scholarly journals Development of an educational programme to support registered nurses during clinical supervision of student nurses in medical and surgical wards in a training health facility, in the oshana region, Namibia

2015 ◽  
Vol 3 (2) ◽  
pp. 80
Author(s):  
Hanna Nehuku ◽  
Hans Justus Amukugo
Keyword(s):  
Registered Nurses ◽  
Clinical Supervision ◽  
Phase 1 ◽  
Student Nurses ◽  
Educational Programme ◽  
The Body ◽  
Phase 3 ◽  
Body Of Knowledge ◽  
Original Contribution ◽  
Frame Work

<p>This paper describes the processes of developing an educational programme intervention which was carried out following three phases namely:</p><p>Phase (1) one situation analysis which was carried out to explore and describe the lived experiences of registered nurses and student nurses regarding the clinical supervision of student nurses in medical and surgical wards. Phase 2 was about conceptualization, and of the frame work to guide the development of an educational programme to support registered nurses during the clinical supervision of student nurses. Phase 3 was about the development of an educational programme to support registered nurses during clinical supervision of student nurses.</p><p>The development of the conceptual framework, which led to the development of the programme to support registered nurses during the clinical supervision of student nurses, proves that this study makes an original contribution to the body of knowledge.</p>

scholarly journals Description of an educational programme developed to support registered nurses during clinical supervision of student nurses in medical and surgical wards in a training health facility: Namibia

2015 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Hanna Neshuku ◽  
Amukugo Hans Justus
Keyword(s):  
Registered Nurses ◽  
Interpersonal Relationships ◽  
Clinical Supervision ◽  
Student Nurses ◽  
Educational Programme ◽  
Support Tool ◽  
Good Communication ◽  
Body Of Knowledge ◽  
Educational Challenges ◽  
Health Nursing

<p>This paper describes an educational programme interventions developed to support registered nurses during the clinical supervision of student nurses in the medical and surgical wards of a training hospital in the Oshana region, Namibia.</p><p>The programme developed contained the purpose and goals of the programme, programme objectives, programme structure, processes and approaches. The programme catered for the following themes: Managerial challenges, educational challenges and non-conducive environment as was experienced by registered nurses and student nurses in order to support them during clinical supervision. It includes the activities to address managerial challenges as identified to be affecting the clinical supervision of student nurses; this is to address educational challenges identified during clinical supervision of student nurses. Furthermore, the programme contains activities focused on providing registered nurses with knowledge and skills on clinical supervision, in order to increase their understanding and competence about the clinical supervision of student nurses. Another activity included interventions for enhancing positive interpersonal relationships and good communication skills to improve effective interactions between registered nurses and student nurses. This study made it possible for the development of an educational programme that enable the registered nurses to receive the much needed information pertaining to the clinical supervision of student nurses, and served as a guide and support tool when carrying out clinical supervision of student nurses.</p><p>In conclusion the study was justified as an original contribution to the existing body of knowledge in general health nursing science.</p>

scholarly journals Experiences of registered and student nurses regarding the clinical supervision in medical and surgical wards: Develop an educational programme to support registered nurses

2015 ◽  
Vol 3 (2) ◽  
pp. 87 ◽  
Author(s):  
Hanna Neshuku ◽  
Hans Justus Amukugo
Keyword(s):  
Registered Nurses ◽  
Clinical Supervision ◽  
Qualitative Data ◽  
Phase 1 ◽  
Student Nurses ◽  
Educational Programme ◽  
Face To Face ◽  
Data Saturation ◽  
The Subject ◽  
Conducive Environment

<p>The purpose of the study was to explore and describe the lived experiences of registered nurses and student nurses regarding the clinical supervision of student nurses in medical and surgical wards. The findings will be a basis to develop an educational programme to support registered nurses during clinical supervision in the same context.</p><p>The study was a qualitative, explorative, descriptive and contextual in nature. This paper describes Phase 1, of the study aimed to explore and describe the experiences of registered nurses and student nurses regarding clinical supervision of student nurses. Data was collected through in-depth individual face to face interviews thereafter data were analysed based on the Tesch’s method of qualitative data analysis. The numbers of interviews conducted were 35 in total, made up of 27 interviews with student nurses and 8 interviews with registered nurses. The numbers were determined based on the subject who availed themselves for the study as well as data saturation.</p><p>Study revealed managerial, educational as well as non-conducive environment challenges experiences by registered nurses and student nurses during clinical supervision of student nurses.</p><p>It was concluded that educational programme should be developed in order to support registered to manage those challenges. The development of the programme is outlined in article part 2.</p>

scholarly journals Development of an educational programme to facilitate critical thinking of student nurses in Namibia

2016 ◽  
Vol 5 (2) ◽  
pp. 234
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Conceptual Framework ◽  
Development Process ◽  
Phase 1 ◽  
Student Nurses ◽  
Educational Programme ◽  
Phase 2 ◽  
Phase 3 ◽  
Quasi Experimental ◽  
Philosophical Framework

The article focused on the development process of an educational programme to facilitate the development of critical thinking in the students. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the need of the students in terms of critical thinking. The deductive data analysis of phase 1 served as basis of the conceptual framework for the development of an educational programme. Phase 2 focused on the development of the conceptual framework and it was achieved by utilized a specific educational approaches and philosophical framework were employed. Phase 3 and 4 were conducted simultaneously. Phase 3 focuses on implementation while phase 4 focuses on evaluation. A quasi – experimental design was implemented which focused on active participation by the participants in the programme.

scholarly journals Implementation and evaluation of an educational programme to support registered nurses during clinical supervision of student nurses in medical and surgical wards in a training health facility, Namibia

2015 ◽  
Vol 5 (1) ◽  
pp. 5
Author(s):  
Hanna Neshuku ◽  
Amukugo Hans Justus
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
Clinical Supervision ◽  
Student Nurses ◽  
Educational Programme ◽  
Outcome Evaluation ◽  
Training Institution ◽  
Successful Implementation ◽  
Programme Implementation ◽  
Implementation Evaluation

<p>The purpose of this paper is to provide an account of the implementation and evaluation of the educational programme was to support registered nurses in the Oshana region, Namibia educationally, in order to enable them to provide effective clinical supervision of student nurses The researcher selected to conduct a workshop because during a workshop it is possible to have two-way communication that encouraged the exchange of ideas and facts with the aim of sharing valued information among one another. The duration of the workshop was two days. The workshop was attended by registered nurses (registered nurses from a training institution and training health facilities) from the Oshana Region. Participants were selected using a criterion sampling method (registered nurses who were supervising second and third year nursing students during clinical practice; those registered nurses were from medical and surgical wards at training heath facilities in the Oshana Region and had been working there for a year or more). There were no limitations on the number / sample size; the researcher allowed all participants who turned up to attend the workshop resulted in seventeen participants attended the workshop. The programme was implemented in three phases which in turn was divided into sessions. The orientation phase provided an introduction to the workshop where aspects related to the purpose, goals, and objectives of the workshop and logistical arrangements of the implementation of the programme were discussed. The working phase consisted of three sessions which is corresponding to the programme objectives. The implementation of each session was based on the specific objective activities of that session and it was expected to produce an outcome that would help the registered nurses during the execution of their clinical supervisory duties of nursing students During the termination phase two qualitative evaluations were done firstly, the evaluation of the programme implementation for participants to describe their experiences from the programme activities. Secondary, post implementation evaluation or impact evaluation was done, two months after the implementation of the programme with the aim of assessing the long-term effects of the programme activities as might be signified by changes in the way of clinical supervision of student nurses was provided after the programme implementation.</p><p>The results of the programme implementation evaluation indicated a strong feasibility for implementation as could be inferred from the successful implementation of the programme activities as planned and by the programme contentment with the context of implementation. The post evaluation outcome evaluation indicated that the participant find the programme worthwhile and demonstrated a positive attitudes towards the programme as they were satisfied with the programme tried to implement the knowledge gained during their routine activities and recommended the decentralization of the programme.</p>

scholarly journals An educational programme to facilitate critical thinking within the nursing perspective

2016 ◽  
Vol 5 (2) ◽  
pp. 212
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Phase 1 ◽  
Student Nurses ◽  
Education Programme ◽  
Educational Programme ◽  
Situational Analysis ◽  
Phase 2 ◽  
Phase 3 ◽  
Philosophical Framework ◽  
Programme Content

This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2.Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation.The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.

scholarly journals A process for the development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia

2016 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ndempavali Sumpi ◽  
Hans Justus Amukugo
Keyword(s):  
Qualitative Data ◽  
Phase 1 ◽  
Correctional Facility ◽  
Incarcerated Women ◽  
Educational Programme ◽  
Situational Analysis ◽  
Phase 3 ◽  
Individual Interviews ◽  
Analysis Phase ◽  
Experiences Of Women

The aim of this paper is to describe the steps/process used to develop a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia. This process was done in four phases namely Phase 1, was carried out to explore and describe the lived experiences of women who had dumped and / or committed infanticide. The researcher used in-depth unstructured individual interviews for data collection and data was analysed by using Tech’s method of qualitative data analysis. Phase 2, focuses on the conceptualisation framework guided the development of a psychosocial educational programme that facilitated the reintegration process of women who had dumped and / or committed infanticide. The educational programme included the activities suggested in the survey list of Dickoff et al. (1968); namely, agent, recipient, context, dynamics, procedures, and terminus. Phase 3, focused on the development of a psychosocial educational programme to facilitate the reintegration process of women who had dumped their babies and / or committed infanticide. The survey list of Dickoff et al. (1968) was adopted as a reasoning map in the construction of the development of a psychosocial educational programme, as well as the findings of the situational analysis of this study. And Phase 4, focused on the implementation and evaluation of the psychosocial educational programme that was developed to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide. A three-day training workshop was held at the Oluno Correctional Facility to conduct the educational programme. The educational programme was evaluated in order to validate whether the programme interventions were likely to bring about the desired change among the participants.A process for the development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide in Namibia

scholarly journals Assessment of the needs of student nurses regarding critical thinking in nursing practice

2016 ◽  
Vol 5 (2) ◽  
pp. 190
Author(s):  
Louise Pretoruis ◽  
Agenes Van Dyk ◽  
Luis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Phase 1 ◽  
Student Nurses ◽  
Target Population ◽  
Thinking Skills ◽  
Educational Programme ◽  
Case Scenario ◽  
Senior Student ◽  
Contextual Design

This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problemThe researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.

scholarly journals Paradigmatic perspective for development of an educational programme to facilitate critical thinking of student nurses in Namibia

2016 ◽  
Vol 5 (2) ◽  
pp. 176
Author(s):  
Louise Pretorius ◽  
Agenes Van Dyk ◽  
Louis Small ◽  
Hans Justus Amukugo
Keyword(s):  
Critical Thinking ◽  
Phase 1 ◽  
Theoretical Perspective ◽  
Student Nurses ◽  
Educational Programme ◽  
Research Approach ◽  
Theoretical Principle ◽  
Theoretical Frameworks ◽  
Educational Framework ◽  
Two Phases

This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction.The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously.The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.

The Lived Experience of Nursing Advocacy

2008 ◽  
Vol 15 (4) ◽  
pp. 468-477 ◽  
Author(s):  
Robert G Hanks
Keyword(s):  
Data Analysis ◽  
Registered Nurses ◽  
Lived Experience ◽  
The Body ◽  
Surgical Specialty ◽  
Specialty Area ◽  
Educational Preparation ◽  
Nursing Advocacy ◽  
Body Of Knowledge ◽  
Speaking Out

Nursing advocacy for patients is considered to be an essential component of nursing practice. This phenomenological qualitative pilot study explored registered nurses' lived experience of nursing advocacy with patients using a sample of three medical-surgical registered nurses. The guiding research questions were: (1) how do registered nurses practicing in the medical-surgical specialty area describe their experiences with nursing advocacy for their patients; and (2) what reflections on educational preparation for their professional roles do registered nurses identify as related to their practices of nursing advocacy with their patients? Data analysis procedures were based on Moustakas' data analysis method, and Lincoln and Guba's criteria were applied for rigor. The emergent themes were: speaking out and speaking for patients; being compelled to act on unmet needs of patients; fulfillment and frustration; the patient is changed; primarily learned on the job; and confidence gained through practice. The findings increase the body of knowledge surrounding nursing advocacy as practiced by nurses.

scholarly journals Investigation into the Model of Campus and Learning Spaces Therein to Serve the Purpose of Urban Higher Education Institutions – Phase 1

2019 ◽  
Author(s):  
Kai Tsun Chan ◽  
Charlie Q. L. Xue
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Phase 1 ◽  
The Body ◽  
Design Parameters ◽  
Learning Spaces ◽  
Traditional Role ◽  
Body Of Knowledge ◽  
Design Paradigm ◽  
Urban Higher Education

The emergence of the knowledge-driven economic structure reshapes the role of higher education institutions (HEIs) against the background of social development. HEIs have long served as the most important source of knowledge and intelligence to a city, and they are now demanded more than their traditional role solely in education and research.This givesrise toa newmodel of HEIs, namely“UrbanHigher Education Institutions (UHEIs)”, which is to enable intense interactions between a HEI and its host city by means of campus location. This research is aimed to contribute to the body of knowledge on architectural typology by investigation into the design of campus and learning spaces therein for UHEIs which can serve the needs of a city driven by the knowledge economy. A recommended model considering a list of design parameters is expected to be developed which underpins the design paradigm for addressing the given condition of high-density urban environment in Hong Kong.

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