scholarly journals Understanding the Practices and Experiences of Supervising Nursing Doctoral Students: A Qualitative Survey of Two South African Universities

2019 ◽  
Vol 11 (6) ◽  
pp. 123
Author(s):  
T. M. Mothiba ◽  
M. S. Maputle ◽  
D. T. Goon
Keyword(s):  
Nursing Students ◽  
Doctoral Students ◽  
South African ◽  
Research Process ◽  
Faculty Members ◽  
Limpopo Province ◽  
Policies And Procedures ◽  
South African Universities ◽  
Open Coding ◽  
Doctoral Supervision

Doctoral supervision involves an intensive, interpersonal one-to-one relationship between the supervisor and the student. Supervisors have a responsibility to guide students when choosing their research topics and throughout the research process until completion of their research projects. The purpose of this study is to explore the practices and experiences of faculty members supervising doctoral nursing students in two selected universities in South Africa. This qualitative and explorative study involves all faculty members supervising doctorate nursing students at four South African Universities in Limpopo Province. A purposive sampling was used to select 15 participants who met the inclusion criteria. Data collection was through a telephonic in-depth unstructured interview. Probing was used to elicit more information from participants. Data were analysed through Tesch’s open coding method. Findings reveal three themes as practices and experiences of supervision, namely: research supervisory role, knowledge of models of supervision, and guiding principles towards doctorate supervision. There is a need for orientation of research supervisors and doctoral students before they commence with their supervisory role. Policies and procedures for doctorate supervision need to be communicated to all supervisors. There should be continuous support for both supervisors and students during the process of supervision.

scholarly journals Challenges in doctoral supervision in South African universities

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Benard Ungadi Akala
Keyword(s):  
Doctoral Students ◽  
South African ◽  
South African Context ◽  
Ongoing Research ◽  
Academic Characteristics ◽  
Starting Point ◽  
South African Universities ◽  
African Context ◽  
Multiple Challenges ◽  
Doctoral Supervision

This article addresses the challenges encountered by doctoral supervisors as they interact with their doctoral students in the contexts of South African universities. In a qualitative study of seven doctoral (PhD) supervisors and six PhD students, data was collected using interviews to examine the challenges supervisors experience as they supervise doctoral students. The PhD students were included in this study in because their responses would confirm or refute supervisor's views/opinions that emanated from their experiences in a social, cultural, and political context. Data analysis showed that doctoral supervisors experienced multiple challenges including overworking, time, and a set of academic characteristics of PhD students. Overall, the results of this study suggest that certain aspects among doctoral students who have completed doctorates in South African context, and their supervisors in different parts of the world would provide a starting point in the understanding of the implications of these aspects and their effect on the selection of doctoral students and the ongoing research in doctoral supervision in the South African context.  doctoral supervision.

scholarly journals Grieks vir Nuwe Testament: In Nuwe paradigma aan Suid-Afrikaanse universiteite vir die onderrig van Grieks met die oog op teologie

1998 ◽  
Vol 54 (3/4) ◽  
Author(s):  
Fika J. Van Rensburg ◽  
Hendrik F. Stander
Keyword(s):  
South African ◽  
New Testament ◽  
Present Situation ◽  
Faculty Members ◽  
New Paradigm ◽  
Learning And Teaching ◽  
Methods Of Evaluation ◽  
South African Universities ◽  
The New Testament ◽  
Methods Of Learning

Greek for the New Testament: A new paradigm at South African Universities for the teaching of Greek for Theology. The faculty members of the departments of Greek and New Testament of a number of South African Universities have since 1995 been involved in discussions on the teaching of Greek to students who want to study Theology. This article is an updated version of the memorandum the two authors tabled for the discussion. The memorandum was discussed in 1996, and during the 1997 meeting it was finished. The article gives an overview of the consensus achieved. First an analysis of the present situation is given (2), on the grounds of which the need for a change in approach is motivated (3).  Then the outcomes for the teaching of Greek are discussed (4). Appropriote methods of learning and teaching are proposed (5) as well as methods of evaluation (6). It is also argued that the Universities have the obligation to provide Greek scholars for the future (7). The article closes with a plea for closer co-operation between Greek and New Testament departnents Ilt South African Universities (8).

scholarly journals Challenges experienced by postgraduate nursing students at a South African university

2018 ◽  
Vol 23 ◽  
Author(s):  
Yolanda Havenga ◽  
Malmsey L. Sengane
Keyword(s):  
Nursing Students ◽  
Doctoral Students ◽  
South African ◽  
Qualitative Content Analysis ◽  
Study Data ◽  
Student Experiences ◽  
Supervisory Relationship ◽  
Research Programmes ◽  
Postgraduate Studies ◽  
Institutional Challenges

Background: The increase in nurses enrolling in postgraduate programmes as well as the need to improve their completion requires academics to establish environments conducive for postgraduate studies. The challenges experienced during postgraduate studies have to be identified to establish conducive environments. Objective: The objective of this study was to explore and describe the challenges experienced by postgraduate nursing students enrolled in postgraduate coursework and research programmes at a South African university. Methods: An exploratory, descriptive and qualitative design was used. The study was contextual in nature. Purposive sampling was used. Fifteen honours, master’s and doctoral students participated in the study. Data were analysed through qualitative content analysis and measures to ensure trustworthiness, and ethical implementation of the study were implemented. Results: Three themes with categories were identified, namely personal challenges (i.e. finances, employment, family and accommodation), academic and institutional challenges (i.e. workload and time constraints, contact sessions, subject information and assessment) and research-related challenges (i.e. information literacy, supervisory relationship and supervisory structure and process). Conclusion: Institutional support addressing personal, academic and research-related challenges should be provided to enhance student experiences and completion.

scholarly journals Support of students by academics in a nursing foundation programme at a university in the Western Cape

Curationis ◽  
2018 ◽  
Vol 41 (1) ◽  
Author(s):  
Annelize D. Daniels ◽  
Karien Jooste
Keyword(s):  
Nursing Students ◽  
South African ◽  
Nurse Educators ◽  
Western Cape ◽  
Individual Interviews ◽  
Foundation Programme ◽  
Diverse Backgrounds ◽  
Open Coding ◽  
Recorded Data ◽  
Minimum Criteria

Background: Owing to the inadequate schooling system and the under-preparedness of students in South African high schools, Higher Education Institutions are faced with students who do not meet the minimum criteria for acceptance into a mainstream programme and need support from an extended foundation programme.Objectives: The study described the support of students by lecturers in an extended 5-year nursing foundation programme.Method: A qualitative, exploratory and descriptive design was applied. Purposive sampling was conducted, and eight nursing students who completed the foundation year took part in semi-structured individual interviews. Each interview took around 30 min and was digitally recorded. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study.Results: The findings of this study indicated that experiences varied on a foundation programme. Participants expressed support in a nurturing environment in which the lecturers were open and approachable with a positive attitude. Lecturers could support students by being caring and advising in learning methods around the programme. Lecturers could focus on the method of peer support which should be encouraged beyond the programme so as to provide a sense of camaraderie amongst students.Conclusion: Data revealed that support of lecturers in a foundation programme needs creative methods to make the learning environment nurturing for students. This provides for students from diverse backgrounds the opportunity to prepare for their studies at a university level. Insights gained from this study, which highlight the importance of supporting foundation students, could benefit all nurse educators offering foundation programmes.

scholarly journals Attrition of undergraduate nursing students at selected South African universities

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Erna Roos ◽  
Anna E. Fichardt ◽  
Margaret J. MacKenzie ◽  
Jacques Raubenheimer
Keyword(s):  
Nursing Students ◽  
Registered Nurses ◽  
South African ◽  
Nursing Student ◽  
Attrition Rate ◽  
Clinical Environment ◽  
Undergraduate Nursing Students ◽  
Quality Healthcare ◽  
Undergraduate Nursing ◽  
South African Universities

Background: The nursing profession forms the backbone of many healthcare systems. It therefore needs a consistent supply of registered nurses to deliver continuous and safe quality healthcare, and to replace the nurses leaving or retiring from the profession. Attrition actively occurs among nursing students in South Africa and threatens the future supply of registered nurses. Aim: The aim of the study was to describe the attrition rate at selected South African universities and the factors influencing undergraduate nursing students to discontinue their nursing studies at these universities. Method: A quantitative descriptive design was followed. Heads of the nursing departments at the selected universities captured data with a specifically designed questionnaire. Thereafter their former nursing students provided information via a structured telephonic interview on the reasons why they discontinued the nursing programme. Results: The study revealed that attrition of undergraduate nursing students for three intake years (2007, 2008 and 2009) at the participating universities was between 39.3% and 58.7%. Academic and financial reasons as well as poor wellness and health were the main causes for attrition. Another factor was failure to cope with the demands of the clinical environment. Conclusion: Attrition might not occur immediately when a nursing student is challenged, as the student might exploit the various types of support offered. Although some nursing students do benefit from the offered support, a large number of nursing students still discontinue the undergraduate nursing programme.

scholarly journals Doctoral supervision and COVID-19: Autoethnographies from four faculty across three continents

2021 ◽  
Vol 18 (5) ◽  
pp. 90-107
Author(s):  
Dannelle D. Stevens ◽  
◽  
Rajendra Chetty ◽  
Tamara Bertrand Jones ◽  
Addisalem Yallew ◽  
...  
Keyword(s):  
Health Care ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
Social Economic ◽  
Doctoral Student ◽  
Faculty Members ◽  
The Many ◽  
Doctoral Supervision ◽  
Political Health

Doctoral students represent the fresh and creative intellectuals needed to address the many social, economic, political, health care, and education disparities that have been highlighted by the 2020 pandemic. Our work as doctoral student supervisors could not be more central nor vital than it was at the beginning of, during, and following the pandemic. Written during the pandemic of 2020, the purpose of this paper was to describe how four faculty from three continents navigated their relationships with doctoral students in the research and dissertation phase of their doctoral programs. Using a common set of prompts, four faculty members each wrote an autoethnography of our experience as doctoral student supervisors. Even though our basic advising philosophies and contexts were quite different, we learned about the possibility and power of resilience, empathy, and mentoring online. Our findings imply that new online practices could be closely examined and retained after the pandemic to expand the reach, depth and impact of doctoral education.

25 Reflections on Accounting Research

2017 ◽  
Vol 33 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Dana R. Hermanson
Keyword(s):  
Doctoral Students ◽  
Review Process ◽  
Research Process ◽  
Journal Review ◽  
Accounting Research

ABSTRACT In this essay, I reflect on my roughly 25 years in accounting research by discussing 25 topics related to (1) the journal review process, (2) specific types of accounting research, and (3) the research process. I hope that these observations will prompt additional thought and discussion, help accounting doctoral students and faculty to publish their research, and potentially challenge some readers.

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