A study of the prevalence of refractive errors and of patients requring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and O. R. Tambo districts of the Eastern Cape
- Authors: Webber, Fiona
- Date: 2012
- Subjects: Eye -- Refractive errors -- South Africa -- Eastern Cape , Cataract -- Surgery -- South Africa -- Eastern Cape , Refractive keratoplasty -- South Africa -- Eastern Cape , Community health services -- South Africa -- Eastern Cape , Eye -- Diseases -- South Africa -- Eastern Cape , Optometry -- South Africa -- Eastern Cape , Eyeglasses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11900 , http://hdl.handle.net/10353/d1001100 , Eye -- Refractive errors -- South Africa -- Eastern Cape , Cataract -- Surgery -- South Africa -- Eastern Cape , Refractive keratoplasty -- South Africa -- Eastern Cape , Community health services -- South Africa -- Eastern Cape , Eye -- Diseases -- South Africa -- Eastern Cape , Optometry -- South Africa -- Eastern Cape , Eyeglasses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape
- Description: This is a study on the prevalence of refractive errors and patients requiring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and OR Tambo District Municipalities of the Eastern Cape. This is an area characterised by extreme poverty where the cost of an eye examination and prescription spectacles remains financially unobtainable for most. Optometry services are provided mainly by private optometrists who service the small proportion of the population that can afford them. Adults and children remain house bound or are labelled as dull and unproductive simply because they don’t have access to an eye examination and a pair of spectacles. Purpose The purpose of the study is to identify patients with refractive errors and those requiring refractive services at the 15 eye clinics in the Eastern Cape. Another purpose is to describe the refractive services that are available to patients attending health facilities, where the eye clinics are conducted. Lastly, the purpose is to explore the possibility of nurses providing refractive services independently or under the supervision of optometrists to supplement the lack to refracting and dispensing services. Study Method A quantitative and qualitative non-experimental descriptive design was used. Research involved the analysis of Vision Care’s eye clinic records collected from 15 eye clinics from January 2010-June 2010. Semi-structured interviews were conducted with 30 nurses working at the 15 health facilities where the eye clinics were conducted using purposive sampling. The quantitative data was analysed using excel spreadsheets and graphs and qualitative data was analysed using coding and categorizing methods. Conclusion According to Vision Care’s data of the patients assessed, 19.2 percent had a refractive error and 54 percent of the patients required refractive services. It is estimated that 71.41 percent of the patients had a refractive error according to the optometrist. Although there were some organisations active in the eradication of cataracts, there was little healthcare available in the form of refraction services. xiv Patients needed to travel an average of 63.8kms to access refraction services against the backdrop of poor roads, poverty and unemployment. 28 out of 30 nurses either ‘strongly agreed’ or ‘agreed’ that nurses could be trained to perform refractions and dispense spectacles. 29 out of 30 nurses thought that this would have a positive impact on eye care. Further research is necessary to assess the feasibility of implementing a nurse operated refractive program and whether it should be within their scope of practice to refract and dispense spectacles.
- Full Text:
- Date Issued: 2012
- Authors: Webber, Fiona
- Date: 2012
- Subjects: Eye -- Refractive errors -- South Africa -- Eastern Cape , Cataract -- Surgery -- South Africa -- Eastern Cape , Refractive keratoplasty -- South Africa -- Eastern Cape , Community health services -- South Africa -- Eastern Cape , Eye -- Diseases -- South Africa -- Eastern Cape , Optometry -- South Africa -- Eastern Cape , Eyeglasses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11900 , http://hdl.handle.net/10353/d1001100 , Eye -- Refractive errors -- South Africa -- Eastern Cape , Cataract -- Surgery -- South Africa -- Eastern Cape , Refractive keratoplasty -- South Africa -- Eastern Cape , Community health services -- South Africa -- Eastern Cape , Eye -- Diseases -- South Africa -- Eastern Cape , Optometry -- South Africa -- Eastern Cape , Eyeglasses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape
- Description: This is a study on the prevalence of refractive errors and patients requiring refractive services at 15 eye clinics in the Amathole, Chris Hani, Joe Gqabi and OR Tambo District Municipalities of the Eastern Cape. This is an area characterised by extreme poverty where the cost of an eye examination and prescription spectacles remains financially unobtainable for most. Optometry services are provided mainly by private optometrists who service the small proportion of the population that can afford them. Adults and children remain house bound or are labelled as dull and unproductive simply because they don’t have access to an eye examination and a pair of spectacles. Purpose The purpose of the study is to identify patients with refractive errors and those requiring refractive services at the 15 eye clinics in the Eastern Cape. Another purpose is to describe the refractive services that are available to patients attending health facilities, where the eye clinics are conducted. Lastly, the purpose is to explore the possibility of nurses providing refractive services independently or under the supervision of optometrists to supplement the lack to refracting and dispensing services. Study Method A quantitative and qualitative non-experimental descriptive design was used. Research involved the analysis of Vision Care’s eye clinic records collected from 15 eye clinics from January 2010-June 2010. Semi-structured interviews were conducted with 30 nurses working at the 15 health facilities where the eye clinics were conducted using purposive sampling. The quantitative data was analysed using excel spreadsheets and graphs and qualitative data was analysed using coding and categorizing methods. Conclusion According to Vision Care’s data of the patients assessed, 19.2 percent had a refractive error and 54 percent of the patients required refractive services. It is estimated that 71.41 percent of the patients had a refractive error according to the optometrist. Although there were some organisations active in the eradication of cataracts, there was little healthcare available in the form of refraction services. xiv Patients needed to travel an average of 63.8kms to access refraction services against the backdrop of poor roads, poverty and unemployment. 28 out of 30 nurses either ‘strongly agreed’ or ‘agreed’ that nurses could be trained to perform refractions and dispense spectacles. 29 out of 30 nurses thought that this would have a positive impact on eye care. Further research is necessary to assess the feasibility of implementing a nurse operated refractive program and whether it should be within their scope of practice to refract and dispense spectacles.
- Full Text:
- Date Issued: 2012
Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses
- Authors: Mampunge, Fezeka
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape , Nursing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing student -- Registered nurse -- Experience , Preparedness -- College -- Clinical staff and Clinical accompaniment
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11905 , http://hdl.handle.net/10353/d1006815 , Nursing students -- South Africa -- Eastern Cape , Nurses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape , Nursing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing student -- Registered nurse -- Experience , Preparedness -- College -- Clinical staff and Clinical accompaniment
- Description: Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.
- Full Text:
- Date Issued: 2013
- Authors: Mampunge, Fezeka
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape , Nursing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing student -- Registered nurse -- Experience , Preparedness -- College -- Clinical staff and Clinical accompaniment
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11905 , http://hdl.handle.net/10353/d1006815 , Nursing students -- South Africa -- Eastern Cape , Nurses -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape , Nursing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing student -- Registered nurse -- Experience , Preparedness -- College -- Clinical staff and Clinical accompaniment
- Description: Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.
- Full Text:
- Date Issued: 2013
- «
- ‹
- 1
- ›
- »