Strategieë om die studieleiding van nagraadse studente in die Skool vir Verpleegkunde aan die Universiteit van die Vrystaat te bevorder

English: The purpose of this study was to identify the problems that study leaders from the School of Nursing, at the University of the Free State encountered with giving study guidance to students and thereafter to develop strategies to improve study guidance. The implementation of these strategies would then improve the through put of postgraduate students. A qualitative, descriptive study design was used and information was gathered through the nominal group technique. The findings were that study leaders experienced a deficit in their training as study leaders, as well as a deficit in experience of providing study guidance. Study leaders also experienced uncertainty with regard to administrative procedures and a challenge to stay abreast of the development regarding research methodologies as well as development concerning the different sub-disciplines. A high workload was also identified as being problematic. Further problems experienced were students’ deficit regarding skills needed to complete research studies. Students also do not keep appointments and reacted negatively on feedback that were given to them. It is recommended that study leaders receive training with regard to giving of study guidance. Other strategies that were formulated are that study leaders be exposed to group study guidance before they embark on giving individual study guidance. Group study guidance can also diminish study leaders’ workload. New study leaders can also initially be allocated as co-study leaders to provide them with experience . With regard to the students, it is suggested that a contract should be implemented at the commencement of their studies. Such a contract could address what is expected from the students as well as the study leaders; it can guide the study guidance process and may diminish possible conflict. The lack of identified skills of the students can be addressed by implementing a more strict selection process and implementation of a pre-study module. If other skills deficits are identified during the study guidance process, it should be addressed either by the study leader or by referring the students to applicable resources. More emphasis should also be directed towards the development of research skills in undergraduate programs. Some of the identified study guidance problems in this study are universal, while others were unique to the specific institution and situation. Some of the proposed strategies, such as training of study leader are universal, while others such as administrative issues are specific to the institution.