Adding pearls onto the string” a case study of collaboration providing library services to nursing students at the Cape Peninsula University of Technology (CPUT) (original) (raw)
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Nurse Education Today, 2013
A fundamental purpose of mergers between higher education institutions (HEIs) in 2002 was to enable sharing of scarce resources between more advanced universities and those historically disadvantaged by the apartheid system of the South African Government. A common teaching platform for undergraduate nursing education in the Western Cape was established in 2005, in line with the transformation of the higher education system, as a collaborative initiative between three universities.In order to evaluate the common teaching platform, Stuffelbeam's context, input, process, product (CIPP) research model was employed. A sample of 108 participants was selected through stratified purposive sampling, and included three deputy vice-chancellors, three deans, three heads of department, 18 lecturers and 81 students. Semi-structured interviews were held with the staff members, whilst the students participated in focus group interviews. Open-ended questions informed by literature and the CIPP evaluation model were developed and used to guide the interviews. This enabled the researcher to obtain a rich description of the participants' experiences. The data were analysed inductively. The results revealed that the main purpose of collaboration was not achieved due to the lack of a common understanding of the concept of collaboration and its purpose; a lack of readiness to collaborate and a lack of sharing of resources. A framework for effective collaboration was developed based on the results. Daniels, Felicity M. ; Khanyile, Thembisile D. (2012). A framework for effective collaboration : a case study of collaboration in nursing education in the Western Cape, South Africa. School of Nursing, University of Western Cape.
Health Libraries Review, 1997
Newcastle on behalf of the LINC Health Panel. It aims to investigate the organization and funding of library and information services to the nursing profession since the move of nurse education into higher education. The paper focuses on the lack of co-operation and communication between the National Health Service and higher education cultures in the provision of services to nurses. A brief review of the literature includes the views of experts in the field on library and information services and education for nurses as they are now, and ideas for possible developments for the future. This is followed by a description of the main research findings and the five key issues identified by information professionals in a questionnaire survey as vital for future consideration and action. Finally, the conclusions drawn from the findings have been developed into recommendations for the direction of the future discussion, research and action which is needed to further improve library and information services for all nurses.
Collaboration: a critical viewpoint
Australian Critical Care, 1994
JEANLOUW RN. B.Cur. BA. Post-graduate nursing education in Victoria, until recently, has been conducted as certificate level courses within hospital-based programs. These programs have traditionally drawn on the clinical experience, the supervision and the teaching provided by the resources within the hospital.
2010
South Africa's transition from apartheid to democracy necessitated transformation within all sectors to ensure their appropriateness for the new democratic era. In line with the national transformation agenda and the transformation and restructuring of the higher education sector, the Minister of Education in 2002 announced that the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT) would be the only enrolling institutions for undergraduate nursing education in the Western Cape. This decision meant that the University of Stellenbosch and the University Cape Town would no longer enrol undergraduate nurses, but would combine their strengths in a collaborative manner with UWC to train nurses for the region. The Cape Higher Education Consortium (CHEC), however, proposed the establishment of a Common Teaching Platform (CTP) for undergraduate nursing education in the region, requiring collaboration between all higher education institutions in the Western Cape. The Common Teaching Platform came into effect in 2005. The purpose of the study was to evaluate the effectiveness of the regional collaboration on the Common Teaching Platform for B Cur Nursing in the Western Cape. An evaluation research design using qualitative methods was adopted for the study. Stufflebeam's decision-oriented evaluation model, which caters for the evaluation of the context, input, process and product components of programmes, was used to guide the research process. Semi-structured, in-depth interviews, focus group discussions and a record review were used to collect data from the Chief Executive Officers of CHEC; Deputy Vice-Chancellors of the participating universities; Deans of the Health Science Faculties; Heads of Departments, Lecturers and Students of the Nursing Departments of the participating universities. iii The study adopted an inductive approach to data analysis. The inductive analysis procedure described by Thomas (2003) was adapted and used. The results evinced a general lack of application of the basic tenets of change management and a systems approach to the planning and implementation of the Common Teaching Platform. Transformation of nursing education in the Western Cape, according to the results, was in line with the national transformation agenda. Participants, however, felt that people were not yet ready to collaborate and needed enough time to accept the change, given that transformation was relatively new in the country. A critical finding was that important stakeholders were excluded from the planning phase, which led to challenges during the implementation of the Common Teaching Platform. The results further highlighted that a top-down approach was adopted. Numerous challenges with regards to the implementation of the Common Teaching Platform, including inter alia, poor communication, lack of commitment to the collaboration process, lack of adequate resources and challenges with the delivery of the curriculum, were shared by all the participants. Despite all these challenges the results showed that the student throughput rates were not compromised, and that the number of reported complaints from lecturers and students decreased over the years. On the whole, however, participants felt that the goals of the collaboration were not met due to the
2012
Schools of Nursing Libraries are faced with the need to provide services to an increasing number of student nurses, and to cope with huge rises in the cost of books and periodicals. Resource sharing and networking is becoming the common desire and practice of every library, it is paramount to note that schools of Nursing library all over Nigeria need to speak a common language lest they tend to become isolated from each other and from the latest development available to them. To reposition these libraries, the paper suggest the shifting of emphasis from the traditional library practice of building personal collections to a modern attempt, to expand the availability of specialized, expensive, or just plain not-owned resources beyond the bounds of a single institution. Considering the benefits of resource sharing and networking, the study, then, proposed that it is time for the better equipped schools of nursing libraries to initiate a collaborative project leading to a start point to...
A Phenomenological Investigation of Collaboration Among Nursing Faculty
Collaboration in medicine, and especially in such areas as nursing, has become an essential part of the research process in practice and research. Exploring the experience of collaborative research in nursing academia, this study uses phenomenological research methods in investigating the "lived experience" of three nursing faculty at a school of nursing.
2010
South Africa's transition from apartheid to democracy necessitated transformation within all sectors to ensure their appropriateness for the new democratic era. In line with the national transformation agenda and the transformation and restructuring of the higher education sector, the Minister of Education in 2002 announced that the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT) would be the only enrolling institutions for undergraduate nursing education in the Western Cape. This decision meant that the University of Stellenbosch and the University Cape Town would no longer enrol undergraduate nurses, but would combine their strengths in a collaborative manner with UWC to train nurses for the region. The Cape Higher Education Consortium (CHEC), however, proposed the establishment of a Common Teaching Platform (CTP) for undergraduate nursing education in the region, requiring collaboration between all higher education institutions in t...
Extent of Collaboration in Building Academic – Service Partnerships in Nursing
Nurse Media Journal of Nursing, 2017
Background: There is a growing concern in the nursing service industries to expand the roles of nurses. A well-developed and planned collaboration between the academic and services in nursing is required. Purpose: This study investigated the extent of collaboration in building academic-service partnerships based on the perceptions of the students, faculty, staff nurses, and nursing administrators. Methods: This study employed a descriptive research design to obtain a thorough picture about the extent of collaboration in building academic and service partnerships. The majority of the participants (n=500) were staff nurses (n=232, 46.4%) from 5 hospitals, students (n=160, 32%) and faculty (n=62, 12.4%) from 7 schools who were informed, consented and selected using a purposive sampling. A questionnaire was used to describe the extent of collaboration. Descriptive statistics such as mean, standard deviation, frequency, and the percentage were used. Results: Students, faculty, nursing ad...
2010
This paper documents how interdisciplinary collaborations between academic staff helped redefine academic practices in the first year undergraduate nursing program conducted at the University of Southern Queensland. The interdisciplinary collaborations constituted a response to the various contexts currently impacting the higher education sector in Australia. These contexts include changes in pedagogy, curriculum, assessment, academic identity, technology, research-informed learning, student and stakeholder expectations as well as the challenges of managing an increasingly diverse student body. The interdisciplinary boundaries were crossed so that academic practices were integrated to assist student nurses to transfer the academic, literacy, numeracy, e-learning and information technology attributes they need if they are to succeed at university and in the nursing profession. This research study used a continuous evaluative methodology to test the effectiveness of these academic pra...