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1
Stanton, Angela. "Developing nurse teachers for diploma level." Thesis, University of Warwick, 1994. http://wrap.warwick.ac.uk/50600/.
Повний текст джерелаАнотація:
A strategic approach, utilising two sequential action research cycles over a two year period, was adopted to prepare teachers in one college for nursing and midwifery for diploma level courses. Ini tially, a link wi th higher education was developed, a policy for staff development implemented, and diploma level courses were planned. A survey of 63 teaching staff revealed their misconceptions about diploma level courses. During the second cycle, conjoint validation and subsequent implementation of diploma level courses were achieved. A staff development progammme was planned and implemented to prepare teachers for new roles and responsibili ties wi th diploma level courses. Five exploratory visits to other colleges of nursing were undertaken to valida te the approach adopted to staff development. Four were in England and one in Norway. Critical incident techniques and semistructured interviews of 7 education managers and a sample of 12 teachers were conducted to evalua te the programme's effectiveness. Teachers had an enhanced awareness of academic level in courses and were more confident to teach at diploma level. They were still inexperienced and uncertain about diploma level assessment and the integration of diploma level intellectual skills into practice settings. Theory has emerged from the research concerning the ongoing development of intellectual skills of nurses and midwives wi thin an academic framework incorpora ting a taxonomy of cognitive skills, self-directed learning and reflective practice. The central component of all these aspects is tha t of cri tical thinking which respondents identified as the characteristic which differentiated diploma level courses from previous training approaches. The eclectic staff development approach within a policy framework including individual performance review, achieved both individual and organisational development and contributed to the creation of corporate identity and cri tical awareness amongst staff. The programme also familiarised teachers with higher education approaches to course delivery prior to the impending merger of nurse education with higher education.
2
West, Lindsay Judy. "Factors associated with attrition in the undergraduate diploma nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80260.
Повний текст джерелаАнотація:
Thesis (MCurr)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The issue of attrition of undergraduate participant nurses has remained a concern for an extremely long time. Attrition has been labelled as complex and in order to understand attrition it is important to pay attention to the rate, reasons and trends in South Africa. To understand attrition in South Africa, the trends internationally need to be taken into account to determine whether South Africa has a unique problem. Due to the enormous financial cost to the state and the students’ self-confidence, as well as their belief and understanding of why all the systems that have been put into place fail, it has become a concern. The reasons why students choose nursing and their academic progress throughout secondary schooling should give a clear indication to the educational authorities how successful the students could be. The aim of this study was to determine possible reasons for attrition in students who do the undergraduate diploma nursing course. The objective was to determine the attrition rate of students in the undergraduate course. Reasons for attrition involve a close investigation into age, home language, subjects taken in secondary school, family support, reasons for going into nursing, problems experienced, reasons for not completing the course and how these affected them. The objectives was met through a descriptive study with a quantitative approach. The target population (N=260/100%) consisted of all students that had not completed their undergraduate diploma nursing course over four years between the years 2007-2010, from a Nursing College in the Western Cape. The sample population (n=58/22%) voluntarily agreed to participate in the study. A telephonic questionnaire was administered with closed-ended questions and a small section which had a likert scale. Data was collected by the researcher and a trained field worker. Ethical approval was obtained from the Health Research Ethics Committee at the Faculty of Health Sciences, Stellenbosch University. Permission was also obtained from the Western Cape Provincial Administration to conduct the research. Informed consent was obtained from the students. Reliability and validity was supported by a pilot study conducted on (n=10/10%) of the students at the Western Cape College of Nursing to ensure feasibility of the study. The data was analysed by a statistician and presented in tables and graphs. Statistical analysis was determined by ordinal and nominal data. The results showed that there were numerous factors that contributed to the attrition of undergraduate nursing diploma students. The results showed that the majority of the students’ home language was Xhosa 43% (n=25/58) with the majority being female, single with one child. The main reasons for choosing nursing was because it was a vocation/calling. The recommendations were to ensure that all nursing colleges be integrated into institutions of higher education, thereby ensuring more stringent selection criteria. There needs to be a bridging year where the students are taught to improve their literacy and numeracy so that this will give the students a better understanding of the lectures being delivered in English. There needs to be systems in place to assist the students that are mediocre or struggling. The conclusion was that attrition is complex and requires more concrete systems to stem the rate. A total reformation of undergraduate diploma nursing programmes needs to be addressed.
AFRIKAANSE OPSOMMING: Die kwessie van attrisie by voorgraadse diploma student verpleegsters is al vir ’n geruime tyd kommerwekkend. Attrisie word as kompleks bestempel en om dit te begryp, is dit noodsaaklik om aandag te skenk aan die tempo waarteen dit vookom, asook die redes en tendense in Suid-Afrika te bepaal. Om attrisie in Suid-Afrika te kan begryp, moet die internasionale tendense in ag geneem word om te bepaal of Suid-Afrika ’n unieke probleem het. Weens die enorme finansiële onkoste wat die staat het ten opsigte hiervan en die student se selfvertroue, asook hulle geloof en begrip in al die sisteme wat in plek is wat gefaal het, word dit ’n bekommernis. Die redes waarom studente kies om verpleging te doen en hulle akademiese vordering gedurende hulle sekondêre skoolopleiding, behoort ’n duidelike aanduiding aan die onderwysowerhede te wees hoe suksesvol die studente kan wees. Die doel van hierdie studie is om die moontlike redes vir attrisie by studente wat die voorgraadse diploma kursus in verpleging volg, te bepaal. Die doelwit is om die attrisie-tempo by studente in die voorgraadse diploma kursus, te bepaal. Redes vir attrisie verg ’n indringende ondersoek van die ouderdom, huistaal, vakke geneem in die sekondêre skool, familie-ondersteuning, redes waarom verpleging as loopbaan gekies word, probleme wat ondervind word, redes waarom die kursus nie voltooi word nie en hoedat dit hulle geaffekteer het. Die doelwitte is behaal deur ’n beskrywende studie met ’n kwantitatiewe benadering te volg. Die teikenbevolking (N=260/100%) het bestaan uit alle studente wat nie hulle voorgraadse verpleegkursus binne vier jaar tussen die jare 2007-2010 aan ’n verpleegkollege in die Wes-Kaap voltooi het nie. Die steekproef bevolking (n=58/22%) het vrywillig ingestem om aan die studie deel te neem. ’n Telefoniese vraelys met geslote vrae is geadministreer en ’n klein gedeelte het ’n likertskaal bevat. Data is gekollekteer deur die navorser en ’n opgeleide veldwerker. Etiese goedkeuring is verkry van die Gesondheidsnavorsing se Etiese Komitee aan die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch. Toestemming is ook verkry van die Wes-Kaapse Provinsiale Administrasie om die navorsing te doen. Ingeligte toestemming is van die deelnemers verkry. Betroubaarheid en geldigheid is ondersteun deur ’n loodsondersoek wat uitgevoer is op (n=10/10%) van die deelnemers aan die Wes-Kaap Kollege vir Verpleging om die uitvoerbaarheid van die studie te verseker. Die data is geanaliseer deur ’n statistikus en in tabelle en grafieke aangebied. Statistiese analise is bepaal deur ordinale en nominale data. Die uitslae het bewys dat daar ’n aantal faktore is wat bygedra het tot die attrisie van voorgraadse studente wat die verpleegdiploma doen. Die uitslae het bewys dat die meerderheid van die studente se huistaal Xhosa 43% (n=25/58) is, waarvan die meerderheid vroulik en enkel met een kind is. Die hoofredes waarom verpleging gekies is as loopbaan, is omdat dit ’n beroep/roeping is. Die aanbevelings is om te verseker dat alle verpleegkolleges geïntegreer word by instellings vir hoër onderwys, daardeur word strenger seleksie-kriteria verseker. Daar behoort ’n oorbruggingsjaar vir participante te wees om hulle geletterdheid en syfervaardigheid in so ’n mate te verbeter dat hulle lesings in Engels verstaan wanneer dit aangebied word. Daar behoort sisteme in plek te wees om participante te help wat gemiddeld presteer of sukkel. Die gevolgtrekking is dat attrisie kompleks is wat meer konkrete sisteme verg om die tempo waarteen dit plaasvind, die hoof te bied. ’n totale transformasie van voorgraadse diploma verplegingsprogramme behoort aangeroer te word.
3
Ouellet, Marie Louiselle Lise. "Perceptions of nursing as a profession of students graduating from college-based nursing diploma programs." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24419.
Повний текст джерелаАнотація:
This study examined the perceptions of nursing as a profession of students graduating from college-based nursing diploma programs. To answer the research question, the Concept of Nursing Scale designed and tested by Valiga (1982) was administered to 101 students in British Columbia Colleges approximately four weeks prior to graduation. Demographic data were also obtained. The responses were coded and scored by hand and the data entered into computer files. The statistical package used for analysis consisted of the SCSS Conversational System (Nie, et al., 1980).
The concepts reflected in the Valiga Concept of Nursing Scale consist of: (a) boundaries of the profession, (b) recipient of the profession's service, (c) goals of the profession, (d) relationship of the profession to others, (e) independence of the practitioner, (f) responsibility of the practitioner, (g) scholarly component of the profession, (h) autonomy of the practitioner, (i) commitment of the practitioner, and (j) activities of the profession. Scores were high in the areas of definition, client, goals, and scholarship. These results indicated that: (a) the students surveyed had a clear definition of the scope of the profession, (b) they were able to identify the recipient of the profession's service and the goal of the profession, and (c) they recognized a scholarly component to the profession.
The scores in the areas of independence and commitment were marginally lower than in the four areas mentioned above. These findings implied that the students graduating from college-based nursing diploma programs perceived nursing as functioning independently and that commitment was viewed as a characteristic of the nursing profession.
Finally, the scores in the areas of autonomy, responsibility, relationships, and activities were low. These results indicated that the students surveyed perceived nursing as having minimal control over its practice and did not view the members of the profession as being responsible and accountable for their own actions. In addition, these students did not have a clear understanding of the nature of nursing's relationship with other members of the health care team and were uncertain as to the activities of the nurse.Applied Science, Faculty of
Nursing, School of
Graduate
4
Andrews, Dorothy Sturge. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors /." St. John's, NF : [s.n.], 2000.
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5
Chisholm, Elizabeth. "The social organisation of assessment in the Diploma in Nursing programme." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326656.
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6
Andrews, Dorothy. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0019/MQ54855.pdf.
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7
Irving, Sheila. "Achievement of understanding of clinical nursing practice by student nurses : an exploratory study." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369752.
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8
McGhie-Anderson, Rose. "Advanced nursing education| Critical factors that influence diploma and associate degree nurses to advance." Thesis, Barry University School of Nursing, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10115703.
Повний текст джерелаАнотація:
Background: Advanced nursing education needs to be pursued along the continuum of the nursing career path. This education process is indispensable to the role of the nurse as educator, manager, nurse leader, and researcher who will effect policy changes and assume leadership roles as revolutionary thinkers in addition to implementing paradigmatic shifts.
Purpose: This grounded theory study sought to unearth the critical factors that motivate nurses to advance academically. The study aimed to gain an understanding of the social processes associated with the decision of diploma and associate degree nurses to advance their nursing education.
Philosophical Underpinnings: A qualitative methodology in the tradition of grounded theory using the constructivist and interpretivist approach was used to conduct the study.
Method: Data were collected from two groups of participants using a face-to-face semistructured interview. The first group was diploma and associate degree nurses, and the second group was a focus group comprising of baccalaureate, masters, or doctoral degree nurses who have progressed academically from diploma or associate degree level.
Results: Emerging from the thick rich data that were collected from the research participants were the following core categories that ground the theory: rewarding, motivating, and supporting for diploma and associate degree nurses to advance academically.
Conclusions: The study concluded by elucidating that professional advancement was the social process that grounds. Hence, the emergent theory was; The Theory of Professional Advancement.
9
Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.
Повний текст джерелаАнотація:
Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.
10
Donaldson, Jayne Helen. "A qualitative study investigating the similarities and differences of diploma and undergraduate nursing (adult) students." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/1208/.
Повний текст джерелаАнотація:
The aims of this study were to explore the preconceptions of pre-registration undergraduate and Diploma of Higher Education in Nursing (Dip.H.E.) (Adult) students have in relation to their programme and the nursing profession, and students' perceptions as their programmes progress. In addition the study aimed to explore how pre-registration undergraduate and Dip.H.E. (Adult) students perceive their preparation for the qualified role, and compare pre-registration undergraduate and diploma nursing students' actual performance in the clinical area near to qualification. The study used grounded theory methodology (Glaser and Strauss 1967). Undergraduate (n=20) and Dip.H.E. (n=22) nursing (Adult) students from two institutions in Scotland were used. Findings from the focus groups indicated that both groups were apprehensive about their first clinical placement, especially in relation to their own self-confidence and the uncertainty about their role within those placements. All students wanted to have the qualities of a 'good nurse' and expected to learn these qualities from clinical staff. Diploma level education was perceived as giving students better practical skills, while degree level education was perceived as giving students better theoretical skills. At the mid-point of the programmes, diploma participants were more confident in their practical ability, while undergraduate participants were more confident in their theoretical ability. The clinical learning environment had a major effect, both positive and negative, on both sets of students' practical abilities. Students had experienced good and bad mentors, which had affected the integration of theory and practice, had 'shaped' their learning experience, and had resulted in different degrees of supervision and feedback. Overall, both groups of participants expressed their anxiety about their lack of practical skills, and their opportunities to link theory to practice.
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Pleasance, Paul L. "Approaches to learning adopted by students undertaking a Diploma of Higher Education in Nursing programme." Thesis, University of Leicester, 1999. http://hdl.handle.net/2381/30941.
Повний текст джерелаАнотація:
Nursing education has undergone radical change during the last decade. All nursing programmes are now based in Institutions of Higher Education. While many aspects of the implications of these changes have been investigated, little research has been published concerning the approaches to learning adopted by student nurses. The Approaches and Study Skills Inventory for Students (ASSIST) is a tool designed to investigate preferences for different approaches to learning. It was administered to 296 students undertaking the Diploma of Higher Education in Nursing programme of De Montfort University, Leicester. The responses provided by the students were analysed using the constructs of the original authors (deep, surface and strategic approaches). The data was then subjected to factor analysis. There was found to be a high level of consistency between the original constructs and the factors extracted, and it was thus concluded that the inventory was probably a valid tool for use with the sample population. The approaches to learning favoured by various subgroups of the population were examined. Thus comparison could be drawn between male and female students, between younger and more mature students, between students with different previous academic qualifications, and between students undertaking different nursing branch programmes. It was found that deep approaches to learning were most favoured overall, and that there was no change in approach as the students progressed through the course. Older students showed an increased preference for deep approaches when compared to younger students, and male students showed similar preference when compared to female students. It was also found that students undertaking the adult nursing branch programme were more likely than other students to favour surface approaches to learning. Some of the implications for nursing education are discussed.
12
Glover, Jean Mary Grace. "Factors affecting the relationship between students on a 'Diploma in Nursing' course and their mentors." Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/20687/.
Повний текст джерелаАнотація:
Student nurses learn best in placement settings, applying theory under supervision. Learning through practice enables students to reflect upon experiences in the light of critical thought about concepts, and is crucial to developing thinking, questioning practitioners. In 1987 the ENB recommended that nursing students be supervised during practical placements by a mentor who will help them gain the most from the experience. When this study began in 1991, there had been little research into how mentoring was being applied in nursing education in the UK, though there was considerable literature about mentoring in other fields and in nurse education in other parts of the world. These studies cannot be applied to UK nursing education for two reasons: differences in UK nurse education; and confusion about what 'mentor' means. While this investigation was in progress, much similar work was published; the findings were in broad agreement with this study. This study investigates how mentoring is working for students of the adult branch of a Diploma in Nursing course. Focus group interviews were performed and the analysis of these interviews was used to devise questionnaires, the responses to which were in turn analysed. The experiences of both mentors and students were considered. The study took place in a large centre during a period of major change within health care services in the UK. Major themes emerged from analysis of the qualitative data. Quantitative data were used to verify findings over a wider sample (144 mentors and 164 students).The findings show the potential for both positive and negative effects of mentoring in the study site. The investigation of the mentor role demonstrates differences in definition when it is applied to pre-registration nursing students to that applicable at later stages of career development. In particular the functions of supporting and skills teaching are accorded a high priority by nursing students. Both parties are shown to be subject to multiple stressors which, along with a variety of personal and organisational factors affect the quality of the mentor-student relationship. The study recommends preparation and support for mentors that acknowledges the importance of the supporting, befriending and skills teaching aspects of the role. The identification of the part played by students within the association highlights the need for teachers to generate realistic expectations of the relationship. Good practices identified on the study site may serve as a model for others. Further research is needed to investigate the workload involved in mentoring and the pattern of interaction that occurs when the mentoring relationship is perceived by one or other of the parties to be working in an unsatisfactory manner.
13
Dahl, Susan. "Advantages of Re-Establishing Hospital Based Schools of Nursing." Kennedy-Western University, 2006. http://hdl.handle.net/10919/71584.
Повний текст джерелаАнотація:
This study examined perceptions of hospital-based nursing schools among nursing professionals to determine whether this type of nursing education model is viable in the modern nursing context. Nursing education is faced with the twin problems of insufficient nurses, which creates a demand for rapid education of nurses, and ensuring adequate clinical quality of nurses, which creates a demand for more extensive undergraduate clinical training. Hospital-based nursing schools are three-year programs that provide more intensive clinical training than the two-year university-based programs. The study developed and disseminated a questionnaire to assess the perception of nursing professionals and nursing students on the issues related to hospital-based nursing schools including clinical quality and the shortage of nurses. Secondary research was conducted based on the available literature regarding nursing education and the historical development of the current nursing educational system. The study found that there was a generally favorable opinion of hospital-based nursing schools among the surveyed population, particularly in the area of the level of clinical training received at these types of schools. The study also found that there were significant attitudinal and financial barriers to increasing the number of hospital based nursing schools. The findings of this study are exploratory in nature and serve to define the problems and alternatives associated with nursing education and hospital-based nursing schools.
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Treihart, Rose. "Competency ratings of BSN, AD, and diploma nurses by hospital administrators/directors of nursing and nurse supervisors." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/413.
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Madisa, Montlenyane. "Preceptors’ and faculty’s opinions about the implementation of preceptorship in the diploma nursing curriculum in Botswana." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71731.
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Thesis (MPhil)--Stellenbosch University, 2012.Background: Preceptorship refers to a teaching and learning approach through which a well experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of professional and clinical practice skills and assessment of students in a clinical setting. This approach often involves three groups of people, namely: faculty, students, and clinicians (preceptors). The preceptor in this study refers to a registered nurse who supervises and conducts clinical assessment of students in a clinical area, while at the same time is responsible for patient care. The focus of this study was to explore preceptors’ opinions regarding the implementation of preceptorship in the diploma in the nursing curriculum diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on how preceptorship is implemented, the strengths and challenges regarding its implementation and suggestions as to how it should be strengthened to contribute positively towards teaching and learning of students. Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The design was adopted because of its ability to provide a broad understanding of the concept under study by allowing participants to share their experiences and opinions about a specified situation. Both the qualitative and quantitative data were collected simultaneously. A standardized self‐developed structured questionnaire using both closed ended and few open ended questions and consisting of scaled self‐report items and checklists was used to collect data from forty‐four (44) preceptors and three (3) third year level coordinators from the three (3) health training institutions. Quantitative data were analyzed using SPSS, while the qualitative data were analyzed for frequency of common themes. Descriptive statistics in the form of frequency tables and charts, as well as measures of central tendencies, were used in the analysis of quantitative data. Results: The findings revealed that preceptorship program was not well coordinated as there were no preceptorship manuals to guide the implementation of preceptorship program. On the positive side, however, preceptors felt comfortable and competent to supervise and assess students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major support in regard to improved communication between preceptor and faculty, improved support by the health facility manager and the need for strengthening preceptor training and orientation. The majority of the respondents have recommended for preceptorship orientation /training targeted at addressing some of the following topics: Student and preceptor roles, curriculum requirements, clinical teaching and assessment skills, leadership skills and how to access resources from the health training institutions. A significant number of preceptors felt that it was important to receive feedback about students’ progress from faculty and to receive feedback from students regarding their experiences in the clinical internship sites. Lastly, preceptors also felt that there was need for introducing incentives into the preceptorship program Conclusion The key areas that emerged from the study indicated an uncoordinated and unstructured preceptorship program in the diploma nursing curriculum. Preceptor support is limited as evidenced by report of lack of training or orientation of preceptors to their preceptorship role. To ensure sustainability of preceptorship program there is need to improve the following areas: preceptorship training and orientation, and preceptorship support by both the health training institution and the health facility managers. Key words: Preceptors, preceptorship, orientation, socialization, student assessment, and faculty support, clinical teaching, mentor, clinical supervisor.
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Snell, Lauren. "A comparative study of the clinical competence of community service practitioners: degree and diploma nursing programmes." University of the Western Cape, 2013. http://hdl.handle.net/11394/8248.
Повний текст джерелаАнотація:
Magister Curationis - MCurAccording to Benner (2001 ), an individual moves through five stages: novice, advanced beginner, competent, proficient and expert. Competence is the measure or degree of a person's ability to cope with all aspects of the environment. It is expected that when an individual achieves competence, they possess the necessary knowledge, skills, abilities, attitudes and professionalism required to perform a certain function. The purpose of the study was to compare the perceptions of the Community Service Practitioners (Degree versus Diploma) regarding their clinical competence in providing nursing care and to establish and compare the perceptions of Professional Nurses regarding the clinical competence of the Community Service Practitioners they supervise (Degree versus Diploma) in providing nursing care. The null-hypothesis stated that there is no difference in the clinical competence of Community Service Practitioners who completed a Degree nursing programme as compared to those who completed a Diploma nursing programme leading to registration as a Professional Nurse (R425). The research methodology was quantitative, using a comparative, descriptive, cross-sectional design. The target population of the study included a sample of all Community Service Practitioners who worked in Regional Hospitals in the Western Cape and the Professional Nurses who supervised them. Convenience sampling was used to select the sample for this research and data were collected by means of a five-point Likert-scale questionnaire for the Professional Nurses supervising the Community Service Practitioners and a three-point Likert-scale questionnaire for the Community Service Practitioners. Data was organized and analyzed by using Statistical Package for Social Sciences (SPSS), Version 21. Descriptive statistics were used and findings were illustrated by means of descriptive tables and figures. The Mann-Whitney U test was used to calculate the null-hypothesis, which was retained. The results of the study indicated that there is no difference in the clinical competence, which included knowledge, skills and attitude, of Community Service Practitioners who completed an undergraduate Degree compared to those who completed a Diploma in nursing.
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Ferrara-Love, Rose. "Does Facebook Have a Role in Helping "High-Risk" Nursing Students in a Diploma Program? A Pilot Study." Thesis, Carlow University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595806.
Повний текст джерелаАнотація:
Approximately 15-25 percent of students admitted to Citizens School of Nursing are identified as "high-risk for failure" by the school's admission criteria. Remediation plans may be too little, too late to help those students succeed. The use of study groups can be of assistance for them but have disadvantages. Conversations other than content often find their way into discussions and can be a distraction. Financial constraints such as child care may prevent students from committing to study, and work schedules conflict with study groups. Social media in education may be used as an adjunct to course work with YouTube videos and email.
The purpose of the study was to see if the use of Facebook as a study group helped high-risk students in a diploma nursing school succeed. Students chosen randomly by the rotation course to which they were assigned after completion of the basic Nursing courses. During the term, the experimental group utilized Facebook in a private study group accessed only by the students and instructor. At the end of the term, the grade point averages (GPSs) and pass-fail numbers were analyzed. The control group had lower overall grades, four failures, and one withdrawal during the study. The experimental group had no failures and an overall increase of one point five-percentage points from the basic Nursing courses.
Further investigation of this type of intervention is indicated as this pilot study only looked at a small group of students over three rotation courses. It may be beneficial to begin a similar study at the beginning of the program and monitor it over the course of the two-year program.
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Littleton, Karen L. "An investigation into the effects of supernumerary status upon clinical education in a Diploma in Nursing course." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394865.
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Krahn, Mary Anne. "Nurse educators' experience of their jobs in a diploma nursing programme at a College of Applied Arts and Technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0017/MQ58048.pdf.
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Tang, Stephen Hing-Wan. "Learning through life : a study of learners at OUHK." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/10610/.
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When I began the study, I was a full-time nurse educator. I taught student nurses at a hospital-based nursing school under the Hospital Authority. I also had a part-time job with the Open University of Hong Kong (OUHK) from 1998 to 2008, teaching subjects in the Bachelor of Nursing (NU305) program, Higher Nursing diploma courses (NU112C), and Master’s in Education (E804/E814) program. Currently, I am a nursing officer in an intensive care unit (ICU), responsible for training and quality assurance. As a former nurse educator in a hospital-based nursing school, a trainer, and a part-time tutor at OUHK, I was interested in learning more about the trends and changes related to the teaching and learning of adult learners. I observed that in many state policies and academic discussions, “lifelong learning” has replaced the term “adult education.” Indeed, interest in the idea of lifelong learning has recently grown (Smith 2002). Nonetheless, I did not clearly understand the idea of lifelong learning. and how it is different from adult education. There is also no universal definition of lifelong learning; rather, it is interpreted by various stakeholders in different ways (Kumar 2004). This aroused my interest in exploring the nature of lifelong learning, its implications to me as a tutor and a trainer, and the process by which empirical and qualitative data on lifelong learning can be collected.
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Chan, Engle Angela. "A rift in nursing education and practice on a landscape of curriculum and health-care reform, diploma nurse educators' professional identities in question." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58946.pdf.
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Reeve, Jacqueline. "Past caring? : a longitudinal study of the modes of change in the professional and global self-concepts of students undertaking a three year diploma in nursing course." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343871.
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Martins, Maria Tereza Cristina Torino Labigalini. "Analise do projeto pedagogico da Faculdade de Enfermagem da PUC-Campinas a luz das politicas de saude e de educação." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/309077.
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Orientador: Elizabeth de Leone Monteiro SmekeTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
Made available in DSpace on 2018-08-04T18:24:57Z (GMT). No. of bitstreams: 1 Martins_MariaTerezaCristinaTorinoLabigalini_D.pdf: 1757836 bytes, checksum: 3b960bbfafd60fefcbc5f35d95694be6 (MD5) Previous issue date: 2005
Resumo: Pesquisa de natureza qualitativa com objetivo de analisar a proposta pedagógica do Curso de Graduação da Faculdade de Enfermagem da PUC-Campinas, identificando em que medida seu Projeto Pedagógico atende aos pressupostos doutrinários do SUS (Sistema Único de Saúde), bem como às Diretrizes Curriculares Nacionais para o ensino na área. Para tanto foi adotado o estudo documental, utilizando os recursos teóricos e metodológicos da análise de conteúdo. O Corpus Documental constituiu-se por Documentos da Universidade e Faculdade de Enfermagem; Legislação para ensino na área e recomendações da Associação Brasileira de Enfermagem (ABEn), todos relativos ao período compreendido entre 1980 e 2004. A demarcação cronológica refere-se ao início do Projeto Pedagógico da PUC-Campinas, bem como, às inúmeras transformações na área da saúde e da formação de profissionais de saúde. A investigação permitiu identificar que, desde o início, a proposta de ensino da Faculdade mostrou-se de vanguarda na área, em decorrência, dentre outros fatores, da organização das políticas de saúde em Campinas, bem como dos propósitos contidos no Projeto da Universidade. Com relação ao currículo vigente, observamos necessidades de ajustes, particularmente, no que diz respeito ao compartilhamento dos saberes da Saúde Coletiva com as demais áreas, haja vista suas características e conhecimentos acumulados que podem contribuir para adequação do ensino ao perfil de formação pretendido. As conclusões apontam para a busca de estratégias de contínuo aperfeiçoamento do processo de ensino-aprendizagem com vistas à consolidação do Projeto Pedagógico
Abstract: Research of qualitative nature aiming to analyze the Pedagogical proposal of the graduation of PUC-Campinas Nursing University Course identifying in which measure its Pedagogical Project attends to the doctrinal SUS presupposed ( Health Unique system); as well as to the National Curriculum Directives for the teaching in the area. For that, it was adopted the documental study ,using the theoretical and methodological researches of the content analysis. The documental corpus consisted by documents of the Nursing University legislation for the teaching in the area and recommendations of the Brazilian Nursing Association (ABEN), all related to the period between 1980 and 2004. The chronological demarcation goes back to the beginning of the Pedagogical Project of PUC-Campinas, as well as the countless transformations in the area of Health and of the Health Professionals formation. The investigation allowed to identify that since the beginning, the teaching proposal at the university, became an advance guard in the area, among other factors of the movement of the Health Policies in Campinas, as well as, the purpose included into the university project. Referring to the curriculum in effect , we can observe adjustment necessities, mainly to what concerns to the sharing of the Collective Health with the other areas, since its characteristics and accumulated knowledge, that may contribute to the link between the teaching, to the profile of the required graduation. The conclusions, point out to the strategies search of continuous improvement of the teaching-learning process, mainly aiming to the Pedagogical Project consolidation. Key Words: Health manpower. Pedagogic project. Education evaluation. Education Nursing Diploma program. Nursing,education. Nursing Evaluation
Doutorado
Saude Coletiva
Doutor em Saude Coletiva
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Laflamme, Célyne. "Transition à la pratique de l'infirmière praticienne francophone diplomée." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28456.
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Buts: En utilisant l'ethnographie ciblée, cette recherche qualitative cherche à comprendre l'expérience de la transition à la pratique des infirmières praticiennes (IP) francophones diplômées, de leur propre perspective et de celle d'un coparticipant (CP) choisi par l'infirmière praticienne. Cette recherche cherche aussi à explorer les besoins de soutien de ces IP au cours de leur première année de pratique en soins de santé primaires et à identifier les besoins particuliers des IP francophones pour dispenser des services de santé en français dans un contexte minoritaire.
Méthodes: Des entrevues en profondeur, de type ouvert, par téléphone, ont été effectuées a trois intervalles de temps (trois mois, six mois et douze mois) auprès d'un groupe de six infirmières praticiennes et de leurs six coparticipants désignés. Cette recherche vise les IP francophones, diplômées en 2006, du programme francophone du Consortium ontarien de formation des infirmières et infirmiers praticiens en soins de sante primaires et qui, au moment de l'enquête, travaillaient à titre d'infirmière praticienne dans un milieu de soins de sante primaires en Ontario ou au Manitoba. La revue de la documentation fournie par l'IP, notamment l'organigramme, la description de tâches et les documents de politique ont servi à comprendre le contexte organisationnel.
Résultats: Les participants ont décrit une transition comparable à celle décrite par Brown & Olshansky (1997). Les infirmières praticiennes francophones ont évolué à partir d'un sentiment d'inconfort à titre de débutantes dans leur nouveau rôle, vers un sentiment de confiance envers leurs habiletés, tout en cherchant à élargir leur perspective professionnelle vers la fin de leur première année de pratique. Dans l'ensemble, la familiarité avec le milieu de travail et le soutien important fourni par les employeurs ont contribué à produire une expérience positive de la transition. La contribution essentielle de cette étude est résumée dans une liste de quinze recommandations qui servent de stratégie de base pour une transition réussie. Cette recherche contribue à la compréhension des expériences et des besoins de soutien des infirmières praticiennes francophones diplômées et de leurs employeurs en soins de santé primaires. Elle fournit de l'information pour appuyer la mise en oeuvre d'outils et de ressources qui permettront aux IP francophones de travailler au meilleur de leur capacité; pour appuyer la mise en place d'interventions appropriées qui pourraient appuyer les nouvelles IP dans leur quête a perfectionner leurs connaissances et leurs compétences qui leur permettront de fournir des soins d'excellente qualité.
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Hopkinson, J. "Everyday death : an exploration of qualified diplomat nurses' experiences of caring for dying people in hospital." Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.561424.
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Bartoněk, Jan. "Dům s pečovatelskou službou." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2018. http://www.nusl.cz/ntk/nusl-371817.
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The subject of my diploma thesis is an elaboration a design documentation for a newbuilding of a nursing home. The building will be located on the town part Brno - Bystrc. The building will serve to accommodate seniors and ensure their quality and dignity. The building is designed as a detached house with a oartial cellar and three floors. Part of the building are also garage spaces situated in 1S, accessible by both the elevator and the walkway. The mainentrance is in height level a ground floor. External loadbearing structures are made of ceramic. The ceiling structure is made of Spiroll boards due to a larger span between supports. The building is roofed with a flat roof. The staircase is reinforced concrete. When processing, it was given the emphasis on the layout design, architectonic and technical arrangements and on a safe usage of the building. The drawing documentation os processed in the AutoCAD programme.
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O, Toole Maureen Mary. "Self-directed learning in nursing education - an evaluation of a hospital-based diploma school of nursing." 1988. http://hdl.handle.net/1993/9550.
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Glass, Merlyn. "An Assessment of the Genetic Knowledge of Final Year Diploma Nursing Students." Thesis, 2006. http://hdl.handle.net/10539/1872.
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Student Number : 7632299 -
MSc research report -
Faculty of Health SciencesThe purpose of this research was to ascertain and examine the current genetic knowledge of the nurses in their final year of the Diploma in Comprehensive Nursing (General Nursing, Community Nursing, Psychiatric Nursing) and Midwifery. The research design was an exploratory, descriptive, quantitative survey, using a sample of final year student nurses at two of the three nursing colleges in Gauteng. Data were collected through the use of a self-administered paper-based questionnaire, which was adapted from a questionnaire used for a study to assess the genetic knowledge of general practitioners (Trenton, 2003). The questionnaire was adapted using the broad outline for subject content given in the curriculum for the four-year Diploma in Comprehensive Nursing (General Nursing, Community Health and Psychiatric Nursing) and Midwifery, the South African Nursing Council regulations, and the Department of Health Policy Guidelines. Random sampling was utilised to select two of the three nursing colleges in Gauteng and the total population of final year students was used as the sample. Data were analysed by means of descriptive statistics. It was concluded through this study that, although nurses showed fairly adequate knowledge in the areas of teratogens and multifactorial inheritance, they showed a lack of knowledge with regard to basic genetic inheritance patterns, genetic conditions, epidemiology and prenatal diagnostic techniques. It can thus be recommended that an expanded component of genetics be included in the basic curriculum of the four year Diploma in Comprehensive Nursing (General, Community, Psychiatric) and Midwifery programme in accordance with programmes initiated in other countries.
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Strodtman, Linda Kay Tanner. "Becoming a "real woman" historical analysis of the characteristics, ethos, and professional socialization of diploma nursing students in two midwestern schools of nursing from 1941 to 1980 /." 1994. http://catalog.hathitrust.org/api/volumes/oclc/32582075.html.
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de, El-Kantar Lina Abi Faker. "Critical thinking skills development among the diploma nursing students in a case-based curriculum." Thesis, 2001. http://hdl.handle.net/10413/5244.
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Faculty members in many schools of nursing have been urged to include critical thinking in all aspects of the nursing curriculum. The faculty at the Institutes of Nursing in the United Arab Emirates, have adopted in the academic year I998 a case-based curriculum that teaches nursing courses by using case studies, which represent a terrific and non-threatening method to use to teach and learn either critical thinking skills or clinical decision-making (Robinson, 1998; Glendon and Ulrich, 1992, 1997). The development of critical thinking skills in a case-based
curriculum was investigated. A randomly selected, cross-sectional sample of nursing students at the Abu Dhabi Institute of Nursing (N= 88) was studied. Three groups (n=30) from each level of a three-level-diploma nursing program were measured for development of critical thinking skills using the Test of Everyday Reasoning (TER). Relationships were investigated between TER scores, the level of the program and other socio-demographic and academic achievement determinants. Critical thinking ability did not change significantly among the three levels during the educational experience in a case-based curriculum; however, the participants in the highest level of the program were able to get a higher mean TER scores from the other two levels. One of the conclusions that
could be drawn from this study was that critical thinking might not change as an associated factor with a case-based curriculum at this premature phase of its implementation until some time after the graduates of this program become practicing nurses where clinical decision-making would be in action. The other conclusions focused on the necessity of unfolding the utilized cases in the curriculum and on determining whether the construct of critical thinking has been incorporated in them.Thesis (M.Cur.)-University of Natal, Durban, 2001.
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Blight, Donna M. L. "Validation of two predictors of success in hospital based diploma schools of nursing." 1991. http://hdl.handle.net/1993/12140.
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Jones, Corrine SR. "A Kaleidoscope Journey: Integrated Andragogy in the Diploma of Nursing – Quantum Learning and Campbellteaching." Thesis, 2019. https://vuir.vu.edu.au/41288/.
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The researcher’s experiences as a clinical facilitator culminated in this research project that sought to explore a paradigm shift in nursing education that had the potential to
reduce the theory-practice gap. Quantum Learning and Campbellteaching were integrated and trialed to determine if their focus on accelerated learning, visualisation, and the methods specific to their pedagogical and andragogical processes, could assist in the retention of knowledge and the application of theory in nursing practice. The paradigm of Freirean pragmatism sought the potential of each student and allowed for a multiphase mixed method research design that framed the study. Quantitative and qualitative data was gathered from two cohorts, who participated in two core units of study in the Diploma of Nursing Program: Confirm Physical Health Status and Analyse Health Information. The first unit dealt with the Anatomy and Physiology of the human body and the latter provided a broad overview of health issues, and the role of a multidisciplinary team. The data was collected sequentially and concurrently. Qualitative data provided insight into students’ experiences of learning in a nursing course that could not be drawn out by quantitative data alone. By implementing accelerated learning techniques, alongside diagrammatic learning with explicit dialogue, and a linking table could students retain and recall theory, experience deep reflection that could give rise to critical thinking that in turn, could assist in linking theory to practice. Findings suggested that the quality of student reflection aligned to their capacity to connect theory to their practice. In addition, the research outcomes affirmed that the combination of Quantum Learning and Campbellteaching had the potential to decrease the theory-practice gap by enhancing student nurses’ theoretical knowledge and the linking of their theory to their practice. An important aspect of this research was the expert knowledge of the teacher, and their ability to facilitate a cohesive and culturally safe learning environment. This was coupled with their attitude and belief in their students’ ability to succeed.
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Kayihura, Camille N. "An analysis of the assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda." Thesis, 2007. http://hdl.handle.net/10413/2764.
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Assessment of clinical learning is imperative in order to ensure that those who become registered nurses are safe and competent practitioners. Assessment of clinical skills requires evaluation of the development of appropriate knowledge, skills and attitudes. Literature however reveals that the measurement of clinical skills performance continues to pose a challenge for nurse educators, the debate around the best assessment method in clinical learning, as well as, validity and reliability in assessing clinical learning is ongoing. This study was therefore aimed at exploring and describing current practices in assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda. The study was a quantitative descriptive exploratory design. Data were collected
through the use of questionnaires. Nurse educators, students and external examiners were asked to report on the assessment strategies commonly used in Kigali Health Institute, their views about assessment strategies, and the strengths and weaknesses of clinical assessment strategies used in a nursing diploma programme in assessing practical competences of nursing students. The total number of participants who returned questionnaires in this study was 117. The results of this study revealed the commonly used assessment strategies included
OSCEs (100%), case presentations (66%), direct observations (38%), standardized patients (31 %) and reflective diaries (2%). Furthermore, assessments were based on clinical learning outcomes. Assessments were conducted formatively and summatively to ensure validity in assessments and to ensure that a variety of clinical learning areas were assessed. Although there was no documented structured process of conducting clinical assessments, the findings revealed that the process included a number of phases; planning, preparation, implementation and evaluation phases. There were measures in place to ensure validity and reliability in assessments. The need for a policy on clinical
learning assessment emerged so as to serve as a guide to ensure consistency in conducting assessments. The need to build the capacity of nurse educators and external examiners also came up as very few had educational preparation for their roles. Most of them were specialists in the discipline not in nursing education. The findings also revealed that not all nurse educators were involved in decision making regarding clinical assessments for quality assurance purposes. Issues such as welcoming of students on the
assessment day, giving of instructions to students, time spent on performing tasks, feedback to students, returning to tasks which were not completed and improvising during assessments due to limited resources emerged as areas of concern. Recommendations made are related to the assessment process, the building of
capacity of nurse educators and external examiners, preparation of students for clinical learning assessment, and further research for the in-depth exploration of this area.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.
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Schultz, Joan M. "The relationship of pre-admission psychometric test results to the academic performance of diploma nursing students." 1991. http://hdl.handle.net/1993/17397.
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Makondo, Edward. "A study on an evaluation of the course for the Diploma in Nursing Administration in Zimbabwe." Thesis, 2001. http://hdl.handle.net/10500/873.
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"A preparation programme for learners of the diploma in medical and surgical nursing sciences: critical care (general)." Thesis, 2008. http://hdl.handle.net/10210/1692.
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M.CurTo be able to nurse effectively in a critical care unit, a nurse needs to have extensive theoretical knowledge, excellent clinical skills and a certain degree of technological knowledge. The Diploma in Critical Care offered at higher educational institutions, in collaboration with private/public health delivery institutions within South Africa, aims to equip nurses with the necessary knowledge and clinical skills they need to work in this stressful and complex environment. Learners found that during the programme for the Diploma in Critical Care they were faced with a large amount of stress and demotivation due to reasons such as not being treated like an adult, the increased workload and the demands of the theoretical and clinical programmes. Some learners were faced with theoretical and clinical challenges and felt that they needed to be prepared for academic work at a higher educational institution, some found that they experienced emotional stress due to a lack of knowledge and the responsibility of being delegated to nurse critically ill patients. If a learner is unable to succeed in the programme the first time there are financial implications for the learner, the higher educational institution and the health delivery institution. It was previously thought that prior experience in a critical care unit was sufficient preparation to succeed in the critical care programme, but not all learners are exposed to the same learning opportunities prior to commencing with the programme and therefore learners do not enter the programme with the same knowledge base. There are also various factors that influence the learner during the programme. A private health group in Gauteng implemented the successful completion of a clinical skills workbook as part of the requirements for learners registering for the Diploma in Critical Care. The workbook focuses on the attainment of basic clinical skills that are required to be able to work in a critical care unit and not on basic theoretical knowledge. In view of the above it remains unclear whether the clinical skills workbook implemented by a specific private health care group is sufficient preparation for a learner prior to commencing with the critical care programme. The aim of this study is to determine whether the completion of a critical care pre-programme study guide will make a significant difference in the success of learners from a private health group in Gauteng who register for the Diploma in Critical Care at a specific higher educational institution. To achieve this goal the following objectives were stated: 1. Develop a pre-programme study guide. 2. Implement the pre-programme study guide. 3. Determine if the completion of a critical care pre-programme study guide makes a significant difference to the success of learners from a specific private health care delivery group during the Diploma in Medical & Surgical Nursing Science: Critical Care Nursing (General). To achieve the goal of the study, a quantitative, quasi-experimental and correlational design will be used. The study will be divided into two phases: phase one will involve the development of a pre-programme study guide for the critical care programme, based on a literature review. Phase two will include the implementation of the pre-programme study guide, and the research methodology for this phase will be an untreated control group with a pre-test and post-test. The pre-programme study guide made a significant difference to the cores of the experimental group in terms of the pre-test and pot-test scores, whilst the control groups scores neither improved nor deteriorated. There was no significant difference between the experimental and control group in terms of the pre-test, post-test, semester marks and exam marks. This could be due to the large standard of deviations that were obtained. The null hypothesis was accepted. The completion of the pre-programme study guide can be used as part of the requirements for learners registering for the Diploma in Critical Care and can help alleviate the stress and demotivation experienced by the learners during the Diploma in Critical Care.
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Mafanya, Busisiwe Benedicta. "Exploring the extent of cultural sensitivity among the nursing students doing the four year diploma at Addington hospital in KwaZulu-Natal province." Thesis, 2000. http://hdl.handle.net/10413/5438.
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This study was undertaken to explore the extent of cultural sensitivity among the nursing students of Kwa Zulu - Natal Province. A qualitative. ethnographic, explorative design was utilized. A quantitative approach was also used. Subjects were second, third and fourth year students registered for the four year Comprehensive Diploma in Nursing leading to registration as a Nurse (General, Psychiatry, Community Health) and Midwife. To ensure measures of trustworthiness, Guba's model in (Krefting 1991) was implemented. Narrative statements in the form of scenarios and questionnaires were employed to explore, to examine and to describe the extent to which the nursing students are sensitive towards cultures of groups that are different from theirs. The data was analyzed based on the developmental stages of cultural sensitivity by (Bennett 1986). Tesch's method was used to analyze the qualitative data and the Statistical Analysis System (SAS) was used to analyze the quantitative data. Based on the findings. the following conclusions were drawn:- Some students were unable to acknowledge variations that exist among cultures. Problems emanating from cultural differences still exist between nurses and patients due to the ethnocentric views held by some nurses. The study revealed that the students were at varying stages of levels of development of cul tural sensitivity, which means that they ranged from lack of cultural sensitivity to cultural sensitivity. Nursing students, therefore. need more preparation by their program in order to provide culturally congruent nursing care to all.Thesis (M.Cur.)- University of Natal, Durban, 2000.
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Duiker, Lerato Penelope. "An analysis of the selection criteria and processes into basic nursing diploma programme in the Gauteng Province, South Africa." Diss., 2016. http://hdl.handle.net/10500/21183.
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Background: This study derived from the concerns raised by nurse educators, clinical preceptors, and some nursing students in public nursing colleges in Gauteng following the implementation of the provincial selection criteria and processes. While these criteria could be seen as a means of standardising the admission into the Basic Nursing Diploma Programme at public nursing colleges, anecdotal reports from nurses in education institutions and clinical
practices indicated a lack of professionalism, high attrition rates among these cohorts of students. The researcher believed that any meaningful selection criteria and processes should be on the views expressed by people who have been through the process as students or educators.
Aim: The aim of this study was to analyse the selection criteria and processes followed by nursing colleges in the Gauteng Province to admit students into Basic Nursing Diploma Programme with the view of proposing selection criteria and processes that would secure the admission of the best candidates to this programme in public nursing colleges in Gauteng Province.
Design: Quantitative descriptive survey design with self-completion
questionnaire was used to generate data for this study. Out of 571 questionnaires distributed, 492 were returned and considered for analysis. Summary descriptive statistics were performed using SPSS version 21.
Results: Four of the 13 items analysed were viewed by more than 70% of the respondents as less important and irrelevant to the selection of best candidates for nursing professional education. Proposal for changes supported by the rational for these changes were made by the respondents.
Conclusion and Recommendation: The study proposed a framework that could guide the provincial authority in developing admission criteria that will ensure the selection of best candidates for Basic Diploma Nursing Programme in the province.Health Studies
M.A. (Nursing Science)
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Thorlakson, Deborah. "Care of the AIDS patient : a study of the psychological impact on second year diploma nursing students in Manitoba." 1989. http://hdl.handle.net/1993/9609.
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Enns, Tina. "Effects of systematic assignment to dying clients on death anxiety and attitudes toward care of the dying in diploma nursing students." 1988. http://hdl.handle.net/1993/9531.
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Motsa, Glory Ncamsile. "Professional nurses expectations regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland clinical facilities." Thesis, 2014. http://hdl.handle.net/10210/9689.
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M.Cur. (Nursing Education)The competence of the newly qualified comprehensive diploma nurses has been a cause for concern to professional nurses in Swaziland. Once the diploma graduate nurses are deployed in the clinical health facilities, they tend not to display the expected competence when providing care to patients. This compromises the quality of care given to patients. The purpose of the study is to explore and describe the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland rural clinical health facilities, in order to formulate strategies to improve their competence and subsequently improve nursing practice in general. A contextual, qualitative, exploratory, and descriptive research design was employed to explore the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in the Swaziland rural clinical facilities, thereby formulating strategies to improve practice. A purposive sampling method was used to select professional nurses in the rural clinical facilities of Swaziland who meet the inclusion criteria. The data was collected through focus group interviews. The focus group interviews were directed by the research questions. Data was analysed using the open coding qualitative method of data analysis as described by Tesch (in Creswell, 2007: 154 – 156). This method of data analysis was applied to reduce data from interview transcriptions into themes and categories. Trustworthiness was ensured by using the four criteria described by Lincoln and Guba’s model (1985), namely: credibility; transferability; dependability; and confirmability. Ethical considerations were in accordance with the Faculty of Health Science Committee for Academic Ethics (2005). The researcher obtained approval to conduct the study from the University Higher Degree and Ethics Committee, Scientific and Ethics Committee in Swaziland.
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VOBORNÍKOVÁ, Gabriela. "Zdravotní pojištění a úhrada ošetřovatelské a rehabilitační péče poskytované v zařízeních sociálních služeb." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-49020.
Повний текст джерелаАнотація:
The topic of my diploma thesis is Health insurance and reimbursement for nursing services and rehabilitation care provided in social services facilities. I chose this topic not only because social services and related fields are currently very topical but also because I wanted to find out what changed whit regard to social services facilities with the arrival of the possibility of funding nursing and rehabilitation care. I wanted to explore opinions of people who work in this field and encounter such issues on a daily basis. Since the possibility of reimbursement for nursing and rehabilitation care has been in the Czech Republic for a relatively short period of time, I assumed that the collection of data would bring new insight into the matter. The theoretical part of my thesis deals with social services and subjects that establish and provide social services. Furthermore, I also discuss the main aims of social services. Next chapter deals with the funding of social services and the factors that help improve the quality of social services. This is followed by the description of nursing and rehabilitation care in residential care facilities. This part focuses closely on the new legal regulation and the types of residential care facilities and also analyses the term competence for the performance of health profession. The practical part of the thesis contains the results of my research work. It describes the methodology (in order to achieve the goal established and to confirm, or reject the hypotheses, I did a questionnaire-based survey and performed the secondary analysis of data). The group studied included all facilities that met the following condition: they had to be residential social services facilities located in the South Bohemian Region. The aim of my work was to find out whether the change in the legal regulation helped improve the funding of nursing and rehabilitation care in residential care facilities. It follows from my research that the possibility of reimbursing for rehabilitation and nursing care from public health insurance means more resources for a social services facility. Furthermore, the obligation to charge a particular health insurer a fee for health care implies more administrative work for the facility. I conclusion, the hypotheses suggested were confirmed and the goal of the work was achieved. My diploma thesis can serve as a full-range source of information for the facilities providing social services. It can also become a useful study material for other students.
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VRZALOVÁ, Monika. "Role sestry ve screeningu deprese u seniorů." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-260905.
Повний текст джерелаАнотація:
The diploma thesis deals with problems of depression in older people. Mainly the work is focused on identifying and analyzing the role of nurses in screening for depression in older people in primary care, acute care, long-term care and home care. This thesis was focused on theoretical direction and was used the method of design and demonstration. In this thesis was set one main goals with five research questions. The main goal was to identify and analyze the role of nurses in screening for depression in the elderly. RQ 1: What is the role of the nurse in screening for depression in the elderly? RQ 2: What is the role of the nurse in the primary care in screening for depression in the elderly? RQ 3: What is the role of the nurse in screening for depression in hospitalized patients in acute care? RQ 4: What is the role of the nurse in screening for depression in seniors in long-term and home care? RQ 5: What rating scales and methods are used in screening for depression in the elderly? The thesis introduce the concept of depression. The following are specified the causes of and the important factors that affect depression in the elderly. It also deals the differences in the clinical symptomatology of depression in old age. It explains possibilities and various barriers in the diagnosis of depression. Another chapter introduces complete geriatric examination, diagnostic classification systems, possible screening methods and scales for detection of depression in the elderly population. It also deals methods of pharmacological and non-pharmacological treatment and its possible complications associated with older age. By reason of increased suicide rate caused by depressive disorder the issue of suicidal behavior in the elderly is introduced. The next chapter deals with the nursing process, which is used by nurses in practice. It consists of the evaluation of the patient's health condition, making nursing diagnosis, creating nursing plan and subsequent implementation and evaluation. The nursing process is also needy for providing quality care. The nursing process in the stage of nursing diagnosis, introduces possible nursing diagnosis for a patient suffering from depression, which are based on the latest classification. Finally is described the role of nurses in screening for depression in the elderly in different health facilities and their contribution to the timely evaluation of depression in the elderly. This chapter introduces the role of nurses, nursing screening and collaboration with a physician. The role of nurses in screening for depression in different medical facilities is based on the first phase of the nursing process of assessment. On the basis of objective and subjective information, the nurse will assess the overall health and mental condition of the patient. Primarily, it was investigated what is the role of the nurse in screening for depression. On the basis of content analysis and synthesis it was necessary to used and processed domestic and foreign literature. A number of relevant sources are the results of various studies and Meta-analyzes, mostly from abroad, but also from the Czech Republic. The thesis can serve as a basis for nurses. The result of this thesis is to create e-learning material available for students in the Faculty of Health and Social Sciences of South Bohemia in Ceske Budejovice in the tutorial called Moodle.