scholarly journals Nurse educators’ perceptions of OSCE as a clinical evaluation method

Curationis ◽  
2001 ◽  
Vol 24 (1) ◽  
Author(s):  
MM Chabeli
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Evaluation ◽  
Clinical Competence ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Thinking Skills ◽  
Alternative Methods ◽  
The South ◽  
Assessment And Evaluation

The South African Qualifications Authority, and the South African Nursing Council are in pursuit of quality nursing education to enable the learners to practise as independent and autonomous practitioners. The educational programme should focus on the facilitation of critical and reflective thinking skills that will help the learner to make rational decisions and solve problems. A way of achieving this level of functioning is the use of assessment and evaluation methods that measure the learners’ clinical competence holistically. This article is focused on the perceptions of twenty nurse educators, purposively selected from three Nursing Colleges affiliated to a university in Gauteng, regarding the use of OSCE (Objective Structured Clinical Examination) as a clinical evaluation method within a qualitative and descriptive research strategy. Three focus group interviews were conducted in different sessions. A descriptive content analysis was used. Trustworthiness was ensured by using Lincoln and Guba’s model (1985). The results revealed both positive and negative aspects of OSCE as a clinical evaluation method with regard to: administrative aspects; evaluators; learners; procedures/instruments and evaluation. The conclusion drawn from the related findings is that OSCE does not measure the learners’ clinical competence holistically. It is therefore recommended that the identified negative perception be taken as challenges faced by nurse educators and that the positive aspects be strengthened. One way of meeting these recommendations is the use of varied alternative methods for clinical assessment and evaluation that focus on the holistic measurement of the learners’ clinical competence.

scholarly journals Alternative methods for clinical nursing assessment and evaluation

2001 ◽  
Vol 6 (3) ◽  
pp. 18-30
Author(s):  
M M Chabeli
Keyword(s):  
Clinical Evaluation ◽  
Full Text ◽  
Nurse Educators ◽  
Evaluation Method ◽  
Alternative Methods ◽  
Nursing Assessment ◽  
Assessment And Evaluation ◽  
Clinical Nursing ◽  
Made In

The recommendations made in the article on nurse educators’ perceptions of OSCE as a clinical evaluation method (Chabeli, 2001:84-91) are addressed in this article.OpsommingIn hierdie artikel word daar gefokus op die aanbevelings wat gedoen is met betrekking tot die persepsies van verpleeg- opvoedkundiges ten opsigte van die OGKE as ‘n kliniese evalueringsmetode (Chabeli, 2001:84-91). *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

The Perceptions of Nurse Educators regarding the use of High Fidelity Simulation in Nursing Education

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Viola Janse van Vuuren ◽  
Eunice Seekoe ◽  
Daniel Ter Goon
Keyword(s):  
Nursing Education ◽  
South African ◽  
Clinical Training ◽  
Nurse Educators ◽  
Teaching Staff ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Based ◽  
Nursing College ◽  
Faculty Shortages

Although nurse educators are aware of the advantages of simulation-based training, some still feel uncomfortable to use technology or lack the motivation to learn how to use the technology. The aging population of nurse educators causes frustration and anxiety. They struggle with how to include these tools particularly in the light of faculty shortages. Nursing education programmes are increasingly adopting simulation in both undergraduate and graduate curricula. The aim of this study was to determine the perceptions of nurse educators regarding the use of high fidelity simulation (HFS) in nursing education at a South African private nursing college. A national survey of nurse educators and clinical training specialists was completed with 118 participants; however, only 79 completed the survey. The findings indicate that everyone is at the same level as far as technology readiness is concerned, however, it does not play a significant role in the use of HFS. These findings support the educators’ need for training to adequately prepare them to use simulation equipment. There is a need for further research to determine what other factors play a role in the use of HFS; and if the benefits of HFS are superior to other teaching strategies warranting the time and financial commitment. The findings of this study can be used as guidelines for other institutions to prepare their teaching staff in the use of HFS.

scholarly journals Conceptualisation of community-based basic nursing education in South Africa: a grounded theory analysis

Curationis ◽  
2005 ◽  
Vol 28 (2) ◽  
Author(s):  
Gloria Mtshali
Keyword(s):  
South Africa ◽  
Grounded Theory ◽  
Nursing Education ◽  
South African ◽  
Learning Experiences ◽  
Theory Approach ◽  
The South ◽  
Community Based ◽  
Community Based Education ◽  
Community Based Learning

Community-based education is about a decade old in basic nursing education in South Africa, An extensive review of literature revealed that although CBE was a familiar concept in South Africa, there was however, limited understanding of what this phenomenon means. The purpose of the study was to analyse the concept ‘community-based education’ with the aim of discovering shared understanding of this phenomenon in basic nursing education within the South African context. Strauss and Corbin’s (1990) grounded theory approach was used to guide the research process. The South African Nursing Council’s (SANC) education committee, the National Department of Health, human resources division representatives as well as seven nursing education institutions with well-established CBE programmes participated in the study. The data was collected by means o f observations, interviews and document analysis. Purposive sampling and later theoretical sampling was used for selecting interviewees. This resulted in a total o f 45 interviewees. The data collection and initial data analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin’s model. The findings in this study revealed that community-based education is education that uses the community extensively, especially the under-developed and under-resourced settings, for learning purposes in order to enhance relevance of nursing education to the needs of the South African population. The core discriminatory characteristics o f CBE were found to include; primacy of the community as a learning environment; the early exposure of students to community-based learning experiences; community-based learning experiences dominating the curriculum, exposure to community-based learning experiences throughout the curriculum, vertical sequencing of community-based learning experiences in a curriculum, starting from primary settings to secondary and later tertiary health care settings to facilitate the development of competencies required when serving in all these settings, and lastly, learning through providing service to the underresourced communities. Community involvement and partnership, problem-centred learning, valid assessment of learning emanated as important characteristics of CBE but which were identified as gaps in the existing programmes. Recommendations focused on these gaps as well as to the problem of community-based learning experiences which were mainly concentrated in first and/or second year levels in most o f the programmes.

Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions

2021 ◽  
Vol 15 (1) ◽  
pp. 422-432
Author(s):  
Vhothusa Edward Matahela ◽  
Gisela Hildegard Van Rensburg
Keyword(s):  
Nursing Education ◽  
South African ◽  
Leadership Style ◽  
Leadership Practices ◽  
Nurse Educators ◽  
Continuing Professional Development ◽  
Educational Institutions ◽  
Supportive Environment ◽  
Role Modelling ◽  
Support Autonomy

Background: Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices. Objective: To describe the self-leadership practices of nurse educators at nursing education institutions. Methods: This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire. Results: Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs. Conclusion: Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.

scholarly journals Case study as a learning opportunity among nursing students in a university

2009 ◽  
Vol 14 (1) ◽  
Author(s):  
Jackie M.L. Malesela
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
South African ◽  
Relevant Literature ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Case Study Approach ◽  
Learning Opportunity ◽  
Study Approach

The South African Qualification Authority Act (58/1995) requires that the facilitators of the education and training programme for nursing students implement teaching strategies that facilitate critical reflective thinking and lifelong learning. This article seeks to report fourth-year nursing students' experiences regarding the use of a case study approach as a learning opportunity. Much has been documented about the case study as an effective strategy to facilitate learning.A purposive convenience sampling method was used to select 24 nursing students in a South African university. Descriptive naïve sketches were used to collect data. The results were analysed using the content data analysis method (Burns & Grove 2003). Measures to ensure the trustworthiness of the study were taken in accordance with Lincoln and Guba's (1985) principles. Ethical standards for research were observed in order to maintain the integrity of the research.The research findings suggest that the case study as a learning opportunity is effective in facilitating learning, as indicated by the following three categories: increase in critical thinking skills, increased theory and practice integration and increased growth in presentation skills. These categories were conceptualised using the relevant literature in order to describe research-based recommendations regarding the use of a case study approach as a learning opportunity. It is recommended that facilitators involved in the nursing education programme make use of a case study approach as a learning opportunity at all levels of the nursing education programme.OpsommingDie Suid Afrikaanse Qualification Authority Act (58/1995) vereis dat die fasiliteerders van die onderrig en opleiding program vir verpleegkunde studente onderrig strategië implimenteer wat kritiese reflektiewe denke en lewenslange leer fasiliteer. Die dokument poog om 4de jaar verpleegkunde studente se leerervaring in verband met gevalle-studie benadering te rapporteer. Baie is al gedokumenteer oor die kern van die gevalle-studie as ’n effektiewe strategie om leer te fasiliteer.Die doelgerigte gerieflikheids monster metode was gebruik om 24 verpleegkunde studente in ’n Suid Afrikaanse universiteit te kies. Deskriptiewe, naïve sketse was gebruik om inligting te versamel. Resultate was ge-analiseer deur middel van die inhoud data analiese metode (Burns & Grove 2003). Mates om die vertrouens-waardigheid van die studie te verseker was gevolg volgens Lincoln en Guba (1985) se beginsels. Etiese standaarde vir navorsing was waargeneem om die integriteit van die navorsing te verseker.Navorsings bevindinge dui daarop dat die gevalle-studie as leer geleentheid effektief was in die fasilitering van leer, soos aangedui deur die volgende drie kategorië: vermeerdering van kritiese denke vaardighede; vermeerderde teorie en praktyk integrasie en vermeerderde groei in aanbiedings vaardighede. Hierdie kategorië was gekonseptualiseer deur die gebruik van toepaslike literatuur sodat navorsings-gebaseerde aanbevelinge in verband met gevalle-studie benadering as leer geleentheid beskryf kon word. Dit word aanbeveel dat fasiliteerders betrokke by die verpleeg onderrig program gebruik maak van gevalle-studie benadering op alle vlakke van die verpleeg program.

scholarly journals Nursing Education and the Black Nurse ... An Overview

Curationis ◽  
1978 ◽  
Vol 1 (1) ◽  
Author(s):  
J.P. Samson
Keyword(s):  
South Africa ◽  
Nursing Education ◽  
South African ◽  
Medical Council ◽  
Final Examination ◽  
The South ◽  
Professional Nurse ◽  
Black Nurses ◽  
The Past

In 1907, Cecilia Makiwane passed the final examination for general nurses of the Cape Colonial Medical Council, and on 7 January 1908 became the first Black registered professional nurse in South Africa (1:269). On 31 December 1977 there were 18 362 Black nurses on the registers of the South African Nursing Council3. At the time when a new Health Act (63/1977) and a new Nursing Act (50/1978) have been promulgated, and “Curationis” makes its début, it is well to look at the highlights of the development of nursing education for Blacks during the past 70 years.

scholarly journals Perceptions of nurse educators about problem-based learning

Curationis ◽  
2000 ◽  
Vol 23 (2) ◽  
Author(s):  
MF Khumalo ◽  
NS Gwele
Keyword(s):  
Nursing Education ◽  
South African ◽  
Nurse Educators ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Educational Approach ◽  
South African Society ◽  
Health Delivery ◽  
Directed Learning ◽  
Health Delivery System

The nursing education system has to aim at producing nurse professionals who are competent in the delivery of PHC to meet the changing needs of the South African society. This therefore, requires that nursing colleges in South Africa adopt curriculum approaches that develop links between theory and clinical practice and consequently prepare students to develop self directed learning skills, self reliance, the ability to utilise different intellectual, interpersonal and practical skills to make decisions and solve problems critically (SANC, 1985). A number of authors (Andrews & Jones, 1996; Creedy & Hand, 1994; Creedy, Horsfall & Hand, 1992; Heliker, 1994) suggested Problem-based learning (PBL) as the most appropriate educational approach which will equip students with the skills necessary to function in a comprehensive and primary focused health delivery system.

scholarly journals Authentic Learning: A Concept Analysis

2021 ◽  
Vol 13 (4) ◽  
pp. 12
Author(s):  
Mary Chabeli ◽  
Anna Nolte ◽  
Gugu Ndawo
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Real Life ◽  
Authentic Learning ◽  
Thinking Skills ◽  
Concept Analysis ◽  
Step Method ◽  
Analysis Process ◽  
Life Problems ◽  
Definition Of

Authentic learning (AL) is a learner-centred approach in which learners co-construct their own knowledge by engaging in and addressing real life problems that demand the use of higher order thinking skills (HOTS), real world resources and tools while thinking and acting like experts. However, AL is a concept that is ambiguous and abstract therefore challenges nurse educators in fully engaging learners in such problems thus limiting their development of HOTS. The purpose of this article was to describe the concept analysis process that was followed to clarify AL, provide conceptual meaning in nursing education, and formulate a theoretical definition using Walker and Avant’s eight-step method. Definitions, nature, characteristics and uses of AL were sought and the researchers explored 160 publications which included dictionaries, encyclopaedias, thesauri, conference papers, research reports, journal articles and subject-related literature across multiple disciplines to critically analyse AL. A 17-year period from 1988 to 2015 was used to search several databases. The defining attributes which included antecedents, the process and consequences of AL emerged. The consequence of AL in nursing education is a competent, critical, autonomous, independent, lifelong graduate desirable for the 21st-century global healthcare system. A theoretical definition of AL was also formulated. The study findings indicated that nurse educators can be assisted to design AL tasks that expose learners to AL thus implications were stated and recommendations were made.

scholarly journals Predictors of satisfactory employee performance in the South African Department of Health

2017 ◽  
Vol 15 (2) ◽  
pp. 140-147
Author(s):  
Zeleke Worku
Keyword(s):  
Performance Management ◽  
South African ◽  
Employee Performance ◽  
Composite Index ◽  
Binary Logistic Regression ◽  
Binary Logistic Regression Analysis ◽  
The South ◽  
Assessment And Evaluation ◽  
Department Of Health ◽  
Training Opportunities

A study was conducted at the South African Department of Health (DOH) in order to assess the perception held by employees of the DOH at national and provincial levels about the suitability of the Performance Management System (PMS) tool that was being used in the DOH for the assessment and evaluation of the performance of employees working for the DOH at national and provincial level based on their Key Performance Areas (KPAs) and Key Performance Indicators (KPIs). The study was based on a stratified random sample of size n=120 employees of the DOH working at national and provincial levels. The study was quantitative, and used methods of data analyses such as frequency tables, cross-tab analysis and binary logistic regression analysis. The degree of productivity of employees at work was measured by using a composite index defined by Le Brasseur, Zannibbi & Zinger (2013). Results obtained from the study showed that about 74% of employees held a favorable view of the PMS tool that was used for the assessment and evaluation of employees. The percentage of respondents who viewed the PMS tool as unhelpful was about 26%. The study showed that the view held by employees working in the DOH about the relevance and objectivity of the PMS tool used for the assessment of employee performance in the DOH was significantly and adversely affected by the perception that the PMS policy was incapable of promoting the effectiveness of the DOH as an organization, the perception that the PMS policy was incapable of rewarding deserving employees, and the perception that there were not enough training opportunities in the PMS, in a decreasing order of strength.

scholarly journals A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education

Curationis ◽  
2002 ◽  
Vol 25 (3) ◽  
Author(s):  
M.M. Chabeli
Keyword(s):  
Nursing Education ◽  
Poster Presentation ◽  
Evaluation Method ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Ethical Standards ◽  
Individual Interviews ◽  
Open Coding ◽  
Specific Theme ◽  
Descriptive Method

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student’s thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA’s ethical standards for research (1998:7) were considered.

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