A best practice guideline for clinical teaching at a public college of nursing
- Authors: Gcawu, Sybil Nyameka
- Date: 2018
- Subjects: Nursing -- Study and teaching , Clinical medicine Medicine -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30194 , vital:30860
- Description: Clinical teaching is a critical component of the education and training of undergraduate nursing students. It determines the level of clinical competence that nursing students achieve during their studies. It should be informed by current best practice evidence available in the nursing care literature (Emanuel, Day, Diegnan & Prys-Muller, 2011:21-22). Clinical teaching is centred around provision of patient care in clinical practice. It takes place through an interaction between the nurse educator and the nursing students. During this process nursing students are moulded so they can demonstrate minimum competency in order to be registered by the regulatory body. Nursing students learn to become competent nurses in the clinical learning environment (Baxter 2006; Nash, 2007 in Franklin, 2013:35). In South Africa nurse educators are required to be fully responsible for clinical teaching through the use of appropriate teaching approaches and learning facilitation techniques (RSA DoH, 2013:91). The overall purpose of the current research study was to explore and describe the current clinical teaching practices of nurse educators; to search, appraise, extract and synthesise literature related to clinical teaching in nursing; and to develop A Best Practice Guideline for Clinical Teaching at a Public College of Nursing in the Eastern Cape Province. This had to be realized in three phases. In Phase One a quantitative, exploratory, descriptive and contextual study was conducted. A structured questionnaire was used to collect data from the nurse educators involved in clinical teaching within the Diploma in Nursing (General, Community, Psychiatric) and Midwifery programme. The data analysed was used as the basis of Phase Two—namely, an integrative literature review of evidence pertaining to the clinical teaching practices of nurse educators doing clinical teaching within the undergraduate programmes. The evidence from Phases One and Two was used to develop a draft Best Practice Guideline. The draft guideline was reviewed by a group of expert reviewers and their suggestions were incorporated in the final guideline. Ethical considerations were maintained throughout the research study. The rigour of the research process was ensured by cognitive testing of the questionnaire, and by critical appraisal of the literature accessed from an integrative literature review. The v authenticity of critical appraisal was ensured by having the critical appraisal done by the researcher and an independent reviewer.
- Full Text:
- Date Issued: 2018
- Authors: Gcawu, Sybil Nyameka
- Date: 2018
- Subjects: Nursing -- Study and teaching , Clinical medicine Medicine -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/30194 , vital:30860
- Description: Clinical teaching is a critical component of the education and training of undergraduate nursing students. It determines the level of clinical competence that nursing students achieve during their studies. It should be informed by current best practice evidence available in the nursing care literature (Emanuel, Day, Diegnan & Prys-Muller, 2011:21-22). Clinical teaching is centred around provision of patient care in clinical practice. It takes place through an interaction between the nurse educator and the nursing students. During this process nursing students are moulded so they can demonstrate minimum competency in order to be registered by the regulatory body. Nursing students learn to become competent nurses in the clinical learning environment (Baxter 2006; Nash, 2007 in Franklin, 2013:35). In South Africa nurse educators are required to be fully responsible for clinical teaching through the use of appropriate teaching approaches and learning facilitation techniques (RSA DoH, 2013:91). The overall purpose of the current research study was to explore and describe the current clinical teaching practices of nurse educators; to search, appraise, extract and synthesise literature related to clinical teaching in nursing; and to develop A Best Practice Guideline for Clinical Teaching at a Public College of Nursing in the Eastern Cape Province. This had to be realized in three phases. In Phase One a quantitative, exploratory, descriptive and contextual study was conducted. A structured questionnaire was used to collect data from the nurse educators involved in clinical teaching within the Diploma in Nursing (General, Community, Psychiatric) and Midwifery programme. The data analysed was used as the basis of Phase Two—namely, an integrative literature review of evidence pertaining to the clinical teaching practices of nurse educators doing clinical teaching within the undergraduate programmes. The evidence from Phases One and Two was used to develop a draft Best Practice Guideline. The draft guideline was reviewed by a group of expert reviewers and their suggestions were incorporated in the final guideline. Ethical considerations were maintained throughout the research study. The rigour of the research process was ensured by cognitive testing of the questionnaire, and by critical appraisal of the literature accessed from an integrative literature review. The v authenticity of critical appraisal was ensured by having the critical appraisal done by the researcher and an independent reviewer.
- Full Text:
- Date Issued: 2018
An (auto)-biographical account of nursing transformation: 1970-2018
- Authors: Ricks, Esmeralda Jennifer
- Subjects: Nursing -- Study and teaching , Nursing -- South Africa
- Language: English
- Type: text , An (auto)-biographical account of nursing transformation: 1970-2018 , Lectures
- Identifier: http://hdl.handle.net/10948/21055 , vital:29434
- Description: This lecture provides a description of how nursing education and practice, research and technology has transformed over the past 48 years. The information provided in this lecture is based on personal experience and own research, and research of various other authors. The first part of the lecture provides an overview of the era in which I trained and is used as a benchmark to compare current day practices. The changes in nursing education and practice with regard to the Nursing Act and regulations over the past 48 years are highlighted, depicting the number of times that the different nursing acts and regulations were amended with regard to all basic nursing qualification programmes. This lecture also includes a brief discussion of the new nursing education programme that will be implemented soon, as well as its opportunities and challenges. A detailed description is provided with regard to how nursing research has evolved over the past 48 years because of the dedication and vision that nurse leaders have for the profession. A national nursing strategy has been developed to enhance collaborative, rigorous scientific enquiry that builds a significant body of knowledge in order to improve the health of the people of South Africa. It is envisaged that the research strategy will contribute significantly to directing future nursing research development in South Africa. It is evident in this lecture that the use of technology in nursing has truly evolved and can be seen as a major driver of changes in the nursing profession. There are huge shifts in how patient records are maintained, how medications are tracked and ordered, how care is passed from one provider to another, how blood and X-ray results are retrieved and how information is being accessed at the point of care in nursing. In today’s healthcare system technology is the foundation of the future. Today’s nurses must not only know how to care for patients, but how to use technology safely and appropriately in their day-to-day work. It is evident that nursing has transformed in many ways since 1970 and that nurses have always been the drivers of nursing transformation.
- Full Text:
- Authors: Ricks, Esmeralda Jennifer
- Subjects: Nursing -- Study and teaching , Nursing -- South Africa
- Language: English
- Type: text , An (auto)-biographical account of nursing transformation: 1970-2018 , Lectures
- Identifier: http://hdl.handle.net/10948/21055 , vital:29434
- Description: This lecture provides a description of how nursing education and practice, research and technology has transformed over the past 48 years. The information provided in this lecture is based on personal experience and own research, and research of various other authors. The first part of the lecture provides an overview of the era in which I trained and is used as a benchmark to compare current day practices. The changes in nursing education and practice with regard to the Nursing Act and regulations over the past 48 years are highlighted, depicting the number of times that the different nursing acts and regulations were amended with regard to all basic nursing qualification programmes. This lecture also includes a brief discussion of the new nursing education programme that will be implemented soon, as well as its opportunities and challenges. A detailed description is provided with regard to how nursing research has evolved over the past 48 years because of the dedication and vision that nurse leaders have for the profession. A national nursing strategy has been developed to enhance collaborative, rigorous scientific enquiry that builds a significant body of knowledge in order to improve the health of the people of South Africa. It is envisaged that the research strategy will contribute significantly to directing future nursing research development in South Africa. It is evident in this lecture that the use of technology in nursing has truly evolved and can be seen as a major driver of changes in the nursing profession. There are huge shifts in how patient records are maintained, how medications are tracked and ordered, how care is passed from one provider to another, how blood and X-ray results are retrieved and how information is being accessed at the point of care in nursing. In today’s healthcare system technology is the foundation of the future. Today’s nurses must not only know how to care for patients, but how to use technology safely and appropriately in their day-to-day work. It is evident that nursing has transformed in many ways since 1970 and that nurses have always been the drivers of nursing transformation.
- Full Text:
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