Improvement of Clinical Competence in Professional Nursing through Teaching and Learning (original) (raw)
Related papers
My gratitude further goes to the Ministry of Health and Social Services for granting me permission to conduct the study on the registered nurses. My profound gratitude further goes to the University of Namibia for supporting me financially. A special gratitude is extended to all registered nurses at both Katutura and Central hospitals, who despite their busy schedules availed their time to participate in the study. I also owe a special gratitude to the following people: Dr. H. Amukugo, my supervisor for his support, encouragement and for devoting his time towards assisting me. Dr. L. Nelumbu, my co-supervisor for your patience, guidance and support. Mrs. M. Katjire, my mentor and advisor for your guidance, encouragement and moral support. To my husband, Markus and my three children, Jona, Esmerelda and Theopolina. Thanks for believing in me and for your understanding during the times I could not be there for you when you needed me most. Thanks for your love and support. My colleaques, Mr. L. Petrus and Ms. L.K. Nghipandulwa, for your encouragement and moral support. To my mother, Rosalia who always reminds me to pray and always to give my best iv To my father, Leonard Markus, thanks for encouraging me to always study and to take education serious. Thanks for laying the foundation of discipline and building my self-confidence. To my aunt, Mrs. Sarah Isaacks, thanks for teaching me to be dedicated in whatever I am doing and to believe in myself. To my grandmother, meekulu Eva ya Thomas, thanks for always reminding me to pray and to always believe in God. All my relatives and friends for your encouragement and prayers which gave me the strength to continue and to make my study a reality. All my colleaques in the office of the Dean of students at the University of Namibia for granting me the necessary support.
2014
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.
2016
My gratitude further goes to the Ministry of Health and Social Services for granting me permission to conduct the study on the registered nurses. My profound gratitude further goes to the University of Namibia for supporting me financially. A special gratitude is extended to all registered nurses at both Katutura and Central hospitals, who despite their busy schedules availed their time to participate in the study. I also owe a special gratitude to the following people: Dr. H. Amukugo, my supervisor for his support, encouragement and for devoting his time towards assisting me. Dr. L. Nelumbu, my co-supervisor for your patience, guidance and support. Mrs. M. Katjire, my mentor and advisor for your guidance, encouragement and moral support. To my husband, Markus and my three children, Jona, Esmerelda and Theopolina. Thanks for believing in me and for your understanding during the times I could not be there for you when you needed me most. Thanks for your love and support. My colleaques, Mr. L. Petrus and Ms. L.K. Nghipandulwa, for your encouragement and moral support. To my mother, Rosalia who always reminds me to pray and always to give my best iv To my father, Leonard Markus, thanks for encouraging me to always study and to take education serious. Thanks for laying the foundation of discipline and building my self-confidence. To my aunt, Mrs. Sarah Isaacks, thanks for teaching me to be dedicated in whatever I am doing and to believe in myself. To my grandmother, meekulu Eva ya Thomas, thanks for always reminding me to pray and to always believe in God. All my relatives and friends for your encouragement and prayers which gave me the strength to continue and to make my study a reality. All my colleaques in the office of the Dean of students at the University of Namibia for granting me the necessary support.
2016
I dedicate this study to my Lord and saviour Jesus Christ, the mastermind and creator of all things. His love and guidance is the source of my strength. And to my late grandmother Anne Nomathemba Zenani, who has always role-modelled the fear of the Almighty, our Lord, and who instilled solid values and principles of hard work, humility and the value of self-empowerment through education (Ndiyabulela Dlangamandla, Zulu). v Acknowledgements 'Seek His will in all you do, and He will direct all your paths.' [Proverbs 3:6, New Living Translation (NLT)] Glory and honour to the One seated on the throne. I extend my sincere gratitude and appreciation to the following individuals and institutions who contributed immensely to this study. Professor José Frantz my supervisor, and co-supervisor Mr Gérard Filies, for their support, guidance and consistent valuable contribution towards the study. the support and motivation of the staff in the School of Nursing, University of the Western Cape. to the nursing students who availed themselves and participated throughout the study. to my loving mother Mantuntu Julie Zenani for her continuous affection and support; you are my pillar, you provide me with so much strength and courage; thank you for everything. to my number one cheerleader, my sister Nontuthuzelo Patricia Zenani who has been a great shoulder to lean on. to my niece Siphosethu Mafalala, you continue to be my sunshine; watching you grow is a beautiful thing. May I always be a role model to you as you pursue your future endeavours. to my extended family the Mafalalas. Thank you for your support and prayers and understanding when I missed some of the important events. to my friends and the family from Assemblies of God Church. Thank you for your prayers and support; may you all be significantly blessed. to my dearest friend Mrs Thobeka Siganga; thank you for the guidance and listening to all my brilliant ideas. to Mr Yanga Mnyamana from the beginning till the writing you have been a great help and Tumelo Mabua for the guidance and support in proof reading the manuscript, thank you.
The Current Status of the Education and Training of Nurse Educators in South Africa
Trends in Nursing, 2014
Human resource for health is a global concern, with a shortage of doctors, nurses and midwives to meet the Millennium Development Goals. Nurses form the bulk of the healthcare workforce and are found to service remote areas where doctors are not available. The World Health Assembly in recognition of the human resource crisis passed resolutions for strengthening nursing and midwifery services. Nationally, the Forum for University Nursing Deans in South Africa (FUNDISA) realized that it was impossible to respond to the human resource crisis before ensuring that there is a supply of adequately trained nurse educators to train nurses and midwives in the country. Of specific concern was the lack of mentoring of young nurse educators and the high number of nurse educators who are within nine years of retirement which will potentially leave colleges and universities with inexperienced young nurse educators. These challenges incited FUNDISA to conduct a survey in 2011, to determine the current status of nurse educator education and training in South Africa. Newly qualified nurse educators, heads of colleges and university nursing departments and heads of higher education institutions which offer nursing education programmes participated in 3 separate surveys. Senior nursing academics conducted the document review and evaluated nine sample curricula. The results revealed that nurse education programmes are offered at Diploma, Degree, and Master's level. Educators felt better equipped in certain educational activities than in others. Their orientation to an academic setting and performing new tasks was reported as inadequate. Their self-rating of their competency fell between "poorly prepared" and "adequately prepared" with the lowest rating on curriculum development and highest rating on being a role model. On average the heads of NEI rated the neophytes higher than they rate themselves, however they rate the neophytes lower on role modeling professional behaviour, participating in scholarly activities and participating in the activities of the NEI. Conference attendance, in-service training and formal mentorship were the most common support offered to neophytes. Review of existing curricular highlighted several gaps in programmes offered at diploma, degree and master's level. The study recommends standardization of nursing education curricular; increased practical exposure for nursing education students; increased capacity-building programmes and regular assessment of core competencies of nurse educators to ensure relevance and currency.
Challenges facing student nurses in clinical learning environment in Limpopo Province
2016
I declare that CHALLENGES FACING STUDENT NURSES IN THE CLINICAL LEARNING ENVIRONMENT IN LIMPOPO PROVINCE is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references and that this work has not been submitted before for any other degree at any other institution.
Developing a competency profile for newly graduated registered nurses in South Africa
2020
Background Newly graduated registered nurses experience various challenges when entering the clinical practice environment. Typical challenges include lack of specific knowledge, skills and attitude competencies which is aggravated further by factors such as transition problems, workloads, lack of confidence and independence which potentially causes poor quality care. The aim of the study was to develop a competency profile for newly graudated registered nures, based on the perceptions of both nurse educators and final-year nursing students regarding the knowledge, skills and attitudes needed to deliver quality patient care in South Africa. Methods A qualitative descriptive design was used. Semi-structured individual interviews were conducted with 42 participants consisting of 23 nurse educators and 19 final-year nursing students at three nursing education institutions. The interviews were guided by an interview guide that examined three predetermined themes: knowledge, skills and a...
Student nurses’ experiences during clinical practice in the Limpopo Province
Curationis, 2008
A qualitative, exploratory, descriptive and contextual study was conducted to explore student nurses’ experiences during clinical practice at a nursing college in the Limpopo Province. Purposive sampling was used and phenomenological interviews were held with eleven (11) student nurses who were in their final year of the four year basic nursing programme. The interviews were analysed by using Tesch’s method of data analysis for qualitative research. The findings indicate that there are aspects which impact negatively on student nurses’ clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were outlined.
Curationis
Background: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession’s members. However, one’s values are shaped by one’s experiences, influence one’s behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses’ growth towards professionalism.Objectives: This article reports on the experiences of undergraduate student nurses regarding nursi...