Perceived academic support of student nurses at a public nursing college in the Eastern Cape Province
- Authors: Sineke, Nqatyiswa
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11917 , http://hdl.handle.net/10353/d1016158
- Description: Academic support is critical in promoting success among student nurses. Support for student learning is a key element in optimizing student learning experiences, in any learning environment, and its importance has been widely discussed. Student academic support is closely related to motivation for learning, and helping students achieve their learning goals and objectives. Student nurses continue to struggle during their training, to the point of failing a year or being excluded from the course, in spite of the academic support provided through classroom facilitation, and remedial teaching provided by academic staff. They frequently complain that the course is difficult, the workload is heavy, and they are unable to integrate theory with practice. As a result they are too stressed, throughout their training. The purpose of this study is to explore and describe the perceptions of student nurses about the academic support provided to them at a public nursing college in the Eastern Cape Province. This study was guided by the Caring Curriculum Model, based on Watson‟s Theory of Caring. The core of this theory is the implementation of ten carative factors to promote health and equilibrium. Caring was endorsed as a core value in nursing education and practice, by the National League of Nursing and the American Association of Colleges of Nursing, while the centrality of a caring-healing relationship was recognized as a basis for all health professional education by the Pew Health Professions Commission. A quantitative approach, using a descriptive and explanatory design, was used to determine the perceptions of student nurses on the academic support they received from the public nursing college. Participants were selected by a simple random sampling method. A total of 189 student nurses, who registered for the 4-year diploma programme at the East London Campus of the Lilitha College of Nursing, participated in the study. Self-report data was collected by means of the Academic Support questionnaire, using a Likert scale which addressed both the performance and importance of academic support. Data were analysed using Statistical Analysis Systems version 9.3, using mean tables and graphical data analysis. The findings revealed high performance ratings for aspects relating to academic advising and teaching-learning process, indicating that there is satisfaction among students on these service attributes. Poor performance ratings were identified, relative to campus support services, indicating that student nurses were not happy with the availability and accessibility of library resources, and computer and internet services. Student nurses, at the college under study, were also not happy with aspects of service excellence relating to campus-based health care facilities, and personal student counselling services. The study identified a gap between the perceived performance and the importance of academic support at the nursing college, as the general performance was rated lower than the importance of academic support. The findings suggest the necessity for improved library facilities and resources, healthcare and counselling services and the establishment of student support programmes, to build the capacity of students and to enhance their chances of success.
- Full Text:
- Date Issued: 2014
- Authors: Sineke, Nqatyiswa
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11917 , http://hdl.handle.net/10353/d1016158
- Description: Academic support is critical in promoting success among student nurses. Support for student learning is a key element in optimizing student learning experiences, in any learning environment, and its importance has been widely discussed. Student academic support is closely related to motivation for learning, and helping students achieve their learning goals and objectives. Student nurses continue to struggle during their training, to the point of failing a year or being excluded from the course, in spite of the academic support provided through classroom facilitation, and remedial teaching provided by academic staff. They frequently complain that the course is difficult, the workload is heavy, and they are unable to integrate theory with practice. As a result they are too stressed, throughout their training. The purpose of this study is to explore and describe the perceptions of student nurses about the academic support provided to them at a public nursing college in the Eastern Cape Province. This study was guided by the Caring Curriculum Model, based on Watson‟s Theory of Caring. The core of this theory is the implementation of ten carative factors to promote health and equilibrium. Caring was endorsed as a core value in nursing education and practice, by the National League of Nursing and the American Association of Colleges of Nursing, while the centrality of a caring-healing relationship was recognized as a basis for all health professional education by the Pew Health Professions Commission. A quantitative approach, using a descriptive and explanatory design, was used to determine the perceptions of student nurses on the academic support they received from the public nursing college. Participants were selected by a simple random sampling method. A total of 189 student nurses, who registered for the 4-year diploma programme at the East London Campus of the Lilitha College of Nursing, participated in the study. Self-report data was collected by means of the Academic Support questionnaire, using a Likert scale which addressed both the performance and importance of academic support. Data were analysed using Statistical Analysis Systems version 9.3, using mean tables and graphical data analysis. The findings revealed high performance ratings for aspects relating to academic advising and teaching-learning process, indicating that there is satisfaction among students on these service attributes. Poor performance ratings were identified, relative to campus support services, indicating that student nurses were not happy with the availability and accessibility of library resources, and computer and internet services. Student nurses, at the college under study, were also not happy with aspects of service excellence relating to campus-based health care facilities, and personal student counselling services. The study identified a gap between the perceived performance and the importance of academic support at the nursing college, as the general performance was rated lower than the importance of academic support. The findings suggest the necessity for improved library facilities and resources, healthcare and counselling services and the establishment of student support programmes, to build the capacity of students and to enhance their chances of success.
- Full Text:
- Date Issued: 2014
Professional nurses’ perceptions on quality patient care in one of the Eastern Cape state hospitals
- Authors: Somahela, Khanyisa Judith
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11353 , http://hdl.handle.net/10353/d1021141
- Description: The focus of this study was to explore the perceptions of professional nurses in the quality of care rendered by nurses in the public hospitals. Nursing is a challenging, demanding, and yet fulfilling profession, whose goal is to provide quality care to individuals, families and communities. However, there are inconsistencies regarding the quality of care rendered by nurses in the public hospitals. The media and the public portray nurses as providing poor quality care in the health care facilities. Conversely, the nurses view that they are doing their best, considering the challenging circumstances under which they work in public institutions.The study followed a qualitative approach and an exploratory descriptive design. A purposive sample of 13 professional nurses participated in the study. The sample size was not pre-determined. Data were collected until data saturation, when the interviews yielded no new information. The study was conducted in a state hospital in the Eastern Cape, using an interview guide. Responses were recorded using a tape recorder. No incentives were given to participants. Data were collected and analysed following the Tesch’s method. Prior to conducting the study, the researcher obtained ethical clearance from the University of Fort Hare research ethics committee. The perceptions of the professional nurses who participated in this study were inconsistent. The majority pointed out that the quality of patient care was deteriorating which means the patient care is poor. whereas some participants indicated that the quality of patient care was still the same; it had not changed or deteriorated, The contributing factors to the poor quality patient care were indicated as; shortage of staff, shortage of resources such as equipment, inadequate empowerment of staff, insufficient training of students, staff arriving late for duties, lack of passion their work, skipping and missing of routines, support service that was not working hand in hand with the nursing staff, increased hospitalization of patients and the Eastern cape Department of Health failing to remunerate the nurses as promised.
- Full Text:
- Date Issued: 2014
- Authors: Somahela, Khanyisa Judith
- Date: 2014
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11353 , http://hdl.handle.net/10353/d1021141
- Description: The focus of this study was to explore the perceptions of professional nurses in the quality of care rendered by nurses in the public hospitals. Nursing is a challenging, demanding, and yet fulfilling profession, whose goal is to provide quality care to individuals, families and communities. However, there are inconsistencies regarding the quality of care rendered by nurses in the public hospitals. The media and the public portray nurses as providing poor quality care in the health care facilities. Conversely, the nurses view that they are doing their best, considering the challenging circumstances under which they work in public institutions.The study followed a qualitative approach and an exploratory descriptive design. A purposive sample of 13 professional nurses participated in the study. The sample size was not pre-determined. Data were collected until data saturation, when the interviews yielded no new information. The study was conducted in a state hospital in the Eastern Cape, using an interview guide. Responses were recorded using a tape recorder. No incentives were given to participants. Data were collected and analysed following the Tesch’s method. Prior to conducting the study, the researcher obtained ethical clearance from the University of Fort Hare research ethics committee. The perceptions of the professional nurses who participated in this study were inconsistent. The majority pointed out that the quality of patient care was deteriorating which means the patient care is poor. whereas some participants indicated that the quality of patient care was still the same; it had not changed or deteriorated, The contributing factors to the poor quality patient care were indicated as; shortage of staff, shortage of resources such as equipment, inadequate empowerment of staff, insufficient training of students, staff arriving late for duties, lack of passion their work, skipping and missing of routines, support service that was not working hand in hand with the nursing staff, increased hospitalization of patients and the Eastern cape Department of Health failing to remunerate the nurses as promised.
- Full Text:
- Date Issued: 2014
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