Дисертації: "Nursing Study and teaching Australia Evaluation"

1

Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.

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Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.

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Bird, Michele Marie. "Evaluation of a nursing residency program." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.

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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.

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Hung, Chi-chiu Stephen, and 洪志超. "An evaluation study on the integration of theory and practice of nursing curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960170.

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5

Guimond, Mary Elizabeth. "Evaluation of a simulation-enhanced obstetric clinical experience on learning outcomes for knowledge, self-efficacy, and transfer." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4572.

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Simulation using computerized patient mannequins may be a useful mechanism to teach safe and effective nursing care, thus improving the quality of education for nurses. As nursing program enrollments grow, clinical placement is becoming more difficult and may not offer consistent learning opportunities that reinforce safe and effective nursing practice. This study applied Ford, Smith, Weissbein, Gully, and Salas' (1998) model of learning transfer as the theoretical framework to design a simulated obstetric clinical learning experience to augment the current clinical practice model, an approach that may lead to an improved educational experience. The purpose of this study was to compare learning outcomes of two clinical teaching strategies for obstetric clinical content for undergraduate nursing students: standard clinical instruction and a simulation-enhanced clinical experience. A mixed-method approach was used. A randomized cluster design was chosen to compare the learning outcomes for students participating in a simulation-enhanced clinical experience versus students participating in a traditional clinical rotation. From the study population of 124 students, 40 participated in the simulation-enhanced clinical group, with the remainder of students serving as controls. Four instruments (Obstetric Nursing Self-Efficacy instrument, Goal Orientation Scale, Proxy Measure, and examination knowledge items) were used to measure student characteristics or achievement of outcomes. Learning outcomes for self-efficacy, knowledge, skills, and transfer were compared between the groups using ANCOVA, independent sample t-test, and chi-square analyses. A qualitative descriptive analysis of clinical evaluations for all students was also conducted. Demographic characteristics between the groups were not statistically different.; The analysis of covariance (ANCOVA) revealed no difference in ONSE posttest scores between the groups after adjusting for goal orientation and ONSE pretest scores. An alternative ANCOVA for sequence (time in semester when the simulation occurred) and group was not significant. However, after adjustment for the covariate of ONSE pretest scores, ONSE posttest scores varied with sequencing (p less than] .05); students who had the simulated experience during the first half of the semester (M=67.27) scored higher than those in the second half (M=60.89) when pretest scores were used as a covariate. No differences were found between the experimental and control groups for knowledge or skills. The narrative analysis revealed broad variation in comments on the clinical evaluation form among clinical instructors. Attitude, knowledge attainment, skill acquisition, helpfulness, and professional role attributes were common themes related to student clinical performance. The findings from the study contribute to a growing body of literature evaluating the efficacy of simulation to augment clinical nursing practice experience. Data suggest there is little difference in learning outcomes for students participating in a simulation-enhanced clinical group versus the traditional clinical rotation. This finding supports that at least 15% of clinical hours could occur in a simulated clinical environment. A model driven method of simulation design and delivery could support learning in a way that will allow for efficient and effective use of simulation to support safe and effective obstetric nursing care.
ID: 029049841; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 141-149).
Ph.D.
Doctorate
Nursing

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Rennert, Karin I. "An evaluation of intervention designed to teach communication strategies to care-givers of nursing home residents." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29787.

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This study evaluated the ability of nursing home staff to implement communication strategies as a result of inservice education. Seventeen subjects, from two occupational groups (patient care aides, and rehabilitation staff), were observed twice each during routine interactions with the nursing home residents. The measurement tool consisted of 11 communication behaviours, which were scored according to degree of use. There were two categories of strategies: those that could be used in all situations, and those that were appropriate only for some situations. Results were mixed: the experimental group (N=5), who attended the inservice, showed an increase in the use of latter category of communication strategies, while the control group (N=12) decreased their use of the same strategies. In the former category of strategies, no difference was found between the experimental and control groups. The discussion focused on possible sources of confound, and recommendations for further research.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Furst, Laetitia Nicole. "The effect of teaching methods used as experienced and perceived by student nurses at a nursing college in the Western Cape province." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17812.

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Thesis (MCur)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: The 21st century teaching environment is unique in its diversity, and challenges academic staff to create a teaching environment that is conducive to all current learners. Various teaching methods are available and affordable, but technology remains an essential investment for the future of higher education institutions. The goal of the study was to evaluate the perceptions of student nurses regarding the effectiveness of the teaching methods which they experienced at a nursing college in the Western Cape Province. The objectives included an evaluation of the effectiveness of teaching methods as perceived and experienced by students of: - The traditional (green/whiteboard) lecture - Group activity - Self-activity - The use of technology such as PowerPoint presentations and video clips. An explorative descriptive research design was applied with a quantitative approach. The target population (N=1238) consisted of nursing students following the programme leading to registration as a professional nurse. Stratified random sampling was used to select the sample of participants (n=267). Data was collected personally by the researcher with a self-administered questionnaire which consisted of predominantly closed questions. Ethics approval to conduct this study was obtained from Stellenbosch University including permission from all other relevant parties. Reliability and validity of the study were assured through a pilot study, consultation with experts in nursing, education and statistics. The reliability of the questions were tested using the Cronbach alpha coefficient test which varied between .89 and .94. The data was analysed with the support of a statistician and was expressed as frequencies in tables and histograms. Descriptive statistics and post-hoc analyses including tests for statistical associations were performed. Results include a significant difference in generation X participants and the green/whiteboard teaching methods (Spearman p-value = 0.02) and their preference of the traditional lecture as a teaching method (Spearman p-value = <0.01). The perceived effectiveness of the teaching methods on student performance varied between very helpful and not helpful. Only (n = 49/19%) of participants experienced the traditional lecture as being very helpful on their general academic performance, in comparison to the effect of group work (n = 69/26%) and self-activity (n = 102/39%). Furthermore, no significant results were obtained between the participants and the perceived effect of the teaching methods. Open-ended questions showed that participants regarded the teaching strategies as boring and ancient and that much of the unhappiness expressed stems from the difference in the needs of millennials and the lack of change and obstinacy existing amongst academics. Recommendations include an increase in the use of technology, a blended approach to teaching, the re-training of academic staff, measures in counteracting a boring classroom environment, orientation for neophyte academics and students, workload perception of students and class size. In conclusion should recommendations be implemented a complete transformation of the college under study will result. It may force the education institution to move out of complacency, to a more vigorous and dynamic education environment that enables them to emerge as an Higher Education Institution (HEI) of good standing.
AFRIKAANSE OPSOMMING: Die een-en-twintigste-eeuse onderwysomgewing is uniek wat betref diversiteit en daag akademiese personeel uit om teenswoordig ’n onderwysomgewing te skep wat bevorderlik is vir alle leerders. Verskeie onderwysmetodes is beskikbaar en bekostigbaar, maar tegnologie bly ’n noodsaaklike belegging vir die toekoms van hoër onderwysinstansies. Die doel van hierdie studie was om die effektiwiteit van die gebruik van onderwysmetodes wat waargeneem en ondervind word deur studentverpleegkundiges by ’n spesifieke Verpleegkollege in die Wes-Kaap, te evalueer. Die doelwitte sluit in die evaluering aangaande die effektiwiteit soos waargeneem en ondervind deur studente van die volgende onderwysmetodes: - Die tradisionele groen/witbord lesing - Groepaktiwiteit - Selfaktiwiteit - Die gebruik van tegnologie soos PowerPoint-aanbiedings en video-insetsels. ’n Ondersoekende, beskrywende navorsingsontwerp met ’n kwantitatiewe benadering is toegepas. Die teikengroep is (n=1238) wat uit verpleegstudente bestaan wat die program vir die van ’n geregistreerde professionele verpleegster volg. ’n Gestratifieerde ewekansige steekproef is gebruik om die deelnemers (n=267) te selekteer. Data is self deur die navorser ingesamel deur gebruik te maak van ’n selfgeadministreerde vraelys wat hoofsaklik uit geslote vrae bestaan het. Etiese goedkeuring om die studie na te vors, is verkry van die Universtiteit van Stellenbosch, asook die van al die betrokke partye. Betroubaarheid en geldigheid van die studie is verseker deur ’n loodsondersoek, sowel as raadpleging met deskundiges op die gebied van Verpleging, Opvoedkunde en Statistiek. Die betroubaaarheid van die vrae is getoets deur gebruik te maak van die Cronbach-alpha koëffisiënt toets wat tussen .89 en .94 gevarieer het. Die data is geanaliseer met die ondersteuning van ’n statistikus en word voorgestel as frekwensies in tabelle en histogramme. Beskrywende statistieke en post-hoc analises, insluitende toetse vir statistiese assossiasies, is uitgevoer. Resultate sluit in ’n beduidende verskil in generasie x-deelnemers en die groen- of witbord onderwysmetodes (Spearman p-waarde = 0.02) en hul voorkeur vir die tradisionele lesing as ’n onderrigmetode (Spearman p-aarde >0.01). Die effektiwiteit van die onderwysmetodes op studenteprestasies wat waargeneem is, varieer tussen baie waardevol en van geen waarde nie. Slegs (n=49/19%) van die deelnemers het die tradisionele lesing as baie waardevol vir hul algemene akademiese prestasie ervaar, in vergelyking met die effek van groepwerk (n=69/26%) en self-aktiwiteit (n=102/39%). Vervolgens, is geen beduidende resultate verkry tussen die deelnemers en die effek van die onderrigmetodes wat waargeneem is nie. Ope vrae bewys dat deelnemers die onderwysstrategieë as vervelig en verouderd beskou en dat baie van die ongelukkigheid wat deurgevoer is, voortspruit uit die verskil in die behoeftes van die milleniums en die gebrek aan geneentheid, asook halsstarrigheid by akademici om te verander. Aanbevelings sluit in ’n toename in die gebruik van tegnologie, ’n saamgestelde benadering tot onderrig, die heropleiding van akademiese personeel, maatstawwe om ’n vervelige klaskameratmosfeer teen te werk, oriëntering vir neofiet akademici en studente se persepsie van werklading en klasgrootte. Ten slotte, indien aanbevelings geïmplementeer word, sal ’n volslae transformasie van die kollege onder die soeklig, plaasvind. Dit mag die opvoedkundige instansie forseer om te beweeg vanuit ’n toestand van gemaksugtigheid na ’n meer ondernemende en dinamiese onderrigomgewing wat in staat sal wees om as ’n Hoër Onderwysinstansie van formaat te funksioneer.

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Kelich, Catherine E. "Program evaluation of baccalaureate nursing programs : at one and five years after graduation." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/865958.

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Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances.
School of Nursing

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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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Burris, Roberta M. "Measuring the Learning Outcomes of a Continuing Education Seminar About the Aging Process on the Knowledge Level of Registered Nurses." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332596/.

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This study aims to increase the level of knowledge about the gerontological knowledge of a sample of registered nurses by creating a portable and concise continuing education seminar that is based upon the fundamental components of the normal aging process. The impact on the learning outcomes of an accredited continuing education seminar that was developed for this study was analyzed. The continuing education seminar focused on some of the major areas of social gerontology pertinent to nursing. Although other variables (age, gender, educational level, and previous gerontological training) were analyzed, none were found to have significant effect on the level of knowledge.

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Lundeen, Rebecca J. "Validity testing of instruments to measure variables affecting behavior change following continuing professional education in nursing." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048395.

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Nurse educators are faced with the issues of cost containment and documenting the results of continuing professional education (CPE). The results of successful CPE are behavior changes observed in the nursing staff upon returning to the work environment. Continuing professional education requires valid evaluation of instruments to determine its effectiveness, quality, and documentation of behavior changes. The purpose of this study was to establish the validity of four instruments measuring variables of behavior change in nurses after attendance at a CPE program. Cervero's (1985) evaluation model applied to CPE and behavior change was used to guide the study.Data was collected from three different convenience samples and merged for a total of 114 subjects. The four instruments that participants were asked to complete at the CPE programs were: (a) "New Ideas and You" (Brigham et al., 1995); (b) "Social System of the Organization"analysis. "New Ideas and You" (Brigham et al., 1995) (Ryan et al, 1995); (c) "CPE Program and Change" (Ryan et al., 1995); and (d) "The Continuing Professional Education Offering" (Elkins et al., 1995).Findings in this study were revealed through factor outcome to improve the quality of patient care. This end revealed two factors. "Social System of the Organization" (Ryan et al., 1995) resulted in a three factor solution. "CPE Program and Change" (Ryan et al., 1995) resulted in a three factor solution and "Continuing Professional Education Offering" (Elkins et al., 1995) resulted in a three factor solution.Conclusions from this study was that the four instruments have some degree of validity and reliability. The highest obtained factor scores confirmed the concepts identified as subscales in the four instruments.Nurse educators need a valid and reliable method of evaluating CPE to assess the effectiveness and extent of behavior changes in nurses after attendance at workshops, seminars, and other CPE programs. These behavior changes are a result of an increased knowledge base with an ultimateresult has a positive impact on the nursing profession, nursing education, and health care.
School of Nursing

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Campbell, Nancy A. "A study of continuing education and behavior change following a precepting skills workshop." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958794.

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Continuing education programs are successful only to the extent that the recommended practice or behavior is implemented. Previous research has demonstrated that some programs result in behavior change and others fail to do so. A conceptual framework developed by Cervero links behavior change to continuing professional education. This descriptive correlational study examined factors related to implementation of knowledge gained from a continuing professional educational offering into practice among registered nurses. One questionnaire on the motivation of the individual professional was given prior to the continuing professional educational offering and three other questionnaires eliciting the participants perception of the social system, nature of the change and the continuing educational offering was given upon completion of the class. Two months following the offering a self-report evaluation, a Likert scale instrument and an open-ended questionnaire, was completed by the participants to measure the change in behavior after the learning experience. Demographic data of the participants was also correlated with nursing behavior. The rights of the participants were protected at all times. Participants were asked to participate on a strictly voluntary basis. Findings of the study indicated that the variables of the individual professional, the continuing educational offering, the nature of the change and social system did not statistically correlate with the outcome variable of behavior change. However, the responses to the open ended questionnaire contradicted the statistical findings. Participants articulated numerous ways in which their nursing practice had changed as a result of their continuing education experience. Conclusions of the study were that there is no statistically significant relationship between the independent variables and the dependent variable of behavior change, but that qualitative data indicated that change in nursing practice did occur following the continuing professional education offering. Implications from the study indicate that the process of continuing professional education is complex with multiple variables. There is a need for further research to delineate the influence of these variables on behavior change in nursing practice. Then, those planning educational offerings could work effectively with their clientele to more dramatically improve health care and client outcomes.
School of Nursing

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Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.

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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context: a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies. The doctoral project incorporates: an examination of the nature of engineering management; a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses; a review of historical and recent developments in Australian undergraduate engineering management studies; an investigation of the management skills and competencies required by graduate engineers - based on original research; an examination of flexible delivery of engineering education - based on professional practice experience; and an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience. A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice. It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.

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Sickel, Jamie L. "TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.

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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.

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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.

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Seal, Mitchell J. "Mastery learning and the essentials of critical care orientation : a heuristic participant evaluation." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/658.

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This study employed a heuristic -participant evaluation of the instruction of the web-based Essentials of Critical Care Orientation (ECCO) program using two research questions: (1) How well does the ECCO adhere to Bloom's theory of mastery learning and instruction; and (2) What effect, if any, does this have on the participant RN? Evaluation findings demonstrated that the ECCO is 66 hours of expository instruction with little to no meaningful feedback, correction, or enrichment activity, is not well aligned, and has significant design flaws related to objectives and transfer of instruction and to the processes of instruction. This results in the participant RN being left to his own devices to achieve mastery. Heuristic findings demonstrated the effect on the participant RN - feelings of frustration, resentment, fear, lack of confidence, and apprehension which in sum outweigh feelings of accomplishment and yield a compulsion to leave critical care practice. Discussion includes implications of findings and results, recommendations for the ECCO program improvement, and concludes with suggestions for future research.

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Munangatire, Takaedza. "Nursing students perceptions and experiences of high fidelity simulation as a learning and teaching strategy in a resource limited setting." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95867.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction and Background High fidelity simulation (HFS) refers to a mannequin that is modeled to represent a human and is programmed to produce physiologic functions such as palpable pulses, voices and abdominal sounds through computer interfaces. Recent introduction of HFS for learning nursing skills like critical thinking and problem solving in the developing world (Lesotho) has generated debate. The debate is centered on the acceptability of HFS, its effectiveness as a learning strategy compared to its high cost, especially in resource limited settings. Its acceptability in the developing world to date is mixed, affecting its ultimate utilization. Therefore contextual differences between developing and developed countries suggest that research findings on the evaluation of acceptability of HFS in the two places could be different. Additionally, health sciences education is a highly complex discipline with huge differences in practices within and across classes, schools, sites and countries, making it difficult to generalize findings from other settings to the setting of Lesotho. Aim The purpose of this study was to explore third year diploma in nursing students’ perceptions and experiences of HFS use in learning nursing skills. Methods A qualitative descriptive design was utilized to investigate HFS use at a school of nursing. Sixteen participants took part in three separate focus group discussions in two groups of five, and one group of six participants. The data was analyzed thematically. Results Students had mixed perceptions, positive and negative, based on the nature of their experiences which were both fulfilling and frustrating. This study revealed five key themes that shaped students experiences, hence perceptions of using HFS in learning. The themes are authentic learning environment, unique learning opportunities, access, contextual factors and transfer of skills. Discussion Student nurses had both positive and negative experiences of using HFS in learning. They believe that HFS is a valuable learning strategy but that it needs to be better utilized. Student nurses perceive HFS as providing an authentic learning environment which allows learning of complex skills like critical thinking and problem solving. On the other hand, they believe that learning can be improved if HFS is more accessible for use by students and if supervisors are adequately trained and students are better oriented on the use of HFS in learning. Conclusions HFS is viewed as an effective learning strategy among nursing students in resource limited settings, although there in need to improve its utilization for better learning experiences and outcomes.
AFRIKAANSE OPSOMMING: Inleiding en Agtergrond Hoëtrou-simulasie (HTS) verwys na ’n pop wat gemodelleer is om ’n mens te verteenwoordig en geprogrammeer is om fisiologiese funksies soos tasbare polse, stemme en abdominale klanke te lewer deur rekenaar-koppelvlakke. Onlangse bekendstelling van HTS in die aanleer van verpleegvaardighede soos kritiese denke en probleemoplossing in die ontwikkelende wêreld (Lesotho) het debat laat ontstaan. Die debat sentreer om die aanvaarbaarheid van HTS en sy effektiwiteit as ’n leerstrategie in vergelyking met sy hoë koste, veral in hulpbronbeperkte omgewings. HTS se aanvaarbaarheid op verskillende plekke in die ontwikkelende wêreld tot op datum is gemeng, wat die uiteindelike gebruik daarvan raak. Daarom dui kontekstuele verskille tussen ontwikkelende en ontwikkelde lande aan dat navorsingsbevindings oor die beoordeling van aanvaarbaarheid van HTS in die twee omgewings kan wissel. Bykomend is opleiding in die gesondheidswetenskappe ’n uiters komplekse dissipline met groot verskille in praktyke binne en oor klasse, skole, omgewings en lande, wat dit moeilik maak om bevindings van ander omgewings tot die omgewing van Lesotho te veralgemeen. Doel Die doel van hierdie studie was om derdejaar-diplomaverpleegstudente se persepsies en ervarings van die gebruik van HTS vir die aanleer van verpleegvaardighede te ondersoek. Metodes ’n Kwalitatiewe gevallestudieontwerp is benut om die verskynsel van HTS by Paray Verpleegkundeskool te ondersoek. Sestien deelnemers het aan die verskillende fokusgroepbesprekings deelgeneem in twee groepe van vyf, en een groep van ses deelnemers. Die data is ontleed met die gebruik van die konstante vergelykingsanalise-model. Resultate Studente het gemengde waarnemings, positief en negatief, ervaar, gebaseer op die aard van hul ondervindings wat sowel vervullend as frustrerend was. Hierdie studie het vyf sleuteltemas geopenbaar wat studente se ondervindings, en sodoende hul waarnemings van die gebruik van HTS in opleiding gevorm het. Die temas is outentieke leeromgewing, unieke leergeleenthede, toegang, kontekstuele faktore en oordrag van vaardighede. Bespreking Studentverpleegsters aanvaar die gebruik van HTS om verpleegvaardighede te leer. Hulle glo dat HTS ’n waardevolle leerstrategie is, wat egter beter benut moet word. Studentverpleegsters beskou HTS as ŉ verskaffer van ŉ outentieke leeromgewing wat die aanleer van komplekse vaardighede soos kritiese denke en probleemoplossing toelaat. Aan die ander kant glo hulle dat opleiding verbeter kan word indien HTS meer toeganklik is vir gebruik deur studente en indien toesighouers voldoende opgelei is en studente beter voorgelig word in die gebruik van HTS as opleidingsmiddel. Gevolgtrekkings HTS is ŉ aanvaarbare leerstrategie onder verpleegstudente in omgewings met beperkte hulpbronne, hoewel daar ŉ behoefte is om die benutting daarvan vir beter leerervarings en uitkomstes te verbeter.

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18

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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Earle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.

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Thesis (MCUR)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ŉ historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ŉ verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ŉ forum vir kliniese verpleegkundiges.

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20

Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.

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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.

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Montes, Lorena de Godoi. "Feedback: na prática a teoria é outra?" Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20251.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-21T11:38:24Z No. of bitstreams: 1 Lorena de Godoi Montes.pdf: 3679786 bytes, checksum: c4d7075534f86630ad53467e2bf3f01b (MD5)
Made available in DSpace on 2017-07-21T11:38:24Z (GMT). No. of bitstreams: 1 Lorena de Godoi Montes.pdf: 3679786 bytes, checksum: c4d7075534f86630ad53467e2bf3f01b (MD5) Previous issue date: 2017-06-29
The formative assessment is one of the most important pedagogical instruments available and one of the tools used is feedback, which is based on scientific grounds. In view of this, the following hypothesis arose: Does the nursing professor from ETEC Darcy Pereira de Moraes (DPM) adequately use the feedback tool in the evaluation process of the students in the supervised practice internship? If not, what is needed to change this reality? Thus, the objectives outlined for this research were: to analyze the opinions and feelings of the professors from the technical course in nursing at ETEC DPM on the use of feedback in teaching of the nursing practice; to identify the preparation for the use of feedback in teaching the nursing practice from the point of view of teachers; to contextually train the nursing professors on the feedback process; and to evaluate the results of the feedback training, through a specific road map. This is an exploratory-descriptive study, with characteristics of action research, with a qualitative approach. Socio-demographic data were collected and the completion of a focus group of seven nurses from ETEC using the following guiding questions: 1) How do you use feedback in the nursing practice assessment process? 2) Do you feel prepared to give feedback to students? What is missing? 3) In your opinion, what is the advantage/benefit of practical nursing activity feedback? The results were that although the majority show in their personal curricula/resume training to educate, they think that feedback is an important evaluation tool and essential in nursing practice, but they do not have the exact size/understanding of its potential, since they see it primarily as a group activity and synonymous with pointing out mistakes. In addition, the difficulty in providing feedback was a universal discussion among the professors. In response to the results, feedback training was given to the focus group participants, using the Problem Methodology through the Arc Method. It is expected/hoped that their training will be reverted in improving the evaluation process at the institution
A avaliação formativa é um dos mais importantes instrumentos pedagógicos existentes e uma das ferramentas utilizadas é o feedback, o qual é baseado em fundamentação científica. Diante disto, surgiu a seguinte hipótese: O professor enfermeiro da ETEC Darcy Pereira de Moraes (DPM) utiliza adequadamente a ferramenta de feedback no processo de avaliação dos discentes na prática de estágio supervisionado? Em caso negativo, o que é necessário fazer para modificar esta realidade? Assim, os objetivos delineados para esta pesquisa foram: analisar as opiniões e sentimentos dos professores do curso técnico em enfermagem da ETEC DPM no uso do feedback no ensino da prática de enfermagem; identificar o preparo para o uso do feedback no ensino da prática de enfermagem sob a ótica dos professores; capacitar de forma contextualizada os docentes enfermeiros quanto ao processo de feedback; e avaliar os resultados da capacitação em feedback, através de roteiro específico. Trata-se de um estudo exploratório-descritivo, com características de pesquisa-ação, com abordagem qualitativa. Foram coletados dados sociodemográficos e realização da técnica de grupo focal com 07 enfermeiros da ETEC utilizando as seguintes perguntas norteadoras: 1. Como você utiliza o feedback no processo de avaliação da prática de enfermagem? 2.Você se sente preparado para aplicar feedback aos alunos? O que te falta? 3.Na sua opinião, qual a vantagem/benefício de um feedback de atividade prática de enfermagem? Os resultados foram que apesar da maioria exibir em seus currículos pessoais capacitação para educar, opinam que o feedback é uma importante ferramenta de avaliação e essencial na prática da enfermagem, mas não têm a exata dimensão de suas potencialidades, pois enxergam-no primordialmente como atividade em grupo e sinônimo de apontar erros. Além disso, a dificuldade na devolutiva foi um discurso universal entre as professoras. Frente aos resultados, aplicou-se capacitação em feedback aos participantes do grupo focal, utilizando-se a Metodologia da Problematização, através do Método do Arco. Espera-se que a capacitação dos mesmos reverta-se em melhoria dos processos de avaliação na instituição

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22

Koehn, Amy R. "To report or not report : a qualitative study of nurses' decisions in error reporting." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665927.

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This qualitative study was successful in utilization of grounded theory methodology to ascertain nurses' decision-making processes following their awareness of having made a medical error, as well as how and/or if they corrected and reported the error. Significant literature documents the existence of medical errors; however, this unique study interviewed thirty nurses from adult intensive care units seeking to discover through a detailed interview process their individual stories and experiences, which were then analyzed for common themes. Common themes led to the development of a theoretical model of thought processes regarding error reporting when nurses made an error. Within this theoretical model are multiple processes that outline a shared, time-orientated sequence of events nurses encounter before, during, and after an error. One common theme was the error occurred during a busy day when they had been doing something unfamiliar. Each nurse expressed personal anguish at the realization she had made an error, she sought to understand why the error happened and what corrective action was needed. Whether the error was reported on or told about depended on each unit's expectation and what needed to be done to protect the patient. If there was no perceived patient harm, errors were not reported. Even for reported errors, no one followed-up with the nurses in this study. Nurses were left on their own to reflect on what had happened and to consider what could be done to prevent error recurrence. The overall impact of the process of and the recovery from the error led to learning from the error that persisted throughout her nursing career. Findings from this study illuminate the unique viewpoint of licensed nurses' experiences with errors and have the potential to influence how the prevention of, notification about and resolution of errors are dealt with in the clinical setting. Further research is needed to answer multiple questions that will contribute to nursing knowledge about error reporting activities and the means to continue to improve error-reporting rates.

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23

Butler, Mollie. "The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16510.

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Dissertation (PhD)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established. Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of regulating the nursing profession. While Saudi Arabia has for many years been dependent on the international community for nurses, it is now establishing its own nursing workforce. One challenge for the SCHS and the SNB is to ensure that practice standards are developed, since ultimately nursing practice affects the quality of the patient services and patient health outcomes. The Saudi nursing profession has a responsibility to develop its social mandate and provide a full range of services to the Saudi public. Systems and education programmes are required for all aspects of the regulatory process, including continuing professional development. Effective regulation systems are not based on a “one size fits all” approach. Furthermore, nurses need to insist on high quality education to develop both basic and ongoing competence and should be able to depend on the profession for social status and credibility. The purpose of this research was to develop, implement, validate and evaluate a continuing professional development learning programme for nurses working in Saudi Arabia. The learning programme was built from a vision of nurses (regardless of country) engaging in lifelong learning for the purpose of ensuring quality patient care and population health. The development of a continuing professional development learning programme is an initial step in fulfilling the need for educational structures to support standards of practice. The overall outcome of the research was functional by nature in that the knowledge of continuing professional development in nursing was generated and applied to nursing practice in Saudi Arabia. In view of the nature of the question, a mixed methodology was selected. Although the qualitative aspect was dominant, both the qualitative and quantitative aspects were used simultaneously. The design included exploratory and descriptive aspects. Furthermore, the researcher employed qualitative methods to develop, implement and evaluate the provisional learning programme and quantitative methods to validate the provisional programme, resulting in a partial explanation of the research phenomenon. The primary theoretical drive was inductive, as the purpose was to discover rather than to test the learning programme contents. Botes’ Research Model and King’s Theory of Goal Attainment were utilised. They complemented each other, as they both support a comprehensive, dynamic scientific approach to learning (health) outcomes influenced by the quality of nursing practice and practice environment. The research, which was outcomes–based, was carried out in the context of quality patient care (population health) and nursing practice situated within the Saudi Arabian setting, where the nursing regulatory system is emerging. As the questionnaire mean ( X ) results revealed scores of 3.0 to 3.9, data saturation was achieved during the first round of the Delphi technique. Fourteen experts from six different countries were asked to validate the provisional learning programme, which was duly done. The programme was implemented in a tertiary research hospital in Saudi Arabia. Formative and summative evaluations were also conducted. The results of the implementation and evaluation affirmed the effectiveness of the learning programme. Boyer’s Model for Scholarship was used to triangulate the research findings. These results formed the basis for the recommendations and final summary. The five broad recommendations that emerged from the research were that nurses should take on self-regulatory and leadership responsibilities; that they should engage in continuing professional development collaboration; that the nursing profession’s self-regulation responsibilities be acknowledged; that a healthy (quality) workplace environment be ensured; and that further research be done in this field.
AFRIKAANSE OPSOMMING: Die regering van Saoedi-Arabië het ŉ landwye beleid geïmplementeer om die mense van die land vir die arbeidsmag voor te berei en het opdrag gegee vir die stigting van die Saudi Council for Health Specialties (SCHS,) ŉ raad wat spesifiek met gesondheidsdienste gemoeid is. Die Saoedi Raad vir Verpleging (Saudi Nursing Board oftewel SNB) is tot stand gebring met die doel om die verpleegdiens in die land te reguleer. Nadat Saoedi-Arabië vir baie jare van die internasionale gemeenskap vir verpleegkundiges afhanklik was, word ŉ eie verpleegkorps nou in die land gevestig. Een van die uitdagings waarmee die SCHS en die SNB te kampe het, is die noodsaaklikheid om te verseker dat standaarde vir die praktyk ontwikkel word, aangesien die verpleegpraktyk inderdaad die gehalte van pasiënte-diens en gesondheidsuitkomste beïnvloed. Die verpleegberoep in Saoedi-Arabië is daarvoor verantwoordelik om sy maatskaplike mandaat te ontwikkel en ŉ volledige reeks dienste aan die mense van die land beskikbaar te stel. Stelsels en opvoedkundige programme is nodig vir alle aspekte van die reguleringsproses. Dit sluit voortgesette professionele ontwikkeling in. Vir ŉ reguleringstelsel om werklik doeltreffend te wees moet dit op spesifieke behoeftes gerig wees en kan een stelsel nie aan al die vereistes van diverse instellings voldoen nie. Dit is noodsaaklik dat verpleegkundiges op onderrig van ŉ hoë gehalte aandring ten einde basiese en voortgaande bevoegdheid te ontwikkel. Daarbenewens behoort hulle op die beroep te kan steun vir sosiale status en geloofwaardigheid. Die doel van hierdie navorsing was om ŉ voortgesette leerprogram vir die professionele ontwikkeling van verpleegkundiges wat in Saoedi-Arabië werk, te ontwikkel, te implementeer, te valideer en te evalueer. Die leerprogram het onstaan uit ŉ visie van verpleegsters (ongeag hulle land van oorsprong) wat hulle met lewenslange leer besig hou met die doel om diens van ŉ hoë gehalte aan pasiënte asook bevolkingsgesondheid te verseker. Met die ontwikkeling van ŉ leerprogram vir voortgesette professionele ontwikkeling is die eerste stap gedoen om in die behoefte aan opvoedkundige strukture ter ondersteuning van praktykstandaarde te voorsien. Die algehele uitkoms van die navorsing was funksioneel van aard deurdat die kennis van voortgesette professionele ontwikkeling in verpleging deur die verpleegpraktyk in Saoedi-Arabië gegenereer en ook daarop toegepas is. Vanweë die aard van die navorsingsvraag is besluit om ŉ gemengde metodologie, dit is kwalitatiewe en kwantitatiewe aspekte gelyktydig te gebruik, met die kwalitatiewe aspek as die dominante metode. Sowel verkennende as beskrywende aspekte is in die ontwerp ingesluit. Daarbenewens het die navorser kwalitatiewe metodes gebruik om die voorlopige leerprogram te ontwikkel, te implementeer en te evalueer, en kwantitatiewe metodes om die voorlopige program te valideer. Die navorsingsverskynsel is deur middel van ŉ gedeeltelike verklarende metode ontleed. Die primêre teoretiese dryfkrag was induktief, aangesien dit die doel van die navorsing was om die leerprogram se inhoud te ontdek eerder as om dit te toets. Daar is van Botes se Navorsingsmodel en King se Teorie van Doelbereiking (Theory of Goal Attainment) gebruik gemaak. Hulle het mekaar aangevul aangesien albei ŉ omvangryke, dinamiese wetenskaplike benadering tot leer- (gesondheid-) uitkomste, wat deur die gehalte van verpleegpraktyk en die praktykomgewing beïnvloed word, ondersteun. Die navorsing, wat uitkomsgebaseerd was, is uitgevoer binne die konteks van pasiëntediens van gehalte (bevolkingsgesondheid) en verpleegpraktyk, gesetel in die Saoedi-Arabiese milieu, waar die reguleringstelsel vir verpleegkunde aan die ontwikkel is. Data saturasie is reeds bevestig tydens die eerste rondte van die Delphi tegniek met gemiddelde tellings van ( X ) 3,0 en 3,9. Die navorsingsontwerp is daardeur verder versterk. Veertien deskundiges van ses verskillende lande is gevra om die voorlopige leerprogram te valideer, wat hulle ook gedoen het. Die program is in ŉ tersiêre navorsingshospitaal in Saoedi-Arabië geïmplementeer. Formatiewe en summatiewe evaluering is gedoen en die resultate van die implementering en evaluering het die doeltreffendheid van die leerprogram bevestig. Boyer se Wetenskaplikheidsmodel (Model for Scholarship) is gebruik om die navorsingsbevindinge te staaf. Hierdie resultate het die grondslag gelê vir die aanbevelings en die finale opsomming. Die vyf breë aanbevelings wat uit die navorsing voortgekom het was dat verpleegkundiges selfregulerende en leierskapverantwoordelikhede aanvaar; dat hulle aan samewerkingsaksies ten opsigte van voortgesette professionele ontwikkeling deelneem; dat die verpleegberoep se verantwoordelikhede ten opsigte van selfregulering erken word; dat ŉ gesonde (gehalte-) werkomgewing verseker word; en dat verdere navorsing op hierdie gebied gedoen word.

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24

Louw, Celeste. "Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96900.

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Thesis (MCur)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was to explore the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation. The research question was: “What are the experiences of registered professional nurses in computer-assisted learning at a private healthcare organisation?” The following objectives were set to:  Explore the experiences of registered professional nurses in computer-assisted learning related to o Organisational support o Human interaction o Programme design o Computer literacy A qualitative approach with a descriptive, exploratory design was applied. A purposive sample of seven (n=7) participants from a population of thirty five (N=35) were recruited. A pre-test was completed. Ethical principles were adhered to. A semi structured interview guide based on the objectives of the study was developed by the researcher and validated by a panel of experts in research methodology and nursing education. Data was collected in the form of individual interviews and a demographic questionnaire by the researcher and one research assistant. Content analysis was applied to analyse the data, with six themes emerging. These were access, opportunity, applied support, programme content and design, social learning and computers. The findings demonstrated that registered professional nurses experienced inadequate access and opportunity to computer-assisted learning activities. The lack of computer literacy and human interaction affected the learning experience of some, but not all participants. Technical problems and disturbances in the learning environment were major contributors to the negative experiences in computer-assisted learning. Positive experiences included the convenience and ease of use of intranet-based computer-assisted learning activities. The conceptual framework of Knowles’ Andragogy supported the findings of the study. Recommendations were to provide intranet access at work and home, internet access at work and also formalised opportunity to complete computer-assisted learning activities. Technical problems should be minimised. Learning environments should be separate from work environments.
AFRIKAANSE OPSOMMING: Daar word van geregistreerde professionele verpleegkundiges verwag om vaardigheid te behou en organisasies wend rekenaar-ondersteunde leer aan om die vereiste te vervul. Dit was waargeneem dat personeel uitdagings ervaar soos tegniese probleme, onvoldoende rekenaargeletterdheid en ’n tekort aan geleentheid en toegang om rekenaar-ondersteunde aktiwiteite te voltooi by ’n privaat gesondheidsorg organisasie. Hierdie uitdagings mag implikasies inhou vir effektiewe leer en ontwikkeling van geregistreerde professionele verpleegkundiges. Die doel van die studie was om die ervaringe van geregistreerde professionele verpleegkundiges in rekenaar-ondersteunde leer, by ’n privaat gesondheidsorg organisasie te ondersoek. Die navorsingsvraag was: “Wat is die ervaringe van geregistreerde profesionele verpleegkundiges in rekenaar-ondersteunde leer by ’n privaat gesondheidsorg organisasie?” Die volgende doelwitte was gestel om:  Die ervaringe van geregistreerde professionele verpleegkundiges in rekenaarondersteunde leer te ondersoek in verband met o Organisasie ondersteuning o Menslike interaksie o Program ontwerp o Rekenaargeletterdheid ’n Kwalitatiewe benadering met ’n beskrywende, ondersoekende ontwerp was toegepas. ’n Steekproefgroep van sewe (n=7) deelnemers is doelbewus geselekteer vanuit ’n populasie van vyf en dertig (N=35). ’n Voortoets is voltooi. Etiese beginsels is nagevolg. ’n Semigestruktureerde onderhoudsgids gebaseer op die doelwitte van die studie is ontwikkel deur die navorser en bekragtig deur ’n paneel deskundiges in navorsingsmetodiek en verpleegonderrig. Data was ingesamel deur middel van individuele onderhoude en ’n demografiese vraelys deur die navorser en een navorsingsassistent. Inhoudsanalise was toegepas om die data te analiseer met ses temas wat na vore gekom het. Hierdie was toegang, geleentheid, toegepaste ondersteuning, program ontwerp en inhoud, sosiale leer en rekenaars. Die bevindinge het daarop gedui dat geregistreerde professionele verpleegkundiges onvoldoende toegang en geleentheid tot rekenaar-ondersteunde leer aktiwiteite ervaar het. Die gebrek aan rekenaargeltterdheid en menslike interaksie het sommige, alhoewel nie alle deelnemers se leerervaring geaffekteer. Tegniese probleme en versteurings in die leeromgewing het hoofsaaklik bygedra tot negatiewe ervarings in rekenaar-ondersteunde leer. Positiewe ervaringe het ingesluit die gerieflikheid en bruikbaarheid van intranetgebaseerde rekenaar-ondersteunde leer aktiwiteite. Die konseptuele raamwerk van Knowles se Andragogie ondersteun die bevindinge van die studie. Aanbevelings is om internet toegang by die werk, intranet toegang tuis en by die werk te voorsien asook formele geleenthede te skep om rekenaar-ondersteunde leer te voltooi. Tegniese probleme behoort tot die minmum beperk te word. Leeromgewings behoort apart te wees van werksomgewings.

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Rosas, Firmino José Lira. "Avaliação do curso de ciências farmacêuticas da unidade acadêmica da UFAM em Itacoatiara: qualidade e efetividade a partir de uma perspectiva qualitativa de pesquisa." Universidade Federal do Amazonas, 2012. http://tede.ufam.edu.br/handle/tede/4199.

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In recent years, the Federal Institutions of Higher Education (IFES) created several undergraduate courses through the university expansion programs, aiming to double the number of vacancies and ensure the permanence of students in higher education in Brazil. These courses can be viewed as a production system. By enrolling in the university, its students integrate the system and go through an entire training process towards the completion of the course, graduates when they come out properly. This makes it possible to design new undergraduate courses as a vast field of research to production engineering. In this context, this research aimed to evaluate the quality and effectiveness of a course in Bachelor of Pharmaceutical Sciences in one of the campuses of the Federal University of Amazonas, based on the assessment tool of the INEP / MEC and allusions to productivity. For this, we conducted this research from the perspective of qualitative ethnographic case study type, and participant observation, document analysis, structured interviews and research strategies and also the participation of leaders, teachers, administrative staff and students of the institution. Data collection was done in three stages: first, we proceeded with observations in the physical structure and notes in the notebook field, making up some pictures, on Monday became the analysis and selection of institutional documents, and third, the participants were interviewed, with interviews recorded and transcribed verbatim. Data were analyzed using content analysis, generating themes, categories and subcategories of analysis. The results revealed that this production system began to operate during the deployment of an academic unit's permanent UFAM this campus, which required much effort to ensure an adequate human and physical infrastructure to meet the needs of users. It was found that the teaching staff of pharmacists reduced at the beginning made it difficult to plan the structure of the laboratory course; the materials management was identified as one of the weaknesses of the system; the mechanism of self-assessment of UFAM offers no support to the unit managers in making decision. The relevance of social and motivational aspects were adopted to study the effectiveness of the course, considering the contributions that can be given to health from a human framework willing to collaborate with internal processes.
Nos últimos anos, as Instituições Federais de Educação Superior (IFES) criaram vários cursos de graduação por meio dos programas de expansão universitária, visando dobrar o número de vagas e a garantir a permanência destes alunos no ensino superior do Brasil. Estes cursos podem ser vistos como um sistema produtivo. Ao se matricularem na universidade, seus alunos integram o sistema e passam por todo um processo de formação rumo à conclusão do curso, quando saem devidamente diplomados. Isto torna possível conceber os novos cursos de graduação como um vasto campo de pesquisa para a engenharia de produção. Neste contexto, esta pesquisa teve como objetivo geral avaliar a qualidade e efetividade de um Curso de Bacharelado em Ciências Farmacêuticas em um dos campi da Universidade Federal do Amazonas, tomando como base o instrumento de avaliação do INEP/MEC e alusões à produtividade. Para isso, conduziu-se esta investigação sob a perspectiva qualitativa do tipo estudo de caso etnográfico, tendo a observação participante, análise documental entrevistas semiestruturadas como estratégias de pesquisa e ainda a participação de dirigentes, professores, técnicos administrativos e alunos da Instituição. A coleta de dados fez-se em três etapas: na primeira, procedeu-se com observações na estrutura física e anotações na caderneta de campo, fazendo-se algumas fotos; na segunda, fez-se análise e seleção dos documentos institucionais; e na terceira, entrevistaram-se os participantes, sendo as entrevistas gravadas e transcritas na íntegra. Os dados foram analisados por meio de análise de conteúdo, gerando-se temas, categorias e subcategorias de análise. Os resultados revelaram que este sistema de produção começou a funcionar no período de implantação de uma unidade acadêmica permanente da UFAM neste campi, o que demandou muito esforço para garantir uma estrutura física e humana adequada para satisfazer as necessidades dos usuários. Verificou-se que o quadro docente de farmacêuticos reduzido no início dificultou o planejamento da estrutura laboratorial do curso; a gestão de materiais foi apontada como uma das fragilidades do sistema; o mecanismo de autoavaliação da UFAM não oferece apoio aos gestores da unidade na tomada de decisão. A relevância social e aspectos motivacionais foram adotados para estudo da efetividade do curso, considerando as contribuições que podem ser dadas com a saúde a partir de um quadro humano disposto a colaborar com os processos internos.

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Patterson, Andrea M. "Evaluating The Effects of an Educational Lifestyle Modification Intervention on Blood Pressure in Adults With Prehypertension." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/496.

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The purpose of this project was to evaluate the effectiveness of an educational lifestyle modification (LM) intervention on blood pressure (BP) among adults with prehypertension. Prehypertension is a precursor to hypertension (HTN) and is a public epidemic in the United States. Approximately 68 million (31%) U.S. adult’s aged ≥18 years have hypertension. Hypertension can cause significant target organ damage, lead to coronary heart disease, heart failure, stroke, and kidney failure. Early identification and the primary treatment of persons with prehypertension with LM have the potential to minimize the progression and delay the onset of comorbidities associated with hypertension. This quality improvement project retrospectively reviewed changes in blood pressure for a small sample (n=5) of patients diagnosed with prehypertension who received education about modifying lifestyle behaviors according to nationally accepted clinical practice guidelines. Blood pressure measurements were extracted from the medical record beginning at the time of the education through a three month period. Descriptive data indicates that all five patients had a decrease in systolic and diastolic blood pressure. The median systolic blood pressure at baseline was 129 mmHg decreasing to 121 mmHg at end of study period. The median diastolic blood pressure was 86 mmHg decreasing to 76 mmHg. Integration of lifestyle modification education and subsequent blood pressure monitoring during a routine primary care visit is feasible and may help motivate patients to implement changes and subsequently reduce blood pressure. Future studies should include identifying strategies for improving patient participation.

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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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Blanié, Antonia. "Evaluation expérimentale du raisonnement clinique dans le cadre des jeux sérieux pour la formation des professionnels de santé. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students Assessing validity evidence for a serious game dedicated to patient clinical deterioration and communication." Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASS092.

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L’amélioration du raisonnement clinique (RC) est un enjeu essentiel pour la Médecine de demain car il est établi que son utilisation imparfaite conduit à des résultats de soins insuffisants. Le RC est un processus cognitif complexe. Cette activité intellectuelle synthétise l’information obtenue à partir de la situation clinique et l’utilise pour faire une analyse diagnostique et prendre une décision de prise en charge du patient en intégrant les connaissances et expériences antérieures. La formation à cette compétence est donc essentielle. Pour améliorer le raisonnement, une connaissance des mécanismes qui le constituent est nécessaire et une revue de ces mécanismes constitue la partie initiale de cette thèse.La formation des professionnels de santé par la simulation se généralise avec pour objectif « jamais la première fois sur le patient ». En plein essor, le jeu sérieux (JS) représente un outil pédagogique intéressant. Une revue de la littérature sur l’efficacité des JS et plus particulièrement dans le cadre du RC est également incluse dans la partie initiale de cette thèse. Ainsi, les JS sont efficaces et peuvent, entre autres, cibler certaines compétences dont le RC. Cependant, la plupart des études sur le RC dans le cadre des JS, restent subjectives avec des évaluations qualitatives ou des autoévaluations des apprenants ou concernent uniquement le résultat (prise de décision). Par conséquent, la valeur éducative et les modalités des JS dans la formation du RC restent à approfondir.Le JS LabForGames Warning a été développé dans le centre de simulation LabForSIMS pour les étudiants infirmiers et cible la détection de l’aggravation d’un patient et la communication. Cette thèse a pour objectif de tester un mode d’apprentissage utilisant la simulation par les JS afin d’améliorer le RC chez les professionnels de santé.Une 1ère étude a évalué la validité du JS LabForGames Warning selon le cadre théorique proposé par Messick. Elle a démontré que les scores et le temps de jeu ne pouvaient pas différencier le niveau des compétences cliniques des infirmiers.Cependant, les preuves de validité étaient obtenues pour le contenu, le processus de réponse et la structure interne. Même si cette version du jeu ne peut donc pas être utilisée pour une évaluation sommative des étudiants, notre étude montre que ce JS est bien accepté par les étudiants et qu’il peut être utilisé pour la formation au sein d’un programme éducatif.Une seconde étude a évalué l’efficacité de 2 modalités pédagogiques sur l’apprentissage du RC à la détection de l’aggravation clinique d’un patient en comparant un groupe d’étudiants infirmiers formé par simulation avec LabForGames Warning par rapport à un groupe formé par un enseignement traditionnel. Le RC a été évalué par les tests de concordance de script immédiatement et 1 mois après. Cette étude multicentrique randomisée a inclus 146 étudiants infirmiers volontaires. Aucune différence significative n’a été observée sur le RC entre la formation par la simulation avec JS et l’enseignement traditionnel. Cependant, la satisfaction et la motivation étaient meilleures avec l’enseignement par simulation.En conclusion, nous avons tout d’abord confirmé la validité du JS LabForGames Warning en tant qu’outil pédagogique à visée formative et non sommative. Puis, bien qu’aucune différence d’apprentissage du RC n’ait été observée entre la formation par la simulation avec JS et l’enseignement traditionnel, la satisfaction et la motivation étaient meilleures avec l’enseignement par simulation avec le jeu. Les études sont à poursuivre pour préciser les modalités et stratégies pédagogiques des JS dans la formation des professionnels de santé, comme par exemple la place du débriefing, le rôle de la motivation. En effet, en plein essor, les développements technologiques telle que l’intelligence artificielle vont transformer la formation au RC ainsi que les outils pédagogiques disponibles dans les années à venir
Improvement of clinical reasoning (CR) is a key issue for the future of medicine because it has been established that imperfect reasoning leads to insufficient care results. CR is a complex cognitive process which synthesizes information obtained from the clinical situation, then uses it to make a diagnostic analysis and take a decision on patient management by integrating previous knowledge and experience. Training for this skill is therefore essential. To improve reasoning, knowledge of the mechanisms which build it up is necessary and a review of these mechanisms constitutes the initial part of this thesis.Training of healthcare professionals through simulation is becoming widespread with the objective of "never the first time on a patient". In rapid expansion, the use of serious games (SG) represents an interesting pedagogical tool. A review of the literature on the effectiveness of SG and more particularly in the context of CR is also included in the initial part of this thesis. Thus, SG is effective and may, among other things, target certain skills, including CR. However, most studies dealing with CR by using SG include qualitative assessments or self-assessments of learners or focus only on the outcome (decision making). Therefore, the educational value and modalities of SG in the training of CR of health professionals remain to be further explored.The SG LabForGames Warning was developed in the LabForSIMS simulation center for nursing students and targets detection of patient deterioration and the ensuing communication. The objective of this thesis is to test a learning mode using SG simulation in order to improve CR in healthcare professionals.The first study evaluated the validity of the SG LabForGames Warning according to the Messick’s Framework. This study showed that scores and playing time could not differentiate the level of clinical skills of nurses. However, evidence of validity was obtained for content, response process and internal structure. Although this version of the game cannot therefore be used for summative evaluation of students, our study shows that this SG is well accepted by students and can be used for training within an educational program.A second study evaluated the effectiveness of 2 teaching modalities on learning CR for the detection of clinical patient deterioration by comparing a group of nursing students trained by simulation with LabForGames Warning compared to a group trained by traditional teaching. CR was assessed by script concordance tests immediately and 1 month later. This randomized multicenter study included 146 volunteer nursing students. No significant difference was observed in CR change between simulation training with SG and traditional teaching. However, satisfaction and motivation were better with simulation instruction.In conclusion, we have confirmed the validity of SG LabForGames Warning as an educational tool with formative and not summative aims. Then, although no difference in learning about CR was observed between simulation training with SG and traditional teaching, satisfaction and motivation were better with simulation teaching with the game. Further studies are needed to clarify the modalities and pedagogical strategies of SG in the training of healthcare professionals, such as the place of debriefing and the role of motivation. Moreover, technological developments such as artificial intelligence might transform CR training and the available pedagogical tools in the coming years

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Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." 2006. http://hdl.handle.net/2440/37823.

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Policies underpinning the processes used by nurse regulatory authorities to assess overseas - qualified nurses ( OQNs ) vary from country to country. Some countries ' policies are to undertake paper - based assessments of nurses ' initial and post registration education and experience, while others require all nurses to undertake a generic examination. How these policies were developed and why, were pivotal questions in this study. The aim of the study was, to critically analyse the policy development and policies relating to assessment of overseas - qualified nurses in thirteen nurse regulatory authorities from Australia and overseas. Using Critical Social Theory as the theoretical underpinning a critical policy analysis was undertaken. Data was obtained from policies and procedures, interviews, organisational websites, annual reports and Nurses Acts. The process of development of these policies and procedures was analysed using Bridgman and Davis ' policy cycle. The study revealed that only one organisation used a framework to develop policies on the assessment of OQNs. Policy analysis in most organisations was based on anecdotal evidence and experiential knowledge of Board staff. No organisation had conducted research on whether overseas - qualified nurses were competent to practice following a paper - based assessment or an examination. This study demonstrated that policies used to assess OQNs were not developed from an evidence - based perspective. This highlights the need to undertake internationally collaborative research on the evaluation of current policies, in order to develop future policies that determine the competence of a nurse to practice in another country.
Thesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.

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Rudman, Naomi. "Students perception of evaluation of teaching skills." Diss., 2007. http://hdl.handle.net/10500/2281.

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An exploratory, descriptive design in the phenomenological approach was used to describe and explore how student tutors' experienced the process of evaluation of their clinical teaching in a specific distance-learning programme. The researcher conducted a tape-recorded focus group interview with seven participants who voluntarily agreed to participate. After transcription, the data was analysed using Tesch's (1992:92) method of analysis to code the data into themes in order to identify commonalities. The findings of this study indicated that participants experienced the evaluation process positively and negatively. The negative experiences included difficulty in obtaining access to evaluators, practica facilities, and inconsistencies of evaluators. Recommendations were made for improving evaluation of teaching skills of student tutors in this distance programme.
Health Studies
M. A. (Health Studies)

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CHEN, I.-CHUN, and 陳怡均. "Who is Nursing Assistants’ Instructor? The Study of Self-Evaluation Teaching Competence for Long-Term." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8advym.

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碩士
中臺科技大學
醫療暨健康產業管理系碩士班
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Research Purpose: To screen eligible nursing assistant instructors from long-term care facility staff as reference for the reserve and training of teaching faculties of long-term care facilities. Research Method: This study enrolled the long-term care facility staff in the northern, central, and southern Taiwan as the research subjects, and used the self-developed “Nursing Assistant Instructor Teaching Competence Assessment Scale” (NAITCAS) as the research tool to conduct a questionnaire survey. A total of 300 questionnaires were distributed, and 235 valid questionnaires were returned, with a return rate of 78.3%. The research tool (NAITCAS) included six major dimensions: “professional ability, “teaching skill,” “teaching self-efficacy,” “personality traits,” “communication and coordination ability,” and “work values.” This study used SPSS to analyze the data. The statistical analysis methods included descriptive statistics, independent sample t-test, chi-square test, one-way ANOVA, and multiple logistic regression. Research Results: Possession of a license, location of facility, administrative position, experience in instructing juniors, total number of years of working in long-term care field, and previous experience as technical instructor all were associated with the overall teaching competence (P<0.05). Medical and nursing personnel, administrative position, and “neuroticism” and “openness to experience” in the dimension of “personality traits,” and “sense of achievement and reputation” in the dimension of “work values” could significantly predict the willingness to be an instructor (P<0.05). This study performed the cross-analysis on the placement of “overall teaching competence” and “willingness to be an instructor” to screen 23 eligible nursing assistant instructors (9.8%). Conclusion and Suggestions: Long-term care facility staffs with a high score in teaching competence and willingness to be an instructor are eligible to be nursing assistant instructors. Long-term care facilities are advised to refer to the research results for the future reserve and training of nursing assistant instructors to screen eligible staff with teaching passion to participate in long-term care practical teaching.

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Madi, Nompumelelo. "An evaluation of a reorientation training programme in changing nurses attitudes towards the provision of mental health care." Thesis, 2008. http://hdl.handle.net/10413/256.

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The transition from the apartheid rule to a new democracy in South Africa has been accompanied by a vision of a national health care system that is based on the principles of universal primary health care. This vision opens up access to provision of mental health to everyone. This means that nurses, as gate-keepers of primary health care, have had to be trained in identification and management of minor mental health problems that are presented in their community clinics as well as health centres. For the current study, the need for such training was identified by an intern psychologist placed in one of the clinics in the area of KwaDedangendlale Valley of a Thousand Hills. His work in the area alerted him to the shortcomings of the nurses in both identification and management of what was perceived to be mental health problems. These shortcomings included the nurses' inability to identity and hence properly refer patients who needed the intervention of a professional mental health specialist. From this, a training programme which also included a reorientation process to deal with negative attitudes that are usually levied against the mentally ill was undertaken. Reorientation in this context was based on the assumption that prior to training nurses had a particular world view or position towards the provision of health care, which was identified to be biomedical and this training sought to re-orientate them towards the provision of a more holistic care which is inclusive of psycho social aspect of functioning The follow up to that training and reorientation programme was an evaluation component. This sought to ascertain whether after training, nurses were better equipped to identify and manage mental health problems. Further to that, the researcher sought to identify whether their attitudes had improved, such that they would be willing to deal with patients who presented with minor psychiatric problems. The objective of the current study is to present results of the evaluation component that was undertaken after training. This evaluation took into consideration both the process undertaken during training and the outcome of the reorientation process itself. Process evaluation focused on what makes a programme successful or unsuccessful. This included how the training was undertaken, i.e. manner of instruction etc. Outcome evaluation focused on establishing how good the programme was and whether it managed to provide desired outcomes i.e. change in nurses' attitudes. The Physician's Belief Scale (Ashworth, Williamson & Montano, 1984) was used for both the pre and post evaluation of the nurses' attitudes. The results revealed that before training, nurses had limited knowledge of mental health problems and as a consequence of this limited knowledge they developed negative attitudes towards provision of mental health care. One of the unexpected results of the study was the response of one of the groups of the nurses trained to the integrative manner of instruction. Their response highlighted the importance of understanding the influence of the padagogy on knowledge transmission and acquisition. Nurses reported to be accustomed to harsh pedagogical methods, used during formal nursing training. This kind of pedagogy was viewed as disempowering, as well as somewhat disrespectful, and hence, the much as the friendly and warm atmosphere presented by the facilitators in the current study was viewed as a welcomed change and an empowering process. Most importantly, one was also alerted to the importance of providing ongoing support to health care professionals after being trained. As Petersen (2000) has cautioned that should there be no additional mentoring or support, nurses would be likely to revert to their usuaVold styles of dealing with their patients' problems, given that the training does not necessarily change their environments. They would still be pressured to see large numbers of patients within a limited time period. And because of this, it becomes easier to just prescribing medication than to explore issues that are psychological in nature.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

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Moloi, Olga Sandi. "A programme to facilitate critical thinking of community health nurse preceptors." Thesis, 2012. http://hdl.handle.net/10210/6849.

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Анотація:

M.Cur.
In line with the requirements of the National Plan for Higher education, The Skills Development Act (Act 97 of 1998), The eight Batho Pele Principles 1997, The South African Qualifications Authority Act (Act 58 of 1995), The National Qualifications Framework, Outcomes Based Education and The South African Nursing Council, it is clear that there is a need for critical thinking in clinical nursing education in general and in professional nurses as preceptors in particular. The researcher has observed that the preceptors of a clinic in Region 7 Gauteng Province, use the traditional method of teaching (lecture method) during accompaniment of learners allocated to the clinic for their practica which hinders the facilitation of critical thinking. There is a need for preceptors to re-visit their teaching strategies and methods in order to facilitate critical thinking in clinical nursing education. Central to facilitation of critical thinking is the learner, and preceptors should create a climate where interactive facilitation takes place through dialogue and discourse. The aim of the study is to develop a programme to facilitate critical thinking of preceptors in clinical nursing education. For this aim to be realised the following objectives were met: To conceptualise in order to develop a programme to facilitate critical thinking of preceptors in clinical nursing education To implement and evaluate a programme to facilitate critical thinking of preceptors in clinical nursing education. A qualitative, exploratory, descriptive research design that is contextual in nature was followed according to two phases. In phase one of the study, conceptualisation of the main concepts namely critical thinking, interactive facilitation, clinical nursing education, preceptor, nursing process and the programme was done to ensure theoretical validity (Gift, 1997: 76).ii Organisation of South Africa (DENOSA, 1998: 3-6). Evaluation, limitations and conclusion of the study was described. Recommendations were discussed as they apply to nursing education, nursing research.

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34

Makondo, Edward. "A study on an evaluation of the course for the Diploma in Nursing Administration in Zimbabwe." Thesis, 2001. http://hdl.handle.net/10500/873.

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35

Dlamini, Colile P. "Perceptions of students and nurse educators on the integration of theory and practice in nursing education in Swaziland : an exploratory-descriptive study." Thesis, 2011. http://hdl.handle.net/10413/4722.

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Background: The gap between theory and practice in nursing has long been regarded as controversial and has been a much debated subject in literature. The disparity between theory and practice in nursing education has been attributed to, among other factors, the move of nursing education from hospital-based training to higher education. Attempts to bridge the gap have been recorded in literature, including the introduction and use of problem-solving learning approaches that are regarded as reflective; learner-centred and promote lifelong learning. With this transition, there is confusion concerning the role of the nurse educator in clinical teaching which further compounds the problem of integrating theory and practice in nursing education. Nursing education in Swaziland has also experienced the transition from the hospital-based model to higher education in the late nineties. Issues regarding the competence of nurses have emerged with complaints from the local media and the general public about nursing services declining in quality. Purpose: This study was aimed at exploring and describing the perceptions of students and nurse educators regarding the integration of theory and practice in nursing education in a Higher Education Institution in Swaziland. The ways in which theory and practice integration is facilitated in this university were explored with the perceived barriers that are thought to deter the integration. Methodology: A quantitative approach was employed in this study with a total of 167 participants. Of these, 151 were students and 16 were nurse educators. Two self-administered questionnaires were developed for each group. Reliability and validity of these instruments was measured and the α-coeffient of 0.74 and 0.83 were achieved for the students' and educators' instruments respectively. Data were collected and then analysed using the SSPS package, Version 15.0. Findings: Results of this study revealed the existence of the gap between theory and practice in nursing education in Swaziland. Clinical nursing education was found to be an essential component in the training of nurses, however the role of the nurse educator in the integration of theory and practice remained contentious. It was also discovered that no clear guidelines or protocol regarding clinical supervision were available in the country, hence nurse educators conducted clinical supervision as they saw fit. Barriers to the integration of theory and practice were explored, and it was established that the lack of resources and supplies, more particularly in the practice setting stood out as the primary obstacle. It emerged from the study that problem-solving pedagogic approaches are essential in the integration of theory and practice. Furthermore, inadequate student support structures in the clinical setting also emerged as barriers coupled with poor communication and professional relations between the university and the practice settings. Recommendations: The establishment of a university hospital or a partnership with a health care institution where the value of clinical practicum for students would be enforced was one of the recommendations. Furthermore, it was suggested that the nursing department use process-based curricular approaches to teaching and learning which may enable students to be more reflective and more self-directed in their learning process. It was also suggested that the clinical skills laboratory be more self-directed, with students learning how to conduct clinical skills with minimum guidance from the facilitator.
Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

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36

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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Анотація:

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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Lu, Shin-Ju, and 呂欣茹. "A Study of Transformational Leadership Characteristics and Training Program Evaluation for Nursing Managers in a District Teaching Hospital." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/42090611556334469280.

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Анотація:

碩士
國防醫學院
護理研究所
87
The goal of present research is to identify transformational leadership proposed by Bernard Bass in 1985, which is possessed by Taiwanese nursing managers or not? And to verify the effectiveness of transformational leadership training program by utilizing practical evidence . In order to identify Taiwanese nursing managers characteristics, 408 nursing staffs as were recruited. By principle factor method as well as varimax method to conduct orthogonal rotation analysis from the data collected by Multifactor Leadership Questionnaire. The result shows that Taiwanese nursing supervisors possess characteristics of transformational leadership. A Quasi-experiment was designed to evaluate the effectiveness of transformational leadership training. Two district teaching hospitals were selected to be the experiment and control group respectably, and the research sample consisted of 22 nursing department heads (10:experimental group; 12:control group), and 140 nursing staffs (69: experimental group; 71:control group). Applying transformational leadership training to those nursing department heads belonging to experimental group. After 3 months of practical test, the nursing staffs were satisfied with in Multifactor Leadership Questionnaire and The Index of Work Satisfaction to assess their department heads. SPSS and STATA software were used to examine data collected above questionnaire. The results showed s as below: 1.The transformational leadership training raised the frequency of transformational leadership that behaved by nursing department heads. 2.The transformational leadership training encouraged nursing department heads to inspire their staff more frequently than control group. 3.The transformational leadership apparently enhance nursing staffs’ job satisfaction in hygiene factors such as pay and nursing interaction. Nonetheless, effected minor in profession status, doctor-nurse relationship, task require- ment, autonomy and hospital policies. Result from our study demonstrated that Taiwanese nursing managers possessed transformational leadership. Through systematic training and learning by transformational leadership training, nursing managers can enhance the frequency of transformational leadership behaviors and inspiring their staffs and improve their staffs’ job satisfaction.

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Van, Dyk Ellie Catharina. "A model for trust in the nursing education environment." Thesis, 2016. http://hdl.handle.net/10500/22634.

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Анотація:

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education
Health Studies
D. Litt. et Phil. (Health Studies)

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39

Van, der Merwe Elizabeth. "Riglyne vir die skep van 'n kultuursensitiewe leerkonteks." Thesis, 2014. http://hdl.handle.net/10210/9525.

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Анотація:

M.Cur. (Professional Nursing)
The purpose of this study is to describe the guidelines for creating a cultural sensitive learning context. In present- day South Africa the learning accompanist is faced with the challenge to create a didactic situation which accommodates the cultural diversity of students. In the dynamic interactive relationship between the learning accompanist and the student, the student has the right to be treated with respect and human dignity. This right can only be respected if the learning accompaniment takes place from a cultural- sensitive perspective. The paradigmatic perspective that guides this research is described by means of metatheoretlcal, theoretical and methodological assumptions. The Nursing Theory for the Whole Person was used as meta- theoretical assumption. the theoretical assumptions were set from the Nursing Theory for the Whole Person. the U Model vir begeleide selfstudie .. (Klopper 1994) and Chrisman's (1991) .. Cultural Sensitive Nursing Care u. The methodological assumptions of the study are based on Botes" research model (1992) implying a functional approach to practice of science. The experience of the learning accompanists and students in a multicultural learning context was explored and supported by literature. From this data statements were generated indiVidually for phase I and phase II of the research. Eight statements were generated from each phase. In chapter four the conceptual framework is described from concepts of phases I and II and relevant national and international literature. With the description of the conceptual framework main concepts and related concepts were determined analytically. A total of nineteen statements were generated from the main and related concepts. A total of thirty five statements were generated from phases I and II and the conceptual framework. The guidelines for creating a cultural- sensitive didactic situation were inferred by means of deductive and inductive reasoning from these statements. The guidelines focus on the actions a learning accompanist should carry out within a multicultural didactic situation in order to carry create a cultural- sensitive didactic situation. The unique contribution of this research arises from the description of a multicultural didactic situation of nursing within the constructivist learning perspective.

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40

Chabeli, Mary Mahlatse. "Guidelines for professional nurses as clinical learning facilitators." Thesis, 2014. http://hdl.handle.net/10210/9179.

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Анотація:

M.Cur. (Professional Nursing)
The overall objective of this study is to describe guidelines for professional nurses as clinical learning facilitators. In view of existing problems such as staff shortages, overcrowded wards, student exploitation in the service situation, lack of supervision, assessment and evaluation, lack of student status, block system and inadequate preparation of professional nurses for the clinical learning facilitator's role, nursing education has to strive for excellence in order to be in line with the Reconstruction and Development Programme, the National Health Plan, the message of the Minister of Education in the White Paper on Education and Training in South Africa, the South African Nursing Council, the South African Nursing Association, and the economical, social and technological changes in South Africa.

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41

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

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Анотація:

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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42

Aucamp, Hester Petronella Helena. "Prestasiebeoordeling van akademiese personeel aan 'n verplegingskollege." Thesis, 2014. http://hdl.handle.net/10210/9102.

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Анотація:

M.Cur.
Performance assessment of academic staff (tutor) at a nursing college is an essential component in the establishment of a well-prepared teacher corps which contributes to quality nursing education. There is widespread 'dissatisfaction with the quality of performance assessment of academic staff (tutor). Factors contributing to the ineffectiveness of performance achievement are linked to the performance assessment system itself, on the one hand, and to the person who performs the assessment, on the other hand. The object ofperformance assessment, namely to facilitate quality teaching by academic staff at a nursing college through personal and professional development and to serveas a basis for management decision-making, is destroyed in general, ifnot totally, by the way in which performance assessment of academic personnel is planned and executed. The purpose of this study was to describe performance assessment standards and guidelines fora performance assessment programme for academic personnel at a nursing college based on a conceptual framework. This aimisjustified by meansofa descriptive, explorative, contextual, qualitative research design. The study was conducted in four phases. Phaseone included exploring job descriptions of academic personnel at nursing colleges. Phasetwo dealtwith exploring and describing job expectations of academic personnel at nursing colleges. A qualitative research method, namely focus group interviews, was used to gather data. In phase three a literature control was done in order to refine the conceptual framework. In phasefour, a final conceptual framework was formulated and performance assessment standards and guidelines for a performance assessment program ofacademic staff at a nursing college were described.

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43

Khanyile, Thembisile. "Development and testing of a model for implementation of recognition of prior learning." Thesis, 2001. http://hdl.handle.net/10413/5437.

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Анотація:

The Minister of Education's public statement In August 1999, that South African citizens should mobilize and build an education and training system for the 21'st century . among other things emphasized the application of procedures for recognition of prior learning as part of the restructuring process. On the other hand the resolution taken by the South African nursing Council at the beginning of 2000. that enrolled nurses should be upgraded through the process of recognition of prior learning further increased the urgency for nursing education institutions to develop and implement RPL policies In South Africa, Recognition of Prior learning (RPL)is seen as an appropriate approach to offer equity and redress of past imbalances in the education and training system. The purpose of the study was to develop and test an appropriate model that could be used for Recognition of Prior Learning for nurses. To test the model, it was implemented in a form of pilot projects by three institutions. It was important for the model development to identify and involve all the stakeholders of the nursing education system. An appropriate design for the study was a multiphase decision oriented evaluation research . Stuffelbeam's Context. Input, Process and Product evaluation model was used to guide the research process. The first phase was the development of the model which involved the Context evaluation. During the context evaluation phase, the Education Committee of the South African Nursing Council and the evaluative researcher developed the guidelines for the RPL process. These were refined by the stakeholders during the regional workshops. The results of this phase was the RPL guidelines. The second phase was the Input and the Process evaluations. Each institution had to make planning decisions for Implementation. The result was RPL policies for each institution Thereafter. the three institutions Implemented the RPL guidelines to specific target groups of nurses that were identified for the purpose of the pilot project. Data collection instruments varied according to the phase of the model development. Checklists were used to measure the extent to which each Institution had followed the RPL guidelines Dunng the Product (evaluation) phase. candidates' scores were compared with those of other candidates who accessed the specific programs through the traditional entry routes. According to the results all RPL candidates were successful In the programs they aimed at accessing DUring the testing phase after access, the RPL candidates compared favourably with other the other candidates who accessed the programs through traditional routes . The result indicate that the self- directed approach used during RPL helped the candidates in the actual programs. A process onented and competency- focused model was developed through an inclusive process. Nursing education Institutions and policy makers can use the model to structure and evaluate RPL implementation in nursing education institutions in South Africa.
Thesis (Ph.D.)-University of Natal, Durban, 2001.

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44

Robinson, Wanda Lynn. "Grit and deomgraphic characteristics associated with nursing student course engagement." 2015. http://hdl.handle.net/1805/8008.

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Анотація:

Indiana University-Purdue University Indianapolis (IUPUI)
Educating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Using an exploratory, descriptive, cross-sectional design, a convenience sample of 97 nursing students in a didactic health assessment course was administered the Student Course Engagement Questionnaire (SCEQ), visual analog scales for student engagement, Grit-S Scale, and a Student Demographic Characteristics form. Using multiple regression, 22% of the variance (21% Adjusted) of total student engagement (SCEQ) was explained by total grit scores (Grit-S) F(1,95) = 26.54, p<.001. Further analyses of student engagement were conducted using the SCEQ subscales and visual analog scales with similar results. Findings provided support for the conceptual model used to guide the study, although replication of the study was recommended across varied learning environments. Findings warrant further study regarding grit as a potential area for the future development of strategies to foster engagement of nursing students in the classroom.

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45

Mhlongo, Xolani Lawrence. "Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of Nursing." Diss., 2018. http://hdl.handle.net/10500/25595.

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Анотація:

Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS. The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing. The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research.
Health Studies
M.A. (Health Studies)

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46

Craven, Marianne. "Processes used by nursing faculty when working with underperforming students in the clinical area: a theoretical model derived from grounded theory." 2015. http://hdl.handle.net/1805/7345.

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Анотація:

Indiana University-Purdue University Indianapolis (IUPUI)
Clinical nursing faculty members often work with students who underperform in the clinical area. Underperforming students are those who exhibit deficits in nursing knowledge, the application of nursing knowledge, psychomotor skills, motivation, and/or interpersonal skills. The outcomes of faculty work with underperforming students have implications for patient safety and the nursing workforce, yet little is known about how faculty work with underperforming students. The purpose of this project was to develop a theoretical framework that describes how clinical faculty work with underperforming students in the clinical area. Twenty-eight nursing faculty who had worked with underperforming nursing students during clinical rotations were interviewed and invited to tell stories about working with these students. Their narratives were analyzed using constant comparison analysis, and a theoretical framework was developed. The framework included three stages that unfolded as faculty worked with underperforming students over time. The first stage, Being Present, was the process by which faculty came to know students were underperforming. They did this by noticing red flags, taking extra time with students, working side-by-side with students, and connecting with students "where they were at." The second stage, Setting a New Course, was the process by which faculty attempted to provide remedial experiences to improve the performance of those students determined to be underperforming. The participants did this by beginning a new course of instruction for the students, bringing in new people to help the students, and creating new learning experiences for them. This process could result in students turning it [their performance] around, making it through [the clinical rotation], or not making it. The final stage, Being Objective, was the process by which participants made negative progression decisions. They did this by relying on objective indices, documenting problematic student behaviors, and obtaining validation for their decisions.

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47

Van, Vuuren Hendrina Cecilia. "Die betrokkenheid van die kollegedosent in die kliniese praktykleiding." Thesis, 2014. http://hdl.handle.net/10210/12030.

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Анотація:

M.Cur.
In the basic vocational preparation of the student nurse, the field of clinical tuition takes on special significance due to the fact that the major part of the student nurse's professional preparation takes place within this field. The clinical practice offers a wide variety of learning opportunities and forms an indispensable bridge between the vast body of knowledge and the world of endeavour the student nurse has to master. There are, however, many traumatic experiences which deeply affect the student nurse in her involvement with the sick, with the result that she has need for an adult in whom she can confide. An adequate number of registered nurses with the necessary subject knowledge and professional skills should be available in the clinical practice in order to provide optimal accompaniment. The participation of the college tutor in clinical practice accompaniment once again manifested itself prominently following the affiliation of nursing colleges with universities. The National Health Council has formulated constitutional guidelines in terms of which accompaniment of student nurses by tutors has been made obligatory. According to the South African Nursing Council, accompaniment encompasses the conscious and purposeful guidance and support of the student nurse, by creating learning opportunities that make it possible for her to grow from passiveness to involvement to independent clinical practice. This process of accompaniment takes place in conjunction with the direct participation and physical presence of the tutor (SANC, 1988 : 4). Such active participation by the college tutor in the process of clinical practice guidance is not functioning optimally "at present. The purpose of the present study was to determine the extent of involvement by the college tutor in this process, and to establish certain guidelines for the implementation of effective participation. In order to obtain the necessary background for the study, a descriptive exploratory survey was undertaken by means of a questionnaire. Input was obtained from tutors, clinical training personnel and ward nurses. Analysis of the data indicated an urgent need for the active participation of the college tutor in the process of clinical practice guidance. . The planning, organisation, and implementation of nursing tuition at the college must be adapted to provide for the active participation of the tutor in this process. Clear guidelines with operational goals have been formulated with respect to the implementation of clinical practice guidance by the tutor.

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48

Davhana-Maselesele, Mashudu. "Problems in integrating theory with practice in selected clinical nursing situations." Diss., 2000. http://hdl.handle.net/10500/17944.

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The current changes in health care systems challenges knowledgeable, mature and independent practitioners to be able to integrate theoretical content with practice. The study aims to investigate the problems of integrating theory with practice in selected clinical nursing situations. The study focused on the rendering of family planning services to clients which is a component of Community Nursing Science. The findings of the study reveal that there is a need for an integrated holistic curriculum which will address the needs of the community. It was concluded that a problem-based and community-based curriculum, safe and patient-friendly clinical environments, intersectoral collaboration between college and hospital management and student involvement in all processes of teaching and learning will improve the integration of theory and practice. There also appears to be a need for tutors to be more involved in clinical teaching, accompaniment and the continuous evaluation of students.
Health Studies
M.A. (Nursing Science)

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49

Jacpasad, Neervani. "The evaluation of integrated management of childhood illnesses training for learner nurses in KwaZulu-Natal College of Nursing." Thesis, 2014. http://hdl.handle.net/10321/1068.

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Submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2013.
South Africa is one of 12 countries where the under-five child mortality rate has increased. In response to this challenge, the WHO and UNICEF in the 1990s developed Integrated Management of Childhood Illness (IMCI), a strategy to reduce child mortality and morbidity. IMCI training was launched in South Africa in 1998. Health care workers trained in IMCI face many challenges when applying the new integrated case management approach. Training settings tend to differ from the actual work environment. Simulation is practiced in an enclosed environment and certain assessments are not possible for example chest in drawing, level of consciousness, oedema amongst others. In South Africa, there has been limited research on IMCI in-service and pre-service training and no research has been conducted regarding the training of student nurses on IMCI and follow up of these learners in the clinical field. Purpose of the study The purpose of this study was to evaluate the IMCI training of learners in the use of IMCI Guidelines in the KwaZulu-Natal College of Nursing (KZNCN). Methodology This study followed a descriptive quantitative approach and evaluates the training of the learners and the facilitation and training of lecturers with regards to IMCI in the KZNCN campuses. Data was collected using questionnaires for facilitators and learners on the three campuses. Results The findings of this study revealed that teaching and learning approaches used to facilitate IMCI were adequate except for clinical practice and theory which was reported to be insufficient.

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50

Dube, Antonia. "The role of the preceptor in selected clinical nursing practice settings in Botswana." Diss., 2004. http://hdl.handle.net/10500/1420.

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A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context. The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics. The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted.
Health Studies
M.A.(Health studies)

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Дисертації з теми "Nursing Study and teaching Australia Evaluation"

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