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Theses and dissertations (Health Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/12

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    Exploring the supernumerary status of student nurses in the clinical learning environment at two selected private nursing colleges in Durban, Kwa-Zulu Natal
    (2022-05-13) Naidoo, Roshini; Razak, A.; Naidoo, V.
    Background Nursing is a practice whereby learning in the clinical environment is just as important as the theoretical component. While specialised training and an abundance of knowledge and skill is required to synchronise patient care with the increased burden of disease globally, a report by the International Council of Nurses, has found that major changes in any healthcare system necessitates the need for nurses to upskill and acquire knowledge for the transition from a novice nurse to an expert. This has made clinical supervision necessary for the experiential foundation for nursing knowledge, skills, and values, allowing it to be to be integrated and applied in the clinical environment. Purpose of the study The purpose of the study was to describe the current role of student nurses registered in the Diploma in General Nursing programme and to explore the perceptions of student nurses of their supernumerary role in the clinical learning environment. Methodology A qualitative, exploratory, descriptive design, was adopted, to explore the supernumerary status of student nurses in the clinical learning environment at two selected private nursing colleges in Durban, a city in the province of KwaZuluNatal, South Africa. Data was collected from in-depth, one-on-one interviews with twenty student nurses and the findings were analysed using Creswell’s step-bystep approach to data analysis. Findings Four major themes that emerged from the data analysis were a) Integration of theory and practice; b) Influences relating to the teaching and learning area; c) Supervision of nursing students; d) Communication. Conclusion Nursing care is a core element in the clinical environment as knowledge and skills are an integral part of clinical practice in a healthcare facility. Patient care has been given top priority in South Africa by SANC, Department of Health (DoH) the Council on Higher Education (CHE), legislation, guidelines, procedures and programmes, hence there was a need to change the nursing curriculum in 2020. The findings of this study hopefully, will generate awareness for the need to support and guide student nurses in achieving the specific learning outcomes as stipulated in the SANC curriculum, by allowing clinical practice opportunities. Therefore, an understanding of the evolving changes in the SANC curriculum regarding student nurses functioning under a supernumerary status in the clinical learning environment, will significantly contribute to the accomplishment of competent graduate nurses rendering holistic patient care.
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    The evaluation of integrated management of childhood illnesses training for learner nurses in KwaZulu-Natal College of Nursing
    (2014-06-13) Jacpasad, Neervani; Sibiya, Maureen Nokuthula; Sokhela, Dudu Gloria
    South Africa is one of 12 countries where the under-five child mortality rate has increased. In response to this challenge, the WHO and UNICEF in the 1990s developed Integrated Management of Childhood Illness (IMCI), a strategy to reduce child mortality and morbidity. IMCI training was launched in South Africa in 1998. Health care workers trained in IMCI face many challenges when applying the new integrated case management approach. Training settings tend to differ from the actual work environment. Simulation is practiced in an enclosed environment and certain assessments are not possible for example chest in drawing, level of consciousness, oedema amongst others. In South Africa, there has been limited research on IMCI in-service and pre-service training and no research has been conducted regarding the training of student nurses on IMCI and follow up of these learners in the clinical field. Purpose of the study The purpose of this study was to evaluate the IMCI training of learners in the use of IMCI Guidelines in the KwaZulu-Natal College of Nursing (KZNCN). Methodology This study followed a descriptive quantitative approach and evaluates the training of the learners and the facilitation and training of lecturers with regards to IMCI in the KZNCN campuses. Data was collected using questionnaires for facilitators and learners on the three campuses. Results The findings of this study revealed that teaching and learning approaches used to facilitate IMCI were adequate except for clinical practice and theory which was reported to be insufficient.
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    Work integrated learning experiences of primary health care post basic nursing students in clinical settings
    (2014-05-28) Sibiya, Nontuthuzelo Elizabeth; Sibiya, Maureen Nokuthula
    Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.