Дисертації з теми "Nurses In-service training Bahrain"
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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
Повний текст джерелаLetlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.
Повний текст джерелаThesis (MCur)--North-West University, Potchefstroom Campus, 2012
Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
Повний текст джерелаDevlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.
Повний текст джерелаHyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.
Повний текст джерелаBradshaw, Beverley. "An evaluation of a workshop on pain assessment and management for nurses." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1149.
Повний текст джерелаGillard, Elizabeth K. "An analysis of the nurse internship program at Naval Medical Center San Diego." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGillard.pdf.
Повний текст джерелаFadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.
Повний текст джерелаNursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.
Повний текст джерелаMilligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.
Повний текст джерелаWang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.
Повний текст джерелаVos, Porsha. "Learner nurses experiences regarding clinical supervision at private hospitals in East London in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006824.
Повний текст джерелаJohnson, C. Frances. "An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/417.
Повний текст джерелаWilkinson, Mary Ann. "The impact of neurolinguistic programming rapport skills training for registered nurses on one-on-one teaching of Acquired Immune Deficiency Syndrome prevention." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/54461.
Повний текст джерелаEd. D.
McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
Повний текст джерелаCaka, Ernestina Masebina. "Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021097.
Повний текст джерелаMshweshwe, Nonkululeko Mica. "Experiences of professional nurses regarding clinical placement exposure during their compulsory community service at state hospitals in Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021074.
Повний текст джерелаRiley, Diane K. "Does an individualized back education programme change nurses' knowledge and practice about back injury prevention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1148.
Повний текст джерелаJohnson, Hattie L. "Facilitators, barriers, benefits and limitations of a nurse mentoring relationship." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40165.
Повний текст джерелаPh. D.
Moti, Nora Nurten. "Development of education curriculum and standards of practice for the management of acute confusion syndrome/delirium among hospitalized patients." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2413.
Повний текст джерелаSeal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.
Повний текст джерелаBorrageiro, Filomena. "Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western Cape." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86616.
Повний текст джерелаENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.
Dunn, Sandra V. "The relationship between the clinical learning environment and the clinical problem solving ability and confidence of undergraduate nursing students." Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36670/1/36670_Digitised%20Thesis.pdf.
Повний текст джерелаChoonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.
Повний текст джерелаRuf, Mary Kay. "Continuing education for nurse's aides." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2634.
Повний текст джерелаVan, der Walt Stephanie. "'n Studentgesentreerde opleidingsraamwerk vir kliniese verpleegpraktisyns in Noord-Kaapse plattelandse gemeenskappe." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1148.
Повний текст джерелаDuring the past twelve years of democracy health care services in South Africa have been influenced by political, social and economic change. As a result of the transformation of health care services and the change of political policy, the focus on primary health care increased. During the early stages of the transformation of health care services stakeholders realized that in order to provide an extensive health care service specialized training is required. Various educational institutions provided formal and informal programmes in order to meet the new challenges of the nursing profession. Although minimum requirements of the content and clinical practice have been established by the nursing council, the mode of presentation, costs, duration and type of qualification awarded to clinical nursing practitioners differed substantially. Uniformity in terms of programme content was lacking, neither were any scientifically founded attempts made to establish whether these programmes fulfilled the needs of the student in the rural community. Although a variety of training programmes exist the number of trained clinical nursing practitioners is still inadequate. In addition training is focused on the urban community. The objective of the research was to determine the opinion of the rural nurse on clinical nursing education, and to develop a training framework based on their input which would meet their needs. This research was conducted from an explanatory-descriptive paradigm. The case study was used as research design. A literature study on the development of primary health care both internationally and nationally was done. The literature study revealed the development of training programmes for clinical nurses. Chapter three of the literature study is dedicated to the theoretical aspects of the design of a student centered training framework for the adult student. A student centered training framework has created from data gathered via questionnaires completed by clinical nurses and semi-structured interviews with semi-qualified nurses. Semistructured interviews have also been conducted with the supervisors of nurses working in clinics and community health centres in the Northern Cape. The conclusion that respondents showed a positive attitude towards training in clinical nursing was encouraging. The majority of respondents indicated that they would welcome an additional qualification which will improve their knowledge and would result in better patient care. The respondents highlighted staff shortages, financial constraints and family responsibility as the main obstacles towards these qualifications. During the research it became clear that no formal training is currently available in Kimberley. This is as a result of the absence of mentors. Although the respondents have limited access to computers they indicated that they would prefer computer supported training in conjunction with physical contact sessions. The research indicated that no formal policy on the training of clinical nurses exists in the rural Northern Cape. In the absence of a training framework the research further contributed towards the development of a student centered training framework for clinical nurses in rural Northern Cape. The research succeeded in highlighting the necessity for formal policy on the training of clinical nurses in rural Northern Cape.
Zonke, Lulama Henrietta. "The newly qualified professional nurses' proficiency in utilizing psychiatric nursing skills in mental health institution and community health care facilities." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1001098.
Повний текст джерелаLehto, L. (Liisa). "Interactive two-step training and management strategy for improvement of the quality of point-of-care testing by nurses:implementation of the strategy in blood glucose measurement." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526206707.
Повний текст джерелаTiivistelmä Määritelmän mukaan vieritutkimuksiksi kutsutaan laboratoriotutkimuksia, joita tehdään perinteisen laboratorion ulkopuolella, tarvittaessa lähellä potilasta sairaalassa ja perusterveydenhuollon alueella. Pääasiassa vieritutkimuksia tehdään silloin kun tulos halutaan saada nopeasti ennen hoitopäätöstä tai tulevaa toimenpidettä. Vieritutkimusten tekeminen sisältää kaikki laboratoriotyön vaiheet ja jokaisessa vaiheessa on mahdollisuus tehdä virheitä, jotka voivat vaikuttaa potilaiden hoitoon. Laboratorioammattilaisten sijaan määrityksiä tekevät yhä useammin hoitajat sairaalan eri yksiköissä ja perusterveydenhuollon alueella. Näillä hoitajilla on erilainen ammatillinen peruskoulutus, kuten perushoitajan tai sairaanhoitajan koulutus, ja heillä on vähän tai ei ollenkaan tietoa laboratoriomenetelmistä. Tämän tutkimuksen tarkoituksena oli kehittää hoitajien vieritutkimustoimintaan koulutus- ja hallintomalli, joka toimisi sekä sairaalassa että terveyskeskuksessa. Strategian perusteena oli käyttää suhteellisen vähän laboratorioresursseja ja päästä silti hyvään laadulliseen lopputulokseen. Strategiaksi valittiin kaksiportainen, vuorovaikutteinen koulutusmalli, jossa laboratorioammattilaiset kouluttivat sairaalan ja perusterveydenhuollon yksiköissä ns. yhdyshenkilöt, jotka puolestaan kouluttivat edelleen oman yksikkönsä muut hoitajat tekemään vieritutkimuksia. Veren glukoosimääritys, joka on yleisin vieritutkimus, valittiin esimerkkitutkimukseksi tutkittaessa koulutuksen vaikutusta hoitajien tekemien vieritutkimusten laatuun. Veren glukoosimääritysten laatutasoa tutkittiin analysoimalla hoitajien ja laboratoriohoitajien tekemien kontrollinäytteiden tuloksia. Tutkimukseen osallistui hoitajia, jotka oli koulutettu kehitetyllä vuorovaikutteisella kaksiportaisella koulutusstrategialla vieritutkimusten tekemiseen, sekä hoitajia, jotka eivät olleet saaneet vastaavaa koulutusta. Koulutusmallin avulla hoitajien suorittamien vieritutkimusten laatu parani ja he saavuttivat lähes saman laatutason kuin laboratoriohoitajat. Hyvä, kerran saavutettu glukoosimääritysten laatutaso säilyi myös pitkällä aikajaksolla
Noluvuyo, Leonelle Gosangaye. "Evalution of the knowledge and skills of the professional nurses regarding IMCI service delivery, including HIV/AIDS case management in primary health care facilities in Buffalo City Sub-District, Eastern Cape Province, South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006782.
Повний текст джерелаEarle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.
Повний текст джерелаENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.
Senti, Nomandithini Innocent. "Reasons for failure of students nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern cape province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006828.
Повний текст джерелаGeldenhuys, Elizabeth Anisia. "Evaluering van kritiese en analitiese denke tydens verpleegintervensies : 'n retrospektiewe analise van verpleegrekords binne perinatalesorgdienste in geselekteerde hospitale in die Wes-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50348.
Повний текст джерелаENGLISH ABSTRACT: Quality nursing care is characterised by clinical decisions based on critical and analytical thinking. The assessment, planning and implementation information which is used as basis for decision making must be recorded in the patient's record/file. The questlon is rai_sed whetherthe patient's record does indeed reflect critical and analytical thinking. The focus on the midwife's practices during professional conduct hearings which relate to intrapartum service delivery, led to the specific choice of population, namely intrapartum services delivery in Levell hospitals in the Western Cape. A non-experimental study whereby qualitative and quantitative data were collected, was performed in six (6) Levell hospitals. Check lists were compiled to evaluate the structure and facilities in which midwifery practice is executed. The records of 128 patients were analysed to specifically investigate the nature and extent of critical and analytical decisionmaking by midwives, and the extent to which the midwife really applies reflective practices. The results showed that record-keeping is not done optimally; that the partogram, which - - ---- is a comprehensive evaluation of the progress of_lab_2~1isJ not used and that the records did not indicate that the midwife applies critical and analytical thinking and acts accordingly. Recommendationsare that the proposals for the improvement of intrapartum service delivery, as made by Odendal (2004: ii-iv) and the Department of Health (2000: 42), are to receive immediate attention. It appears as if protocols and guidelines for emergency action and general safe practices do exist, but are not enforced. Continued inservice training receive priority attention. Core words: critical analytical thinking; midwife's practice and practices; intrapartum care service delivery
AFRIKAANSE OPSOMMING: Gehalte verpleegsorg word deur kliniese besluite wat op kritiese en analitiese denke gegrond word gekenmerk. In die pasient se rekord moet die ramings-, beplannings- en implementeringsgegewens gerekordeer word wat gebruik is as basis vir besluitneming. Die vraag ontstaan egter of die pasient se rekord wei kritiese en analitiese denke weerspieel. Die fokus op die vroedvrou se praktyke in professionele gedragsake wat met intrapartumsorgdienslewering verband hou, het tot die spesifieke keuse van die populasie, naamlik intrapartumsorgdienste in vlak 1-hospitale in die Wes-Kaapaanleiding gegee. 'n Nie-eksperimentele studie waartydens kwalitatiewe en kwantitatiewe data ingesamel is, is in ses (6) vlak 1- hospitale uitgevoer. Kontrolelyste is opgestel om die struktuur en fasiliteite waarbinne vroedvroupraktyke plaasvind, te evalueer. Die rekords van 128 pasiente is ontleed om spesifiek ondersoek in te stel na die aard en omvang van kritiese en analitiese besluitneming deur die vroedvrou, en tot watter mate die vroedvrou wei weldeurdagte praktyke toepas. Die resultate toon dat rekordhouding nie optimaal gedoen word nie; dat die partogram wat 'n omvattende evaluering van die kraamverloop is, nie gebruik word nie, en dat daar uit die rekords nie 'n aanduiding gevind kan word dat vroedvroue wei krities en analities dink en optree nie. Aanbevelings is dat die voorstelle ter verbetering van intrapartumsorgdienslewering 5005 gemaak deur Odendal (2004: iii-v) en die Departement van Gesondheid (2000: 42), indringend aandag moet geniet. Dit wil voorkom asof protokolle en riglyne vir noodoptrede en algemene veilige praktykvoering wei bestaan, maar nie toegepas word nie. Voortgesette indiensopleiding moet as 'n prioritieit aangespreek word. Kernwoorde: kritiese analitiese denke; vroedvroupraktykvoering; vroedvroupraktyke, intrapartumsorgdienslewering.
Mampunge, Fezeka. "Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006815.
Повний текст джерелаDelvaux, Nicole. "Contribution à l'évaluation des effets de la formation psychologique des soignants en oncologie." Doctoral thesis, Universite Libre de Bruxelles, 1999. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211848.
Повний текст джерелаWebber, Fiona. "A study of the prevalence of refractive errors and of patients requring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and O. R. Tambo districts of the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1001100.
Повний текст джерелаMogale, Noria Mosehle. "Problem-based case study to enhance critical thinking in student nurses." Thesis, 2012. http://hdl.handle.net/10210/8236.
Повний текст джерелаThe use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
Mongwe, Rirhandzu Norah. "Facilitating learning of student nurses during clinical placement : registered nurses' perceptions." Diss., 2001. http://hdl.handle.net/10500/697.
Повний текст джерелаHealth Studies
M.A. (Nursing Science)
"Riglyne vir indiensopleiding in 'n privaathospitaal." Thesis, 2012. http://hdl.handle.net/10210/5981.
Повний текст джерелаVarious internal and external factors exist which have an influence on effective in-house training. Nurses' perceptions of in-house training is important. These perceptions can be positive of negative and can consequently be regarded as facilitating aspects or obstacles. Nurses' internal environmental needs (physical, psychological and religious) should be addressed in the planning and execution of an in-house training program. It is also the responsibility of the education accompainent to create an external environment (physical, psychological and social) that improves education. In this study guidelines for facilitating effective in-house training was explained, after the nurses' perceptions of in-house training was explored and explained and related to literature control. The most common findings regarding perceptions is that facilitating aspects exist which have a positive influence on in-house training as well as obstacles which are negative. Methods for the meaningful presentation of in-house training was also suggested. Recommendations for further research regarding nursing practice, education and research was also made.
Guwa, Sybil Nolundi. "Contribution of unit managers in the training of student nurses in the Cape Peninsula." Diss., 1997. http://hdl.handle.net/10500/16894.
Повний текст джерелаHealth Studies
M.A. (Nursing Science)
Klopper, Hester Catharina. "'n Oriënteringsprogram vir verpleegkundiges in 'n privaathospitaal." Thesis, 2014. http://hdl.handle.net/10210/11055.
Повний текст джерелаThere is a tendency that the registered nurse migrate from the public health sector to the private hospital. In the private hospital the registered nurse is faced with demands to render a consumer orientated service. The greater demands on the registered nurse within the independent nursing practice has the result that her striving for professional and personal wholeness is impaired, leading to ineffective functioning as an independent nursing practitioner. The purpose of this study is to develop an orientation programme for registered nurses. This will facilitate professional and personal wholeness. The purpose is operationalized by means of a qualitative descriptive study, that explore and describe the experience of the registered nurse in the private hospital, as well as the expectations of the doctor (as consumer)). From these two aspects the obstacle were identified that can encumber the registered nurse to function as independent nursing practitioner. Three sets of premises were drawn up out of which the contents of the programme were differentiated by means of inductive logic. The subjacent philosophical elements of the. orientation programme are the Nursing Theory for the Whole Person (whole person), the adult as learner and accompanied self study.
Catombela, Arão. "Nurses' preparedness to care for patients with terminal diseases in a selected hospital in Angola." Diss., 2007. http://hdl.handle.net/10500/528.
Повний текст джерелаHealth Studies
M.A. (Health Studies)
Uys, Marianne Elizabeth. "Die studenteverpleegkundige in die kliniese praktyk gedurende opleiding." Thesis, 2014. http://hdl.handle.net/10210/12013.
Повний текст джерелаThe student nurse is primarily an individual undergoing personal and professional development towards becoming a competent and creative professional nurse. The presence of the student nurse in the clinical practice during her term of training is aimed at the realisation of this development. Consequently it appears essential that the student nurse be granted the opportunities for gradual personal and professional growth. This constitutes the basis for the advancement of her status as student. On the basis of a literature study a conceptual framework has been developed to serve as the basis for granting student status in South Africa. A descriptive, exploratory survey was undertaken by means of a questionnaire submitted to student nurses registered with a nursing college in the Transvaal. The purpose of the survey was to determine to what extent o student status is being advanced in the clinical practice, and o the service component of the student's training programme possibly obstructs advancement of her student status. From the survey it appears that frequently much of the sparkle attached to being a student is not realised in the clinical practice. This can be ascribed to the dominant utilisation of the student nurse as the primary service unit in the clinical practice. The research results indicate that in the clinical practice student status is only advanced to a limited degree due to the fact that the service component, which requires the student nurse to act as primary service unit during her term of training, greatly obstructs the advancement of her student status. Based on these results certain recommendations have been made.
Ngake, Sebotse Salvaciah. "The status of pre-sevice integrated management of childhood illness strategy (IMCI) training in the public nursing colleges of South Africa." Thesis, 2014.
Знайти повний текст джерелаBezuidenhout, Martha Catharina. "Die opleidingsfunksie van die geregistreerde verpleegkundige in 'n hospitaal." Thesis, 2014. http://hdl.handle.net/10210/12023.
Повний текст джерелаNursing education is a process requlrlng the cooperation of all the parties involved. The student nurse receives lectures on the theoretical aspects, at the college while the substance of the theory must be based on and interpreted in the clinical field. With the passage of time the student nurse finds expression, gains the necessary experience and thus becomes a member of the nursing profession. Internalization of the norms and values of the professional group takes place within the framework of the student nurse's behavioral patterns and self image. The student nurse enters the profession with fixed expectations regarding her participation and training. In general terms she is still regarded as young and immature and yet she is expected to assume responsibilities which few in the general public are ever required to take. The prerequisites for the successful! professional socialization and the acquisition of proficiency in the functions and tasks of nursing, are based on continuous and optimal accompaniment of the student nurse by her registered counterpart, who operates as an independent professional practitioner. Clinical accompaniment implies that the registered nurse shall be at the side of the student nurse to guide her every step of the way in order to support her in the learning process, or to refine skills she previously acquired.: A descriptive exploratory survey was undertaken by means of a questionnaire submitted to student nurses and registered nurses of hospitals affiliated with one college in the Transvaal. The aim of the study was "to establish whether, and to what extent, the training function of the ward sister is realized in practice. Analysis of the data showed the ward sister to be aware of her training function and her responsibility towards the student nurse as learner. It appears that the ward sister believes herself to be adequately involved with the basic care of patients and making a significant contribution to the training of student· nurses. However, the observations and the experience of the student nurse differ from this point of view. She is of the opinion that more can be done in the ward to help her achieve her training needs. The fact that in many cases she is primarily considered as a worker, comes as a great disappointment.
Meyer, Rushaan. "The experiences of male nurses in midwifery clinical training at a regional hospital in the Eastern Cape." Diss., 2012. http://hdl.handle.net/10500/10572.
Повний текст джерелаHealth Studies
M.A. (Health Studies)
Asah, Flora Nah. "Challenges faced by professional nurses in accessing information technology in health care facilities for healthcare delivery in northern KwaZulu-Natal." Thesis, 2010. http://hdl.handle.net/10413/7107.
Повний текст джерелаThesis (M.Med.)-University of KwaZulu-Natal, Durban, 2010.
Pillay, Deshnee. "The assessment of the continuing professional development of nurses at a selected public hospital in KwaZulu-Natal." Diss., 2017. http://hdl.handle.net/10500/25027.
Повний текст джерелаHealth Studies
M.A. (Nursing Science)
Janse, van Rensburg Elsie Sophia. "A model to facilitate the mental health of student nurses working with mentally challenged individuals." Thesis, 2014. http://hdl.handle.net/10210/9781.
Повний текст джерелаThe researcher was involved in the clinical accompaniment of student nurses working with mentally challenged individuals during their psychiatric nursing practical training. In her role as advanced psychiatric nurse educator, she noticed that student nurses experienced working with mentally challenged individuals as a challenging working context. It created intense emotional discomfort for the student nurses, especially during their initial exposure to the relevant individuals. During the student nurses' last day of working with these individuals, they reflected with the advanced psychiatric nurse educator on their emotional growth and enrichment and how this experience had changed their views of life. Ineffective management of emotional discomfort may lead to emotional exhaustion or burnout and reflect negatively on a person's mental health. The main purpose of this research was to explore and describe the experiences of student nurses working with mentally challenged individuals. Subsequently, to develop, describe and write guidelines to operationalise and evaluate a model for the advanced psychiatric nurse educator to facilitate the mental health of student nurses working with mentally challenged individuals. A qualitative, explorative, descriptive, contextual and theory-generating research design was utilised to achieve the abovementioned purpose. The development of the model comprised four steps. Step one consisted of a concept analysis including identification and definition of central concepts in the model. A concept analysis was done by exploring and describing the experiences of student nurses working with mentally challenged individuals. Two focus groups, naive sketches, reflective journals, a reflective letter and field notes were used to explore their experiences. Focus groups were audiotaped as well as videotaped. Verbal consent was given by the student nurses to be videotaped and a letter of consent was signed to give permission for audiotaping of the focus groups. The audio tapes were transcribed verbatim. The video tapes were only used by the transcriber when she could not hear the sound on the audio tapes clearly. An independent coder utilised Tesch's method of open-coding to code and analyse the data. A consensus was reached between the researcher and the independent coder with regard to the themes and catogories represented by the data. During the concept analysis, engagement on a deeper emotional level was identified as the central concept. Step two consisted of the relationship statements of the model. During step three, a model for the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals was described. The structure of the model clarified the purpose, assumptions and context. The central concepts were defined and the relationship statements between the central and essential concepts were explained. The structure of the model focused on the relationship-, workingand termination phases within the process of engagement on a deeper emotional level. In step four guidelines were described to operationalise the model in practice. The model, as framework of reference for the advanced psychiatric nurse educator, focused on the facilitation of a process of engagement on a deeper emotional level for student nurses working with mentally challenged individuals. The process description of the model differentiated between three phases: the relationship phase, the working phase and the termination phase. Guidelines for the operasionalisation of the model focused on the objective of each phase as well as the strategy of actions for each different phase.
Swart, Anna Margaretha Gertruida. "A programme to facilitate quality patient care in a case management environment." Thesis, 2014. http://hdl.handle.net/10210/10890.
Повний текст джерелаA health maintenance organisation (HMO) that implements managed care is the health care service provider for a mine group. Case management is an integral part of managed care. Case management in a managed care setting within this mine group should be to the holistic benefit of both the client/patient and the service provider. Within the case management environment, nurse case managers (CMs) and their counterparts (professional nurses) should provide and facilitate quality patient care. However, they face many challenges, such as working in isolation from one another. The purpose of the study was to develop a training programme for CMs and professional nurses (PNs) to facilitate quality patient care in a managed care environment for the health care service provider for a mine group. In this study a qualitative, exploratory, descriptive, and contextual design was followed. Purposive sampling was conducted from the populations of six CMs (N=6) and thirty PNs (N=30). Focus group discussions with twenty-eight (28) PNs and individual unstructured interviews with four (4) CMs were conducted to describe their experiences in the case management environment. Open coding followed, based on Tesch’s (1990) method of qualitative analysis (De Vos, 1998:343), and a conceptual framework emerged from the data analysis. A programme to facilitate quality patient care in a case management environment of the HMO was described for stakeholders (nurse case-managers and PNs). Recommendations for implementing the programme were described. Adapted phases of the programme development process of Meyer and van Niekerk (2008) were used in developing the programme. The survey list of the Practice Oriented Theory of Dickhoff, James and Wiedenbach (1968:434) formed the basis for developing a conceptual framework for the programme. Principles of case- and problem-based approaches (Scheider, 2010) served as a point of departure to develop the context-specific training programme. Trustworthiness was maintained by using Guba’s (De Vos, 2006:346; Babbie & Mouton, 2001: 276) model criteria, which are credibility, transferability, conformability and dependability. Ethical standards were adhered to throughout the study.
Bezuidenhout, Sandra. "'n Leergang vir die indiensopleiding van bedryfsverpleegkundiges in Eskom." Thesis, 2014. http://hdl.handle.net/10210/11852.
Повний текст джерелаThe Government has committed itself to primary health care as the only way of providing an affordable health service to all the Inhabitants of the Republic of South Africa, namely by a partnership service between the State and the private sector. A team approach In the provision of primary health care is essential to ensure Its success. Eskom has a responsibility towards Its employees to ensure that the occupational health nurse receives the necessary training to enable her to provide an effective health service. Eskom has obtained permission to provide health services In accordance with Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) and has committed Itself to give the occupational health nurse the necessary training for her extended role under Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). Section 38A of the Nursing Act, 1978 (Act No 50 of 1978) authorises the occupational health nurse to do a physical examination, diagnose a physical defect and identify an illness in any person. The keeping of prescribed medicines and the supply and administering thereof by the occupational health nurse, subject to the prescribed conditions, as well as the promotion of family planning, are also authorised by the said Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). An exploratory and descriptive study was done within a contextual framework, with the occupational health nurse, In-service training and the syllabus asthe maln concepts. The occurrence of health problems was thoroughly explored by means of statistics, a literature study and discussions with a panel of experts In Eskom. The learning needs of the occupational health nurses In Eskom were then investigated by means of a questionnaire. It was established that occupational health nurses In Eskom already possess sufficient knowledge In respect of certain health problems. Knowledge of these problems was made a prerequisite In the syllabus for In-service training for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978). A syllabus was designed for the In-service training of the occupational health nurse in Eskom for Section 38A of the Nursing Act, 1978 (Act No 50 of 1978).