Factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape
- Authors: Pama, Nomzekelo
- Date: 2017
- Subjects: Midwifery -- Study and teaching -- South Africa -- Eastern Cape Midwives -- Training of -- South Africa -- Eastern Cape Nursing -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/4524 , vital:28375
- Description: In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).
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- Date Issued: 2017
- Authors: Pama, Nomzekelo
- Date: 2017
- Subjects: Midwifery -- Study and teaching -- South Africa -- Eastern Cape Midwives -- Training of -- South Africa -- Eastern Cape Nursing -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/4524 , vital:28375
- Description: In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).
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- Date Issued: 2017
Needs assessment in the development of a problem-based learning for paediatric nurse specialist programme at the University of Fort Hare Eastern Cape
- Authors: Melitafa, Nomntu
- Date: 2017
- Subjects: Nursing assessment Problem-based learning Nursing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/8921 , vital:33966
- Description: The study seeks to assess the need for developing a post graduate child nursing science programme with a problem based learning approach at the University of Fort Hare East London Campus. The aim is to the aim of the study was to conduct a needs assessment in preparation for development of a PBL curriculum so as to produce reflective PNSs. Literature exposed the high mortality rates of children and the competency gaps of trained PNSs. A descriptive quantitative design was used to guide the study. The data were collected by means of self-administered survey questionnaires which constituted closed and open ended questions to yield both quantitative and qualitative data. Data were obtained based on demographic information, performance and importance of the PNS activities, competences of PNSs as well as the prevalence of child health problems at the rural, semi-urban and urban hospitals in the ECP. The purposive sampling technique was used to select participants. The sample size was 70 and 38 participants responded. Quantitative and qualitative data were obtained. Quantitative data were analyzed through use of the Statistical Programme for Social Science software (SPSS) Version 9.0.1 and qualitative data were analyzed manually. Quantitative results were presented with pie graphs, tables and frequencies. Four themes emerged, revealing factors prohibiting the service delivery of PNSs, special training needs of PNSs, prevalent health problems in children and personal interventions. The results showed that in essence there is a need to develop the envisaged Problem Based Learning (PBL) curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Melitafa, Nomntu
- Date: 2017
- Subjects: Nursing assessment Problem-based learning Nursing -- Study and teaching
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/8921 , vital:33966
- Description: The study seeks to assess the need for developing a post graduate child nursing science programme with a problem based learning approach at the University of Fort Hare East London Campus. The aim is to the aim of the study was to conduct a needs assessment in preparation for development of a PBL curriculum so as to produce reflective PNSs. Literature exposed the high mortality rates of children and the competency gaps of trained PNSs. A descriptive quantitative design was used to guide the study. The data were collected by means of self-administered survey questionnaires which constituted closed and open ended questions to yield both quantitative and qualitative data. Data were obtained based on demographic information, performance and importance of the PNS activities, competences of PNSs as well as the prevalence of child health problems at the rural, semi-urban and urban hospitals in the ECP. The purposive sampling technique was used to select participants. The sample size was 70 and 38 participants responded. Quantitative and qualitative data were obtained. Quantitative data were analyzed through use of the Statistical Programme for Social Science software (SPSS) Version 9.0.1 and qualitative data were analyzed manually. Quantitative results were presented with pie graphs, tables and frequencies. Four themes emerged, revealing factors prohibiting the service delivery of PNSs, special training needs of PNSs, prevalent health problems in children and personal interventions. The results showed that in essence there is a need to develop the envisaged Problem Based Learning (PBL) curriculum.
- Full Text:
- Date Issued: 2017
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