Isabella M. Coetzee

A conceptual framework for educational design at modular level to promote transfer of learning

Students bridge the theory–practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.

The support needs of high-risk antenatal patients in prolonged hospitalisation.

OBJECTIVE to identify and describe the support needs of high-risk antenatal patients hospitalised for more than five days. DESIGN a qualitative, explorative and descriptive design. In-depth interviews were conducted with pregnant women during their stay in hospital until data saturation was reached. SETTING an antenatal unit in a private hospital in Gauteng Province, South Africa. PARTICIPANTS 11 antepartum women who had been hospitalised for five days or more and were of any gestation period. FINDINGS three main themes emerged: (a) a need for social support; (b) improvement of the environment; and (c) assistance with emotional adaptation and acceptance of prolonged hospitalisation. KEY CONCLUSION prolonged hospitalisation of high-risk antenatal patients disrupts the usual adaptation to pregnancy. These patients develop specific needs during hospitalisation. Findings suggest that the length of hospitalisation influences the specific support needs of antenatal patients. IMPLICATIONS FOR PRACTICE this study identified a link between social and environmental support, emotional adaptation, acceptance of hospitalisation of high-risk antenatal patients and improvement of their health status. Through reflection on these themes, recommendations can be made and strategies implemented to meet the support needs of high-risk antenatal patients.

APPRECIATIVE EDUCATION TO ENHANCE QUALITY OUTPUTS THROUGH ASSESSMENT AND FEEDBACK PRACTICES

Higher education is experiencing a time of change that is rife with challenges. The times call for educators in the nursing profession to facilitate learning in a way that students are empowered to become future leaders in the profession. Appreciative inquiry is an emerging educational method that is used to bring about organisational transformation in the teaching and learning arena. It is an approach to learning where emphasis is laid on positive aspects about learning rather than negative aspects. The purpose of this article is to explain how appreciative education is implemented in nursing education institutions including the assessment and feedback practices to enhance outputs.