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dc.contributor.advisorMtshali, Ntombifikile Gloria.
dc.creatorPillay, Padmini.
dc.date.accessioned2011-08-15T09:51:50Z
dc.date.available2011-08-15T09:51:50Z
dc.date.created2005
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/10413/3417
dc.descriptionThesis (M.N.)-University of KwaZulu-Natal, Durban, 2005.en
dc.description.abstractThe purpose of the study was to describe the nature of clinical supervision and support provided to bridging programme students in the clinical settings. A descriptive and an exploratory design were most appropriate. There were one hundred-and-twenty-two participants in the study. Data was collected by means of a questionnaire and a critical incident report. The questionnaires included semi-structured questions where the respondents were able to discuss the effects of clinical supervision and teaching behaviours that would enhance learning during clinical accompaniment. The subjects were the second year students in the bridging programme. Only those students who consented participated in the study. The campuses that were used were the Prince Mshyeni College of Nursing, Netcare Nursing Academy and Afrox College of Nursing. These campuses were conveniently selected because they were in the greater Durban area and were thus easily accessible to the researcher. Students described the positive and negative experiences they received from the clinical supervisor and the ward staff. Positive experiences included the feelings of confidence, and the gaining of interpersonal skills. Gaining self- confidence as a nurse is an essential aspect of the student nurse's professional development. The negative experiences were that the students were treated as the normal workforce because of their experience as enrolled nurses. The challenges of clinical supervision are to help the student to evaluate critically the effect of actions taken, to assist him/her to perform procedures skilfully and to enable him/her to relate to patients in an ethical and caring manner. The critical incident analysis revealed that the student nurses continued to use informal support networks as well as their supervision sessions to discuss clinical issues. Respondents reported an enthusiasm for the opportunity to talk meaningfully to a trusted colleague about personal circumstances at work. Such opportunities were particularly welcomed by nurses who wished to reflect upon their own practices with patients, especially when dealing with clinical conditions that were upsetting, or otherwise challenging. Respondents pointed out that more time would make clinical supervision sessions longer and more effective.en
dc.language.isoenen
dc.subjectClinical medicine--Study and teaching.en
dc.subjectExperiential learning.en
dc.subjectNursing--Study and teaching.en
dc.subjectTheses--Nursing.en
dc.titleAn analysis of clinical supervsion [sic] and support for bridging programme students in the clinical settings in the greater Durban area.en
dc.typeThesisen


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