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Access status: Open Access ,
Standards for evaluating the quality of undergraduate nursing
(University of the Free State, 2022) Mulu, Moses Mutua; Nyoni, C. N.
Background: E-learning is redefining the learning and teaching landscape in low- and middle-income countries (LMICs). Nurses with competing interests like family, work and distance can now upgrade from diploma to degree level through e-learning. Evaluating the quality of such undergraduate e-learning nursing programmes remains fundamental to ensure that nurse graduates can meet dynamic healthcare systems' demands. The paucity of standards for evaluating the quality of undergraduate nursing e-learning programmes with consideration of contextual challenges in low- and middle-income countries offers critical underpinning for the development of this study. The critical solutions addressed by these standards provide local solutions to local problems. This study, therefore, aimed to develop standards for evaluating the quality of undergraduate nursing e-learning programmes in Kenya. Methods: A multiple methods, multi-phase approach underpinned by the standard development framework by the Health Standards Organisation (HSO) was used. In the first phase, an integrative review was conducted to synthesise available evidence related to standards for evaluating undergraduate nursing e-learning programmes in LMICs. The second phase of this study incorporated a modified Delphi technique, including experts drawn from low and middle-income countries (LMICs) to validate the criteria from the first phase. A feasibility study of standards developed in the preceding phase was carried out in a leading university in Kenya to ascertain the standards’ feasibility, usability, and practicality in Kenya. Results: The findings of the integrative review revealed six standards with 109 criteria for evaluating the quality of undergraduate nursing e-learning programmes. The standards were presented to 14 experts drawn from Africa and Asia for a modified Delphi through three rounds leading to a consensus to remove 4 criteria across the various standards. The experts further agreed on the standards being feasible, usable, and practical for use in low- and middle-income countries, a total of six standards and 105 criteria were agreed upon. The study’s third phase intended to test the standards feasibility, usability, and practicality in a local university in Kenya. The findings suggested that the standards were feasible, usable, and practical in LMICs. These findings were VI further presented to experts with experience in the Kenyan higher education landscape and quality assuarance in e-learning and the findings were unanimous on the feasibility, usability, and practicality in LMICs. Conclusion: Standards developed in this study provide a holistic overview of the quintessential requirements in evaluating the quality of undergraduate nursing e-learning programmes in low- and middle-income settings. The quality of nurses produced is dependent on the quality of teaching offered, and e-learning is one of the teaching modalities to be availed in most institutions of higher learning and middle-level colleges. The intricacies of nursing education programmes having theoretical and clinical components invoke deeper thought on how to evaluate these programmes. The rigorous process that culminated in the development, validation and testing of these standards invokes action in institutions of higher learning seeking to develop e-learning programmes and provide quality e-learning. The contextual concerns of low-resource settings have been meticulously considered to ensure strong scientific evidence to provide local solutions to local problems. The quality of an e-learning programme is evaluated using standards that are feasible, usable, and practical. The holistic multidimensional approach adopted by the standards ensures that all key tenets of e-learning are addressed, and the interplay of each standard is identified. The study recommends adoption and testing of these standards for evaluating e-learning undergraduate nursing programmes in different LMICs to further improve the quality of e-learning.
Access status: Open Access ,
Coping strategies of undergraduate students in health sciences: a
(University of the Free State, 2022) Kataza, Tlholohelo; Hugo-van Dyk, L.; Botma, Y.
Introduction and background Students enrolled at higher education institutions experience an immense amount of stress which may result in high drop-out rates. Stress is an integral part of everyday life. However, when stress accumulates over time and no effective coping strategies are applied to manage stress, it tends to disrupt the everyday functioning of an individual, negatively affecting their health, productivity, relationships, physical well-being, quality of life and academic performance. Students without adequate coping strategies and problem-solving skills are more vulnerable, as they are unable to use the resources at their disposal to find sufficient ways to cope with their problems. They are at risk of resorting to maladaptive coping strategies such as substance and alcohol abuse. Students in health sciences programmes enroll in both theoretical and practical modules, which include a high number of work-integrated learning hours. In addition to the heavy workload, students also often experience a negative clinical learning environment when placed for work-integrated learning. Therefore, these students need additional support to cope in an evolving healthcare environment. Despite higher education institutions claiming to have support strategies in place, a high drop-out rate is still experienced, with reports of maladaptive coping strategies. Students need adequate support and adaptive coping strategies to manage stressors encountered during training. Available literature can provide insight into such coping strategies to better support undergraduate students in health sciences. Aim This study aimed to explore the existing knowledge regarding the coping strategies of undergraduate students in health sciences programmes. Methodology The researcher used the nine-step scoping review framework by Peters et al. (2020a:412) as a guide to conduct this scoping review. Using boolean operators, the researcher and an information specialist searched for literature using fifteen databases. The screening process commenced with three individuals first reviewing the titles and abstracts, followed by the full-text articles. iv From the initial 1432 records, a total of 319 full-text articles were screened according to the inclusion and exclusion criteria. One hundred and sixty three full-text articles did not meet the inclusion criteria and were excluded. Thus, 156 articles were included in the study. The data were then extracted using Google forms and transferred onto a Microsoft Excel spreadsheet. Data were analysed and coded. Similar codes were grouped into categories presented in tables and figures. Results The main findings of this review indicate that most studies on the coping of undergraduate students in health sciences programmes were conducted in high-income countries with a lack of literature for the African context. Majority of the literature referred to the nursing and medical profession, and a lack of research on other health sciences professions such as dentistry, dietetics, sport and exercise science, occupational therapy, optometry, paramedicine, pharmacy, physiotherapy and radiography were noted. Only nine of the included studies reported on theoretical underpinnings, models and frameworks. Emotion-focused coping strategies were mostly used by students to cope with the stressors they encountered. Most studies were descriptive in nature, conducted in a single site, with limited intervention studies. Most of the articles did not report on the sampling techniques used to select participants. Conclusion It is imperative for Health Sciences Education Institutions to develop support programmes to assist students in coping effectively with the stressors they encounter. The findings of this scoping review indicate a need for further research on the coping of undergraduate students in health sciences, especially focusing on all healthcare professions implementing such strategies. Suggestions to train nurse educators and clinical facilitators on providing adequate support for students to enable them to cope efficiently are among the recommendations of this study.
Access status: Open Access ,
Die persoonlikheid van die spesifiek-leergestremde leerling
(University of the Free State, 1988) Adlem, Hendrika Petronella; De Beer, N. A.
Die term 'persoonlikheid' is 'n wye begrip. Die onbeperktheid van hierdie konsep lewer omvangryke probleme vir die navorser in die bestudering daarvan. Geen persoonlikheidsteorie kan byvoorbeeld voorsiening maak V1r die uniekheid van die individuele persoonlikheid nie. Navorsing in verband met die persoonlikheidsveranderlikes word ook bemoeilik aangesien die persoonlikheid en gedrag van 'n individu verweefd is met die totaliteit van sy interne en eksterne omstandighede sodat dit haas onmoontlik 1S om hierdie aspek van menswees werklik te deurgrond (Barnard, 1987, p. 217).
Access status: Open Access ,
Examining the components of pedagogical content knowledge and the construction of physics teachers’ classroom practices
(University of the Free State, 2023) THOESELE HLAELA
Access status: Open Access ,
Investigating Grade 4 Teachers’ Experiences of Teaching Reading Comprehension in English Second Language at Botshabelo Schools
(University of the Free State, 2024) MATSIETSI PAULINA MOHLOKI
Access status: Open Access ,
Predictors of TB and HIV/AIDS external stigma among healthcare workers in the Free State Province, South Africa
(University of the Free State, 2024) Helen-May Johnston
Access status: Open Access ,
Examining the Role of Religion in Consolidating Leadership and Governance in South Africa’s Public Sector
(University of the Free State, 2025) Harry Goliath
Access status: Open Access ,
Behavioural aspects of enzootic geophagy amongst large mammal herbivores
(University of the Free State, 2022) Hendrikus Johannes Beukes Butler
Access status: Open Access ,
EXPLORING PRINCIPALS’ ETHICAL LEADERSHIP PRACTICES IN TACKLING LEARNER-ON-TEACHER VIOLENCE b
(University of the Free State, 2024) MOLOTJA SIPHIWE Dissertation submitted in fulfillment of the requirements for the degree of Masters in Education; Dr S. D. Makhasane CO-SUPERVISOR: Dr L. Mdodana-Zide AUGUST 2024; Dr L. Mdodana-Zide AUGUST 2024
This study explored principals’ ethical leadership practices in tackling learner-on- teacher violence - a phenomenon that has become a global concern. The frequent incidents of learner-on-teacher violence have instilled many teachers with fear for their lives which affected the quality of teaching-learning processes. Section 12 of the South African Constitution stipulates that everyone has the right to be free from all forms of violence, and not to be treated or punished in a cruel, inhuman or degrading manner. This legislation stipulates that all Government employees in the Department of Education must perform their duties diligently, morally, and without fear and intimidation. This study was underpinned by two theories: the Ethical Leadership Theory and the Social Learning Theory. The ethical leadership theory provided pathways to mitigate learner-on-teacher violence, while the social learning theory informed the study on how learners’ violent behaviour towards teachers developed. Further, a qualitative multiple case design was employed in order to explore principals’ ethical leadership practices in mitigating learner-on-teacher violence. The study was conducted at two secondary schools in the eastern Free State province of the Republic of South Africa. Purposive sampling was adopted to select four participants: a principal and a deputy from each school. The data for this study was collected by conducting semi-structured interviews through engaging two principals and two deputy principals, in addition to document analysis, after which the data was thematically analysed to produce findings. The data in this study was analysed through the thematic data analysis approach which led to the emergence of five major themes. The findings revealed the challenges of ethical leadership experienced by principals in tackling learner-on-teacher violence. The findings indicated that when principals are faced with learner-on-teacher incidents of violence, they involve parents, apply the learners’ code of conduct, and involve the school- based support team and other committees that can assist in eradicating this scourge. However, despite their strategies to curb this troubling phenomenon, they still experienced challenges such as parent-apathy, perpetrators being mainly from child- headed households, lack of support from the Department of Education, and unclear policies. The study thus recommends the building of alternative schools, structuring a water-tight learners’ code of conduct by schools, active and expeditious action by the DoE, intensifying the use of South African School Administration Management 6 System escalating the quality learning and teaching campaign and promoting parental involvement.
Access status: Open Access ,
An exploration of LGBTQIA+ university students’ lived experience of intimate partner violence in South Africa
(University of the Free State, 2024) Mavhungu Jodale Ramavhoya