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Author: search.filters.author.Mahlanze, Hazel ThokozaniHas files: Yes

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    Experiences of facilitators regarding the extended curriculum programme offered at a higher education institution in the province of KwaZulu-Natal in South Africa
    (AOSIS, 2018-09-20) Sibiya, Maureen Nokuthula; Mahlanze, Hazel Thokozani
    BACKGROUND:  Much like the rest of the world, student access and success are primary concerns of the South African higher education institutions, especially in the face of data that suggest that up to 50% of students do not successfully complete their course of study. Despite compulsory and free basic education for all South Africans, and increased government funding for education, there has been little impact on learner performance and the majority of primary schools remain poor. To improve access and success and in keeping with international practice, the Department of Nursing at the selected university of technology in 2013 offered for the first time the extended curriculum programme (ECP). To date, the impact of the programme has never been evaluated. OBJECTIVES:  The aim of the study was to explore the experiences of the facilitators regarding ECP in the undergraduate nursing programme. METHOD:  Guided by this, the current article describes a qualitative exploration of the experiences of six purposively selected facilitators regarding ECP in the Department of Nursing. In-depth interviews were conducted with the ECP facilitators. Tesch's method was used to analyse the data. RESULTS:  Four main themes emerged from the data: stigmatisation and lack of confidence, lack of self-will, additional workload of facilitators and gradual improvement of students' performance. The participants reported that although students displayed and verbalised negative attitude towards the ECP, the performance of students showed gradual improvement and thus a need to continue to offer the programme to increase access and success in higher education institutions. CONCLUSION:  It was concluded that ECP should continue to increase access and success in higher education institutions; however, there is a need for additional resources to support ECP students.
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    Experiences of facilitators regarding the extended curriculum programme offered at a higher education institution in the province of KwaZulu-Natal in South Africa
    (AOSIS, 2018-09-20) Sibiya, Maureen Nokuthula; Mahlanze, Hazel Thokozani
    Much like the rest of the world, student access and success are primary concerns of the South African higher education institutions, especially in the face of data that suggest that up to 50% of students do not successfully complete their course of study. Despite compulsory and free basic education for all South Africans, and increased government funding for education, there has been little impact on learner performance and the majority of primary schools remain poor. To improve access and success and in keeping with international practice, the Department of Nursing at the selected university of technology in 2013 offered for the first time the extended curriculum programme (ECP). To date, the impact of the programme has never been evaluated. OBJECTIVES: The aim of the study was to explore the experiences of the facilitators regarding ECP in the undergraduate nursing programme. METHOD: Guided by this, the current article describes a qualitative exploration of the experiences of six purposively selected facilitators regarding ECP in the Department of Nursing. In-depth interviews were conducted with the ECP facilitators. Tesch's method was used to analyse the data. RESULTS: Four main themes emerged from the data: stigmatisation and lack of confidence, lack of self-will, additional workload of facilitators and gradual improvement of students' performance. The participants reported that although students displayed and verbalised negative attitude towards the ECP, the performance of students showed gradual improvement and thus a need to continue to offer the programme to increase access and success in higher education institutions. CONCLUSION: It was concluded that ECP should continue to increase access and success in higher education institutions; however, there is a need for additional resources to support ECP students.
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    Guided reflection: A valuable tool for improving undergraduate student nurses’ levels of reflection
    (AFAHPER-SD, 2015-10) Mahlanze, Hazel Thokozani; Govender, S.; Sibiya, Maureen Nokuthula
    In 2011, the undergraduate nursing programme at the Durban University of Technology introduced reflective journal writing. Students submitted journals of poor quality which lacked reflection, thus motivating the need to improve the levels of reflection by introducing a structured guide developed from Gibb’s reflective cycle. Using a purposive sampling approach, forty students volunteered their reflective journals to be used for the study. During their clinical placements, each participating student wrote and submitted two reflective journals. Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. The students initially struggled with the last three phases of Gibb’s framework, but improved following feedback and guidance. Levels of reflection and development of reflective practice could be enhanced if all educators participate actively in guiding and supporting students during the writing of their reflective journals.
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    Evaluation of the use of guided reflective journals during clinical learning and practice by undergraduate nursing students at the Durban University of Technology
    (2015-03-05) Mahlanze, Hazel Thokozani; Govender, S.; Sibiya, Maureen Nokuthula
    Background The Council for Higher Education and the South African Nursing Council accredit institutions with learning and assessment practices which aim to develop and prepare graduates to be critical thinkers. The undergraduate nursing programme at the Durban University of Technology introduced the writing of reflective journals by their students in 2011. Students submitted journals of poor quality which lacked reflection. Aim of the study The purpose of this study was to evaluate the use of guided reflective journals by assessing the levels of reflection of the undergraduate nursing students during clinical learning and practice. Methodology An exploratory sequential mixed methods design, using quantitative and qualitative paradigm, was used for this study. A purposive sample of 40 participants was used to collect data. A perceptions questionnaire was administered to the 40 participants to determine their perceptions on how they experienced writing of the reflective journals. Content analysis was used to analyse the written content of the reflective journals. Descriptive statistics such a Chi-square goodness of fit and Wilcoxon Signed Ranks test were used determine levels of reflections and the differences in the first and second journals. Lincoln and Guba’s 1985 criteria for trustworthiness were applied to the study. Results Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. Furthermore, the participants generally expressed writing of reflective journals as a valuable tool in professional, personal development as well as clinical learning. Levels of reflection and development of reflective practice will be greatly enhanced if all involved in nurse education will actively participate in encouraging writing of reflective journals by student nurses.