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Biomedical subjects

H I Brink

Publications and source records attributed to H I Brink.

17 recordsLinked to original sources
PubMed2001

Application and evaluation of a combination of socratice and learning through discussion techniques.

This article has its genesis in the inquirer's interest in the need for internalizing critical thinking, creative thinking and reflective skills in adult learners. As part of a broader study the inquirer used a combination of two techniques over a period of nine months, namely: Socratic discussion/questioning and Learning Through Discussion Technique. The inquirer within this inquiry elected mainly qualitative methods, because they were seen as more adaptable to dealing with multiple realities and more sensitive and adaptable to the many shaping influences and value patterns that may be encountered (Lincoln & Guba, 1989). Purposive sampling was used and sample size (n = 10) was determined by the willingness of potential participants to enlist in the chosen techniques. Feedback from participants was obtained: (1) verbally after each discussion session, and (2) in written format after completion of the course content. The final/summative evaluation was obtained through a semi-structured questionnaire. This was deemed necessary, in that the participants were already studying for the end of the year examination. For the purpose of this condensed report the inquirer reflected only on the feedback obtained with the help of the questionnaire. The empirical study showed that in spite of various adaptation problems experienced, eight (8) of the ten (10) participants felt positive toward the applied techniques.

Education, Nursing, Baccalaureate↗
PubMed2000

A model for facilitation of critical reflective practice: Part I--Introductory discussion and explanation of the phases followed to construct the model.

The purpose of this inquiry was to construct a model for facilitation of critical reflective practice, based on thorough analysis of the main concepts (critical thinking and reflection), related viewpoints, models and theories; and the data gathered and analyzed during, the naturalistic inquiry. The constructed model evolved from empirical observations, intuitive insights of the inquirer and from deductions combining ideas from several fields of inquiry. The model for facilitation of critical reflective practice postualates that practitioners have the inherent potential to change from auto-pilot practice to critical reflective practice. The purpose of the model is the facilitation of heightened awareness of the self, to enable health care professionals to consciously meet community needs and expectations. The desired outcome is transformative intellectuals who will strive to empower others to become critical reflective learners and practitioners themselves. The process followed during the construction of the model and the constructed model will be discussed in three (3) articles, namely: A model for facilitation of critical reflective practice: Part I--Introductory discussion and explanation of the phases followed to construct the model. A model for facilitation of critical reflective practice: Part II--Conceptual analysis within the context of constructing the model. A model for facilitation of critical reflective practice: Part III--Description of the model.

Attitude of Health Personnel↗
PubMed1989

Registered nurse tutors perception of their role.

The aim of this study was to determine how the registered nurse tutor in the Republic of South Africa perceives her role and how her role perception compares with the role expectations laid down by nurse leaders. A further question was whether a discrepancy existed between the tutors ideal role perceptions and her perceptions of whether the roles are actually performed. A survey by questionnaire was the method of investigation used. A random sample stratified by population group and gender was selected from all nurses who had the additional qualification of nurse tutor entered against their name in the register of the S.A. Nursing Council. The responding sample comprised 233 registered nurse tutors. Both descriptive and inferential statistics were used for the analysis of the responses. The findings suggested that the majority of registered nurse tutors perceived most of the role activities advocated by nurse leaders as ideal role activities. However, a considerable number of respondents still consider the traditional teacher-centered role as ideal. Only one-half of the respondents considered the scholarly role to be a distinct role component of the nurse tutor. Statistically significant differences between ideal and actually practised role perception scores were found on almost all role activities.

Faculty, Nursing↗
PubMed1989

The masters degree in departments of nursing science at South African universities: types, growth and policy differences and similarities.

In this exploratory study nine masters programmes in nursing were surveyed to establish the types of programmes available, the growth of masters students over the years and the policies governing each programme. Data were collected by means of a questionnaire developed by the investigator. From the findings it could be established that considerable variation existed in the type of form of degree offered, that growth was steady but slow and that both similarities and differences existed in the policies of the departments. Several areas were identified for additional research.

Academic Dissertations as Topic↗
PubMed1989

The term preceptor: its interpretation in South African nursing colleges and international nursing literature.

The purpose of this study was two-fold, namely: 1) to obtain clarity on the meaning of the term preceptor, and 2) to establish how the term preceptor is interpreted in the nursing colleges of the RSA and to ascertain whether this interpretation is consistent with the general connotation of the term in contemporary nursing literature. Dictionaries and relevant contemporary nursing literature formed the unit of analysis for obtaining clarity on the meaning of the term preceptor, while the unit of analysis for the second section of the study comprised responses of nursing college principals to a questionnaire. The data obtained in the investigation indicate that the term has acquired a specific connotation within the international nursing context and that specific defined attributes distinguishes it from the broad and general definition found in standard dictionaries. Within the South African nursing context the term preceptor has not yet acquired a specific connotation, but appears to mean different things to different people.

Education, Nursing, Baccalaureate↗