Browsing by Author "Mtshali, Ntombifikile Gloria."

Now showing 1 - 20 of 31

An analysis of clinical supervsion [sic] and support for bridging programme students in the clinical settings in the greater Durban area.
(2005) Pillay, Padmini.; Mtshali, Ntombifikile Gloria.
The 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.
The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa.
(2011) Mthembu, Sindisiwe Zamandosi.; Mtshali, Ntombifikile Gloria.
Community based service-learning is one of the fastest growing reforms in higher education, especially in the field of health care. The increased interest in this phenomenon is based on the demands by government and society that higher education institutions should be more responsive to the needs of the community. Literature, however, reflects that service learning lacks a sound theoretical base to guide teaching and learning due to limited research in this area. This study was, therefore, aimed at exploring the phenomenon knowledge construction in basic nursing programmes in selected South African nursing schools with the intention to generate a middle range theory that may be used to guide the process of knowledge construction in community-based service-learning programmes. This study adopted a qualitative approach and a grounded theory research design by Strauss and Corbin. Two university-based schools of nursing were purposively selected to participate in the study. There were a total number of 16 participants. The collection of data was intensified by the use of multiple sources of data (participant observation, documents analysis and in-depth structured interviews). The data analysis process entailed three phases; open, axial and selective coding. The results of the study revealed that the phenomenon “knowledge construction” is conceptualised as having specific core characteristics, which include the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue and communities of learners. The findings showed that there are a number of antecedent conditions and contextual circumstances contributing to how knowledge is constructed in a community based service learning programme. The process of knowledge construction emerged as cyclical in nature, with students, facilitators and community members having specific roles to play in the process. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community based service learning programmes. These findings led to the generation of a conceptual model. Knowledge construction according to this model takes place in an environment which is characterised by interactive learning, collaborative learning, actively learning and inquiry-based learning through continuous reflective learning processes. The main concepts in this conceptual model include concrete learning experiences, continuous reflection, problem posing, problem analysis, knowledge deconstruction and knowledge generation, knowledge verification, knowledge generation, testing of generated knowledge and evaluation of generated knowledge. The sub-concepts include learning through senses, an initial situation, health-related triggers, social interaction, reflection-in action, reflection-on action, hypotheses generation, conceptualisation of learning experiences, information validation and community interventions. Recommendations were categorised into education and training of academic staff, application of the model and further research with regard to quality assurance in CBSL programmes as well as the use of other research designs for similar studies.
An analysis of the assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda.
(2007) Kayihura, Camille N.; Mtshali, Ntombifikile Gloria.
Assessment of clinical learning is imperative in order to ensure that those who become registered nurses are safe and competent practitioners. Assessment of clinical skills requires evaluation of the development of appropriate knowledge, skills and attitudes. Literature however reveals that the measurement of clinical skills performance continues to pose a challenge for nurse educators, the debate around the best assessment method in clinical learning, as well as, validity and reliability in assessing clinical learning is ongoing. This study was therefore aimed at exploring and describing current practices in assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda. The study was a quantitative descriptive exploratory design. Data were collected through the use of questionnaires. Nurse educators, students and external examiners were asked to report on the assessment strategies commonly used in Kigali Health Institute, their views about assessment strategies, and the strengths and weaknesses of clinical assessment strategies used in a nursing diploma programme in assessing practical competences of nursing students. The total number of participants who returned questionnaires in this study was 117. The results of this study revealed the commonly used assessment strategies included OSCEs (100%), case presentations (66%), direct observations (38%), standardized patients (31 %) and reflective diaries (2%). Furthermore, assessments were based on clinical learning outcomes. Assessments were conducted formatively and summatively to ensure validity in assessments and to ensure that a variety of clinical learning areas were assessed. Although there was no documented structured process of conducting clinical assessments, the findings revealed that the process included a number of phases; planning, preparation, implementation and evaluation phases. There were measures in place to ensure validity and reliability in assessments. The need for a policy on clinical learning assessment emerged so as to serve as a guide to ensure consistency in conducting assessments. The need to build the capacity of nurse educators and external examiners also came up as very few had educational preparation for their roles. Most of them were specialists in the discipline not in nursing education. The findings also revealed that not all nurse educators were involved in decision making regarding clinical assessments for quality assurance purposes. Issues such as welcoming of students on the assessment day, giving of instructions to students, time spent on performing tasks, feedback to students, returning to tasks which were not completed and improvising during assessments due to limited resources emerged as areas of concern. Recommendations made are related to the assessment process, the building of capacity of nurse educators and external examiners, preparation of students for clinical learning assessment, and further research for the in-depth exploration of this area.
An analysis of the utilisation of e-learning platform at a selected nursing school in Rwanda : a participatory action research study.
(2017) Harerimana, Alexis.; Mtshali, Ntombifikile Gloria.
Background: E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the internet in tertiary education is recognised. The use of technology is a policy directive in Rwanda. Aim of the study: The aim of this study was two-fold, that is to: (i) Collaboratively analyse the utilisation of the e-learning platform in selected nursing school campuses at University of Rwanda (UR), in Rwanda; (ii) Develop a middle-range theory on the implementation of e-learning in selected nursing school campuses at UR, in Rwanda. Methods: Participatory Action Research, and convergence parallel mixed methods (quantitative and qualitative data) also known as concurrent triangulation design were used, where quantitative and qualitative data were collected simultaneously as recommended by Creswell and Clark (2007). Quantitative data was analysed using SPSS 23, and for qualitative data, the framework of grounded theory by Strauss and Corbin guided the analysis. Triangulation of results was done in chapter six of discussion of the results. Results: The quantitative findings of this study indicated that in e-learning, a blended mode was used and included 40% of face-to-face, and 60% of online teaching. ICT was reported to be pivotal in teaching and learning. Of 44 nurse educators, 95.5% reported using ICT applications to prepare presentations for lessons; 95.5% reported using ICT to provide feedback and/or assess students’ learning. Of 227 students, 96.9% used the internet to access full web-placed courses, and 93% for communication with their lecturers. Qualitative findings reflected E-learning as the core phenomenon of the investigation. E-learning was conceptualised as a mechanism to advance a political agenda, as a student-centred approach, as blended learning, and as a tool to open access to education for working nurses and midwives. The context of e-learning in nursing education is subjected to both internal and external influences in which education, health and technology originate. Data from this study indicated a number of intervening conditions which influenced the process of developing the middle range theory. There are two major processes involved in this model: Catalyst agents and hybrid teaching and learning. The catalyst agent process focuses on institutional support for students and teachers. The process of hybrid teaching and learning represents the actual facilitation of teaching and learning, through two phases: course development, and course delivery. The outcome of this is to improve the quality of nursing education, to fast-track production of the nursing workforce, to enhance nursing care and services, to enhance collaborative partnership, and to promote lifelong learning. Conclusion: E-learning is inspiring many in nursing education, and its success depends on adequate technology-based tools and guidelines that can be used in the establishment of a supported network learning space by using technology in teaching and learning. Keywords: blended learning, web-based learning, e-learning, distance learning, ICT in education.
Barriers to cervical cancer screening programs among urban and rural women in Blantyre district, Malawi.
(2009) Kamphinda-Banda, Mary Malata.; McInerney, Patricia A.; Mtshali, Ntombifikile Gloria.
Despite the availability, accessibility and affordability of cervical cancer screening (CCS) in Malawi, many women do not utilize the CCS services. This research was conducted in Blantyre district, Malawi. The main objective of the study was to identify factors that act as barriers to the uptake of cervical cancer screening programs among urban and rural women in the Blantyre district of Malawi. A quantitative design was used and convenience sampling was applied in selecting a sample of 196 women from the population of women aged 18 and over in two Reproductive Health clinics, one urban clinic at Queen Elizabeth Central Hospital and one rural clinic at Mlambe hospital in Blantyre district, Malawi. A structured questionnaire was used to collect data. The questionnaire was translated from English into the local Chichewa language so that respondents were interviewed and responded in a language that they were able to comprehend. Analysis and discussion of findings are presented in five sections. Data were processed into numeric values using SPSS version 15.0 and Microsoft Excel to give meaning to the findings of the study. In order to test for statistically significant associations between variables, the Pearson correlation was applied. The study revealed that the main barrier to CCS was that women lack knowledge and information about cervical cancer and there is a lack of publicity about CCS services. Lack of knowledge was found in relation to - risk factors, prevention of, detection of and benefits of cervical cancer screening with a greater knowledge deficit being found in the rural women. Higher levels of education in both the urban and rural groups did not have a positive influence on the screening behaviours of the women. Commencing sexual intercourse at ages 15 to 19 years and having multiple sexual partners were the main risk factors to cervical cancer among the women in the study. It was also found that although rural women perceived themselves being very likely to be at risk of cervical cancer, this perception did not translate into CCS behaviour. v
A descriptive analysis of student engagement in a post-basic nursing education programme in one KwaZulu-Natal College of Nursing selected campus in the eThekwini district.
(2012) Ngema, Nelisiwe E.; Mtshali, Ntombifikile Gloria.
Background: There is a growing interest in the concept of student engagement in higher education institutions. Literature reflects that engagement is an important precursor to student learning and success and an antidote to low achievement and disengagement. However, student engagement may be a battle for some students who may not be familiar with the rules of engagement, and they may easily disengage. Purpose: The purpose of this study was to analyse and describe student engagement in post-basic programmes at one selected campus of the KwaZulu-Natal College of Nursing in the Ethekwini District. Research Methodology: A quantitative approach and non-experimental, descriptive exploratory research design were used in this study. A total of 179 post-basic students participated in the study and data was collected using a self-administered questionnaire. Data was organised using the SSPS package, Version 15.0 and analysed statistically through descriptive and parametrical statistics. Ethics principles were observed throughout the study. Results: The results of this study revealed four forms of engagement; emotional, behavioural, academic and cognitive engagement. There were variations however in the levels of engagement. Active participation by the students was identified as the main driver of engagement. Active participation was promoted through class presentations (98%), participating in community-based projects (65%), discussing marks or assignments with the teacher (68%) and prepared two or more drafts of assignments before submitting it to the lecturer (39%). Barriers to student engagement were explored, and it was established that the lack of information technology resources stood out as the primary impediment. Regarding student engagement across programmes, the results revealed that all participants, irrespective of the programme or specialization, had a fair level of engagement. Differences were noted in few areas. For example, a Pearson Chi-Square test established that there were significant differences in the way participants from different ranks engaged with other students outside of their class to complete an assignment, which is part of academic engagement (X2 = 10.812, df = 4, p = 0.029). A significant difference was noted in relation to participants working with the teacher on activities other than the course work (X2 = 13.619, df = 4, p = 0.009); in this regard, the critical care group more consistently agreed that they worked with the teacher on such activities. Recommendations: Student engagement is a multidimensional concept; its definitions seem increasingly complex and diverse, and in some ways student engagement is misunderstood. Therefore a narrow definition of student engagement that is restricted to students’ level of involvement in a learning process was one of the recommendations. Furthermore, research on teachers’ perceptions of student engagement was suggested to enable the teachers to uphold the standard of nursing education and use teaching strategies that would engage students in their learning. It was also recommended that the college provides information and technological support to develop high-level critical and analytical thinking skills and to enrich educational experiences of the students which they will apply to solve real-world problems in their daily nursing practice.
A descriptive study on the utilization of internet as an academic tool among undergraduate nursing students, at a selected University in KwaZulu-Natal.
(2013) Harerimana, Alexis.; Mtshali, Ntombifikile Gloria.
Background to the study: The Internet is rapidly becoming an important learning tool in academic institutions and workplaces. In academic institutions it plays a pivotal role in meeting information and communication needs of students, academics and researchers. Despite internet becoming an important information gathering and dissemination tool, literature reflects under-utilization both in academic and in practice settings for a number of reasons. This study therefore described the utilization of internet as an academic tool among undergraduate nursing students in a selected University in KwaZulu Natal in order to establish ways of enhancing its utilization. Methodology: A quantitative, non-experimental, descriptive design was used in this study. The population of the study was 222, and the the sample size was 141 of undergraduate nursing students which was calculated using Raosoft sample size calculator. The sample was stratified according to the percentages of the population in the Nursing program and the year of the study of the respondents. However, only 115 agreed to participate in this study and the response rate was rate therefore 81.1%. Data was collected using a survey after obtaining ethical clearance from the university and were analyzed descriptively. Findings: The findings revealed that participants perceived themselves to be at different levels of utilizing the Internet; intermediate level (32.2%) advanced level (19.1%) competent level (29.6%), beginner level (17.4%) and expert level (1.7%). The results reflected traditional university students as better equipped to use the Internet than non-traditional university students. The Internet was used for different purposes including; academic (96.5%); communication (82.6%), pleasure (71.3%), work related activity (53.9%) and shopping (13.9%). Facebook (77.4%) was the most commonly used social network followed by the twitter (24.3%). Challenges cited covered restricted access to certain sites (62.6%), very slow internet connection (55.7%), limited training in the use of the Internet (38.3%), limited number of computers (37.4%). The majority of the participants (89%) singled out training on internet use as priority with specific focus on basic IT skills (72.2%), accessing academic related material (70.4%), using Moodle (51.3%), Turnitin (35.7%) and endnote (33.9%). Conclusion: Contrary to other studies, this study reflected that students do use the Internet for a number of reasons. They however recommend structured support on how to use internet for academic purposes.
Exploration of the perceived clinical competencies of newly qualified midwives working in hospitals at eThekwini Municipality.
(2011) Zwane, Zanele.; Mtshali, Ntombifikile Gloria.
The reduction of the maternal mortality rate is part of the priority agenda of governments in Africa, including South Africa. Research shows that a large portion of maternal deaths are preventable because they are largely due to lack of inappropriately prepared staff. In South Africa, outcome studies on the quality of comprehensive prepared nursing graduates reflect some concerns regarding their levels of competence. These studies, however, are general; they did not directly target the competence of these graduates in their midwifery practice, therefore, the purpose of this study was to explore and describe the perceived level of competence of newly qualified-midwives functioning in midwifery units. Based on the positivist paradigm, an exploratory descriptive design, using a quantitative approach, was adopted in this study. Two structured questionnaires were used to collect data: one for the newly-qualified midwives and one for the supervisors. A total of 48 newly-qualified midwives and 26 supervisors from five hospitals at eThekwini District participated in this study. Ethics principles and other considerations were observed throughout the study. Data were analyzed statistically using a computer Software Package (SPSS, version 15.0) and a variety of statistical tests were carried out. . From the findings there was a positive congruence between graduates and their supervisors' ratings of the newly-qualified midwives clinical competencies. There were, however, significant differences in a few skills with graduates tending to rate themselves higher than did their supervisors. On the whole though one can conclude that although VI the findings in this study are not conclusive, compared to the previous studies in this area, there is an improvement in the level of competence of newly-qualified midwives. The improvement was noted in their level of competence in midwifery clinical practice, clinical teaching, management and research. The findine;s, however, revealed some areas that need special attention in the theory and clinical preparation of midwives. Recommendations included reviewing the curriculum and strengthening the research component. In midwifery clinical practice there needs to be more attention paid to neonatal care skills, problem solving and record keeping. Further research is also recommended.
Exploring gender-related experiences of male nurses in selected hospitals in eThekwini district with specific reference to recruitment and retention of men in nursing.
(2011) Hlongwane, Bonginhlanhla.; Mtshali, Ntombifikile Gloria.
Background: The health care systems across are characterised by the gross shortage of nurses. A number of initiatives have been reported which seek to address this challenge. Literature shows that males remain an inadequately tapped source, They remain a minority in nursing compared to their female counterparts. Literature also shows that gender-based barriers for male nurses exist. The purpose of this study was to explore gender-related constructs that influence the recruitment and retention of men in nursing as experienced by male nurses in three selected hospitals in the eThekwini district. Research Methodology: A qualitative, explorative and descriptive design was used in this study to illuminate the views of male nurses regarding their recruitment and retention in nursing .. Purposive sampling was used to select male nurses from three hospitals for interviews and a total of 37 participants participated in this study. The participants were drawn from private and public hospitals. Data was collected through individual and focus group interviews and was analyzed qualitatively. Research Findings: Four major themes emerged from data. These included the journey to nursing, experiences of males in the nursing profession, retention of male nurses and strategies to recruit and retain males in nursing. Findings from the groups and categories of males in nursing in different hospitals showed similarities which reflected that the barriers faced by men in the nursing profession were still pervasive, consistent and had undergone few changes over time. Recommendations: Recommendations were categorised into community, general education, nursing education, nursing practice and nursing research.
Exploring online learning experiences of postgraduate nursing education students at a selected nursing education institution in KwaZulu-Natal.
(2012) Mdunge, Valerie Ndingiliza.; Mtshali, Ntombifikile Gloria.; Mthembu, Sindisiwe Zamandosi.
Background Online learning is becoming an indispensable complementary teaching and learning tool and has been an integral aspect of education in many tertiary institutions around the world. In nurse education and training, online learning, web-based learning or e-learning is a fundamental necessity, especially in the light of the growing shift into information and communication technology (ICT). The South African e-education policy requires every teacher and every learner in the education and training sector to be ICT capable and be able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners, to achieve personal goals and to be full participants in the global communities. Purpose The purpose of this study was to explore the online learning experiences of postgraduate Master’s Degree nursing education students at a selected nursing education institution in KwaZulu-Natal. Methodology A qualitative, exploratory, descriptive research design was used and the whole population of sixteen postgraduate nursing education students who were exposed to online learning participated in the study. Data was collected through semi-structured individual followed by focus group interviews and thematic data analysis was used to analyse data. Findings The study revealed that it was the first time that most of the participants had been exposed to an online learning course, and reflected that they had felt empowered by this experience which provided them opportunities of reflection and deep learning. Participants indicated that the range of interactions and the level of engagement determined the eventual level of knowledge constructed. It was revealed from the findings that the online facilitator plays a key role in guiding, supporting and ensuring that the learning outcomes are achieved by all students. Benefits of the online learning space included increased socialisation, convenience and flexibility, asynchronicity and accessibility to learning material. Challenges were lack of real-time response, financial cost and technical issues. Recommendations This study recommends an intense orientation of students to ICT and to be informed of requirements before the commencement of online course. The online facilitators must be more visible in the online space and participate more often in the discussions and stimulate constructive dialogue.
Exploring perceptions of coursework masters students regarding research supervision process at a selected, University in KwaZulu-Natal.
(2013) Muraraneza, Claudine.; Mtshali, Ntombifikile Gloria.
Background: Research supervision process at postgraduate level is expected to transform research candidates into knowledge producers and managers, with research supervisors playing an informed supportive role in their research journey. More importantly, the dynamic and complex environment of today is demanding a change in conventional research supervision processes. Purpose: The purpose of this study was to explore and describe perceptions of coursework masters students on research supervision process in a selected university, in Kwazulu-Natal. Methodology: This study adopted a positivist paradigm and a quantitative, descriptive approach. Non-convenience sampling method was used to select participants. ere used in this study. Ethical clearance was obtained from the University Ethics Committee numbered HSS/0363/012M. Data was collected using an instrument with items adopted from a number of instruments. Test-retest reliability was done to establish the reliability of the instrument and the Cronbach‟s alpha test was above 7. Descriptive statistics were used to describe data from this study and inferential statistical methods were used to test relationship among variables. Results: The findings revealed that participants (87.8%) had high level of expectations from the research process. The majority of respondents (83.25%) reflected satisfaction with resources available to support their research projects, with a mean of 3.33 out of 4. However, about half (53.5%) stated that financial support for their research projects was inadequate. The majority of participants (66.1%) perceived support from research supervisors at moderate level, and 32.1% perceived it as high, while 1.8% perceived it as low. Although positive, the majority of participants (67.8%) were less satisfied with the intellectual climate within the school to support their research projects, with an overall mean of 2.712 out of 4. Computed total scores of outcomes of research supervision reflected that the majority of 71.4% perceived outcomes as high with 28.6% perceiving outcomes as moderate. Recommendations: Although the findings were generally positive, data suggested the need to develop the research supervision capacity of some of the supervisors to improve the quality of service provided to students. Some participants suggested a need to use technology to support students as well as adoption of a cohort research supervision model considering that the school had a number of emerging research supervisors.
Exploring phenomena overcrowding in the context of CHUK emergency department in Rwanda : nurses perspective.
(2008) Pascasie, Kagobora.; Mtshali, Ntombifikile Gloria.
Emergency department overcrowding is a growing problem worldwide including Rwanda. Literature shows that this problem has an impact on the functioning of the health care system and the quality of care provided. Research Methodology. This study aimed at exploring the phenomenon of overcrowding in ED/CHUK. Fifty one self-administered questionnaires were distributed to 40 ED nurses; these comprised three questions related to demographic data and 48 questions related to overcrowding. Correlation between overcrowding and causes and overcrowding with outcomes was explored and the pearson's test demonstrated that there is no linear correlation between these variables. Results. Findings from the demographic data demonstrated that the majority (92%) of ED nurse's were young (aged between 20 to 35 years). The majority (74%) of ED nurses had less than one to three years of experience in ED. With regard to overcrowding characteristics; nurses reported that the patient's waiting time for a physician varied between less than 30 min to more than 180 min; ED beds occupancy varied between 1 hour to more than 24 hours; patients were placed in the ED hallways for 1 hour to more than 24 hours; waiting room occupancy varied between less than 1 hour to more than 24 hours. Nurses attributed overcrowding to a variety of causes, including; a lack of inpatients beds (95%), large volume of trauma patients (87%), patients with no urgent condition (66), inappropriate referral of chronic cases (61 %), space limitation in emergency department (76%) and insufficient acuity ED beds (74%). Perceived outcomes (impact) were also multiples including, boarding patient in ED (92%), increased stress among nurses (79%), stress among physicians (60%), and risk of poor outcomes (60%), staff dissatisfaction (58%), violence between health care providers and patients (60%) and increased patient waiting time (58%). Regarding the undertaken interventions to reduce ED overcrowding, 100% of respondent asserted that there was some sporadic interventions, but not consistent. Recommendations: Like in other countries ED/CHUK overcrowding is a complex problem that needs to be addressed by all stakeholders: CHUK managers, hospital staff, ED staff, Rwandan district hospitals and Ministry of health.
Exploring promotion of primary health care philosophy in a community-based nursing education programme at a selected higher education institution in KwaZulu-Natal : the students' perspective.
(2013) Ndateba, Innocent.; Mtshali, Ntombifikile Gloria.
The study sought to explore six women from Ilembe District who are managing in different levels within their organisations. The study focused on Principals, Deputy Principals and HOD‟s from different schools. The aim of the study was to find out whether Professional self-advancement has embraced women in Education Leadership with skills that would help them withstand the challenges mostly faced by women leaders that are imposed by the patriarchal gendered background. This qualitative study was set in the interpretive paradigm. It used semi structured interviews and documents analysis, as its method of data collection. The findings revealed that women were reluctant at some point to improve themselves professionally because there is lesser advancement of women into leadership positions, as compared to their male counterparts. It transpired that some women believed that the employment of feminine characteristics of managing embraced women with a sense of worth and responsibility in their organisations. On the other hand some women were pre-conditioned that in order to be recognised as a good leader one had to employ masculine character traits to be acceptable. To most participants professional self-advancement has empowered them to be confident, knowledgeable and be resilient to withstand all negative misconceptions towards them as women leaders. In large majority, women believed that their exposure to management courses has helped them deal with conflicts and improve inter-relations within their organisations. They see themselves as approachable, nurturing, supportive and relational to all their subordinates and this bring meaning to them as women that they have a major role to play to help shape our education. Grogan (2010) hinted that studies pursued by Shakeshaft and Grogan on US women leaders have noted five different characteristics portrayed by women managers which are; leadership for learning, leadership for social justice, relational leadership, spiritual leadership and balance leadership. The study recommends that both the victims and perpetrators of gendered situations should work collaboratively to re-socialise both women and men so as to help women find their self worth within the education system. This could be done by assisting women improve themselves through engaging with institutions of higher learning, attending seminars, motivational talks, enhance networking, have mentors and attend departmental programmes that focus on enhancement of leadership skills. Lastly, for outstanding performance, women should be accepted as they are, to regain their self confidence and exhaust all their capabilities, but not to disregard their mothering flair. Lumby and Azaola (2013) in their study on women principals in South Africa said that, their „mothering identity‟ develops skills even in areas where they report there is considerable doubt about their competence, for example in disciplining boys. In their study they picked that as mothers, they are better able than men to discipline boys. Through exposure to management studies, some participants have found that they use both feminine and masculine style of leadership. Coleman (1996) as cited in Pace and Pace (2005) found that female head teachers exhibit both feminine and masculine qualities, and hence could be identified as androgynous leaders. It is therefore, important that women are exposed to skills development workshops; nurture their studies, engage in networking, and advance their knowledge in every way possible to become better leaders in education.
Exploring students' evaluation of the teaching and learning process at a selected nursing campus in KwaZulu-Natal : lecturers' and students' perspective.
(2013) Pakkies, Edith Ntefeleng.; Mtshali, Ntombifikile Gloria.
Background: The World Bank realizes the significance of investment in higher education for economic growth and social development, and greater focus is placed on quality assurance to ensure educational relevance. Most Governments and Institutions of Higher Education have executed policies and practices intended to determine, promote and reward good teaching. Institutions of Higher Education around the world collect some type of feedback from students, either in a structured and controlled manner or informally, as part of their strategies to improve the quality of their teaching practices. In South Africa, the Higher Education Quality Committee requires Higher Education Institutions to provide proof of the mechanisms in place to monitor and evaluate teaching as part of their accreditation process, and considers students as important role players in quality promotion and quality assurance in higher education. Purpose: The purpose of this study was to determine the views of lecturers and students regarding the students’ evaluation of teaching and learning process, with the aim of improving its’ utilisation as one of the quality assurance mechanisms at a selected KwaZulu-Natal nursing campus. Methodology: A quantitative descriptive approach was employed in this study. Convenience sampling was used to select one campus from seven of the KwaZulu-Natal College of Nursing for the study. All lecturers and students that met the criteria to participate were selected. A total of 173 lecturer and student participants from onecampus of the KwaZulu-Natal College of Nursing gave their views on the subject of the students’ evaluation of the teaching and learning process in their institution. The lecturer sample was comprised of 28 participants while the student sample had 145 participants, and the overall response rate for the study was 82%. Data was collected using two questionnaires, one for each participant group, and the data was analysed using the SSPS Package Version 19.0. The Pearson chi-square tests were conducted and where inappropriate, Fisher’s exact tests were used to test association between categorical variables. The level of significance was set at 0.05. Findings: The findings of the study revealed that students and the majority of lecturers were not involved in the development and evaluation of the block evaluation tool. Participants believed that there was neither a clear system, nor guidelines to ensure proper management of data obtained from the evaluation, resulting in students often not receiving feedback from their evaluation of the teaching and learning process. It also emanated from this study that any changes which did occur as a result of the block evaluation were minor. Most of the tests showed no statistically significant differences between the views of the lecturers and those of the students. Recommendations: Students’ evaluation of teaching and learning is not a clear cut process and therefore necessitates reflection on what to evaluate, how to elicit views from target groups, analyse information obtained and what action to take, so as to implement required changes. Recommendations included establishment of: an organisational structure with a neutral person delegated that is fully involved in the evaluation process; a structured process to conduct students’ evaluation of teaching and learning with written supporting policies that have clear guidelines for all stakeholders. The purpose of the evaluation should be made explicit to all. The administration, implementation procedures and reporting of results should be transparent and communicated to all concerned. A clear consultative and counselling process where lecturers are supported and assisted in improving their teaching skills and addressing outcomes of the evaluation needs to be in place. Student feedback should be taken seriously and action should be taken as mandated. Students’ concerns should be addressed promptly and they must be informed of action taken as a result of their input.
Exploring the attrition of student nurses from a four year comprehensive basic nursing education programme in a selected college of nursing in KwaZulu-Natal : a case study approach.
(2014) Ramkilowan, Shanti.; Mtshali, Ntombifikile Gloria.
Background: Unlike other traditional professions which struggle to attract post matric candidates, nursing attracts young students in large numbers. However, the throughput is a challenge because of high student attrition. Study purpose: This study aimed at analyzing attrition of student nurses in a four year comprehensive basic nursing education programme to inform student support initiatives, thereby increasing throughput rates. Methodology: A pragmatic stance using a mixed methods approach and a case study design was adopted. The nursing college served as the case and two campuses served as the units of analysis. Quantitative data was collected through a self-administered questionnaire from 294 students and document review. Qualitative data was collected from the educators and students through four focus group interviews and two individual interviews. Results: The study revealed that for every cohort of students admitted to the programme from 2005 until 2012, less than 55% completed within regulation time except in 2011. Trends in dropout revealed that the highest attrition was at first year level (80.6%) and the Anatomy and Physiology course had the highest dropout (72.1%). A significant relationship was revealed between students who repeated a class in secondary school and those who failed and between home language and those who experienced academic failure. Factors contributing to student nurse attrition ranged from the pre-enrolment phase through to the integration and engagement phases. The main factors cited included that nursing was not the career of choice; the mismatch between what they expected in nursing and what they experienced in reality; an overloaded curriculum; difficult courses; poor study habits and teaching methods. Limited resources and student support both in academic and clinical emerged as contributing factors. A number of non-academic reasons emerged from the quantitative data which were corroborated by qualitative data. The satisfaction level between students that were progressing well and those experiencing failure was not the same. Recommendations: Student attrition is a complex phenomenon which requires a structured way of addressing it. A well thought out programme of student support is required which should include academic monitoring and tracking of students‟ progress for early identification of at risk students.
Exploring the knowledge, attitude and practices of PHC students regarding preconception care in a selected higher education institution in eThekwini district: a descriptive study.
Ukoha, Winifred Chinyere.; Dube, Barbara Makhosazane.; Mtshali, Ntombifikile Gloria.
Sub-Saharan African countries have been the worst affected by the HIV/AIDS pandemic and high incidence of maternal and child mortality rates, more than all other continents in the world. Preventive care in nursing is the area that requires serious attention, as a lot of maternal and child morbidity and mortality can be averted through rendering a comprehensive holistic care to women of child-bearing age. The ‘Draft Action Plan for the Prevention and Control of Non-Communicable Diseases 2013-2020’, that was discussed at the 66th World Health Assembly in May 2013, urges governments to decrease the modifiable risk factors for non-communicable diseases and the underlying social determinants. Preconception care as part of the national policy framework is recognised as an important contributor to prevention and control of noncommunicable disease, with the aim of intervening in the early life with the ultimate goal of improving maternal and child health outcomes. The purpose of this study was to explore and describe the knowledge, attitude, and practices of Primary Health Care students regarding preconception care in a selected institution in the eThekwini District. A non-experimental, exploratory, descriptive, quantitative design was used for the study. The study population comprised of all the primary health care nursing students of the selected higher education institute. The total population from the three sites selected, based on their geographical location, was 163 and all the nurses were invited to participate in the study. Only 138 participated in the study, giving a response rate of 85%. A self-administered questionnaire was used to collect the data and the data was entered and subsequently analysed using the Statistical Package for Social Sciences SPSS version 24. The findings of the study revealed that although primary health care nurses possessed high knowledge and a favourable attitude towards preconception care, they were still lacking in implementation and 71.7% had never received any training on the provision of preconception care. Based on these findings, it is recommended that preconception care is incorporated into the curriculum of primary health care nurses. Key terms: Preconception care, PHC nurses.
Exploring the perceived competency levels of HIV/AIDS management among student nurses from selected nursing education institutions in the eThekwini municipality.
(2018) Buthelezi, Pinky Gugu.; Mtshali, Ntombifikile Gloria.
Background Globally, there is a changing landscape of healthcare, which is more pronounced in developing countries, including South Africa. This is a result of the battle against HIV and AIDS as well as the sudden increase in non-communicable diseases. South Africa has the highest HIV statistics in the region. The rapid rise in HIV infections has resulted in a shift of requirements in the preparation of nurses who are within the community orientated driven nature of health care in South Africa. Nurses are at the forefront of health care service delivery; therefore, the purpose of the study was to explore the perceived competency levels of HIV and AIDS management among student nurses from selected nursing education institutions in the eThekwini Municipality. Research methodology A non-experimental descriptive design based on the positivism paradigm was used. Using a quantitative approach, the questionnaires were used to collect data from 129 participants from two nursing education institutions in the eThekwini Municipality. Ethical principles were observed throughout the study. Data was analysed using the version 24 SPSS software. Results Most HIV and AIDS, 90.7% were females and 54.3% were at 3rd year of training. Ninety five point three percent had experience in caring for PLWH. Results showed that 50.4% of the participants had adequate level of knowledge on foundational knowledge level and 76.5% had adequate skills in health provision. In health promotion, 85.7% had adequate level of knowledge whilst for leadership skills, 64% had adequate skills. Results also showed that 83.9% had good skills in handling ethical issues related to HIV and AIDS. In research, 54% reported they had adequate skills. The findings revealed that while clinical exposure was limited and time allocated for teaching and learning of HIV and AIDS care was short, content was extensive. Two themes emerged from open ended questions. They were the need for updates and integration of HIV and AIDS management from first to fourth year of training. Recommendations Recommendations are related to the integration of HIV and AIDS content into the curriculum, the ways of strengthening the process of developing the required HIV and AIDS management in the clinical settings and the need for further research.
Exploring the use of the personal and academic development portfolio in a school of nursing in KwaZulu-Natal : the masters students' perspective.
(2014) Nkomo, Mary Patience.; Mtshali, Ntombifikile Gloria.
Background: The use of portfolios for learning and assessment purposes is becoming a common trend globally. The school investigated in this study started using Personal and Academic Development Portfolios (PADP) in 1997, but there is limited research done in this area. Purpose: The purpose of this study was to explore the use of the Personal and Academic Development Portfolio (PADP) as a learning tool in a school of nursing in a selected university in Kwazulu-Natal from the perspective of masters students. Methodology: A qualitative exploratory approach guided by the constructivists’ paradigm was adopted in this study. The population was formed by two cohorts of masters’ students and data was collected using a focus group and individual interviews. The total sample size was 11. Data was analysed qualitatively and a number of themes and subthemes emerged. Ethical clearance was obtained from the university ethics board and ethical principles were observed throughout the study. Findings: Main themes in this study included conceptualisation of the PADP as a learning tool; perceived contributions of the different elements of the PADP; participants’ perceptions of characteristics of the teaching and learning process; participants’ perceptions on available support in using the PADP as a learning tool; nature of the student; perceived outcomes of using the PADP as a learning tool; and challenges. PADP was conceptualised as an unfamiliar educational tool, but a tool that promotes competency-oriented learning, selfdirected learning and self-regulated learning. Data revealed that elements of the PADP facilitated development of a number of skills. Although support was available to the students, this study highlighted the need to strengthen student support. Data revealed a number of challenges as well as positive outcomes associated with using the PADP as a learning tool. Recommendations: Recommendations included the integration of the portfolio activities in the educational plans of the program so that there is time allocated for portfolio activities especially for facilitator support and collection of evidence which challenged the participants. Another recommendation is the use of the e-portfolio and online support as the program attracts mainly adult learners who are studying part-time.
Exploring the views of adult learners about their learning in a postgraduate nursing program in a higher education institution in KZN.
(2012) Nkwanyana, Thobile Barbara.; Mtshali, Ntombifikile Gloria.
Background Minister Pandor (2008) challenged universities to increase access to higher education institutions by setting the goal as a participation rate of 20 per cent by 2015, as stated in the National Plan for Higher Education (2001). The participation rate should be augmented by recruiting and increasing numbers of 'non-traditional' students-including mature adults. While increasing numbers of adult learners entering higher education is applauded, literature shows that they are subject to many challenges. The main challenge is associated with the need for updating adult learners whose existing skills have grown rusty; the aspiration of skills and knowledge to seek progression to more responsible jobs; and the need for new and additional skills, grafted onto the existing levels of competence in response to new opportunities for adult learners. Therefore the purpose of this study was to explore the views of adult learners about their learning in a postgraduate nursing programme. Method A mixed- method approach using both qualitative and quantitative methods was used. The whole population (N=81) included nine (9) students from the BN Honours programme and seventy two (72) students from the Coursework Master's programme. All students were from the University of KwaZulu Natal, and they were all requested to participate in the study. Qualitative data was collected through focus group interviews and quantitative data was collected using questionnaires. About 62 students returned completed questionnaires, thus making the response rate 77 per cent. Results The research results indicated that teaching methodologies used at postgraduate level focused on both positive and negative teaching methods. A number of teaching methods were cited as positive methods. These had collaborative learning, active involvement in the learning process, and observation of adult learning principles. The study findings also indicated that teaching methods at postgraduate level focused on negative teaching methods. These involved demanding and time-consuming teaching methods, instability owing to a change of lecturer, poor class work preparation , and lecturers' knowledge and experience not being of a high enough standard. The results also revealed that various learning styles in nursing education have been identified. These include: visual, auditory, and kinaesthetic; Kolb's learning styles, logical, social, and systems person,(this doesn't sound good ... reword 'systems person') deep learning, surface learning, and strategic approach. Although a number of learning styles have been identified, the results demonstrated that the students learn differently depending on the way they perceive information. The results indicated that factors facilitating learning focused on support and availability of resources. The study findings also showed that support for engaging at postgraduate level was from a number of sources. Peer, lecturer, and family support were quoted as providing the main sources of support. The results also revealed that although a number of constraints were alluded to, lack of access to a computer, demands of employment, and time schedules were highlighted as high on the list of constraints. Recommendations Recommendations focused on the range of factors hindering leaning at postgraduate leveL Financial aid, implementation of measures to rectify difficulties facing adult learners such as family responsibilities, computer classes as part of a programme of study, support by management and nursing education to adult learners involved in any relevant programme of study. Recommendations also included further research into this problem targeting specific aspects of the phenomenon, taking into account the views of adult learners at postgraduate level.
Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.
(2018) Mncina, Violet Iris.; Mtshali, Ntombifikile Gloria.
Background The World Health Organization advocates for the strengthening of the healthcare system to improve the quality and efficiency of health service delivery. Transformative learning is associated with producing graduates who are change agents and in possession of leadership abilities to influence change in the healthcare system. The undergraduate nursing education programme of interest in this study adopts a community-based and problem-based curriculum, which uses a competency-oriented approach since 1994.Developing students as change agent’s is one of the competencies in the undergraduate nursing education. Purpose of the Study The purpose of this study is to explore undergraduate nursing students’ perceptions of being change agent in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. Methods An exploratory qualitative approach is adopted in this study. The research setting is a nursing department in a selected university in KwaZulu-Natal. The sample includes 2nd, 3rd and 4th year nursing students registered in a Bachelor of Nursing programme. The participants were purposively selected because of their exposure to competency-oriented, community and problem learning. A total of 15 participated in focus group interviews. Ethical clearance was obtained from the University of KwaZulu-Natal Ethics Board: Protocol number is HSS/1910/016M, and ethical principles are observed throughout the study. Issues of quality are addressed through observing the four elements of trustworthiness; credibility, dependability, transferability and conformability. Results/Findings from the Study The findings of the study reveal that students understand the concept ‘change agents’ as people who possess the following characteristics: problem solvers, action-oriented researchers, health advocates, as well as advocacy and an empowering role. This is shown as a result of exposing them to a community-based learning setting for experiential learning while providing service to under-resourced communities. The findings further reveal that the development of students as change agents follows a process comprising of a progressive curriculum, shifting from traditional to an innovative curriculum. The educational environment in schools embraces democracy with social accountability values abetted in the development of students as change agents. The conditions that prepare students to be developed as change agents are related to students, facilitators, institutions and community. The consequence of developing students as change agent’s results in producing empowered students, raises awareness on student’s health issues, develops self-reliant communities and further reveals widening access to disadvantaged communities as well as having benefits to the faculty. Recommendations It is recommended that students should be made aware early in the programme on competencies as they are expected to be change agents at the end of the programme and how the learning experiences in the programme are used to shape these competencies. There should be a structured way of monitoring the development of the required competencies as early as from first year so as to provide the necessary support timeously. The use of innovative teaching strategies will assist students to develop critical thinking skills, communication and creative skills, thus becoming change agents. Educators should introduce learners to the theory of transformative learning and should provide necessary tools for students to be able to develop critical analytical reflection in the changing world so as to become better change agents. The use of transformative learning Programmes including community based education could be used to shape the nursing education Policies that will enhance the development of students as change agents. Further research can enlightened policy makers to use transformative learning in order to prepare students as change agents thus improving the quality on patients outcomes. Further research is recommended with diverse participants comprise academics, community members and other stakeholders involved in developing students as change agents, with as this study presents only the views of the students as it was for a mini thesis Key words: Agents of change, Change Agents, Transformative learning, Community-based education