Gugu Ndawo - Academia.edu (original) (raw)

Papers by Gugu Ndawo

Health SA Gesondheid

Background: Currently nursing education is undergoing major transformation that pose considerable... more Background: Currently nursing education is undergoing major transformation that pose considerable challenges with which nursing education institution (NEI) management must deal. Yet nurse educators displayed behaviour that reflected distrust, loss of respect and loyalty and a paucity of admiration towards NEI management.Aim: The article aimed at exploring the lived experiences of nurse educators regarding the management practices at a NEI.Setting: The setting was a public NEI in Gauteng, South Africa that had 11 departments and offered both undergraduate and post-basic studies.Methods: A qualitative, exploratory, descriptive, contextual and phenomenology study was conducted with a purposive sample of 20 qualified nurse educators who were fully employed, taught at the current NEI and were willing to participate. Data were collected from June 2015 to July 2016 through face-to-face, semi-structured individual interviews and analysed using Tesch’s protocol. Ethical principles were obser...

International Journal of Nursing Sciences

STTI/NLN Nursing Education Research Conference, Apr 9, 2016

Curationis, 2022

Background: The contemporary healthcare environment is an authentic, demanding, challenging and e... more Background: The contemporary healthcare environment is an authentic, demanding, challenging and ever-changing environment that requires learners to possess good self skills when they need to engage in meaningful, critical discourse in order to solve authentic problems. However, nurse educators assume that learners already have well-developed self skills at the commencement of their nursing training and as a result do not explicitly teach and develop such skills in the learners.Objectives: The objectives of this research were to explore and describe nurse educators’ views on how learners’ self skills can be developed within an authentic learning (AL) environment, and to formulate recommendations based on the findings.Method: A qualitative and contextual research design was used to seek rich, in-depth data from 20 nurse educators who were purposively sampled. Semi-structured individual interviews were conducted, and the data were analysed using Miles, Huberman and Saldaña method.Resul...

This dissertation is dedicated to my late parents, my father, Gideon Sinyathela Mkize and my moth... more This dissertation is dedicated to my late parents, my father, Gideon Sinyathela Mkize and my mother, Rebecca Babhekile "MaDlamini" Mkize for their unconditional love and the direction they gave me for valuing education from the early years of my life. Special gratitude goes to my sisters Mary Muntu "Mathomololo" and Rose Nokulunga "Patata" and my late sisters Sizakele Glarence "Gumbazana" and Rita Delisile "Nonono" and all our children for their love and support throughout my studies. I love you dearly. iii ACKNOWLEDGEMENTS ___________________________________________________________________ My heartfelt gratitude and sincerest appreciation to the following people who contributed to the success of my study: • Professor Mary Chabeli, my supervisor, for allowing me to stand on the shoulders of a 'Giant'. I sincerely thank you. • Ms Portia Zibi, my co-supervisor, for her continuous support, guidance and encouragement throughout this study. • Prof Craig MacKenzie, for editing the language of the dissertation. • My colleague and friend, Ms Agnes Makhene for being there during difficult times and being a shoulder to cry on. It will forever mean a lot to me. • To all staff members of the Faculty of Health Sciences in the Department of Nursing at the University of Johannesburg, for support and encouragement. • To all nurse educators at the nursing college who provided me with valuable information. The study would not have been a success without your input. • To my mother-in-law, 'Auntie', Mrs Ainah Ndawo, for being there for me through it all. I love you and thank you so much. • Ms Lisa de Wet, B Cur II student, for support, love, encouragement and believing in me. I sincerely thank you. • To all the members of my family, for supporting me. • To all my friends who believed in me, supported and encouraged me. • To Ms Zandi Mahlaba and Ms Haupe Adams, for walking this road with me. Thank you my friends. • Last but certainly not least, my loving husband 'King' Mduduzi and my one and only son 'Prince' Teni Ndawo, for believing in me when I had lost hope. I Love You So Much.

International Journal of Africa Nursing Sciences, 2021

Journal of PeriAnesthesia Nursing, 2021

PURPOSE The purpose of this article is to propose a definition for the concept "scope of pra... more PURPOSE The purpose of this article is to propose a definition for the concept "scope of practice" as it applies to a nurse anesthetist in South Africa. DESIGN Concept analysis. METHODS Walker and Avant's procedure of concept analysis was followed. The actions included "Select a concept"; "Determine the purpose of analysis"; "Identifying uses of the concept"; "Determining the defining attributes"; "Identifying antecedents and consequences"; "Define empirical referents"; "Identify model case"; and "Identifying additional cases." FINDINGS The concept 'scope of practice' as it applies to the nurse anesthetist in South Africa can be defined as the individual's competence, accountability, and responsibility as a health professional. The nurse anesthetist is (1) competent: ready to use skills and judgement in practice; (2) accountable: able to be registered as a nurse anesthetist and willing to abide by the regulations; and (3) responsible: upholding professionalism and demanding recognition from the public and peers. CONCLUSIONS A definition (revealing the concept's structure) and it's uses (revealing the concept's function) for "scope of practice" of a South African nurse anesthetist is proposed for the consideration of introducing nurse anesthesia to provide safe and affordable anesthesia services in South Africa. This article forms part of a larger study titled "A Model for Nurse Anaesthesia Practice in South Africa."

Global Journal of Health Science, 2021

Authentic learning (AL) is a learner-centred approach in which learners co-construct their own kn... more Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically anal...

Global Journal of Health Science, 2019

PURPOSE: The purpose of this article was to describe a process followed in developing and evaluat... more PURPOSE: The purpose of this article was to describe a process followed in developing and evaluating a model to facilitate authentic learning (AL) in nursing education. METHOD: A qualitative and theory generative research designs were used to develop the model. The four steps of theory generative research design namely concept analysis, construction of conceptual relations, the description of a model and the description of the guidelines for operationalisation were employed. The model was then developed and evaluated. DISCUSSION: A model development was done based on the following structure: (1) an overview of the model; (2) the purpose of the model; and (3) the structure of the model, which further includes the following: (3.1) the assumptions of the model, (3.2) the concept definitions, (3.3) the relational statements, and (3.4) the nature of the structure; as well as (4) the process description. A schematic presentation, which depicts the six elements of practice theory namely th...

Global Journal of Health Science, 2019

Nursing colleges, when faced with the difficulty of obtaining suitable candidates for vacant teac... more Nursing colleges, when faced with the difficulty of obtaining suitable candidates for vacant teaching posts, often assign the remaining nurse educators to teach in the understaffed areas even though they lack expertise in that particular subject. The purpose of this study was to gain an understanding of the experiences of nurse educators regarding their subject competence and to make recommendations to facilitate effective teaching and learning at a nursing college. A qualitative, phenomenological research design was used and a total of 20 nurse educators who complied with the inclusion criteria were recruited through purposive sampling. Audiotape recorded phenomenological, individual interviews were conducted and the collected data were analysed using Tesch’s protocol of qualitative data analysis. Ethical considerations were adhered to and trustworthiness was ensured. The three themes that emerged were that participants experienced: (1) incompetence, (2) inadequate didactic f...

Curationis, 2016

Background: The gradual increase in the number of learners admitted into a nursing college in Gau... more Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced di...

Journal of Nursing Education and Practice, 2015

Objective: Nursing education is characterised by content laden curriculum which results in superf... more Objective: Nursing education is characterised by content laden curriculum which results in superficial coverage of content by most nurse educators in order to get the curriculum finished. The aim of this study was to explore and describe the challenges experienced by nurse educators on the delivery of content laden curriculum at a nursing college in Gauteng. Methods: A purposive sampling was used to select 20 nurse educators who teach a four-year comprehensive nursing diploma at a nursing college in Gauteng. The data were collected through audio-taped, in-depth, semi-structured individual interviews until data saturation was reached. The study was enriched with field notes that were taken to increase the credibility of data collected. Data were analysed by the researcher and an independent coder using Tesch's protocol of qualitative data analysis. Trustworthiness was ensured through the use of Lincoln and Guba's four principles. Results: The findings revealed that the challenges experienced by nurse educators during delivery of content laden curriculum were large classes, academically underprepared learner nurses, lack of learner nurses' prior knowledge and learner nurses' negative attitude towards nursing. Following these findings, the implications of the results were discussed and recommendations were made that can be used to facilitate effective delivery of the content laden curriculum. Conclusions: The findings from this study suggest that the need to cover the learning content should not supersede effective teaching and meaningful learning for the development of higher-order thinking skills in learner nurses.

Health SA Gesondheid, 2019

Background: Learners in most South African higher education institutions are taught mainly throug... more Background: Learners in most South African higher education institutions are taught mainly through English for most of their academic lives, yet many of them enter these institutions with poor proficiency in this language of instruction (LOI). Aims: The purpose of this article was to describe the experiences of nurse educators teaching in a 4-year comprehensive nursing diploma programme regarding the use of English as the LOI during academic activities. Setting: The nursing college under study offers a 4-year comprehensive nursing diploma programme as well as post-basic diploma qualifications such as Primary Health and Midwifery Nursing Science and is situated in Gauteng, South Africa. Methods: Twenty nurse educators were purposively sampled for in-depth individual interviews until data saturation and were requested to participate in the study. Tesch's protocol of qualitative data analysis was used and the themes that emerged were confirmed by an independent coder. Trustworthiness was ensured, and ethical considerations were adhered to. Results: It emerged that English language incompetence (1) undermines learners' self-esteem; (2) hinders critical, reflective and creative thinking; (3) renders understanding difficult and that (4) nurse educators' incompetence in LOI hinders meaningful teaching. Conclusions: Recommendations were made to improve the use of the LOI because through language interdisciplinary knowledge and understanding are integrated, thus ultimately providing patients with comprehensive, holistic and transcultural healthcare.

Health SA Gesondheid

Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in v... more Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in various clinical areas to provide the student nurses with clinical knowledge and experiences to develop their competencies for professional practice. However, CLO is a broad concept with varied characteristics that allow ambiguity, limiting its understanding and use. Its ambiguous nature leads to uncertainties and poor development of the required clinical attributes of successful theory to practice integration, higher-order thinking skills (HOTS) and clinical competencies.Aim: The aim of the study was to explore and describe the conceptual meaning of CLO, have a clear understanding and insight into the concept and identify the antecedents and consequences for pragmatic purposes.Setting: The study took place in a public academic hospital in Gauteng.Methods: The eight steps of concept analysis by Walker and Avant were followed. Multiple data sources not limited to nursing were explored and ...

Health SA Gesondheid

Background: Currently nursing education is undergoing major transformation that pose considerable... more Background: Currently nursing education is undergoing major transformation that pose considerable challenges with which nursing education institution (NEI) management must deal. Yet nurse educators displayed behaviour that reflected distrust, loss of respect and loyalty and a paucity of admiration towards NEI management.Aim: The article aimed at exploring the lived experiences of nurse educators regarding the management practices at a NEI.Setting: The setting was a public NEI in Gauteng, South Africa that had 11 departments and offered both undergraduate and post-basic studies.Methods: A qualitative, exploratory, descriptive, contextual and phenomenology study was conducted with a purposive sample of 20 qualified nurse educators who were fully employed, taught at the current NEI and were willing to participate. Data were collected from June 2015 to July 2016 through face-to-face, semi-structured individual interviews and analysed using Tesch’s protocol. Ethical principles were obser...

International Journal of Nursing Sciences

STTI/NLN Nursing Education Research Conference, Apr 9, 2016

Curationis, 2022

Background: The contemporary healthcare environment is an authentic, demanding, challenging and e... more Background: The contemporary healthcare environment is an authentic, demanding, challenging and ever-changing environment that requires learners to possess good self skills when they need to engage in meaningful, critical discourse in order to solve authentic problems. However, nurse educators assume that learners already have well-developed self skills at the commencement of their nursing training and as a result do not explicitly teach and develop such skills in the learners.Objectives: The objectives of this research were to explore and describe nurse educators’ views on how learners’ self skills can be developed within an authentic learning (AL) environment, and to formulate recommendations based on the findings.Method: A qualitative and contextual research design was used to seek rich, in-depth data from 20 nurse educators who were purposively sampled. Semi-structured individual interviews were conducted, and the data were analysed using Miles, Huberman and Saldaña method.Resul...

This dissertation is dedicated to my late parents, my father, Gideon Sinyathela Mkize and my moth... more This dissertation is dedicated to my late parents, my father, Gideon Sinyathela Mkize and my mother, Rebecca Babhekile "MaDlamini" Mkize for their unconditional love and the direction they gave me for valuing education from the early years of my life. Special gratitude goes to my sisters Mary Muntu "Mathomololo" and Rose Nokulunga "Patata" and my late sisters Sizakele Glarence "Gumbazana" and Rita Delisile "Nonono" and all our children for their love and support throughout my studies. I love you dearly. iii ACKNOWLEDGEMENTS ___________________________________________________________________ My heartfelt gratitude and sincerest appreciation to the following people who contributed to the success of my study: • Professor Mary Chabeli, my supervisor, for allowing me to stand on the shoulders of a 'Giant'. I sincerely thank you. • Ms Portia Zibi, my co-supervisor, for her continuous support, guidance and encouragement throughout this study. • Prof Craig MacKenzie, for editing the language of the dissertation. • My colleague and friend, Ms Agnes Makhene for being there during difficult times and being a shoulder to cry on. It will forever mean a lot to me. • To all staff members of the Faculty of Health Sciences in the Department of Nursing at the University of Johannesburg, for support and encouragement. • To all nurse educators at the nursing college who provided me with valuable information. The study would not have been a success without your input. • To my mother-in-law, 'Auntie', Mrs Ainah Ndawo, for being there for me through it all. I love you and thank you so much. • Ms Lisa de Wet, B Cur II student, for support, love, encouragement and believing in me. I sincerely thank you. • To all the members of my family, for supporting me. • To all my friends who believed in me, supported and encouraged me. • To Ms Zandi Mahlaba and Ms Haupe Adams, for walking this road with me. Thank you my friends. • Last but certainly not least, my loving husband 'King' Mduduzi and my one and only son 'Prince' Teni Ndawo, for believing in me when I had lost hope. I Love You So Much.

International Journal of Africa Nursing Sciences, 2021

Journal of PeriAnesthesia Nursing, 2021

PURPOSE The purpose of this article is to propose a definition for the concept "scope of pra... more PURPOSE The purpose of this article is to propose a definition for the concept "scope of practice" as it applies to a nurse anesthetist in South Africa. DESIGN Concept analysis. METHODS Walker and Avant's procedure of concept analysis was followed. The actions included "Select a concept"; "Determine the purpose of analysis"; "Identifying uses of the concept"; "Determining the defining attributes"; "Identifying antecedents and consequences"; "Define empirical referents"; "Identify model case"; and "Identifying additional cases." FINDINGS The concept 'scope of practice' as it applies to the nurse anesthetist in South Africa can be defined as the individual's competence, accountability, and responsibility as a health professional. The nurse anesthetist is (1) competent: ready to use skills and judgement in practice; (2) accountable: able to be registered as a nurse anesthetist and willing to abide by the regulations; and (3) responsible: upholding professionalism and demanding recognition from the public and peers. CONCLUSIONS A definition (revealing the concept's structure) and it's uses (revealing the concept's function) for "scope of practice" of a South African nurse anesthetist is proposed for the consideration of introducing nurse anesthesia to provide safe and affordable anesthesia services in South Africa. This article forms part of a larger study titled "A Model for Nurse Anaesthesia Practice in South Africa."

Global Journal of Health Science, 2021

Authentic learning (AL) is a learner-centred approach in which learners co-construct their own kn... more Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically anal...

Global Journal of Health Science, 2019

PURPOSE: The purpose of this article was to describe a process followed in developing and evaluat... more PURPOSE: The purpose of this article was to describe a process followed in developing and evaluating a model to facilitate authentic learning (AL) in nursing education. METHOD: A qualitative and theory generative research designs were used to develop the model. The four steps of theory generative research design namely concept analysis, construction of conceptual relations, the description of a model and the description of the guidelines for operationalisation were employed. The model was then developed and evaluated. DISCUSSION: A model development was done based on the following structure: (1) an overview of the model; (2) the purpose of the model; and (3) the structure of the model, which further includes the following: (3.1) the assumptions of the model, (3.2) the concept definitions, (3.3) the relational statements, and (3.4) the nature of the structure; as well as (4) the process description. A schematic presentation, which depicts the six elements of practice theory namely th...

Global Journal of Health Science, 2019

Nursing colleges, when faced with the difficulty of obtaining suitable candidates for vacant teac... more Nursing colleges, when faced with the difficulty of obtaining suitable candidates for vacant teaching posts, often assign the remaining nurse educators to teach in the understaffed areas even though they lack expertise in that particular subject. The purpose of this study was to gain an understanding of the experiences of nurse educators regarding their subject competence and to make recommendations to facilitate effective teaching and learning at a nursing college. A qualitative, phenomenological research design was used and a total of 20 nurse educators who complied with the inclusion criteria were recruited through purposive sampling. Audiotape recorded phenomenological, individual interviews were conducted and the collected data were analysed using Tesch’s protocol of qualitative data analysis. Ethical considerations were adhered to and trustworthiness was ensured. The three themes that emerged were that participants experienced: (1) incompetence, (2) inadequate didactic f...

Curationis, 2016

Background: The gradual increase in the number of learners admitted into a nursing college in Gau... more Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced di...

Journal of Nursing Education and Practice, 2015

Objective: Nursing education is characterised by content laden curriculum which results in superf... more Objective: Nursing education is characterised by content laden curriculum which results in superficial coverage of content by most nurse educators in order to get the curriculum finished. The aim of this study was to explore and describe the challenges experienced by nurse educators on the delivery of content laden curriculum at a nursing college in Gauteng. Methods: A purposive sampling was used to select 20 nurse educators who teach a four-year comprehensive nursing diploma at a nursing college in Gauteng. The data were collected through audio-taped, in-depth, semi-structured individual interviews until data saturation was reached. The study was enriched with field notes that were taken to increase the credibility of data collected. Data were analysed by the researcher and an independent coder using Tesch's protocol of qualitative data analysis. Trustworthiness was ensured through the use of Lincoln and Guba's four principles. Results: The findings revealed that the challenges experienced by nurse educators during delivery of content laden curriculum were large classes, academically underprepared learner nurses, lack of learner nurses' prior knowledge and learner nurses' negative attitude towards nursing. Following these findings, the implications of the results were discussed and recommendations were made that can be used to facilitate effective delivery of the content laden curriculum. Conclusions: The findings from this study suggest that the need to cover the learning content should not supersede effective teaching and meaningful learning for the development of higher-order thinking skills in learner nurses.

Health SA Gesondheid, 2019

Background: Learners in most South African higher education institutions are taught mainly throug... more Background: Learners in most South African higher education institutions are taught mainly through English for most of their academic lives, yet many of them enter these institutions with poor proficiency in this language of instruction (LOI). Aims: The purpose of this article was to describe the experiences of nurse educators teaching in a 4-year comprehensive nursing diploma programme regarding the use of English as the LOI during academic activities. Setting: The nursing college under study offers a 4-year comprehensive nursing diploma programme as well as post-basic diploma qualifications such as Primary Health and Midwifery Nursing Science and is situated in Gauteng, South Africa. Methods: Twenty nurse educators were purposively sampled for in-depth individual interviews until data saturation and were requested to participate in the study. Tesch's protocol of qualitative data analysis was used and the themes that emerged were confirmed by an independent coder. Trustworthiness was ensured, and ethical considerations were adhered to. Results: It emerged that English language incompetence (1) undermines learners' self-esteem; (2) hinders critical, reflective and creative thinking; (3) renders understanding difficult and that (4) nurse educators' incompetence in LOI hinders meaningful teaching. Conclusions: Recommendations were made to improve the use of the LOI because through language interdisciplinary knowledge and understanding are integrated, thus ultimately providing patients with comprehensive, holistic and transcultural healthcare.

Health SA Gesondheid

Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in v... more Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in various clinical areas to provide the student nurses with clinical knowledge and experiences to develop their competencies for professional practice. However, CLO is a broad concept with varied characteristics that allow ambiguity, limiting its understanding and use. Its ambiguous nature leads to uncertainties and poor development of the required clinical attributes of successful theory to practice integration, higher-order thinking skills (HOTS) and clinical competencies.Aim: The aim of the study was to explore and describe the conceptual meaning of CLO, have a clear understanding and insight into the concept and identify the antecedents and consequences for pragmatic purposes.Setting: The study took place in a public academic hospital in Gauteng.Methods: The eight steps of concept analysis by Walker and Avant were followed. Multiple data sources not limited to nursing were explored and ...