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Research paper thumbnail of Undergraduate nursing students’ experience of clinical supervision

Curationis, Nov 12, 2018

According to Regulation 425 of 2012 of the South African Nursing Council (SANC), each baccalaurea... more According to Regulation 425 of 2012 of the South African Nursing Council (SANC), each baccalaureate undergraduate student ought to be supervised for half an hour every week (SANC 2012). In accordance to this regulation, the institution under study employs clinical supervisors to oversee undergraduate nursing students in the clinical education environment. Clinical supervision therefore strengthens the clinical education environment because the clinical Background: Clinical supervision plays a major role in the undergraduate nursing programme. There have been some local studies addressing clinical supervision; however, there still remains a lack of knowledge and understanding how to improve quality supervision of undergraduate nursing students. This article is based on the authors' original thesis. Objectives: The objective of the study was to explore the experiences of undergraduate nursing students on clinical supervision. Method: A descriptive design with a qualitative approach using focus group interviews was used to explore the experiences of undergraduate nursing students regarding clinical supervision. Purposive sampling was used for selection of 36 participants. The participants needed to be enrolled at the institution under study, at the time of the study, as undergraduate nursing students in order to meet the inclusion criteria. The participants also needed to have worked at clinical facilities where they received clinical supervision. Nine (n = 9) students were purposively selected from each year level to participate in focus group interviews. The interviews were analysed using content analysis. Results: The findings indicated both positive and negative experiences regarding clinical supervision. The results were tabulated in which the positive experiences were grouped together and were separated from the negative experiences of the undergraduate students. Positive experiences included the support that was received from supervisors. These were, however, overshadowed by many comments on negative experiences concerning the behaviour and competencies of the supervisors. The findings also confirmed that the students experienced differences in the clinical procedures demonstrated by various supervisors. Negative experiences that relate to abusive behaviour such as misuse of power were also found, as well the incongruence amongst clinical supervisors regarding clinical procedures. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Conclusion: The study findings suggest a need for continuous professional development for clinical supervisors by means of in-service training as well as to maintain congruence by clinical supervisors when demonstrating clinical procedures.

Research paper thumbnail of Designing theoretical assessments at nursing higher education institutions: A scoping review

South African journal of higher education, 2022

Assessment in higher education remains one of the most reliable forms of assessing the effectiven... more Assessment in higher education remains one of the most reliable forms of assessing the effectiveness of the learning and teaching (L&T) process. Excellence in theory assessment design is, therefore, a pivotal element of the success of many Higher Education Institutions (HEIs) around the world. This scoping review aimed to establish current assessment best practices in nursing at HEIs. The five steps of Arksey and O’Malley’s framework guided this scoping review. Following a systematic search of various databases, including Academic Search Complete, CINAHL, ERIC, MEDLINE, PubMed, Sage Online Journals, SCOPUS, and Wiley Online Library for the period from 2010 to 2020, a rigorous screening process was undertaken by three independent reviewers. The search terms included assessment best practice and nursing education institution. Of the 652 articles screened, 12 studies met the inclusion criteria. Four quantitative, four qualitative, one mixed-method, and three studies that did not specify their design were included. The findings revealed that various factors influence how educators design assessments. Theoretical assessment design is a vital activity and requires collaboration between policymakers and HEIs to enhance the quality designing of assessments by educators through professional development.

Research paper thumbnail of Perceptions and experiences of undergraduate nursing students of clinical supervision

By submitting this thesis electronically, I declare that the entirety of the work contained there... more By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Research paper thumbnail of Nursing students’ experiences of clinical assessment at a university in South Africa

Health SA Gesondheid

Background: Nursing education includes both classroom and clinical teaching. The clinical teachin... more Background: Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors’ original thesis formed the foundation of this manuscript.Aim: This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision.Setting: The research was conducted at a nursing school at a South African university.Method: After ethical clearance, focus group interviews were conducted to explore undergraduate nursing students’ experiences of clinical supervision using a descriptive design an...

Research paper thumbnail of Perceptions and experiences of undergraduate nursing students of clinical supervision

By submitting this thesis electronically, I declare that the entirety of the work contained there... more By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Research paper thumbnail of Theoretical assessment design: Best practices in pre-registration nursing education

Researchgate, Jul 2, 2021

Since the nineteenth century, assessment has been used in higher education. Assessment traditions... more Since the nineteenth century, assessment has been used in higher education. Assessment traditions, on the other hand, had to be adapted through change and innovation in a continually evolving higher education system. In an effort to address transformation in nursing education, nurse educators are tasked to ensure that current assessment practices remain relevant without compromising the quality. This study aimed to establish best practices for theoretical assessment design in preregistration nursing education. Following a robust literature search process following the five steps of Arksey and O'Malley's framework, a consensus to shortlist twelve studies was reached. Three independent reviewers were involved in this process to ensure rigor. The findings revealed that various factors have a significant impact on theoretical assessment design in pre-registration nursing education. These factors include: (1) the use of taxonomy framework to align assessments, (2) bridging the theory-practice gap, (3) nurse educators' workload. These findings suggest that the quality and relevance of theoretical assessments design in pre-registration nursing education could benefit immensely when nurse educators place emphasis on constructive alignment with reference to the scaffolding of the assessment or for learning based on taxonomy frameworks and clinical practice. Nurse educators should endeavour to effectively apply and appropriately align theoretical assessments with the principles of taxonomy frameworks such as that of Benjamin Bloom. When the framework is implemented correctly, nurse educators will be able to design assessments that are well-balanced, assessing appropriate cognitive skills without creating the impression of a tough or easy assessment. To reduce the theory-practice gap, emphasis should be placed on types of questions used when designing assessments considering that assessment practices must be aligned with the learning and teaching strategies. The workload is a management issue that calls for norms and standards for workload distribution considering the time needed for the design of meaningful assessments.

Research paper thumbnail of Undergraduate nursing students’ experience of clinical supervision

Curationis, Nov 12, 2018

According to Regulation 425 of 2012 of the South African Nursing Council (SANC), each baccalaurea... more According to Regulation 425 of 2012 of the South African Nursing Council (SANC), each baccalaureate undergraduate student ought to be supervised for half an hour every week (SANC 2012). In accordance to this regulation, the institution under study employs clinical supervisors to oversee undergraduate nursing students in the clinical education environment. Clinical supervision therefore strengthens the clinical education environment because the clinical Background: Clinical supervision plays a major role in the undergraduate nursing programme. There have been some local studies addressing clinical supervision; however, there still remains a lack of knowledge and understanding how to improve quality supervision of undergraduate nursing students. This article is based on the authors' original thesis. Objectives: The objective of the study was to explore the experiences of undergraduate nursing students on clinical supervision. Method: A descriptive design with a qualitative approach using focus group interviews was used to explore the experiences of undergraduate nursing students regarding clinical supervision. Purposive sampling was used for selection of 36 participants. The participants needed to be enrolled at the institution under study, at the time of the study, as undergraduate nursing students in order to meet the inclusion criteria. The participants also needed to have worked at clinical facilities where they received clinical supervision. Nine (n = 9) students were purposively selected from each year level to participate in focus group interviews. The interviews were analysed using content analysis. Results: The findings indicated both positive and negative experiences regarding clinical supervision. The results were tabulated in which the positive experiences were grouped together and were separated from the negative experiences of the undergraduate students. Positive experiences included the support that was received from supervisors. These were, however, overshadowed by many comments on negative experiences concerning the behaviour and competencies of the supervisors. The findings also confirmed that the students experienced differences in the clinical procedures demonstrated by various supervisors. Negative experiences that relate to abusive behaviour such as misuse of power were also found, as well the incongruence amongst clinical supervisors regarding clinical procedures. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses. Conclusion: The study findings suggest a need for continuous professional development for clinical supervisors by means of in-service training as well as to maintain congruence by clinical supervisors when demonstrating clinical procedures.

Research paper thumbnail of Designing theoretical assessments at nursing higher education institutions: A scoping review

South African journal of higher education, 2022

Assessment in higher education remains one of the most reliable forms of assessing the effectiven... more Assessment in higher education remains one of the most reliable forms of assessing the effectiveness of the learning and teaching (L&T) process. Excellence in theory assessment design is, therefore, a pivotal element of the success of many Higher Education Institutions (HEIs) around the world. This scoping review aimed to establish current assessment best practices in nursing at HEIs. The five steps of Arksey and O’Malley’s framework guided this scoping review. Following a systematic search of various databases, including Academic Search Complete, CINAHL, ERIC, MEDLINE, PubMed, Sage Online Journals, SCOPUS, and Wiley Online Library for the period from 2010 to 2020, a rigorous screening process was undertaken by three independent reviewers. The search terms included assessment best practice and nursing education institution. Of the 652 articles screened, 12 studies met the inclusion criteria. Four quantitative, four qualitative, one mixed-method, and three studies that did not specify their design were included. The findings revealed that various factors influence how educators design assessments. Theoretical assessment design is a vital activity and requires collaboration between policymakers and HEIs to enhance the quality designing of assessments by educators through professional development.

Research paper thumbnail of Perceptions and experiences of undergraduate nursing students of clinical supervision

By submitting this thesis electronically, I declare that the entirety of the work contained there... more By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Research paper thumbnail of Nursing students’ experiences of clinical assessment at a university in South Africa

Health SA Gesondheid

Background: Nursing education includes both classroom and clinical teaching. The clinical teachin... more Background: Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors’ original thesis formed the foundation of this manuscript.Aim: This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision.Setting: The research was conducted at a nursing school at a South African university.Method: After ethical clearance, focus group interviews were conducted to explore undergraduate nursing students’ experiences of clinical supervision using a descriptive design an...

Research paper thumbnail of Perceptions and experiences of undergraduate nursing students of clinical supervision

By submitting this thesis electronically, I declare that the entirety of the work contained there... more By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Research paper thumbnail of Theoretical assessment design: Best practices in pre-registration nursing education

Researchgate, Jul 2, 2021

Since the nineteenth century, assessment has been used in higher education. Assessment traditions... more Since the nineteenth century, assessment has been used in higher education. Assessment traditions, on the other hand, had to be adapted through change and innovation in a continually evolving higher education system. In an effort to address transformation in nursing education, nurse educators are tasked to ensure that current assessment practices remain relevant without compromising the quality. This study aimed to establish best practices for theoretical assessment design in preregistration nursing education. Following a robust literature search process following the five steps of Arksey and O'Malley's framework, a consensus to shortlist twelve studies was reached. Three independent reviewers were involved in this process to ensure rigor. The findings revealed that various factors have a significant impact on theoretical assessment design in pre-registration nursing education. These factors include: (1) the use of taxonomy framework to align assessments, (2) bridging the theory-practice gap, (3) nurse educators' workload. These findings suggest that the quality and relevance of theoretical assessments design in pre-registration nursing education could benefit immensely when nurse educators place emphasis on constructive alignment with reference to the scaffolding of the assessment or for learning based on taxonomy frameworks and clinical practice. Nurse educators should endeavour to effectively apply and appropriately align theoretical assessments with the principles of taxonomy frameworks such as that of Benjamin Bloom. When the framework is implemented correctly, nurse educators will be able to design assessments that are well-balanced, assessing appropriate cognitive skills without creating the impression of a tough or easy assessment. To reduce the theory-practice gap, emphasis should be placed on types of questions used when designing assessments considering that assessment practices must be aligned with the learning and teaching strategies. The workload is a management issue that calls for norms and standards for workload distribution considering the time needed for the design of meaningful assessments.