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dc.contributor.advisorVan Rhyn, L.
dc.contributor.advisorMpeli, M. R.
dc.contributor.authorMothobi, Nancy Nomthandazo
dc.date.accessioned2017-09-04T08:55:35Z
dc.date.available2017-09-04T08:55:35Z
dc.date.issued2017-01
dc.identifier.urihttp://hdl.handle.net/11660/6728
dc.description.abstractEnglish: Clinical accompaniment of nursing students is a very important dimension of nursing education and training. Being the corner-stone of nursing education, it orientates and prepares the students for clinical practice. Additional accredited clinical facilities that are very far from the college concerned, decreased clinical accompaniment by lecturers and the reality of a shortage of professional nurses in the clinical facilities has a detrimental effect on clinical accompaniment, which is likely to have an impact on the students. However, there is limited knowledge regarding the experiences of these students, as well as what should constitute ideal clinical accompaniment. The purpose of the study, therefore, was to explore and describe the experiences of student nurses regarding their clinical accompaniment. A qualitative study within the paradigm of the phenomenology with explorative, descriptive and contextual designs was followed. Data were collected through the use of focus group interviews. Seven focus groups interviews were conducted and each group consisted of eight to ten participants. After the data collection process the interviews were transcribed immediately. Tesch`s steps of data analysis were used and the following main categories were identified: Inability to achieve objectives, integration of theory and practice, support, professional conduct, clinical learning opportunities, consistent accompaniment, resources and communication. The findings illustrated that there was a lack of support and resources (material and human), insufficient coordination and communication between the nursing college and the clinical facilities, as well as deficient professional conduct. Recommendations include: The development of a structured clinical accompaniment plan; the college and the clinical facilities should foster clear communication channels to ensure adequate guidance and support of students. and the appointment and training of preceptors may address some of the challenges regarding clinical accompaniment of students.en_ZA
dc.description.abstractAfrikaans: Kliniese begeleiding van verpleegkundestudente vorm ʼn baie belangrike dimensie van verpleegkunde-onderwys en -opleiding. As ʼn hoeksteen van verpleegkunde-onderwys oriënteer en berei dit studente voor vir kliniese praktyk. Nuut toegevoegde geakkrediteerde kliniese fasiliteite wat ver van die betrokke kollege geleë is, het tot ʼn afname in kliniese begeleiding deur dosente gelei, en die realiteit van ʼn tekort aan professionele verpleegkundiges in die kliniese fasiliteite het ʼn nadelige uitwerking op kliniese begeleiding, wat studente waarskynlik beïnvloed. Beperkte kennis is egter beskikbaar oor hierdie studente se ervarings, asook oor wat ideale kliniese begeleiding behels. Die doel van hierdie studie was dus om die studentverpleegsters se ervarings aangaande kliniese begeleiding te ondersoek en te beskryf. ʼn Kwalitatiewe studie in die paradigma van die fenomologie is volgens ʼn ondersoekende, beskrywende en kontekstuele ontwerp uitgevoer. Data is deur gebruikmaking van fokusgroeponderhoude ingesamel. Sewe fokusgroeponderhoude is gevoer, en elke groep het uit agt tot tien deelnemers bestaan. Ná die data-insamelingsproses is die onderhoude dadelik getranskribeer. Tesch se stappe vir data-analise is gebruik en die volgende hoofkategorieë is geïdentifiseer: Onvermoë om doelwitte te bereik; integrasie van teorie en praktyk; ondersteuning; professionele optrede; kliniese leergeleenthede; konsekwente begeleiding; hulpbronne, en kommunikasie. Die bevindinge illustreer dat daar ʼn gebrek aan ondersteuning en hulpbronne (materiaal en menslike hulpbronne) bestaan het, asook aan koördinasie en kommunikasie tussen die VOI (verpleegkunde-onderwysinstelling) en die kliniese fasiliteite, en gebrekkige professionele optrede. Aanbevelings sluit in: Die ontwikkeling van ʼn gestruktureerde plan vir kliniese begeleiding, die verpleegkundekollege en die kliniese fasiliteite moet oop kommunikasiekanale bevorder ten einde voldoende leiding aan en ondersteuning van studente te verseker, en die aanstelling en opleiding van kliniese begeleiers kan sommige van die uitdagings in verband met die kliniese begeleiding van verpleegstudente die hoof te bied.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectExperiencesen_ZA
dc.subjectClinical accompanimenten_ZA
dc.subjectStudent nursesen_ZA
dc.subjectNorthern Cape nursing collegeen_ZA
dc.subjectNursing -- Study and teachingen_ZA
dc.subjectNursing studentsen_ZA
dc.subjectDissertation (M.Soc.Sc. (Nursing))--University of the Free State, 2017en_ZA
dc.titleExperiences of student nurses in the Northern Cape regarding their clinical accompanimenten_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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