number of ambiguities and contradictions in the participants' responses. 4. Restricted provincial funds, lack of government support for EP 2000, concerns regarding the academic qualifications of diploma faculty to deliver university transfer courses, the need to protect existing program territoriality, and difficulties in mobilizing inter-institutional processes were perceived as barriers influencing the development of collaborative programs. The EP 2000 position statements, the increased student demands for baccalaureate education, and a desire to retain the strengths and resources of diploma education were preceived as facilitators. 5. The participants' type of employing institution affected certain perceptions of collaborative programming and the baccalaureate as entry to nursing practice. It was concluded that less overt resistance to collaborative programming was found than might have been predicted, given the slow movement in the province toward planned collaboration. The base seems to exist for a concerted, organized, regional effort in this direction, provided that serious attention is paid to the issues identified by the respondents. Finally, the data provide a foundation for developing on educational process and action steps to enhance progress toward collaboration as one option for facilitating EP 2000. Recommendations were presented for nursing education and future research.
xi, 138 leaves ; 28 cm

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Paterniti, Anthony Peter. "The Feasibility of Using an Adaptation of the Montessori Method to Teach Basic Nursing Skills to Beginning Generic Baccalaureate Nursing Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277921/.

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The purposes of this study are to determine the extent to which nursing education administrators accept the use of an adapted Montessori method in teaching basic nursing skills and to determine the feasibility of implementing such a method.

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February, Tracy Joan. "Attracting and retaining nursing educators : a study conducted within a private nursing education institution in South Africa." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97322.

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Thesis (MBA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The shortage of nurse educators has an effect on the training of current and future nurses. A shortage of nurse educators leads to the inability to increase the number of student nurses, which results in a lack of trained nursing staff to meet the healthcare needs of the South African population. There is a need to gain an understanding of why nurse educators enter into and remain in academia versus the reasons why nurse practitioners – specifically registered nurses (RN) – choose to enter into and remain in practice. The prioritised reasons for entering into and remaining in nurse academia were investigated with a focus on: i.) The difference between the reasons why RNs enter into and remain in nursing practice ii.) The difference between the reasons why nurse educators enter into and remain in academia iii.) The difference between the reasons why RNs enter into nursing practice and reasons for nurse educators entering into academia iv.) The difference between the reasons why RNs remain in nursing practice and reasons why nurse educators remain in academia A descriptive, quantitative design was used to explore the factors that lead to nurses entering into and remaining in academia. An on-line, self-administered survey was used as the primary data collection instrument. Data was tabulated and presented in histograms and frequencies. The study found that: i.) RNs enter into and remain in nursing practice for the same reasons ii.) That nurse educators enter into and remain in academia for different reasons iii.) That RNs enter into nursing practice and nurse educators enter into academia for different reasons iv.) The primary reason for RNs remaining in nursing practice and nurse educators remaining in academia are the same The shortage of nurse educators is critical and it is essential that NEIs begin to institute plans focussing on the reasons behind nurse educators’ decision to stay in nursing education. Private NEIs should use the findings of this study to focus on areas that indicate satisfaction with the position rather than dissatisfaction in order to develop specific attraction and retention strategies.

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Harrison, Pamela G. "The lived experience of re-entry women in traditional baccalaureate nursing education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290775.

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The critical shortage of nurses has resulted in the recruitment of an increased number of nontraditional students who frequently fill multiple roles in addition to their student role. Minimal research has been conducted with this population enrolled in a college environment designed for traditional students.The purpose of this study was to explore the lived experience and margin-in-life of re-entry women enrolled in two traditional baccalaureate nursing programs in central Indiana. The theoretical framework for the study was McClusky's Power Load Margin Theory and the population consisted of ten re-entry nursing students who volunteered for participation. Demographic data was collected using a researcher designed tool and semi-structured interviews were conducted with each participant. Participants completed Stevenson's Margin-in-Life Scale and demonstrated an average margin of 0.60492.All interviews were audio taped, transcribed, and subjected to systematic phenomenological analysis inspired by the work of Max van Marten resulting in the identification of five main themes entitled success, support, transitions, challenges, and relationships. Success was comprised of three sub-themes including motivation for returning to school, persistence or determination to complete the nursing program, and time management strategies. Support included two sub-themes of support from family and friends of the participants and support from self-care strategies.The transitions theme included feelings of anxiety upon returning to college and academic difficulties encountered. The challenges theme was comprised of financial challenges and challenges encountered balancing multiple responsibilities. The fifth theme, relationships, included relationships with university faculty and staff and relationships with fellow students.Simultaneous triangulation was employed applying quantitative and qualitative methods at the same time in order to enhance the understanding of the lived experience of the participants. In an attempt to present a visual image of the interaction between the five themes and the margin-in-life, the researcher conceptualized a model entitled the Margin-in-Life Model.The five themes identified and margin-in-life scores provided rich information about the lived experience of this group of re-entry women. Further research is needed to gain a more complete understanding of this population and implications for nursing education.
Department of Educational Studies

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Vickers, Wanda Jean. "Curriculum development for disadvantaged students enrolled in nursing courses in career and technical education programs." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2671.

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Shepard, Pamela Ann. "The Use of Part-Time Faculty in Associate Degree Nursing, Social Science, and Biological Science Programs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332403/.

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This study surveyed the opinions of academic administrators of associate degree nursing programs, community college social science programs, and community college biological science programs regarding major benefits and concerns associated with the employment of part-time faculty. This study found that most part-time social science faculty teach in the classroom, half participate in non-teaching faculty activities, and most are paid a contract amount per course or credit hour. Part-time biological science faculty differed only in that most teach a combination of classroom and lab/practicum. Part-time nursing faculty differed in all three areas. Most part-time nursing faculty teach in lab or practicum settings, most participate in more non-teaching activities than other part-time faculty, and most are paid an hourly wage. However, the benefits and concerns associated with the employment of part-time nursing faculty were not significantly different from those identified by academic administrators of the other programs with one exception. Academic administrators felt that part-time nursing faculty expose students to the latest technologies in specialty areas and part-time social science faculty do not. The benefits cited by the respondents, that were in addition to the benefits most frequently cited in the literature, include increased interaction with the community and the ability to "try out" prospective full-time faculty. The concerns cited by respondents, that were in addition to the concerns most frequently cited in the literature, include the inability to find qualified part-time faculty to fill available positions and the concern that the employment of part-time faculty causes resentment among full-time faculty. The results from this study indicate that the literature pertaining to the benefits and concerns associated with the employment of social science and biological science part-time faculty in community colleges can be used to develop policies regarding part-time faculty in associate degree nursing programs.

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Yeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.

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Mphana, Mateboho Patricia. "HIV/AIDS prevention and care for learners in a higher education institution in Lesotho." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5307.

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Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: HIV/AIDS is considered as a global problem with the number of people living with HIV infection continuing to increase. At the end of 2007 HIV/AIDS had already claimed 25 million lives. Of all new HIV infections 71% were diagnosed in the Sub-Saharan region in 2008, remaining the worst affected region globally. UNAIDS (2008:43) indicated that heterosexual intercourse remained the main origin for HIV infection in the Sub-Saharan region. Therefore the researcher is of the opinion that prevention strategies should focus mainly on sexual transmission of the disease. HIV/AIDS affects mainly people between the ages 15-24 years, notably the age group of most of the learners in Higher Education Institutions (HEIs). Lesotho, a country in the Sub- Saharan region, presents with the third highest HIV adult prevalence (23.2%) in the world and in the region. In an attempt to address the prevailing situation, Lesotho has a number of programmes geared towards addressing HIV/AIDS in the country. However, all these attempts exclude the learners in HEIs, yet the majority of learners are found within the most affected age group. It is also to be noted that Higher Education provides the bedrock for socio-economic and political development in Africa. Some studies have identified insufficient knowledge as being at the root of the increasing HIV infections among youth. However, other studies have shown that there is adequate knowledge among the young people, but still a challenge remains and that is to facilitate changes in behavioural patterns as a component to be linked to the knowledge. Studies conducted in other African countries have shown that there are anti-AIDS programmes and clubs for learners in HEIs where learners are involved in the fight against HIV/AIDS. No publication indicating the same for Lesotho’s HEIs could be found, except for the National University of Lesotho (NUL) that only launched its HIV/AIDS policy for learners in 2009. The researcher is of the opinion that HEIs in Lesotho are not doing enough to combat HIV/AIDS and hence intends to focus on HEIs in Lesotho. This study had two objectives namely:  To determine the knowledge of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care.  To explore the needs of learners in a specific HEI in Lesotho regarding HIV/AIDS prevention and care. This mixed method study was conducted, comprising of both quantitative and qualitative designs. Quantitative phase used a questionnaire for determining the knowledge of learners. The questionnaire was adopted from a study that was performed to determine knowledge of South African educators in public schools with some modifications. The qualitative phase was used to explore the needs of the learners through the focus group discussions with the leaders of the learners. Sample was drawn from the entire population using stratified random sampling for the quantitative phase. The qualitative phase used the purposive sampling to obtain in-depth information concerning learners’ needs. Quantitative data was analysed through the use of statistical package for social sciences (SPSS) and qualitative data was analysed using the thematic analysis and open-coding. All ethical principles were adhered to especially the principle of respect for persons. The findings from the quantitative phase of the study showed that learners had adequate knowledge regarding HIV/AIDS prevention and care and the findings from the qualitative phase showed the various needs of the learners with regards to prevention and care of HIV/AIDS in a specific HEI in Lesotho. Recommendations have been proposed based on the findings from the two phases of the study. Limitations observed by the researcher have also been identified. In conclusion the objectives of the study were met and the research questions had been answered.
AFRIKAANSE OPSOMMING: MIV/Vigs word as ‘n internasionale probleem erken, siende dat daar ‘n verhoging in die toename van MIVgeïnfekteerde indiwidue tans is . Einde 2007 het MIV/Vigs het reeds 25 miljoen lewens ge-eis . In 2008 is 71% van al die nuwe MIV-infeksies in die Sub-Sahara streek gediagnoseer, wat aandui dat die streek die mees geaffekteerde streek tans is. UNAIDS (2008:43) het aangedui dat heteroseksuele omgang die hoofoorsaak van MIV-oordrag in die Sub-Sahara-streek is. Laasgenoemde het daartoe gelei dat die navorser van mening is dat voorkomende strategieë meestal op seksuele oordrag van die siekte moet fokus. MIV/Vigs affekteer meestal mense in die ouderdomsgroep 15-24, opmerklik is dit die ouderdomsgroep waarby meesste leerders in Hoëronderwysinstellings (HOI) is. Lesotho, ‘n land in die Sub-Sahara-streek, het tans die derde-hoogste MIV-voorkoms (23.2%) in die wêreld en in die streek. Lesotho het verskeie programme ontlont om MIV/Vigs te bekamp in ‘n poging om die huidige situasie te beredder . Nieteenstaande sluit al die programme leerders in HOI uit, alhoewel die leerders in die ouderdomsgroep van die mees-geaffekteerde groep val. Dit is ook duidelik dat Hoëronderwys die fondasie vir sosio-ekonomiese- en politieke ontwikkeling in Afrika verskaf. Sommige studies het onvoldoende kennis as die wortel van die verhoging van MIV-infeksies onder die jeug geïdentifiseer. Ander studies, daarenteen, wys dat kennis voldoende is onder jeug, alhoewel veranderinge in gedragspatrone om by die kennis aan te sluit ‘n uitdaging bly. Studies uit ander Afrikalande dui daarop dat daar anti-Vigs programme en klubs is waarby HO leerders betrokke is om teen die verspreiding van MIV/Vigs te veg. Geen publikasies in hierdie verband word in Lesotho aangetref nie, behalwe ‘n MIV/Vigs-beleid wat in 2009 deur “National University of Lesotho’ (NUL) gepubliseer is. Dus is die navorser van mening dat HOI nie genoeg doen om MIV/Vigs te beveg nie, daarom fokus sy op HOI in Lesotho. Hierdie studie het twee doelstellings ten doel gehad, naamlik om die leerders in ‘n sekere HOI in Lesotho se kennis aangaande MIV/Vigs voorkoming en sorg te bepaal en die behoeftes van die leerders aangaande MIV/Vigs voorkoming en sorg te verken. ‘n Studie met beide kwantitatiewe- en kwalitatiewe metodes is gebruik om die doelstellings te verwesenlik. In die kwantitatiewe fase is ‘n vraelys gebruik om leerders se kennis te bepaal. Die vraelys is verkry uit ‘n vorige studie wat in RSA gedoen is, maar aangepas om in die Lesotho-konteks te gebruik. Gedurende die kwalitatiewe fase is fokusgroep besprekings met die leiers van die leerders gehou om die behoeftes indiepte te verken. Die steekproef was uit die totale populasie getrek deur van gestratifiseerde streekproefneming gebruik te maak in die kwantitatiewe fase en ‘n doelgerigte steekproefneming is in die kwalitatiewe fase te gebruik. Die navorser het ‘n kwantitatiewe data-analise sagteware (SPSS)gebruik om kwantitatiewe data te ontleed en tematiese- oopkodering is gedurende die kwalitatiewe fase gebruik. Etiese kode is ten volle gerespekteer, veral die respek vir mense gedurende navorsing. Bevindinge van die kwantitatiewe fase het bewys dat leerders voldoende kennis aangaande die voorkoming en sorg van MIV/Vigs besit en die kwalitatiewe bevindinge het die behoeftes van leerders met betrekking tot die voorkoming en sorg van MIV/Vigs in ‘n spesifieke HOI in Lesotho geopenbaar. Die aanbevelings is gemaak, gebaseer op die bevindinge uit die twee fases. Beperkinge in die studie is uitgelig. Ter afsluiting is die doelstellings in die studie bereik en die navorsingsvrae beantwoord.

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Marc, Rosales R. "A Modified Delphi Study to Determine QSEN Informatics Competencies Recommended for Associate Degree Nursing Curricula." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492195505156655.

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Cefo, Linda M. Dr. "Qualitative Study Exploring the Development of Clinical Reasoning in Nursing's Clinical Education Settings." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556456523899578.

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Russell, Bedelia H. "To Foster a Culture of Curiosity: A Hermeneutic Study of the Experienced Nurse Educator and Student Intellectual Curiosity in the Online Learning Environment." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3128.

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Skills of inquiry are essential outcomes from a baccalaureate nursing education. Students who demonstrate intellectual curiosity can develop effective skills of inquiry. Nurse educators must place emphasis on teaching and learning strategies which engage student intellectual curiosity. However, the concept of intellectual curiosity is not well-studied across multiple contexts of teaching and learning environments within nursing education. In addition, there is little known about the experienced nurse educator and the meaning of student intellectual curiosity across multiple teaching and learning environments. With the increased emphasis on online teaching and learning in nursing education as a solution for expanding student access and capacity, the concept of intellectual curiosity within the context of online learning needs further exploration. Under the assumptions of philosopher Max van Manen (1990, 1997) and Martin Heidegger (1962), the purpose of this qualitative, hermeneutic phenomenological study was to understand the lived experience of baccalaureate nursing student intellectual curiosity for the experienced nurse educator teaching within the online learning environment. The research question was: What does intellectual curiosity mean to experienced nurse educators teaching in the online environment? A total of eight participants from three different institutions of higher education in the southeastern United States were interviewed through a socratic approach. Diekelmann, Allen, and Tanner’s Steps for Data Analysis (1989) are utilized for data analysis. Three constitutive patterns and seven relational themes emerged through the data analysis process. Ontological considerations of findings, implications for nursing education, and future research investigations are identified.

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Van, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.

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Dissertation (PhD) -- University of Stellenbosch, 2001.
ENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program.
AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.

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Van, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.

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Lack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.

The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.

Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.

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Wilkie, Margaret C. K. "Actions, attitudes and attributes : developing facilitation skills for problem-based learning." Thesis, Coventry University, 2002. http://curve.coventry.ac.uk/open/items/579668cc-9ec4-2005-ac69-eaab234c1396/1.

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Problem-based learning (PBL) is being adopted increasingly as a learning and teaching strategy within the United Kingdom. Although facilitation is recognised as being central to PBL, much of the current literature on facilitation in PBL is conflicting. This study explored the espoused and actual conceptions of PBL adopted by facilitators on a newly-developed pre-registration nursing diploma programme that employed PBL. To explore the lived experience of the PBL curriculum, a constructivist interpretist qualitative research design was adopted. For facilitation in PBL to be effective in promoting independent learning and developing critical thinking, teachers were required to sustain the newly espoused pedagogy and to adapt their actions to match. All participants possessed facilitation skills before the start of the study, however expertise in PBL facilitation took time and practice to acquire as existing skills had to be applied in new ways. Findings identified four broad approaches to facilitation: directive conventionalist, liberating supporter, nurturing socialiser and pragmatic enabler. Over time, most facilitators converged from a directive conventionalist approach towards that of a pragmatic enabler. The transitions were influenced by the need to resolve dissonance between espoused theories and theories-in-use; increased understanding of the dialogic nature of PBL; the use of communicative spaces to share and reflect on experience and an enhanced awareness of student diversity. While the findings relate specifically to PBL facilitation, they also contribute to the understanding of the types of teaching and learning strategies required by the large and increasingly diverse student body.

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Reid, Helen. "The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2505/.

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In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were the only available standardized critical thinking assessment tools. The emphasis has shifted to discipline specific tools. This concurrent validity study explored the correlation between two critical thinking tests, a general skills test, the California Critical Thinking Skills Test (CCTST) and a discipline specific test, the Arnett Critical Thinking Outcome Evaluation (CTOE). Both tests are based on the same definition of critical thinking. The CCTST, developed in 1990, covers discipline neutral content in multiple choice items. The CTOE, a free entry, written response test developed in 1998, assesses critical thinking in nursing situations using a partial credit model. A convenience sample of 434 sophomore ADN students from 9 programs in Texas completed the demographic survey and critical thinking tests in 1999. The sample was 87.9% female and 74.2% Caucasian, with a mean age of 31, mean GPA of 3.13, mean 3.7 years healthcare employment experience, mean CCTST score of 15.0023 and mean CTOE of 82.69. The sample also included 22.4% current LVNs, 15.7% with prior degrees and 53.5% in the first generation of their family to go to college. With Pearson correlation, three of four hypotheses concerning correlation between CCTST and CTOE scores were accepted, showing weak but significant correlation. GPA positively correlated but healthcare employment experience, first generation and minority status negatively correlated with CCTST scores. GPA correlated positively with CTOE scores. Stepwise multiple linear regression with CCTST scores retained GPA, healthcare employment experience, prior degree, and first generation in college status. The significant, positive correlation between CCTST and CTOE scores was weaker than expected. This may be due to the different formats of the tools, or a fundamental difference between a general critical thinking skills test and a discipline specific tool. Critical thinking is highly contextually sensitive and disciplines emphasize skills differently. Both tests may be useful in a critical thinking assessment program since they measure different aspects and contribute to a composite picture of critical thinking. Research should continue on discipline specific tools.

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Boeira, Suzana. "Formação do enfermeiro para a integralidade a partir de pressupostos dialógicos freireanos." reponame:Repositório Institucional da UCS, 2016. https://repositorio.ucs.br/handle/11338/2085.

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Esta pesquisa teve como objetivo apresentar norteadores da prática pedagógica que contribuem na formação do enfermeiro para a integralidade na saúde sob a perspectiva dialógica de Freire. Esse tema surgiu a partir de vivências como docente de um curso de graduação em enfermagem que demonstraram uma dicotomia da formação e da atuação profissional em relação às boas práticas em saúde. Tratou-se de uma pesquisa bibliográfica realizada a partir das publicações do Portal de Periódicos CAPES (2009-2016), considerando teses, dissertações e artigos que contemplam a temática proposta, bem como análise das Diretrizes Curriculares nacionais para a formação do enfermeiro. A análise de conteúdo de Bardin foi o caminho escolhido para interpretação dos dados, articulados com os pressupostos teóricos do dialogismo em Freire e da integralidade de Pinheiro e Mattos. Do processo de análise emergiram três categorias: a docência humanizadora como possibilitadora de um cuidado humanizado; a interdisciplinaridade como base para a integralidade do cuidado através de relações dialógicas constituídas pelo diálogo e pela escuta ativa; e o reconhecimento da multidimensionalidade do sujeito para o estabelecimento de uma relação dialógica desde a sua singularidade e subjetividade. Da articulação entre essas categorias, relacionando os conceitos do quadro teórico constituído, foram identificados cinco pressupostos pedagógicos para a formação do enfermeiro, respondendo assim a pergunta de pesquisa. Eles estão relacionados à necessidade do professor compreender e reconhecer os saberes dos educandos, permanecendo vinculado ao compromisso com o rigor metódico, ao uso da pesquisa para o processo de ensino e aprendizagem e à adaptação e reconhecimento da condição de inacabamento e condicionamento dos sujeitos. Apontam para uma formação orientada para o reconhecimento do homem como ser multidimensional e complexo e na produção de conhecimentos que derivem de espaços coletivos de ação-reflexão-ação, a partir da competência profissional do educador, de sua autoridade, humildade e capacidade de escuta. Os resultados da pesquisa ainda indicam a necessidade de o docente se comprometer com sua prática, levando em conta as demandas do cotidiano profissional do enfermeiro, para pensar nas situações de ensino aprendizagem, além de considerar o contexto de vida dos alunos.
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This research had as objective to present guides of the pedagogical practice that contribute in the formation of the nurse for integrality in the health under the dialogical perspective of Freire. This theme arose from experiences as a teacher of a nursing undergraduate course that demonstrated a dichotomy of training and professional performance in relation to good health practices. This was a bibliographical research based on the publications of the Portal of Periodicals CAPES (2009-2016), considering theses, dissertations and articles that contemplate the proposed theme, as well as an analysis of the National Curricular Guidelines for the training of nurses. Bardin's content analysis was the chosen path for data interpretation, articulated with the theoretical presuppositions of dialogism in Freire and the integrality of Pinheiro and Mattos. From the analysis process, three categories emerged: humanizing teaching as a facilitator of humanized care; Interdisciplinarity as the basis for the integrality of care through dialogic relations constituted by dialogue and active listening; And the recognition of the multidimensionality of the subject for the establishment of a dialogical relationship from its singularity and subjectivity. From the articulation between these categories, relating the concepts of the theoretical framework constituted, five pedagogical presuppositions were identified for the formation of the nurse, thus answering the research question. They are related to the teacher's need to understand and recognize the learners' knowledge, remaining linked to the commitment to methodical rigor, to the use of research for the teaching and learning process, and to the adaptation and recognition of the condition of unfinished and conditioned subjects. They point to a formation oriented towards the recognition of man as a multidimensional and complex being and the production of knowledge derived from collective spaces of action-reflection-action, based on the educator's professional competence, his authority, humility and listening ability. The results of the research still indicate the need for the teacher to commit to their practice, taking into account the demands of the daily professional of the nurse, to think about the situations of teaching learning, and to consider the context of the students life.

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Anderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.

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In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.

The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.

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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Wirza, Yanty. "Identity, Language Ideology, and Transnational Experiences of Indonesian EFL Learners and Users: A Narrative Study." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492781225459502.

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Galleguillos, Tatiana Gabriela Brassea. "Avaliação da educação superior de enfermagem na perspectiva da Comissão Assessora de Avaliação para a Enfermagem - INEP." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30052007-113806/.

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O presente estudo teve como objetivo analisar o processo de avaliação da educação superior da Enfermagem brasileira na perspectiva da Comissão Assessora de Avaliação para a Enfermagem - INEP. A partir da análise realizada com base nas entrevistas com os membros da referida comissão para a área de Enfermagem foi possível discutir questões referentes às políticas de avaliação da educação superior, levando-se em consideração a expansão e a diversificação desse nível de ensino, a instituição de procedimentos de avaliação estruturados em princípios de flexibilidade e de competitividade, bem como as políticas de saúde, definidas a partir das diretrizes do Sistema Único de Saúde (SUS) com ênfase na saúde pública. Evidencia-se que o Sistema Nacional de Avaliação da Educação Superior (SINAES), além de apresentar componentes de regulação, possibilita realizar uma avaliação qualitativa, de forma a superar o modelo anterior, determinado pelo Exame Nacional de Cursos (ENC), caracterizado pela tendência a estabelecer ranking para o setor. A utilização de instrumento único para a avaliação de cursos, embora evidencie a falta de especificidade para a formação de Enfermagem, assegura a avaliação qualitativa. O avaliador é destacado como elemento central do processo de avaliação de cursos, pela possibilidade de diálogo com as instituições, traduzida em uma modalidade de avaliação formativa. Embora a comissão não estabeleça relação entre avaliação e emprego, a oferta e a ampliação de cursos e vagas determina a necessidade de novos postos de trabalho. A expansão da educação superior apresenta maior crescimento no setor privado, ficando a oferta de vagas no setor público praticamente estagnada, caracterizando a transferência da responsabilidade social do Estado para a livre iniciativa. Apontam-se as Diretrizes Curriculares e as diretrizes do SUS como eixos norteadores para a avaliação da educação superior em Enfermagem, definidoras de um novo paradigma de formação em saúde. Ainda que a intenção da avaliação não seja a de focalizar as especificidades da saúde pública, isso torna-se inevitável, pois o SUS constitui-se neste bojo. Deve-se considerar, também, que o sistema possui componentes de caráter regulatório, que são utilizados para conter a abertura mercantilista de cursos e para zelar pela qualidade da formação. Quanto ao caráter formativo da avaliação, o desafio está em que ela exerça real contribuição na elaboração e desenvolvimento de projetos político-pedagógicos para formar o futuro trabalhador do SUS.
This essay has the objective of analyze the process of evaluation of the higher education on the Brazilian nursing studies under the perspective of the Adviser Committee of Evaluation for Nursing Studies - INEP. From the analysis fulfilled based on the interviews with the members of the so called committee for the nursing field it was possible to open debates on issues concerning to the policies of the higher education evaluation, taking into consideration the expansion and the diversification at this level of education, the settlement of the procedures for evaluation, established on principles of flexibility and competitiveness, as the health policies, determined from the conductresses of the Sistema Único de Saúde (SUS) with emphasis on the public health. It becomes clear that the Sistema Nacional de Avaliação da Educação Superior (SINAES), besides presenting elements of regulation, makes possible accomplish a qualitative evaluation, in order to overcome the former model, determined by Exame Nacional de Cursos (ENC), characterized by the trend of setting a ranking for the sector. The use of a single instrument for evaluation of the courses, although makes clear the lack of speciousness for the nursing graduation, assures the qualitative evaluation. The rater is highlighted as a central element of the evaluation process of courses, due to the possibility of dialog within the institutions, translated into a modality of formative evaluation. Moreover the committee does not establish relationship between the evaluation and employment, the offer and enlargement of courses and openings; it determines the need of new working positions. The expansion of bachelors degrees show a greater growth in the private sector, being the offer of openings in the public sector fairly stagnated, characterizing the transfer of the social responsibility from the government to the private enterprise. It is brought forward the Curriculum conductresses and the - SUS - conductresses as the guiding axles for the evaluation of the higher education on nursing studies, definer of a new paradigm of graduation in health. Even that the primary intention of the evaluation is not to focalize the specificities of the public health, this becomes undeniable, due - SUS - is based on this values. It is also proper to consider, that the system has elements of regulation character, which are not used to detain the creation of mercantilist courses and care for the graduation quality. Due to the formative character of the evaluation, the challenge is settled in the fact that it leads to real contributions on the elaboration and development of politic-pedagogical projects to form the - SUS - workers-to-be.

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"An investigation of English language needs of engineering students at Petra Christian University, Surabaya, Indonesia." 2002. http://library.cuhk.edu.hk/record=b5891229.

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Meedy Nugraha.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references (leaves 112-117).
Abstracts in English and Chinese.
ABSTRACT --- p.i
CHINESE ABSTRACT --- p.ii
ACKNOWLEDGEMENTS --- p.iii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Rationale of the Present Study --- p.1
Chapter 1.2 --- The Importance of Needs Analysis --- p.3
Chapter 1.3 --- Objectives of the Study --- p.3
Chapter 1.4 --- Significance of the Study --- p.4
Chapter 1.5 --- Organization of the Thesis --- p.4
Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5
Chapter 2.1 --- Needs Analysis in English Language Teaching --- p.5
Chapter 2.1.1 --- Subjective versus Objective Information --- p.6
Chapter 2.1.2 --- Major Approaches in Needs Analysis --- p.7
Chapter 2.1.3 --- Orientations in Needs Analysis : Trends Over Time --- p.8
Chapter 2.1.4 --- Limitations of Needs Analysis --- p.9
Chapter 2.2 --- Needs Analyses in the Asian Context --- p.10
Chapter 2.3 --- Needs Analysis in Indonesia --- p.15
Chapter 2.4 --- A Needs Analysis at Petra Christian University (1998) --- p.21
Chapter 2.5 --- Research Gap --- p.23
Chapter CHAPTER 3 --- RESEARCH DESIGN AND PROCEDURES --- p.25
Chapter 3.1 --- Data Collection Procedures in Needs Analysis --- p.25
Chapter 3.2 --- The Importance of Instrument Selection in Needs Analysis --- p.28
Chapter 3.3 --- The Case Study Approach --- p.30
Chapter 3.4 --- Characteristics of Procedures in Needs Analysis --- p.30
Chapter 3.5 --- Strength and Weaknesses of Different Procedures --- p.31
Chapter 3.6 --- The Present Study: Research Design and Procedures --- p.31
Chapter 3.6.1 --- Designing the Questionnaire and Interviews --- p.33
Chapter 3.6.2 --- Data Collection Procedures --- p.36
Chapter 3.7 --- Conclusion --- p.43
Chapter CHAPTER 4 --- FINDINGS --- p.44
Chapter 4.1 --- Quantitative Data: Questionnaire Survey --- p.44
Chapter 4.1.1 --- Students' Perspectives --- p.44
Chapter 4.1.2 --- English Instructors' Perspectives --- p.51
Chapter 4.1.3 --- Engineering Lecturers' Perspectives --- p.53
Chapter 4.2 --- Qualitative Data: Semi Structured Interview --- p.57
Chapter 4.2.1 --- Students' Perspectives --- p.57
Chapter 4.2 2 --- English Instructors' Perspectives --- p.60
Chapter 4.2.3 --- Engineering Lecturers' Perspectives --- p.65
Chapter 4.3 --- Classroom Observation --- p.70
Chapter 4.4 --- Text Analysis --- p.71
Chapter 4.5 --- Conclusion --- p.73
Chapter CHAPTER 5 --- DISCUSSION --- p.74
Chapter 5.1 --- The Current English Needs of Engineering Students at PCU
Chapter 5.1.1 --- Immediate versus Delayed Needs --- p.74
Chapter 5.1.2. --- Different Perceptions between Students and Teachers --- p.76
Chapter 5.1.3 --- Types of Skill Needs --- p.80
Chapter 5.1.3.1 --- Students' Reading Skill Needs --- p.80
Chapter 5.1.3.2 --- Students' Vocabulary Skill Needs --- p.83
Chapter 5.1.3.3 --- Students' Speaking Skill Needs --- p.86
Chapter 5.1.3.4 --- Students' Writing Skill Needs --- p.87
Chapter 5.1.4 --- The Needs of Subject Area Knowledge --- p.88
Chapter 5.2 --- The English Language Course for Engineering Students --- p.90
Chapter 5.2.1 --- Widespread Existence --- p.90
Chapter 5.2.2 --- Large Classes --- p.90
Chapter 5.2.3 --- Time Allocation --- p.91
Chapter 5.2.4 --- Management --- p.91
Chapter 5.2.5 --- Teacher Factors --- p.92
Chapter 5.2.6 --- Learner Factors --- p.93
Chapter 5.2.7 --- Material Development --- p.93
Chapter 5.2.8 --- Teaching Methodology --- p.96
Chapter 5.2.9 --- CUE Lacks Prestige --- p.96
Chapter 5.2.10 --- Syllabus Specification --- p.97
Chapter 5.3 --- The Engineering Faculty and the English Course Mismatches- --- p.97
Chapter 5.4 --- Conclusion --- p.100
Chapter CHAPTER 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.102
Chapter 6.1 --- Summary of the Research Findings --- p.102
Chapter 6.2 --- Limitations of the Study --- p.104
Chapter 6.3 --- Recommendations for English Curriculum --- p.105
Chapter 6.3.1 --- To the English Instructors and Engineering Teachers --- p.106
Chapter 6.3.2 --- Objectives of the English Support Course for Engineering Students --- p.107
Chapter 6.3.3 --- Material Development --- p.109
Chapter 6.3.4 --- Time Allocation --- p.110
Chapter 6.3.5 --- Management of the English Course --- p.110
Chapter 6.3.6 --- To the University --- p.111
Chapter 6.4 --- Conclusion --- p.111
REFERENCES --- p.112

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Rosmaladewi, Rosmaladewi. "Organizational and Teaching Cultures in Indonesian Higher Education: A Case Study of Three Polytechnics." Thesis, 2016. https://vuir.vu.edu.au/33589/.

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Research into higher education has attracted increasing interest among scholars, including a focus on Indonesian higher education contexts. However, despite efforts to investigate this area, few have focused on Indonesian polytechnics, which have been subject to important reforms in the last decades. There is also a limited focus on the impact of these significant changes within higher education, particularly the role and functions of polytechnics. Polytechnics are now able to offer degrees similar to those offered at universities and, as such, these institutions are now in direct competition. Reforms have therefore brought about considerable changes, which, for lecturers, are particularly evident in their workloads and altered roles and responsibilities.

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Naidoo, Maniya. "How nurse educators promote reflective thinking in a college of nursing in KwaZulu-Natal." Thesis, 2007. http://hdl.handle.net/10413/1518.

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There is a great deal of literature and a number of research studies that have been carried out on reflective practice, models and frameworks of reflection and teaching strategies that successfully promote reflective thinking. This study addresses the need to adopt teaching - learning approaches in nursing education that develop a link between theory and practice in a meaningful way. Reflective thinking is one such approach which is gaining popularity. Reflection is claimed as a goal in many teacher education programmes but the application of reflective teaching strategies has been problematic. This study was aimed at exploring how nurse educators of the Nursing Colleges in KwaZulu-Natal promoted reflective thinking in their teaching. Three of the four Nursing Colleges chosen for data collection were from the greater Durban Metropolitan area because of the accessibility of the participants. There were seventy-two participants in the study. A quantitative design was used, followed by statistical analysis of the data. Data was collected by means of a questionnaire which included structured and semi-structured questions. What emerged in this study is the need for Nurse Educators to take cogniscance of determining appropriate teaching strategies that would develop reflective thinking skills amongst learners. However, the findings indicate that most Nurse Educators do utilize teaching strategies that promote reflective thinking, but a large percentage still use the lecture method as the primary teaching strategy.
Thesis (M.A.)-University of KwaZulu-Natal, 2007.

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Mottian, Sundira Devi. "The concept 'nursing': a visual concept map for teaching." Thesis, 2020. http://hdl.handle.net/10500/27313.

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Purpose: The purpose of this study was to develop a visual concept map that could assist nurse educators in explaining the concept ‘nursing’ so that students have a similar understanding, meaning and interpretation thereof. Methodology: An exploratory and descriptive qualitative study was conducted to develop a visual conceptual map that can help in the common understanding and interpretation of the concept ‘nursing’. Research approach: A qualitative research approach was used. The research approach consisted of four phases: Phase 1: A self-designed online questionnaire was used to obtain information from the nurses, registered with South African Nursing Council (SANC) and members of Democratic Nursing Organisation of South Africa (DENOSA), about their interpretation of the meaning of ‘nursing’. Phase 2 included the integrative review that was used to obtain in-depth meaning of the concept ‘nursing’ from relevant literature and documentation. Phase 3: The two sets of analysed data from Phase 1 and Phase 2 were combined and used to develop the visual conceptual map. Phase 4: The developed visual concept map was validated by the nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, in order to provide a validated visual concept map based on their expertise in Africa. The outcome of the study: A validated visual concept map, agreed upon by nurse educators inaugurated in Sigma Theta Tau International, the Africa Region Chapters, based on their expertise in Africa, is available and may be of great benefit for nurse educators in teaching the meaning of the concept of nursing to student nurses in their institutions. As a teaching tool, this concept map might assist educators in explaining the meaning and interpretation of the concept ‘nursing’.
Health Studies
Ph. D. (Nursing)

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Langtree, Eleanor Margaret. "Factors contributing to success in anatomy and physiology in first year students in the KZNCN nursing programme." Thesis, 2015. http://hdl.handle.net/10321/1254.

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Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2014.
Introduction: There is a global shortage of nurses, particularly in South Africa where there is a scarce resource of professional nurses. Since KwaZulu1Natal College of Nursing (KZNCN) is tasked with the responsibility of training 86% of professional nurses in the province, it is unfortunate to lose 22% of these students through failure and attrition. Most of these failures are in the subject of Anatomy and Physiology. Aim of study: The aim of the study was to establish factors that impact on the success in Anatomy and Physiology in first year student nurses affiliated to KZNCN, in a South African context. Methodology: A quantitative descriptive survey research design was used to establish relationships between variables that impact on nursing students’ success in Anatomy and Physiology. Results: The majority of respondents were Black (86.7%) from rural areas (6􀀀.3%) of KwaZulu1Natal. Their nurse training was in English as a second language (78.6%) but most respondents felt that they were coping well with being taught in English (p 􀀀0.00􀀀). However, respondents with English as a first language obtained significantly higher marks in Anatomy and Physiology I (p = 0.003) and there was a good correlation between matriculation English and Anatomy and Physiology II results (p = 0.02). There was also a good correlation between matriculation Biology/Life Science mark and Anatomy and Physiology I marks (p <􀀀 0.00􀀀). Additionally, good performance in Anatomy and Physiology I was a good indicator for success in Anatomy and Physiology II (p < 0.00􀀀). A significant number of respondents found the academic workload, financial stressors and long working hours stressful but engaged in positive coping skills to address these. Conclusion: Prior knowledge in English and Biology/Life Sciences has a significant positive impact on student performance in Anatomy and Physiology.
M

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Bhembe, Thabsile Margaret. "Challenges faced by nurse educators in teaching research to undergraduate nursing students." Diss., 2014. http://hdl.handle.net/10500/19626.

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The aim of nursing practice is to provide evidence-based care that ensures quality outcomes for patients, families, healthcare providers and the health care system. This may only occur with increased exposure to nursing research. Nursing education institutions should therefore ensure that students are prepared to provide evidence-based care by participating in and conducting research. The purpose of the study is to explore and describe the challenges faced by nurse educators in teaching research methodology and supervising undergraduate nursing students at a university in order to make recommendations to support nurse educators in teaching research and supervising research projects. Qualitative, explorative, contextual and descriptive research was conducted to explore and describe the challenges experienced by nurse educators. Data were collected through a focus group discussion. Nine nurse educators participated in the research study. Participants acknowledged that they faced challenges in teaching research methodology and supervising research projects. The challenges described pertained to human resources; research experience, competencies and guidelines; physical resources; and a lack of support from their institution’s management. Based on the challenges, recommendations were made to address the lack of specific competencies, research guidelines, student/educator ratios, physical resources and technology issues
Health Studies
M.A. (Health Studies)

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Ndateba, Innocent. "Exploring promotion of primary health care philosophy in a community-based nursing education programme at a selected higher education institution in KwaZulu-Natal : the students' perspective." Thesis, 2013. http://hdl.handle.net/10413/11436.

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The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education.
M.N. University of KwaZulu-Natal, Durban 2013.

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Mfidi, Faniswa Honest. "Comparative analysis of the effects of two curricular approaches to the development of clinical reasoning abilities in nursing students following comprehensive basic nursing programmes." Thesis, 2001. http://hdl.handle.net/10413/5443.

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A comparative analysis was undertaken using descriptive survey and cross-sectional design to explore the effects of two curricular approaches ( Problem-based learning and traditional) used in Comprehensive basic nursing programme on the development of, clinical reasoning abilities of nursing students was undertaken, Triple Jump Exercise as the data collection instrument was used to evaluate students' abilities, in clinical reasoning, Using quota sampling technique, a convenience sample of 87 subjects was selected from two nursing institutions using these two approaches, These were student nurses in their 1st, 2nd and 4th year levels of study, Using individual interviews, subjects were required to think aloud and verbalize their clinical reasoning after being presented with a clinical scenario, Subjects' verbalizations were quantified, based on the criteria specified in the evaluation form of the data collecting instrument, and total scores were obtained, Analysis using computer software package (SAS) was done to provide for descriptive and statistical summarisation, Though descriptive analysis through mean scores of clinical reasoning showed slight differences resulting from the curricular approaches used. this was not confirmed statistically as the two factor ANOVA and Tukey's method revealed no significant differences by approaches nor their interaction with level of study, Only levels of study had significant differences at p=O,OOO I, with senior levels outperforming their juniors, These findings therefore conclude that PBL and the traditional approach perfonn on a similar level in clinical reasoning. Nurse educators are therefore challenged to identify effective strategies to enhance and nurture clinical reasoning, One strategy, which this study recommends, is the use of case-based approaches in CBNP.
Thesis (M.Cur.)-University of Natal, Durban, 2001.

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"Analysis of cognitive levels of examination questions set in the Bachelor of Nursing programme at the University of KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/244.

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Background: 'The literature reveals that a large percentage of teachers ask questions aimed at lower cognitive levels irrespective of the underpinning philosophy. They fail to set challenging questions at higher order levels when setting examination papers. Purpose of the Study: This study is aimed at describing and analysing the examination questions set over a four year academic period, at the University of KwaZulu-Natal School of Nursing, in terms of Bloom's levels of cognitive domains. Research Methodology: A quantitative approach and content analysis was used. A total of 1319 questions were examined, SOUTCed from 39 examination papers, from 2003-2007. These questions were independently reviewed by two coders according to Bloom's taxonomy's template. Research Results: The findings revealed that all six categories of the cognitive domains in Bloom's taxonomy were used across the four levels in the Bachelor of Nursing (BN) programme. Overall about 57 % of the questions were aimed at lower level (knowledge, recall and comprehension) whilst only 43.4% were aimed at higher levels (application, analysis, synthesis and evaluation). In the first year lower order questions averaged at 62% with higher order questions at 51 %. In second year the lower order questions took up 51% of the paper \\~th higher order questions at 49%. During third year there was an equal (50/50) split between higher order and lower order questions. In fourth year there was the highest percentage of lower level questions (66%) was seen, with only 34% of questions being of the higher order. Regarding the increase in the complexity of questions within the programme, a change of 13% was seen between first and second year. Whilst there was an increase of 1% reported between second and third year. However, there was a significant drop (16%) in the complexity ofquestions in the fourth year, with lower order questions clearly dominating. Recommendations: The nursing education curriculum, and staff development progranune, should pay special attention towards developing educators in the setting of questions ensuring appropriate examination criteria are met. Exercises during the capacity building initiatives should cover aspects such as how to plan an assessment for the whole programme ensuring the appropriate increases in complexity as the programme progresses, as well as setting, or critiquing, of examination papers and coming up with recommendations to improve the quality of questions. Special attention should be given to how to align teaching and assessment in such a way that the level ofcomplexity increases as the students' progress through the programme. Lastly, further research should be conducted, using mixed methods, to explore the assessment of learning and in order to address certain questions which could not be answered quantitatively; for example questions regarding the construction of questions, because it impacts the nature of the question Also it should be noted that there was a disjuncture between the scenario and the questions in some cases.
Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2010.

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Sithole, Pearl Matilda. "A model to facilitate collaboration between institutions of higher education and psychiatric health care services to promote psychiatric clinical nursing education." Thesis, 2010. http://hdl.handle.net/10210/3211.

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D.Cur.
The purpose of this research study was to describe a model to facilitate collaboration between the institutions of higher education and psychiatric health care services in order to promote psychiatric clinical nursing education, with guidelines to operationalise the model. In spite of the calls by statutory bodies and contemporary legislation for collaboration between institutions of higher education and psychiatric health care services, there are few instances where formalised collaborative ventures exist to promote psychiatric clinical nursing education. Since the move of nursing education from hospital-based schools to colleges and universities, there was no attempt to redefine the most appropriate roles for nurse educators and clinical facilitators regarding student teaching and learning, given this realignment. The consequence was that the relationship between these institutions is characterised by territoriality; a lack of integration of knowledge and expertise of nurse educators and clinical facilitators; a lack of sharing the necessary resources to facilitate cooperative teaching thus increasing the existence of academia-service gap and/or theory-practice gap to develop. There was therefore a need to develop a model with guidelines for operationalisation of the model to facilitate collaboration between institutions of higher education and psychiatric health care services to promote psychiatric clinical nursing education. The research questions that emerged were: • What is the meaning of collaboration between institutions of higher education and psychiatric health care services within psychiatric clinical nursing education? • How can collaboration between institutions of higher education and psychiatric health care services be facilitated to promote psychiatric clinical nursing education? To realise the aim of this research, the following objectives are formulated: • to explore and describe the meaning of the concept “collaboration” between the institutions of higher education and psychiatric health care services within a psychiatric clinical educational context (theoretical and empirical perspectives); • to explore and describe the perceptions of nurse educators, nurse managers, and (i) clinical facilitators with regard to how collaboration between institutions of higher education and psychiatric health care services can be facilitated to promote psychiatric clinical nursing education; • to conceptualise the identified concepts of the model for collaboration to facilitate psychiatric clinical nursing education; • to describe the model to facilitate collaboration between institutions of higher education and psychiatric health care services, evaluate the model and describe guidelines for its operationalisation. The study was conducted in four phases. Phase One of the study involved an exploration and description of the meaning of collaboration within psychiatric clinical nursing education in accordance with Rodgers and Knafl’s evolutionary method of concept analysis (Rodgers & Knafl, 1993:77-90) and empirical meaning description from the participants’ perspective. Integration of the theoretical and empirical meaning of collaboration formed the basis on which a conceptual map was designed. Content analysis of literature was done using deductive and inductive reasoning strategies, synthesis, and inference and derivation as described by Chinn & Kramer (1995:63-67), and Walker and Avant, (1983:58-62). Theoretical validity was ensured (Chinn & Jacobs, 1987:208). A conceptual map constituting the four phases of collaboration was described.

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Subhan, Mary Shamane. "Current pedagogical teaching strategies being used by educators at the KwaZulu-Natal College of Nursing campuses across varied subjects and their views regarding innovative methodologies." Thesis, 2015. http://hdl.handle.net/10321/1262.

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Submitted in fulfillment of requirements for the degree of Masters of Technology: Nursing, Durban University of Technology, 2014.
Nursing education has entered a new era as educators are tasked with ensuring that student nurses are adequately prepared with knowledge and skill to care for an increased number of patients, that are being brought on by the escalating burden of disease in South Africa. This preparation requires developing critical thinking nurses who can work amidst a milieu of a shortage of staff and a lack of resources in the South African context. Despite there being a rapid advance in technology and that the type of student nurse has evolved, little is known about the types of teaching methodologies being used by nurse educators to prepare students for real life practice situations. Globally there has been a call for a paradigm shift, from a teacher to a learner centered approach in nursing education. This study evolved to explore what current teaching strategies are being used to teach nursing students and their views on the use of more contemporary creative methodologies. Nurse educators at the Kwazulu Natal College of Nursing campuses were involved in the study through the use of a quantitative cross-sectional descriptive research design. Data was collected by means of a survey questionnaire from a census sample of lecturers, working at the ten campuses of KZNCN offering the R. 425 curriculum. The study found that respondents were still predominantly using didactic teaching methods such as the lecture method and demonstration to teach across all subject areas. They however supported the use of more creative methodologies and requested a need for further training and development to better empower them to utilize web based teaching, portfolios, case studies and a range of other creative teaching strategies in teaching. Recommendations to interweave specific strategies with specific teaching areas were provided as part of the conclusions.

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Manson, Theresa Anne. "A relationship between matriculation English results and academic performance in nursing students at the Kwa-Zulu Natal College of nursing." Thesis, 2015. http://hdl.handle.net/10321/1247.

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Submitted in fulfilment of the requirements for the Degree in Masters of Technology Nursing, Faculty of Health Sciences, Durban University of Technology. 2014.
Background The KwaZulu-Natal College of Nursing trains students to be professional nurses through the R425 programme. Teaching and evaluation are done in English, although the majority speak isiZulu as their home language. Due to inequalities in the South African schooling system, many English Additional Language (EAL) student nurses have poor English proficiency and struggle academically. There is a need to ensure that those selected for nurse-training are academically successful. Aim of the study The aim of this study was to determine if there was a relationship between English proficiency, determined by the matriculation English results, and first-year nursing academic results. Methodology A quantitative design was used, and comprised of two phases, namely a self-administered questionnaire and a correlation, retrospective record-review. The total population of first-year nurses was 271. The participating sample amounted to 133 consenting nurses, undertaking the R425 programme at KwaZulu-Natal College of Nursing campuses. Stratification sampling was used to ensure that approximately half the sample of nurses attended a rural campus and half attended an urban campus. Random sampling was then used to select the urban campuses and the rural campuses from where students were invited to participate. Descriptive and inferential statistical analysis as well as regression analysis was applied, using the SPSS version 20.0. Results Matriculation English appears to be positively related to many factors including the socio-economic situation when growing up, attending a rural primary school, library access at primary school and access to computers in primary and high school. English additional language nurses prefer to be taught nursing in English and consider it an advantage. The examination failure rate of first-year nurses was 24%. Nurses’ with higher matriculation English results on entry to nurse-training obtained better academic results in first-year nursing examinations. Recommendations Language should not be a barrier to admission into higher education, however a certain threshold of proficiency in the language of instruction is recommended. Under-resourced schools need to be addressed, especially in rural areas, including the language of instruction at schools. The matriculation results of the home language should also be considered in admission criteria to higher education. Policy formulation on formal academic support and language training, especially during the first-year of nurse-training is required for those struggling academically.

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Beepat, Somavathy Yvonne. "The influence of peer mentoring on critical care nursing students' learning outcomes." Thesis, 2015. http://hdl.handle.net/10321/1420.

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Dissertation submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2015.
Introduction Critical care nursing is one of the most stressful specialities in the nursing profession that involves caring for patients who are suffering with life threatening illness or injuries. The highly technological environment where critical care nursing is rendered is associated with a great amount of stress, frustration and burnout. The critical care nursing student needs to be prepared, mentored and supported for the role transition from student to professional nurse. Nursing education and training cannot succeed without proper theory and practice integration. Therefore, the critical care nursing environment should be supportive of the improvement of teaching and learning. Peer mentoring is one important strategy to help foster an environment that is supportive of the critical care nursing student, allowing them to grow and succeed as experts within the speciality of critical care nursing. Aim of the study The aim of the study was to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units in KwaZulu- Natal. Methodology A qualitative exploratory research design was used to conduct the study. Ten nurses were recruited from the critical care units in five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews. The broad question to the participants was: “What influence does peer mentoring have on the critical nurses’ learning outcomes in the critical care unit?” iii Results The findings of the study revealed that peer mentoring is a vital strategy in helping the critical care nursing students to attain their learning outcomes so that they will be proficient in the critical care unit. Peer mentoring was however, not consistent in all hospitals and the critical care nursing students were not given the necessary support and supervision. There were no structured support systems in place to ensure that peer mentoring was formalized and that all required nursing personnel took on the responsibility to teach and facilitate learning for critical care nursing students. Recommendations Recommendations were made with regards to policy development, service provision, nursing education and research. These include that a formalized mentorship programme should be incorporated into the core competencies of all qualified critical care nurses, and to be reflected in their performance appraisal in order to motivate the registered nurses to fulfil their independent function as teachers. Each unit mentor should familiarize him/herself with the prescribed learning objectives of the critical care nursing student in order to be able to delegate appropriately so that learning outcomes are achieved by the mentee. There should be an allocation of supernumerary time for the critical care nursing student and their mentor to allow time for formal mentoring responsibilities to take place away from the clinical area, to facilitate assessment and feedback, and enhance consolidation. Ongoing evidencebased practice research should be conducted on this topic, to provide more information on how peer mentoring effects the mentee, nursing education and retention of skilled staff.

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Manning, Merinda. "Strategies to facilitate teaching and learning within large classes at a nursing college in Gauteng." Thesis, 2014. http://hdl.handle.net/10210/12373.

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M.Cur. (Professional Nursing Science: Nursing Education)
One of the strategic priorities for the National Health System 2004-2009 is to have a 15-20% increase in the number of nursing students to address both equity requirements and changing human resources, and to meet the health needs of the nation (National Plan of Higher Education, 2001:2). At the nursing college under study, this increase in nursing student numbers has led to a number of teaching and learning problems, as reported in the college study (Waterson, Harms, Qupe, Maritz, Manning, Makobe & Chabeli, 2006 b:70). Nurse educators encourage students to arrange individual consultations to attend to their learning problems. The purpose of the study was to explore and describe the perceptions of nursing students and nurse educators on factors they perceive to be contributing to ineffective teaching and learning in large groups, and to describe strategies to improve this situation at a nursing college in Johannesburg. A qualitative, exploratory, descriptive, and contextual research design was employed to obtain a deeper understanding of nursing students’ and nurse educators’ perceptions that contribute to ineffective teaching and learning in large classes. A purposive sampling method was used for the first-year nursing students in a Johannesburg nursing college. Focus group interviews with nursing students and nurse educators were conducted by the expert interviewer. Open coding qualitative data analysis methods were used in accordance with Tech’s qualitative method (Creswell, 2012:186). Credibility, transferability, dependability, and confirmability were used to ensure trustworthiness in accordance with Lincoln and Guba’s model (1985:290-326). The study followed the ethical standards set by the South African Nursing Council (SANC, 1992:2). The results were conceptualised within the relevant literature, and strategies to facilitate effective teaching and learning in large classes at a Johannesburg nursing college was be formulated (Burns & Grove, 2001: 55). A purposive sampling method was used for the R425 first-year nursing students and educators at a Johannesburg nursing college. Participation in the study was on a voluntary basis. During the study the researcher used focus groups as a method to collect data. An expert interviewer was used to encourage participants to interact with each another freely regarding the topic.

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Ndawo, Maria Gugu. "Factors influencing nurse educators' teaching and learning performance at a nursing college in Gauteng." Thesis, 2014. http://hdl.handle.net/10210/12385.

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M.Cur. (Professional Nursing Science: Nursing Education)
The Nursing Strategy for South Africa calls for nursing colleges to increase the intake of new nursing students by 25% without the proportional increase of nurse educators. This has created an unacceptable increase in the number of nursing students leading to increased workload of nurse educators. Other compounding problems that relate to classroom teaching, clinical, personal and organization, hinder performance and contribute to the frustration of the nurse educator. The purpose of this study is to explore and describe the factors influencing nurse educators’ teaching and learning performance at a nursing college in Gauteng in order to develop supporting strategies to improve their performance in teaching and learning. The research design is qualitative, explorative, descriptive and contextual in nature. A non-probability purposive sampling method was used to select a sample of 12 nurse educators to participate in individual semi-structured interviews. A qualitative open coding data analysis method was used. To ensure the trustworthiness of the study, the researcher used Lincoln and Guba’s four criteria and strategies of establishing the trustworthiness of qualitative data namely credibility, transferability, dependability and confirmability. Four main themes and sub-themes emerged as follows: (1) Large student numbers - difficulty in recognizing students as individuals and identifying ‘at-risk’ students, difficulty in managing a large class, concerns about quality of nursing students in a large class, content-delivery process is a challenge in a large class; (2) Language and cultural barriers - language barrier and diverse cultural groups of students in one class; (3) Competence of nurse educators - inadequate knowledge / subject didactics, ineffective skills and negative attitude and inappropriate values; and (4) Ineffective management practices - inadequate orientation and mentoring and lack of human and material resources. The themes and sub-themes were conceptualized within the relevant literature and supporting strategies to improve nurse educators’ teaching and learning performance were described. Recommendations were made with regard to nursing education, nursing practice and nursing research.

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Roos, Stefanus David. "Kurrikulumevaluering van gemeenskapsverpleegkunde." Thesis, 2014. http://hdl.handle.net/10210/9649.

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D.Cur. (Professional Nursing Science )
Curriculum evaluation of Community Nursing at the Ann Latsky. Bona Lesedi and Coronation Nursing Colleges was done on the basis of Stake's curriculum evaluation model which was used as point of departure and altered to comply with the specific requirements of the curriculum evaluation of Community Nursing. The purpose of the evaluation was to identify inadequacies in the curriculi and to initiate improvements. Firstly, the intentions of the Nursing Colleges with regard to the Community Nursing curriculum were described. Secondly, certain observations were made' by way of. among other things. questionnaires to enable the researcher to make further delineations. In the third instance. standards were described which is important in evaluating curriculi. The curricular were evaluated on the basis of the details gathered. Lastly. guidelines were laid down to serve as a source for improving curriculi. Observations made included the following: - Students are uncertain of their readiness for community nursing immediately after training. - Only one of the Community Nursing lecturers at the three Nursing Colleges has sufficient clinical experience in Community Nursing. - Sixty four per cent of the clinical practitioners who took part in the study do not fully agree with the objectives set down for practical work in Community Nursing. - Students are generally satisfied with Community Nursing content. - Some of the guidelines set down by the researcher for the improvement of the Community Nursing curricular are: - Management must come to an agreement with. among others. local authorities to enable lecturers to be appointed in a part-time clinical position to improve their clinical experience...

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Lin, Li-ling. "Juggling between maternal and student role multiple role adaptation among women who are re-entering school in Taiwan /." 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3118045.

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Koekemoer, Anne-Marie. "Factors influencing motivation of nursing students in the teaching and learning environment." Diss., 2018. http://hdl.handle.net/10500/26209.

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Many factors are present in the teaching and learning environment that could influence students’ motivation positively or negatively. This study explores and describes the factors influencing motivation of nursing students in order to identify student support strategies to enhance motivation in the teaching and learning environment. A qualitative, exploratory, descriptive design was used. The accessible population was all final-year students registered for the certificate leading to enrolment as a nurse (R.2175) and studying at two campuses of a selected private Nursing Education Institution (NEI) in Gauteng province. The sample selection was non-probability, convenient sampling. Data was collected by means of semi-structured focus group interviews. The three main themes that emerged from the collected data were factors related to interpersonal relationships, factors related to the teaching and learning milieu and factors related to self-worth. Recommendations for student support in nursing education, student support in practice and for future research were made.
Verskeie faktore bestaan in die leeromgewing wat motivering van studente positief sowel as negatief beïnvloed. Hierdie studie ondersoek en beskryf die faktore wat die motivering van verpleegstudente beïnvloed om sodoende studentondersteuning-strategieë te identifiseer wat motivering in die leeromgewing sal bevorder. Die navorser het kwalitatiewe navorsing gebruik. Die toeganklike populasie was al die finale jaar studente geregistreer vir die kursus wat lei tot inskrywing as verpleegkundige (R.2175) en aan twee kampusse van ‘n geselekteerde privaatverpleegskool in die Gauteng provinsie studeer. Die nie-waarskynlikheids-, gerieflikheidsteekproeftegniek is gebruik. Semi-gestruktureerde fokusgroeponderhoude is gebruik om data in te samel. Die drie hooftemas wat navore gekom het uit die ingesamelde data was faktore geassosieer met interpersoonlike verhoudings, faktore geassosieer met die leeromgewing en faktore geassosieer met selfwaarde. Aanbevelings vir studentondersteuning in verpleegonderrig, studentondersteuning in praktyk en vir verdere navorsing is gemaak.
Ho na le dintlha tse ngata tse teng tikolohong ya dithuto tse ka bang le kgahlamelo e itseng ho baithuti ka tsela e ntle kapa e bosula. Diphuputso tsena di hlakisa dintlha tse ka bang le kabelo morolong wa baithui ba booki e le hore ho tle ho hlauwe meralo ya tshehetso e tlang ho matlafatsa tikoloho ya dithuto. Ho sebedisitswe mokgwa o nang le boleng, o batsi o hlakileng. Batho bao ho entsweng diphuputso tsena ho bona, e ne e le baithuti ba selemo sa ho qetela ba ingodiseditseng setifikeiti sa ho ya ithutela booki, ba ithutelang dikhemphaseng tse pedi tsa lekala la poraefete la Nursing Education Institution, profensing ya Gauteng. Mokgwa o sebedisitsweng wa ho kgetha, o ne o sa fane ka sephetho se hlakileng, se bobebe. Ho ilwe ha bokelletswa lesedi ka tsela ya dihlopha tse hlonngweng dipotso. Dihlooho (mokotaba) tse tharo tse ka sehlohong tse hlahellang leseding lena le bokelleditsweng, e bile dintlha tse amanang le dikamano tsa batho, dintlha tse amanang le tikoloho ya dithuto le dintlha tse amanang le boitshepo ya motho. Ho entswe dikgothalletso tsa tshehetso ya baithuti thutong ya booki, tshehetso ya baithuti kwetlisong le bakeng sa diphuputso tsa nako e tlang.
Health Studies
M. P. H. (Health Studies)

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Singh, Fiona. "Information technology in nursing education: perspectives of student nurses." Diss., 2018. http://hdl.handle.net/10500/25575.

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The purpose of this study was to explain and describe the perspectives of student nurses at a private nursing education institution (NEI) in the province of KwaZulu-Natal (KZN), South Africa, on the use of information technology (IT) in nursing education. A quantitative, non-experimental descriptive research design was selected to determine the respondents’ perspectives on IT and identify challenges that they encountered. The target population included all student nurses registered at the private NEI for the Bridging Programme for Enrolled Nurses leading to registration as a General Nurse (R683) and the Advanced Diploma in Medical and Surgical Nursing Science with specialization in either Critical Care, Trauma and Emergency, or Perioperative Nursing (R212). The researcher developed and used a structured self-administered questionnaire for data collection. Data was analysed using descriptive and inferential statistics. The study highlighted that the respondents acknowledged the importance and benefits of IT in nursing education and the profession, but encountered challenges in using IT. The study found that the respondents owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The researcher made recommendations to improve the use of IT in nursing education and for further study.
Health Studies
M.A. (Nursing Science)

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Beekman, Aletha Wilhelmina. "Dosente se mens-beeld van die verpleegkundestudent." Thesis, 2014. http://hdl.handle.net/10210/10592.

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Dissertations / Theses on the topic 'Nursing Study and teaching (Higher) Indonesia'

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