Exploring resilience in undergraduate nursing students at a nursing education institution in the Eastern Cape, South Africa
- Authors: Blatti, Jenny
- Date: 2024-12
- Subjects: Nursing students -- South Africa -- Eastern Cape -- Psychology , Nursing -- Study and teaching -- South Africa , Nursing schools -- Faculty -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/69805 , vital:78036
- Description: Undergraduate nursing students worldwide experience stress and anxiety due to the demands of nursing education, which include challenges related to academic workloads and the clinical environment. This, in turn, may impede programme completion and continuation in nursing careers. Resilience is recognised as an effective attribute for nursing students in adapting to stressors and has been found to have a beneficial impact on learning experiences, academic performance, and professional practice. Despite numerous research studies conducted on resilience in the health professions, there remains little empirical work that has explored undergraduate nursing students' understanding and experience of their resilience. The purpose of this study was thus to explore undergraduate nursing students’ perceptions of their resilience at a nursing education institution in the Eastern Cape, South Africa, and to compile recommendations for a resilience training programme in undergraduate nursing education. A qualitative, explorative, descriptive, and contextual research design was implemented, with the study underpinned by the Resilience Ecological Stress Model. Third and fourth-year nursing students were recruited by purposive sampling, following which data was collected online by means of eleven individual semi-structured interviews conducted and recorded on the Microsoft (MS) Teams platform. Data was analysed using Braun and Clarke’s six steps of reflexive thematic analysis, generating codes and themes. The following themes were identified: participants’ perceptions of their challenges while studying nursing, participants’ understanding and experience of resilience, and participants’ views on the unique requirements of the degree in nursing. Findings indicated that nursing students perceive resilience as a beneficial attribute in mitigating the stress and anxiety evoked by their diverse challenges. Recommendations for nursing education were formulated based on the theoretical framework constructs and the findings of the study. , Thesis (MCur) -- Faculty of Health Sciences, School of Clinical Care & Medicinal Sciences, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: Blatti, Jenny
- Date: 2024-12
- Subjects: Nursing students -- South Africa -- Eastern Cape -- Psychology , Nursing -- Study and teaching -- South Africa , Nursing schools -- Faculty -- South Africa -- Eastern Cape
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/69805 , vital:78036
- Description: Undergraduate nursing students worldwide experience stress and anxiety due to the demands of nursing education, which include challenges related to academic workloads and the clinical environment. This, in turn, may impede programme completion and continuation in nursing careers. Resilience is recognised as an effective attribute for nursing students in adapting to stressors and has been found to have a beneficial impact on learning experiences, academic performance, and professional practice. Despite numerous research studies conducted on resilience in the health professions, there remains little empirical work that has explored undergraduate nursing students' understanding and experience of their resilience. The purpose of this study was thus to explore undergraduate nursing students’ perceptions of their resilience at a nursing education institution in the Eastern Cape, South Africa, and to compile recommendations for a resilience training programme in undergraduate nursing education. A qualitative, explorative, descriptive, and contextual research design was implemented, with the study underpinned by the Resilience Ecological Stress Model. Third and fourth-year nursing students were recruited by purposive sampling, following which data was collected online by means of eleven individual semi-structured interviews conducted and recorded on the Microsoft (MS) Teams platform. Data was analysed using Braun and Clarke’s six steps of reflexive thematic analysis, generating codes and themes. The following themes were identified: participants’ perceptions of their challenges while studying nursing, participants’ understanding and experience of resilience, and participants’ views on the unique requirements of the degree in nursing. Findings indicated that nursing students perceive resilience as a beneficial attribute in mitigating the stress and anxiety evoked by their diverse challenges. Recommendations for nursing education were formulated based on the theoretical framework constructs and the findings of the study. , Thesis (MCur) -- Faculty of Health Sciences, School of Clinical Care & Medicinal Sciences, 2024
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- Date Issued: 2024-12
Undergraduate bachelor of nursing students’ learning experiences of the operating room environment in public and private hospitals in the Eastern Cape
- Authors: de Vega, Jaunita Martina
- Date: 2024-12
- Subjects: Operating room nurses -- South Africa , Operating rooms -- South Africa , Nursing -- Study and teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/69794 , vital:78035
- Description: As per the regulations outlined by the South African Nursing Council (SANC), nursing students must fulfil a specified number of clinical hours to become registered practitioners. Regulation R425 and R174 mandates that undergraduate nursing students complete clinical hours in General Nursing Science (GNS), including a component in the operating room (OR) as part of their specialization. However, the educational experiences of Bachelor of Nursing (BON) students in the OR setting are not always positive. The intensity and urgency of perioperative activities in the OR can sometimes leave nursing students feeling threatened and overwhelmed, hindering their ability to view the OR as a conducive clinical learning environment (CLE). The purpose of the study was to gain an understanding of undergraduate nursing students’ learning experiences of the OR environment in public and private hospitals while achieving the learning objectives for course completion. The study followed a qualitative, exploratory, descriptive and contextual design. Undergraduate nursing students based at a higher education institution (HEI) undergoing a four-year BON degree and who had exposure to the OR environment were invited to participate in the study. Data collection involved interviewing 20 participants using focus group discussions. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. Vygotsky’s theory of sociocultural learning was used as a lens to explore the OR learning experiences of the nursing students placed at both public and private hospitals. An adapted version of the AGREE II tool was used as a framework to develop recommendations to optimise the learning experiences of nursing students in the OR environment. The analysis yielded three overarching themes and nine related sub-themes. It was evident that these students encountered challenges when adapting to the OR environment. These challenges were attributed to factors such as the reception and support they received in the CLE, their level of preparedness for OR procedures, and the numerous factors influencing their learning opportunities within the OR. The findings propose that enhancing nursing students’ preparation, along with implementing a structured induction programme, could lead to a more favourable experience in the OR and optimise learning outcomes. Additionally, fostering supportive mentorship programmes with OR professional nurses or staff trained to introduce nursing students to the OR, promoting professional communication between nursing education institutions (NEIs) and hospital OR management, are pivotal measures for maximizing learning opportunities and nurturing the professional growth of nursing students within the OR environment. Recommendations were developed using an adapted version of the AGREE II tool as a framework to optimise the learning experiences of nursing students in the OR environment. , Thesis (MCur) -- Faculty of Health Sciences, School of Clinical Care & Medicinal Sciences, 2024
- Full Text:
- Date Issued: 2024-12
- Authors: de Vega, Jaunita Martina
- Date: 2024-12
- Subjects: Operating room nurses -- South Africa , Operating rooms -- South Africa , Nursing -- Study and teaching -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/69794 , vital:78035
- Description: As per the regulations outlined by the South African Nursing Council (SANC), nursing students must fulfil a specified number of clinical hours to become registered practitioners. Regulation R425 and R174 mandates that undergraduate nursing students complete clinical hours in General Nursing Science (GNS), including a component in the operating room (OR) as part of their specialization. However, the educational experiences of Bachelor of Nursing (BON) students in the OR setting are not always positive. The intensity and urgency of perioperative activities in the OR can sometimes leave nursing students feeling threatened and overwhelmed, hindering their ability to view the OR as a conducive clinical learning environment (CLE). The purpose of the study was to gain an understanding of undergraduate nursing students’ learning experiences of the OR environment in public and private hospitals while achieving the learning objectives for course completion. The study followed a qualitative, exploratory, descriptive and contextual design. Undergraduate nursing students based at a higher education institution (HEI) undergoing a four-year BON degree and who had exposure to the OR environment were invited to participate in the study. Data collection involved interviewing 20 participants using focus group discussions. Data was transcribed verbatim and analysed thematically using Tesch’s method of analysis. Vygotsky’s theory of sociocultural learning was used as a lens to explore the OR learning experiences of the nursing students placed at both public and private hospitals. An adapted version of the AGREE II tool was used as a framework to develop recommendations to optimise the learning experiences of nursing students in the OR environment. The analysis yielded three overarching themes and nine related sub-themes. It was evident that these students encountered challenges when adapting to the OR environment. These challenges were attributed to factors such as the reception and support they received in the CLE, their level of preparedness for OR procedures, and the numerous factors influencing their learning opportunities within the OR. The findings propose that enhancing nursing students’ preparation, along with implementing a structured induction programme, could lead to a more favourable experience in the OR and optimise learning outcomes. Additionally, fostering supportive mentorship programmes with OR professional nurses or staff trained to introduce nursing students to the OR, promoting professional communication between nursing education institutions (NEIs) and hospital OR management, are pivotal measures for maximizing learning opportunities and nurturing the professional growth of nursing students within the OR environment. Recommendations were developed using an adapted version of the AGREE II tool as a framework to optimise the learning experiences of nursing students in the OR environment. , Thesis (MCur) -- Faculty of Health Sciences, School of Clinical Care & Medicinal Sciences, 2024
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- Date Issued: 2024-12
Digital storytelling as a teaching and learning strategy: experiences of student nurses
- Authors: Espach, Juanita
- Date: 2018
- Subjects: Nursing -- Study and teaching -- South Africa , Nursing students -- South Africa Storytelling -- South Africa -- Computer network resources College teaching -- South Africa Competency-based education
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/21549 , vital:29552
- Description: The ever changing landscape of technology influences every aspect of modern society, also education. Within recent years, technological advancements and inventive educators have transformed traditional teaching and learning strategies to innovative technology infused strategies. These strategies could potentially meet the learning style of the millennial student. One such strategy is described as digital storytelling, during which student groups create a three to five minute multimedia video, utilizing a combination of digital elements such as a narrative voice recording, music, pictures, video and animation. After creating the digital story, the end product is shared with peers. Paucity in research regarding the use of digital storytelling in the context of nursing education in the Republic of South Africa was found. Thus the aim of the study was to explore and describe the experiences of student nurses during the use of digital storytelling as a teaching and learning strategy at a private Nursing Education Institution in Port Elizabeth. The researcher conducted an exploratory, descriptive, contextual and qualitative study which utilized a connectivism framework as the paradigm. Digital storytelling was used as a teaching and learning strategy in the researcher’s own class. A convenience sampling method was therefore employed to select participants. Data was gathered through documenting observational notes during the process of utilizing digital storytelling in the classroom. After the student nurses had utilized digital storytelling, five focus group interviews with twenty four research participants were conducted, which provided data saturation. The data was transcribed and analysed utilizing Tesch’s thematic analysis method and three themes emerged from the data. The benefits of digital storytelling were voiced by the participants since digital storytelling gave them a means to express themselves and they gained new skills while collaborating with others and improving their learning. There was a negative side to it as well, during which research participants experienced negative emotions, lacked the necessary technological skills and found peer teaching an obstacle to their own learning. The participants also provided suggestions to improve the use of digital storytelling during teaching and learning. A thick description of the data with a literature control was provided. The researcher utilized the findings of this study to develop guidelines for Nurse Educators in order to optimize the use of digital storytelling as a teaching and learning strategy. Rigour and trustworthiness were ensured by utilizing Guba and Lincoln’s four criteria. In this study the researcher adhered to the ethical principles as described by the Belmont Report and paid specific attention to the application of these ethical principles in the context of conducting research on one’s own teaching practices. The limitations of this study were that data was collected from only one group of student nurses at one private NEI, after the student nurses’ utilized digital storytelling for the first time in their training. The findings of this study can be used by Nurse Educators to optimize the use of digital storytelling as a teaching and learning strategy. The recommendations of this study include the implementation of the guidelines developed for Nurse Educators.
- Full Text:
- Date Issued: 2018
- Authors: Espach, Juanita
- Date: 2018
- Subjects: Nursing -- Study and teaching -- South Africa , Nursing students -- South Africa Storytelling -- South Africa -- Computer network resources College teaching -- South Africa Competency-based education
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/21549 , vital:29552
- Description: The ever changing landscape of technology influences every aspect of modern society, also education. Within recent years, technological advancements and inventive educators have transformed traditional teaching and learning strategies to innovative technology infused strategies. These strategies could potentially meet the learning style of the millennial student. One such strategy is described as digital storytelling, during which student groups create a three to five minute multimedia video, utilizing a combination of digital elements such as a narrative voice recording, music, pictures, video and animation. After creating the digital story, the end product is shared with peers. Paucity in research regarding the use of digital storytelling in the context of nursing education in the Republic of South Africa was found. Thus the aim of the study was to explore and describe the experiences of student nurses during the use of digital storytelling as a teaching and learning strategy at a private Nursing Education Institution in Port Elizabeth. The researcher conducted an exploratory, descriptive, contextual and qualitative study which utilized a connectivism framework as the paradigm. Digital storytelling was used as a teaching and learning strategy in the researcher’s own class. A convenience sampling method was therefore employed to select participants. Data was gathered through documenting observational notes during the process of utilizing digital storytelling in the classroom. After the student nurses had utilized digital storytelling, five focus group interviews with twenty four research participants were conducted, which provided data saturation. The data was transcribed and analysed utilizing Tesch’s thematic analysis method and three themes emerged from the data. The benefits of digital storytelling were voiced by the participants since digital storytelling gave them a means to express themselves and they gained new skills while collaborating with others and improving their learning. There was a negative side to it as well, during which research participants experienced negative emotions, lacked the necessary technological skills and found peer teaching an obstacle to their own learning. The participants also provided suggestions to improve the use of digital storytelling during teaching and learning. A thick description of the data with a literature control was provided. The researcher utilized the findings of this study to develop guidelines for Nurse Educators in order to optimize the use of digital storytelling as a teaching and learning strategy. Rigour and trustworthiness were ensured by utilizing Guba and Lincoln’s four criteria. In this study the researcher adhered to the ethical principles as described by the Belmont Report and paid specific attention to the application of these ethical principles in the context of conducting research on one’s own teaching practices. The limitations of this study were that data was collected from only one group of student nurses at one private NEI, after the student nurses’ utilized digital storytelling for the first time in their training. The findings of this study can be used by Nurse Educators to optimize the use of digital storytelling as a teaching and learning strategy. The recommendations of this study include the implementation of the guidelines developed for Nurse Educators.
- Full Text:
- Date Issued: 2018
Perceptions of nurse educators regarding the information required by undergraduate nursing students for clinical decision making at the point of care
- Authors: Mganto, Nolwandle Gloria
- Date: 2017
- Subjects: Nursing -- Study and teaching -- South Africa , Nurse educators -- South Africa Nursing students -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/14080 , vital:27415
- Description: The researcher observed that some nursing students lacked the necessary knowledge and confidence in the clinical practice areas whilst accompanying students. The researcher was therefore of the opinion that the aforementioned gaps needed to be addressed to ensure that students developed more confidence in their clinical decision making skills. The researcher was of the opinion that the nurse educators would be the ideal persons to identify the information required by undergraduate nursing students at the point of care for clinical decision-making, because they are the primary teachers of nursing students and are the experts with regard to the content needed for clinical decision making at the point of care in the clinical areas. The aim of the study was therefore to explore and describe the perceptions of nurse educators regarding the information required by the undergraduate nursing students for clinical decision making at the point of care. A qualitative, explorative, descriptive and contextual research design was used to conduct this research. The study was conducted among the nurse educators who are employed by Nelson Mandela Metropolitan University, lecturing and accompanying students for at least 12 months. In-depth interviewing was conducted to obtain the data. The data analysis was done using Tesch’s method to make sense out of the text and data. Strategies to ensure trustworthiness and a high ethical standard were implemented throughout the study. Three themes with eight sub-themes emerged, namely, the importance of students having sound basic knowledge of theory and practical skills before entering the practical field, students to have available, accessible and up to date information at the point of care and importance of mentorship when students are seeking information. Recommendations were made pertaining to areas of nursing practice, education and research.
- Full Text:
- Date Issued: 2017
- Authors: Mganto, Nolwandle Gloria
- Date: 2017
- Subjects: Nursing -- Study and teaching -- South Africa , Nurse educators -- South Africa Nursing students -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/14080 , vital:27415
- Description: The researcher observed that some nursing students lacked the necessary knowledge and confidence in the clinical practice areas whilst accompanying students. The researcher was therefore of the opinion that the aforementioned gaps needed to be addressed to ensure that students developed more confidence in their clinical decision making skills. The researcher was of the opinion that the nurse educators would be the ideal persons to identify the information required by undergraduate nursing students at the point of care for clinical decision-making, because they are the primary teachers of nursing students and are the experts with regard to the content needed for clinical decision making at the point of care in the clinical areas. The aim of the study was therefore to explore and describe the perceptions of nurse educators regarding the information required by the undergraduate nursing students for clinical decision making at the point of care. A qualitative, explorative, descriptive and contextual research design was used to conduct this research. The study was conducted among the nurse educators who are employed by Nelson Mandela Metropolitan University, lecturing and accompanying students for at least 12 months. In-depth interviewing was conducted to obtain the data. The data analysis was done using Tesch’s method to make sense out of the text and data. Strategies to ensure trustworthiness and a high ethical standard were implemented throughout the study. Three themes with eight sub-themes emerged, namely, the importance of students having sound basic knowledge of theory and practical skills before entering the practical field, students to have available, accessible and up to date information at the point of care and importance of mentorship when students are seeking information. Recommendations were made pertaining to areas of nursing practice, education and research.
- Full Text:
- Date Issued: 2017
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