Felicity M. Daniels

Clinical learning experiences of male nursing students in a Bachelor of Nursing programme" Strategies to overcome challenges

Background Male nursing students are faced with more challenges in the clinical setting than their female counterparts. The ways in which male nurses are viewed and received by nursing staff and patients have an impact on how they perceive themselves and their role in the profession. These perceptions of self have a significant impact on their self-esteem. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem. Objectives To describe the learning experiences of male nursing students during placement in clinical settings, and how these impact on their self-esteem. Method A qualitative, exploratory study was conducted. Purposive sampling was used to select participants. Three focus group (FG) discussions, consisting of six participants per group, were used to collect data. Data analysis was conducted by means of Coliazzis (1978) seven steps method of qualitative analysis. Study findings The following three major themes were identified: experiences that related to the constraints in the learning environment, the impact on the self-esteem, and the social support of students working in a female-dominated profession. Conclusion Male nurses should be supported in nursing training, as the rate at which males enter the profession is increasing.

Predictors of academic performance among second-year nursing students at a university in the Western Cape

Students with low grades in high school science related subjects as well as those that obtained low grades in their first year of study should be given the necessary support to avoid the risk of unsatisfactory academic performance. The performance of nursing students is a diverse topic that needs further investigation at more nursing institutions and at various levels of undergraduate programmes. This study describes the predictors of academic performance among second-year nursing students at a university in the Western Cape. A non-experimental quantitative research approach with a cross-sectional predictive design was carried out to determine the relationship between predictor variables and academic performance of second-year Bachelor of Nursing students (n=226). A multiple-linear regression analysis was done to determine which variables best explains the variations in the students’ academic performance. The study found that the cognitive variables had the strongest predictive power in association with academic performance in comparison to the demographic variable, besides race which rejected the null hypothesis.

Performance in grade 12 mathematics and science predicts student nurses’ performance in first year science modules at a university in the Western Cape

Background The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence. Aim The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. Method A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman’s rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. Results The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions. Conclusion Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

The experiences of students, academics and managers regarding institutionally driven collaborative models between higher education institutions in health professions degree programs: a qualitative systematic review protocol

Review question What are the experiences of students, academics and managers regarding institutionally driven collaborative models in health professions degree programs between higher education institutions (HEIs) nationally and internationally? The qualitative objectives are to: To improve the collaboration model of the Common Teaching Platform for possible adoption by collaborative partners. Background In South Africa (SA) and the world over, rationalization of program offerings in higher education has led to the need for inter‐institutional, inter‐professional and intra‐professional collaboration. The rational, effective utilization of already scarce resources, both material and human, is highlighted in most instances. In South Africa, scarce resources and attempts, post‐apartheid, to level the playing fields in higher education required a review of practices, institutions and values in terms of their appropriateness in the new democratic era.1 The Minister of Education proposed that the education system be governed and funded as a single national coordinated system to overcome fragmentation, inequality and inefficiency, and become a system which contributes to building a better life for all citizens.1 This meant that the mission, vision and goals of many institutions needed to be revisited, renewed and consolidated to establish the possibility of mergers, closures and the development of new institutional forms including collaborations. The new educational landscape was crafted on the basis of a thorough assessment of the capabilities of each institution with regards to teaching, research and services. It was envisaged that restructuring of the higher education system would mean increased and broadened participation to overcome fragmentation, inequality and inefficiency reminiscent of the apartheid past. It was also hoped that restructuring through mergers, incorporations and collaborations would reduce the duplication and overlap of program delivery in the region and underutilization of resources. Furthermore, the non‐existence of higher education institutions within certain provinces would be addressed. According to the Council on Higher Education, South Africa did not have the human and financial resources to sustain the demands on the higher education sector in its old form.2 The Minister of Education envisaged that collaboration in program development and delivery, and rationalization would result in enhancing diversity in the provision of higher education program and reduce costs within the region. Furthermore, the collaborative use of academic expertise and human resources would strengthen programs.3 Collaborations and mergers are not synonymous concepts. Mergers refer to joining, amalgamations, incorporations and combining of institutions in an attempt to reduce the number of institutions. Collaboration implies a partnership or teamwork. This refers to institutions in a region combining their expertise, efforts and infrastructural resources in the delivery of higher education programs while remaining separate institutions. Restructuring in the Western Cape was planned through program and infrastructural co‐operation, the rationalization of programs offered by the five higher education institutions in the region (three universities and two technikons) and collaboration in infrastructural development. Higher education institutions in the Western Cape including those offering nursing education, which was identified as a priority for academic program collaboration, were not spared the challenge of reviewing the program offerings in the region. The Cape Higher Education Consortium (CHEC), which represents the five higher education institutions in the Western Cape ‐ University of Cape Town, University of Stellenbosch, and University of the Western Cape, Cape Technikon and Peninsula Technikon ‐ highlighted the rationale and purpose for collaboration in the region. They suggested that there would be substantial benefits to higher education in the Western Cape, and additional benefits to geographically proximate institutions, if they could co‐operate in a structured and intentional way. Nursing education, within the context of transformation in the higher education sector, was identified as a priority for academic program collaboration in the country in general and the Western Cape in particular. The Minister of Education at the time, Kader Asmal, announced in December 2002 that based on restructuring plans, with effect from 2005, the University of the Western Cape and the new institution, Cape Peninsula University of Technology (CPUT), resulting from the merger of the Cape and Peninsula Technikons, would be the only enrolling institutions for undergraduate nursing education in the Western Cape. This meant that both the universities of Cape Town and Stellenbosch would no longer enroll undergraduate nurses but contribute through combining their strengths in a collaborative way with UWC to train nurses in the region.4 A Common Teaching Platform for undergraduate nursing through collaboration Further developments to the Minister of Educations proposal for undergraduate nursing in the Western Cape were proposed by the CHEC. The Cape Higher Education Consortium argued that the demand for qualified nurses in the region needed to be addressed by all its member institutions.5 The Consortium also envisaged that an integrated undergraduate nursing platform, later referred to as the Common Teaching Platform (CTP), would benefit from the combined strengths of all participating institutions in terms of expertise and resources to produce the required number of appropriately qualified and registered nurses. The Cape Higher Education Consortium submitted a proposal to the Minister of Education in October 2003 to construct a regional platform for undergraduate nursing education. The Minister of Education accepted the proposal of the model, whereupon a Memorandum of Understanding (MoU) was drawn up. This MoU was the binding agreement regarding specific collaborative initiatives between the parties.5 The Common Teaching Platform for undergraduate nurses in the Western Cape was then established in 2005. The first cohort of 300 first year students who registered on the CTP in 2005 completed their degree at the end of 2008. The experiences and challenges relating to the collaboration between the higher education institutions led to the need to evaluate the effectiveness of the CTP. Evaluation of the effectiveness of collaboration between universities in the Western Cape After the CTP had been in existence for five years an evaluation of its effectiveness was needed. The evaluation was informed by the experiences of the students, lecturers, heads of nursing departments/schools, deans and deputy vice‐chancellors participating on the Common Teaching Platform as well as current and former chief executive officers of CHEC.6 The results of this study were used to inform the development of a model of collaboration. It is acknowledged that before the model is implemented, the model should be benchmarked against other existing models of collaboration within health professions education through a qualitative systematic review. While there is evidence of systematic reviews conducted on inter‐professional models of collaboration, none have been published on health professions education per se. It is envisaged therefore that the reviewing and analysis of a pool of studies through a systematic review will uncover important aspects of collaboration in general which could be included in the developed model before it is implemented. A collaboration best practice model is therefore expected to emerge from the systematic review which could culminate in the development of a policy for collaboration for adoption by collaborative partners. The findings of the systematic review will therefore benefit all collaborative initiates in future, and not limited to health professions education.

Nurse educators' experiences of case-based education in a South African nursing programme

Background A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. Aim The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. Methods A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. Results Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. Conclusion It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.

GUIDELINES FOR THE PREPARATION OF NURSE EDUCATORS OR HEALTH PROFESSIONAL EDUCATORS

The move of nursing education to higher education is regarded as one of the most transformative achievements in nursing in South Africa. In South Africa, as in countries across the globe, nursing is faced with human resource challenges. Such challenges are not limited to nurse shortages but to a shortage of nurse educators which is anticipated to be further impacted by the high number of nurse educators who are close to retirement. The shortage of nurses in the country therefore necessitated an increase in the recruitment of potential nurses, and a concomitant increase in the number of nurse educators to prepare these nurses. A team elected by the Forum for University Nursing Deans in South Africa (FUNDISA) was tasked firstly to explore the relevance and quality of the preparation of nurse educators before attending to the up-scaling of production of nurse educators. The task team conducted a survey amongst newly-qualified educators, heads of Nursing Education Institutions (NEIs) employing newly-qualified educators, and heads of nursing schools in Higher Education Institutions (HEIs) which prepare nurse educators. A workshop was also conducted at a FUNDISA business meeting to analyse current nursing education programmes within HEIs. Many gaps were identified across the nursing education programmes offered and recommendations for improvement were made by participants. The Task Team then met to develop guidelines for educators of health professionals based on the survey and workshop input. The guidelines developed by the task team include requirements for entry to the programme; the prescribed body of knowledge for health professional education including theoretical foundation of Health Professional Education, curriculum development, didactics, clinical teaching and learning, management of health professional education and the history and contemporary issues related to nursing education; practical requirements; level descriptors and a range competencies.