The experiences of being trans-racially adopted: the voice of the adoptee
- Authors: Bowen, Carrie
- Date: 2017
- Subjects: Interracial adoption -- South Africa Interethnic adoption -- South Africa , Adoption -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14719 , vital:27831
- Description: rans-racial adoption was first legalised in South Africa in 1991, and remains a contentious issue within a society in which the ramifications of apartheid are still felt. The study was borne of recognition of the need for clear understanding of the phenomenon of trans-racial adoption in the unique South African context, from the perspective of the adoptees themselves. The phenomenological approach was employed in this qualitative study, in order to gain an understanding of the meaning and sense that trans-racial adoptees ascribe to their lived experiences. The population for the study was trans-racially adopted individuals within South Africa, aged 18 years or older, who have been legally adopted during infancy or early childhood, after 1991. Snowball sampling was determined to be the most appropriate sampling method for the study. Individual, in-depth interviews were conducted with six trans-racial adoptees. These interviews were led by the question "Tell me the story of your experience of growing up as a trans-racially adopted child, and the meaning that this has for you?" The data collected through the interview process was analysed using thematic data analysis. The trustworthiness of the research process and findings was achieved through employing theoretically prescribed data verification strategies. The rich accounts offered by the participants provided insight into their experiences. The most significant study findings revealed that the participants experienced emotional security within their adoptive families, but encountered racism and discrimination within society. The findings further indicated that ambivalence developed during the process of identity formation. In making sense of their experiences, the participants reflected on their uniqueness and individuality, and highlighted gains related to their upbringing. It was evident that quality parental care and the participants’ own resilience contributed to their success in navigating these challenges. Based on the research findings, the study concluded with recommendations for enhancing outcomes in trans-racial adoption.
- Full Text:
- Date Issued: 2017
- Authors: Bowen, Carrie
- Date: 2017
- Subjects: Interracial adoption -- South Africa Interethnic adoption -- South Africa , Adoption -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/14719 , vital:27831
- Description: rans-racial adoption was first legalised in South Africa in 1991, and remains a contentious issue within a society in which the ramifications of apartheid are still felt. The study was borne of recognition of the need for clear understanding of the phenomenon of trans-racial adoption in the unique South African context, from the perspective of the adoptees themselves. The phenomenological approach was employed in this qualitative study, in order to gain an understanding of the meaning and sense that trans-racial adoptees ascribe to their lived experiences. The population for the study was trans-racially adopted individuals within South Africa, aged 18 years or older, who have been legally adopted during infancy or early childhood, after 1991. Snowball sampling was determined to be the most appropriate sampling method for the study. Individual, in-depth interviews were conducted with six trans-racial adoptees. These interviews were led by the question "Tell me the story of your experience of growing up as a trans-racially adopted child, and the meaning that this has for you?" The data collected through the interview process was analysed using thematic data analysis. The trustworthiness of the research process and findings was achieved through employing theoretically prescribed data verification strategies. The rich accounts offered by the participants provided insight into their experiences. The most significant study findings revealed that the participants experienced emotional security within their adoptive families, but encountered racism and discrimination within society. The findings further indicated that ambivalence developed during the process of identity formation. In making sense of their experiences, the participants reflected on their uniqueness and individuality, and highlighted gains related to their upbringing. It was evident that quality parental care and the participants’ own resilience contributed to their success in navigating these challenges. Based on the research findings, the study concluded with recommendations for enhancing outcomes in trans-racial adoption.
- Full Text:
- Date Issued: 2017
Optimising the teaching-learning environment of first-year nursing students at a public nursing college
- Matshotyana, Ntombiyakhe Victoria
- Authors: Matshotyana, Ntombiyakhe Victoria
- Date: 2015
- Subjects: College student development programs , Nursing students
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10052 , http://hdl.handle.net/10948/d1018274
- Description: Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
- Full Text:
- Date Issued: 2015
- Authors: Matshotyana, Ntombiyakhe Victoria
- Date: 2015
- Subjects: College student development programs , Nursing students
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10052 , http://hdl.handle.net/10948/d1018274
- Description: Transition from secondary to tertiary education presents unique challenges for first-year nursing students, similar to those experienced by other first-year students at any other tertiary education institution. Nursing students’ experiences are further complicated by the fact that nursing education incorporates almost equal amounts of time for class attendance and clinical practice placement. As a facilitator of learning for first-year nursing students, the researcher had observed how some new students were apprehensive and uncertain in their first year of study at the college. These and other observations, including those of the researcher’s colleagues, prompted the researcher to conduct a study to obtain information on how the first-year students at her college experience their first year of the nursing programme. This study, therefore, examined the experiences of first-year nursing students at a public college in the Eastern Cape Province enrolled in the four-year diploma programme that leads to registration as a nurse and midwife with the South African Nursing Council (SANC). Insights into these experiences were used to develop guidelines for nurse educators to optimise the teaching-learning environment of these students.Kotzé’s (1998) nursing accompaniment theory was used as a theoretical grounding for the study. The study followed a qualitative, explorative, descriptive and contextual design. Two of the college’s campuses were sampled for the study. One campus was in a more rural area and the other in a more urban area. Data was collected using purposive sampling of second-year students who were requested to think back to their first year of the nursing programme. Semi-structured, in-depth, face-to-face, individual interviews were conducted. Interview sessions were digitally recorded and then transcribed verbatim by the researcher. The researcher and an independent coder analysed the transcriptions using Tesch’s method of data analysis. The study’s trustworthiness was demonstrated through the criteria of credibility, transferability, dependability, confirmability and authenticity. The results indicated that students had positive and negative experiences in their first year of the nursing programme. Literature control placed the study’s findings within the existing body of knowledge with regard to students’ experiences of their first year. The students’ suggestions on how to enhance first-year nursing students’ experiences were incorporated into the guidelines that were developed for nurse educators to optimise the teaching-learning environment of first-year nursing students at this college.
- Full Text:
- Date Issued: 2015
Experiences of professional nurses with regard to accessing information at the point-of-care via mobile-computing devices at a public hospital
- Authors: Benjamin, Valencia
- Date: 2013
- Subjects: Information storage and retrieval systems -- Hospitals , Point-of-care testing , Public hospitals -- Medical staff
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10060 , http://hdl.handle.net/10948/d1020193
- Description: Mobile computing devices are capable of changing how healthcare is delivered in the future, since they aim to merge and integrate all services into one device that is versatile, customisable, and portable. The aim of this study was to explore and describe the experiences of professional nurses with regard to accessing information at the point-of-care of the patient, in order to develop guidelines that could assist other professional nurses with implementing the mobile computing device for accessing information at the point-of-care of patients. To achieve the purpose of the study, a qualitative, explorative, descriptive, and contextual design was used to conduct this research – to gain an understanding of how the professional nurses experienced accessing information at the point-of-care via mobile computing devices. The study was conducted among the professional nurses employed at the public hospital, who were trained and provided with the mobile computing device for accessing information at the point-of-care for more than two years. In-depth interviewing was conducted to obtain the data. Data analysis was done using Tesch‘s method to make sense out of text and data. Four themes were identified, namely, the professional nurses‘ expression of various experiences regarding the training received; the need for support in implementing the mobile computing device; the accessing of information at the point-of-care as beneficial for educational purposes; and the accessing of information at the point-of-care as beneficial to patient care. Two main guidelines were developed. The study concludes with recommendations made with regard to the areas of nursing practice, education and research. Throughout the study, the researcher abided by the ethical considerations. The aspects of trustworthiness implemented in this study, included dependability, credibility, transferability and confirmability (Holloway & Wheeler, 2010:298).
- Full Text:
- Date Issued: 2013
- Authors: Benjamin, Valencia
- Date: 2013
- Subjects: Information storage and retrieval systems -- Hospitals , Point-of-care testing , Public hospitals -- Medical staff
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: vital:10060 , http://hdl.handle.net/10948/d1020193
- Description: Mobile computing devices are capable of changing how healthcare is delivered in the future, since they aim to merge and integrate all services into one device that is versatile, customisable, and portable. The aim of this study was to explore and describe the experiences of professional nurses with regard to accessing information at the point-of-care of the patient, in order to develop guidelines that could assist other professional nurses with implementing the mobile computing device for accessing information at the point-of-care of patients. To achieve the purpose of the study, a qualitative, explorative, descriptive, and contextual design was used to conduct this research – to gain an understanding of how the professional nurses experienced accessing information at the point-of-care via mobile computing devices. The study was conducted among the professional nurses employed at the public hospital, who were trained and provided with the mobile computing device for accessing information at the point-of-care for more than two years. In-depth interviewing was conducted to obtain the data. Data analysis was done using Tesch‘s method to make sense out of text and data. Four themes were identified, namely, the professional nurses‘ expression of various experiences regarding the training received; the need for support in implementing the mobile computing device; the accessing of information at the point-of-care as beneficial for educational purposes; and the accessing of information at the point-of-care as beneficial to patient care. Two main guidelines were developed. The study concludes with recommendations made with regard to the areas of nursing practice, education and research. Throughout the study, the researcher abided by the ethical considerations. The aspects of trustworthiness implemented in this study, included dependability, credibility, transferability and confirmability (Holloway & Wheeler, 2010:298).
- Full Text:
- Date Issued: 2013
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