Problematiek van voorgraadse studenteverpleegkundiges se leerervaring in primêre gesondheidsorgklinieke

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dc.contributor.advisorMulder, M.
dc.contributor.advisorBotma, Y.
dc.contributor.advisorSeale, I.
dc.contributor.authorMacKenzie, Margaret Juliana
dc.date.accessioned2015-07-29T10:25:22Z
dc.date.available2015-07-29T10:25:22Z
dc.date.issued2010-06
dc.description.abstractThe aim of this research was to assess the problems that undergraduate nursing students of the University of the Free State encounter during placement in primary health care (PHC) clinics, which have a negative influence on their learning experience. The need for such research became evident from anecdotal feedback and the fact that primary health care is the core of the existing curriculum. A qualitative, explorative and descriptive research design was used, firstly to examine the problems experienced by the participating triad (PHC nurse practitioners, facilitators of the academic nursing school and the students) during the placement of students in PHC clinics. Secondly, the participating triad were requested to offer suggestions to improve or optimise the learning experience of future students in PHC practice. Data was collected mainly by means of nominal group technique (NGT) interviews and documentary analysis. Diverse problems and suggestions were offered. The same five categories were identified in the data of all groups, namely learning environment, professional socialisation, learning opportunities, culture sensitivity and management. However, the priority sequence of the categories as determined by the participating triad differed. The above sequence (from the highest to the lowest) was for the “problems”, but for the “suggestions” it was learning opportunities, learning environment, culture sensitivity, professional socialisation and management. The identified main problems were, among others, lack of support and ineffective communication. Lack of support is closely associated with negative attitudes and inadequate knowledge. Communication among institutions, within institutions and among colleagues must improve. Recommendations were aimed at improving communication with and supporting various role players. Not only must the students be supported, but those who guide them in the practice setting. The training of nursing students must take place within a partnership in which all the partners play an equally important role and discharge their responsibilities with insight and accountability.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/738
dc.language.isoaf
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectNurses -- Study and teaching (Higher)en_ZA
dc.subjectNursing students -- Training ofen_ZA
dc.subjectCommunity health nursing -- South Africaen_ZA
dc.subjectCommunicationen_ZA
dc.subjectSupporten_ZA
dc.subjectCulture sensitivityen_ZA
dc.subjectPrimary health care clinicsen_ZA
dc.subjectClinical placementsen_ZA
dc.subjectClinical learning environmenten_ZA
dc.subjectClinical learning opportunityen_ZA
dc.subjectClinical experienceen_ZA
dc.subjectDissertation (M.Soc.Sc. (Nursing))--University of the Free State, 2010en_ZA
dc.titleProblematiek van voorgraadse studenteverpleegkundiges se leerervaring in primêre gesondheidsorgkliniekeen_ZA
dc.typeDissertationen_ZA
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