Information needs of undergraduate nursing students at the point of care for clinical decision making
- Authors: Williams, Marie Rosalina
- Date: 2018
- Subjects: Nursing students -- South Africa , Nursing -- Study and teaching -- South Africa Clinical competence -- South Africa Information services -- South Africa -- Students
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/23315 , vital:30527
- Description: A need was identified to assess the perceptions of fourth year nursing students regarding the information required by undergraduate nursing students at the point of care for clinical decision making. A qualitative, exploratory, descriptive and contextual design was used to conduct this study. The research population comprised of all fourth year nursing students who have been subjected to experiential learning in the various clinical areas during their four years of training. Data was collected by means of in-depth interviews from a purposively selected sample and then analysed using the steps of qualitative data analysis described by Tesch (1990). A pilot study was conducted prior to the main study to determine whether the sampling and interviewing techniques of the researcher as well as the research question, were adequate for data collection. Trustworthiness was ensured by utilising Guba and Lincoln’s (1985) strategies of credibility, dependability, transferability and conformability. Strategies to ensure respect for persons, beneficence and justice were implemented throughout the study. The findings of the study was categorised into two main themes. Theme one; Participants shared their various experiences regarding information needed at the point of care. This theme had five sub-themes which were discussed in detail in chapter three. The second theme was; Participants offered suggestions to address their information needs at the point of care. This theme had four sub-themes and was discussed further in chapter three. The study concludes with recommendations made to the Department of Nursing Science at the Institution where the study was conducted to address clinical practice, education and future research.
- Full Text:
- Date Issued: 2018
- Authors: Williams, Marie Rosalina
- Date: 2018
- Subjects: Nursing students -- South Africa , Nursing -- Study and teaching -- South Africa Clinical competence -- South Africa Information services -- South Africa -- Students
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/23315 , vital:30527
- Description: A need was identified to assess the perceptions of fourth year nursing students regarding the information required by undergraduate nursing students at the point of care for clinical decision making. A qualitative, exploratory, descriptive and contextual design was used to conduct this study. The research population comprised of all fourth year nursing students who have been subjected to experiential learning in the various clinical areas during their four years of training. Data was collected by means of in-depth interviews from a purposively selected sample and then analysed using the steps of qualitative data analysis described by Tesch (1990). A pilot study was conducted prior to the main study to determine whether the sampling and interviewing techniques of the researcher as well as the research question, were adequate for data collection. Trustworthiness was ensured by utilising Guba and Lincoln’s (1985) strategies of credibility, dependability, transferability and conformability. Strategies to ensure respect for persons, beneficence and justice were implemented throughout the study. The findings of the study was categorised into two main themes. Theme one; Participants shared their various experiences regarding information needed at the point of care. This theme had five sub-themes which were discussed in detail in chapter three. The second theme was; Participants offered suggestions to address their information needs at the point of care. This theme had four sub-themes and was discussed further in chapter three. The study concludes with recommendations made to the Department of Nursing Science at the Institution where the study was conducted to address clinical practice, education and future research.
- Full Text:
- Date Issued: 2018
Social factors that contribute to poor academic performance of second-year nursing students at a public nursing college
- Authors: Luzipo, Nomawabo Lessie
- Date: 2018
- Subjects: Nursing students -- South Africa , Nursing -- Study and teaching -- South Africa Academic achievement - -South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/30897 , vital:31211
- Description: The study sought to discover the determinants of the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. Poor academic performance results in a number of consequences, for example: an increased cost for students and their parents when the study period is prolonged; a larger number of discontinuations; an increase in students who repeat modules, which has cost implications for institutions; and many personal effects on students, such as depression, demotivation and lack of confidence. Paucity was found regarding the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. This paucity led to this study being conducted.The aim of the study was to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa, in order to develop strategies to assist nursing college management and staff to manage the social factors that contribute to the poor academic performance of these students. The researcher utilized a quantitative, exploratory, and descriptive design that was contextual in nature. The study was conducted in two phases. In the first phase, a self-administered questionnaire was used to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. The second phase included the development of strategies for managing the social factors that contribute to poor academic performance of second-year nursing students at the public nursing college. The research population consisted of 304 second-year nursing students. A census sampling method was used to select 293 respondents. The data was collected by means of a self-administered questionnaire that was developed based on a literature review and existing questionnaires. The questionnaire consisted of questions and statements. It was comprised of three sections: demographic information (Section A), social factors that contribute to the poor academic performance (Section B), and additional relevant information on social factors that contribute to the poor academic performance (Section C). Descriptive and inferential statistics were used to analyse the data, with the assistance of a statistician. The study revealed a number of factors that negatively affect students’ academic performance for instance, drug and alcohol abuse, absenteeism and stress were discussed in Chapter Four. The findings were used to develop strategies for educators and managers to manage the social factors that contribute to poor academic performance of second-year nursing students at a public nursing college. The limitations and recommendations were identified and can be found in the closing chapter. Reliability and validity were ensured. Ethical principles such as respect for persons, beneficence were upheld throughout the study.
- Full Text:
- Date Issued: 2018
- Authors: Luzipo, Nomawabo Lessie
- Date: 2018
- Subjects: Nursing students -- South Africa , Nursing -- Study and teaching -- South Africa Academic achievement - -South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/30897 , vital:31211
- Description: The study sought to discover the determinants of the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. Poor academic performance results in a number of consequences, for example: an increased cost for students and their parents when the study period is prolonged; a larger number of discontinuations; an increase in students who repeat modules, which has cost implications for institutions; and many personal effects on students, such as depression, demotivation and lack of confidence. Paucity was found regarding the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. This paucity led to this study being conducted.The aim of the study was to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa, in order to develop strategies to assist nursing college management and staff to manage the social factors that contribute to the poor academic performance of these students. The researcher utilized a quantitative, exploratory, and descriptive design that was contextual in nature. The study was conducted in two phases. In the first phase, a self-administered questionnaire was used to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. The second phase included the development of strategies for managing the social factors that contribute to poor academic performance of second-year nursing students at the public nursing college. The research population consisted of 304 second-year nursing students. A census sampling method was used to select 293 respondents. The data was collected by means of a self-administered questionnaire that was developed based on a literature review and existing questionnaires. The questionnaire consisted of questions and statements. It was comprised of three sections: demographic information (Section A), social factors that contribute to the poor academic performance (Section B), and additional relevant information on social factors that contribute to the poor academic performance (Section C). Descriptive and inferential statistics were used to analyse the data, with the assistance of a statistician. The study revealed a number of factors that negatively affect students’ academic performance for instance, drug and alcohol abuse, absenteeism and stress were discussed in Chapter Four. The findings were used to develop strategies for educators and managers to manage the social factors that contribute to poor academic performance of second-year nursing students at a public nursing college. The limitations and recommendations were identified and can be found in the closing chapter. Reliability and validity were ensured. Ethical principles such as respect for persons, beneficence were upheld throughout the study.
- Full Text:
- Date Issued: 2018
Social factors that contribute to poor academic performance of second-year nursing students at a public nursing college
- Authors: Luzipo, Nomawabo Lessie
- Date: 2018
- Subjects: College students -- South Africa -- Social conditions , Nursing students -- South Africa , Academic achievement -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/30902 , vital:31210
- Description: The study sought to discover the determinants of the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. Poor academic performance results in a number of consequences, for example: an increased cost for students and their parents when the study period is prolonged; a larger number of discontinuations; an increase in students who repeat modules, which has cost implications for institutions; and many personal effects on students, such as depression, demotivation and lack of confidence. Paucity was found regarding the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. This paucity led to this study being conducted. The aim of the study was to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa, in order to develop strategies to assist nursing college management and staff to manage the social factors that contribute to the poor academic performance of these students. The researcher utilized a quantitative, exploratory, and descriptive design that was contextual in nature. The study was conducted in two phases. In the first phase, a self-administered questionnaire was used to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. The second phase included the development of strategies for managing the social factors that contribute to poor academic performance of second-year nursing students at the public nursing college. The research population consisted of 304 second-year nursing students. A census sampling method was used to select 293 respondents. The data was collected by means of a self-administered questionnaire that was developed based on a literature review and existing questionnaires. The questionnaire consisted of questions and statements. It was comprised of three sections: demographic information (Section A), social factors that contribute to the poor academic performance (Section B), and additional relevant information on social factors that contribute to the poor academic v performance (Section C). Descriptive and inferential statistics were used to analyse the data, with the assistance of a statistician. The study revealed a number of factors that negatively affect students’ academic performance for instance, drug and alcohol abuse, absenteeism and stress were discussed in Chapter Four. The findings were used to develop strategies for educators and managers to manage the social factors that contribute to poor academic performance of second-year nursing students at a public nursing college. The limitations and recommendations were identified and can be found in the closing chapter. Reliability and validity were ensured. Ethical principles such as respect for persons, beneficence were upheld throughout the study.
- Full Text:
- Date Issued: 2018
- Authors: Luzipo, Nomawabo Lessie
- Date: 2018
- Subjects: College students -- South Africa -- Social conditions , Nursing students -- South Africa , Academic achievement -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/30902 , vital:31210
- Description: The study sought to discover the determinants of the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. Poor academic performance results in a number of consequences, for example: an increased cost for students and their parents when the study period is prolonged; a larger number of discontinuations; an increase in students who repeat modules, which has cost implications for institutions; and many personal effects on students, such as depression, demotivation and lack of confidence. Paucity was found regarding the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. This paucity led to this study being conducted. The aim of the study was to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa, in order to develop strategies to assist nursing college management and staff to manage the social factors that contribute to the poor academic performance of these students. The researcher utilized a quantitative, exploratory, and descriptive design that was contextual in nature. The study was conducted in two phases. In the first phase, a self-administered questionnaire was used to investigate the social factors that contribute to the poor academic performance of second-year nursing students at a public nursing college in the Eastern Cape, South Africa. The second phase included the development of strategies for managing the social factors that contribute to poor academic performance of second-year nursing students at the public nursing college. The research population consisted of 304 second-year nursing students. A census sampling method was used to select 293 respondents. The data was collected by means of a self-administered questionnaire that was developed based on a literature review and existing questionnaires. The questionnaire consisted of questions and statements. It was comprised of three sections: demographic information (Section A), social factors that contribute to the poor academic performance (Section B), and additional relevant information on social factors that contribute to the poor academic v performance (Section C). Descriptive and inferential statistics were used to analyse the data, with the assistance of a statistician. The study revealed a number of factors that negatively affect students’ academic performance for instance, drug and alcohol abuse, absenteeism and stress were discussed in Chapter Four. The findings were used to develop strategies for educators and managers to manage the social factors that contribute to poor academic performance of second-year nursing students at a public nursing college. The limitations and recommendations were identified and can be found in the closing chapter. Reliability and validity were ensured. Ethical principles such as respect for persons, beneficence were upheld throughout the study.
- Full Text:
- Date Issued: 2018
Best practice guideline for the transition of final year nursing students to professional nurses in the military health service in South Africa
- Authors: Caka, Ernestina Masebina
- Date: 2014
- Subjects: School-to-work transition -- South Africa , Nurses -- Training of -- South Africa , Nursing students -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10070 , http://hdl.handle.net/10948/d1021097
- Description: The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
- Full Text:
- Date Issued: 2014
- Authors: Caka, Ernestina Masebina
- Date: 2014
- Subjects: School-to-work transition -- South Africa , Nurses -- Training of -- South Africa , Nursing students -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10070 , http://hdl.handle.net/10948/d1021097
- Description: The transition period from student nurses to professional nurses has been acknowledged as being very stressful, particularly in the military health service due to the dual transition. The phase is marked as final year nursing students try to consolidate the experience and knowledge gained during their four year training period with clinical decision making and problem solving skills being applied in the work environment. The students require support and guidance to effect a successful transition from being a student to being a professional nurse. The transition of students in the military health setting might be experienced differently due to the context that is vastly different from the other health care settings (Moore, 2006:541). The aim of the research was to explore the experiences of role transition of final year nursing students, particularly their preparedness to take up the role of a professional nurse in the military health setting in order to assist managers and educators to support and facilitate this professional adjustment appropriately. A qualitative, descriptive, contextual design was employed for the study and followed a three-phase approach. Phase one comprised a qualitative approach, where semi-structured and focus group interviews were conducted to gather the data. Nurse managers, nurse educators, final year nursing students and novice professional nurses formed part of the population for the study. Creswell’s method of data analysis was employed in analysing the data. The second phase dealt with the integrative review of literature on the transition of final year nursing students into professional nurses. Data extracted from the guidelines formed themes that were triangulated to form phase three of the study. Lastly, a best practice guideline was developed to facilitate the transition period of final year nursing students to professional nurses. Principles of trustworthiness were adhered to, participants were treated in a fair manner and confidential information was not divulged without the consent of the participants. Participants were asked to take part voluntarily and without coercion. Ethical approval was requested to give consent for the study to be undertaken and ethical principles were adhered to throughout the study. Findings were then disseminated after the conclusion of the study.
- Full Text:
- Date Issued: 2014
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