PubMed Health⌕ Search

Biomedical subjects

N S Gwele

Publications and source records attributed to N S Gwele.

12 recordsLinked to original sources
PubMed2001

Graduates' perceptions of their midwifery training during the four year comprehensive nursing diploma.

Since its inception in 1986, the Comprehensive Nursing Diploma has received many criticisms from registered nurses, who graduated from the pre-existing programmes. This study attempts to examine the perceptions of graduates from this training programme, towards their midwifery education in terms of its adequacy in preparing them for midwifery practice. Twenty-nine graduates of the four year Comprehensive Nursing Programme completed self-administered questionnaires. Data was analysed by means of descriptive and inferential statistics, namely the paired t-test and the Wilcoxon test for matched pairs. Qualitative data was analysed to determine emerging themes and patterns. Differences in competence ratings on entry into midwifery units and those a year later, were significant at p = 0.0001. It was found that graduates appear to have a positive perception of the midwifery component of their training programme. They found the theory aspect to be more than adequate in preparing them for their professional roles. However, with regards to clinical exposure, it was felt that the time period was too short and needed to be extended in order for them to attain clinical proficiency.

Adult↗
PubMed2000

Online teaching and learning in a graduate course in nursing education.

Information technology has a potential to be the answer to one of Africa's most pressing problems-providing education to a number of geographically dispersed learners, who currently have to leave their countries for a number of years in order to pursue their studies elsewhere. The School of Nursing at the University of Natal launched an online graduate course in nursing education at the beginning of the year 2000 for the first time as part of a masters degree programme. A number of lessons have been learned from this experience. Firstly, it took too long to arrive at 'closure' on discussion of any one particular theme. There seemed to be a perpetual feeling of never "completing" teaching/learning tasks. Ordinarily, in a face-to-face (f2f) classroom, a particular theme or topic is scheduled for a particular lecture period. More often than not, whether clarity and/or resolution has been attained, the discussion moves on to the next theme, or topic. This has not been easy to do in computer mediated communication (CMC). The students' contributions, however, seemed more thought out and more focused than had been the case in the f2f classes. Secondly, the essentiality/importance of structure became apparent very early. After an initial tentative and slow start, once the students felt comfortable with the computer "classroom", the bulletin board was flooded with messages, necessitating re-thinking the original structure.

Attitude of Health Personnel↗
PubMed1998

Perceptions of student nurses of their personal and academic development during placement in the community as a clinical learning environment.

A descriptive survey was conducted to investigate the perceptions of student nurses about the community as a clinical learning environment. Thirty nine students (21 second years and 18 third years) participated in the study. A seven-point Likert scale questionnaire was used to obtain data on how nursing students perceived the community as a clinical learning environment in facilitating their personal and academic development. The questionnaire items were categorised according to (a) independence on learning, (b) opportunities for learning, (c) peer support, (d) organisational support, (e) quality of supervision, (f) role clarity, and (g) satisfaction with chosen career.

Analysis of Variance↗
PubMed1996

Concerns of nurse educators regarding the implementation of a major curriculum reform.

This comparative descriptive study used the self-administered stages of concern questionnaire, a diagnostic dimension of the Concerns Based Adoption Model, to measure the stages of concern of nurse educators (n = 93) at four nursing colleges regarding implementation of a new comprehensive basic nursing programme (CBNP). Data were analysed using the guidelines from the manual designed by Hall et al. The MANOVA was used to measure variations between colleges in high and low stages of concern by (a) timing of adoption, (b) perceived level of experience with the CBNP and (c) training in use. Differences between colleges in timing of adoption were significant in intensity of lower stages of concern (awareness, informational, personal and management) only. Concerns of inexperienced users were significantly higher than those of experienced users on both lower and higher stages of concern. Training in teaching a comprehensive basic nursing programme failed to effect significant differences in intensity of concerns among nurse educators.

Analysis of Variance↗
PubMed1996

Levels of use of selected components of the comprehensive basic nursing programme.

Change in nursing education in South Africa has been characterised by the predominance of the use of power-coercive strategies to effect change. Changes in nursing curricula are legislated through the South African Nursing Council. The Comprehensive Basic Nursing Programme (CBNP) became mandatory for all institutions offering basic professional nurse preparation education programmes in this country in 1985. This was a comparative descriptive study aimed at examining the levels of use of 47 nurse educators at four nursing colleges regarding their behaviours and skills in implementing four selected components of the CBNP. The components of the CBNP which formed the focus for this study were teaching to produce nurses capable of (a) rendering comprehensive health care, (b) nursing holistically, (c) thinking critically, and (d) learning independently. The Levels of Use diagnostic dimension of the Concerns Based Adoption Model (CBAM) developed by the CBAM staff (Hall & Hord, 1987; Hall & Loucks, 1977, Hord, 1987; Loucks, Newlove, & Hall, 1975) was used as a guideline for designing the interview schedules for each of the four components of the CBNP. Data were collected by means of interviews using focused interview schedules designed by the researcher. A large number of nurse educators were rated at or below mechanical Level of Use on teaching for CHC (n = 26), and critical thinking (n = 22). More than half the nurse educators interviewed reported that they were comfortable with their behaviours and skills concerning teaching for holistic nursing and developing independence in learning.

Curriculum↗
PubMed1996

The process-product dichotomy in education: relevance to nursing education.

Nursing education relies heavily on curriculum models originating in general education as a basis for curriculum design in nursing. As the content-product debate continues in general education, nurse educators will once again find themselves in a difficult situation of having to choose the best curriculum model in their efforts to reform nursing education. However, cognisance should be taken that whatever choices one makes, there are differences between professional education and general education. Although it might be appropriate for general education to choose a particular model because of its congruence with the curriculum designer's ideological views, many external forces impinge on professional education. Professional regulating bodies, the public and employers expect certain outcomes for professional education programmes. Nursing education programmes therefore should view the process and product models as alternatives rather than absolutes. There might be instances in which the process approach is suitable, whereas some programme aims might lend themselves perfectly to the product model.

Curriculum↗
PubMed1995

Views of leading nurse educators regarding the comprehensive basic nursing programme.

This article describes a Delphi survey amongst nurse educators in South Africa. The aim was to describe their perceptions regarding the reasons for the comprehensive basic nursing programme (CBNP), its aims and expected outcomes. There was general agreement that the programme was necessary, and that it was designed mainly to produce a nurse who could function in a comprehensive health service. Integration of information and economic arguments were also mentioned. Making available a nurse who can deliver a comprehensive service to all people, was also seen as the main aim of the programme. Independent learning, competency in a whole range of skills, the ability to function in a multidisciplinary team and high level cognitive skills were mentioned as additional aims.

Attitude of Health Personnel↗