Browsing by Author "Mthembu, Sindisiwe Zamandosi."

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The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa.
(2011) Mthembu, Sindisiwe Zamandosi.; Mtshali, Ntombifikile Gloria.
Community based service-learning is one of the fastest growing reforms in higher education, especially in the field of health care. The increased interest in this phenomenon is based on the demands by government and society that higher education institutions should be more responsive to the needs of the community. Literature, however, reflects that service learning lacks a sound theoretical base to guide teaching and learning due to limited research in this area. This study was, therefore, aimed at exploring the phenomenon knowledge construction in basic nursing programmes in selected South African nursing schools with the intention to generate a middle range theory that may be used to guide the process of knowledge construction in community-based service-learning programmes. This study adopted a qualitative approach and a grounded theory research design by Strauss and Corbin. Two university-based schools of nursing were purposively selected to participate in the study. There were a total number of 16 participants. The collection of data was intensified by the use of multiple sources of data (participant observation, documents analysis and in-depth structured interviews). The data analysis process entailed three phases; open, axial and selective coding. The results of the study revealed that the phenomenon “knowledge construction” is conceptualised as having specific core characteristics, which include the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue and communities of learners. The findings showed that there are a number of antecedent conditions and contextual circumstances contributing to how knowledge is constructed in a community based service learning programme. The process of knowledge construction emerged as cyclical in nature, with students, facilitators and community members having specific roles to play in the process. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community based service learning programmes. These findings led to the generation of a conceptual model. Knowledge construction according to this model takes place in an environment which is characterised by interactive learning, collaborative learning, actively learning and inquiry-based learning through continuous reflective learning processes. The main concepts in this conceptual model include concrete learning experiences, continuous reflection, problem posing, problem analysis, knowledge deconstruction and knowledge generation, knowledge verification, knowledge generation, testing of generated knowledge and evaluation of generated knowledge. The sub-concepts include learning through senses, an initial situation, health-related triggers, social interaction, reflection-in action, reflection-on action, hypotheses generation, conceptualisation of learning experiences, information validation and community interventions. Recommendations were categorised into education and training of academic staff, application of the model and further research with regard to quality assurance in CBSL programmes as well as the use of other research designs for similar studies.
Exploring clinical mentoring of the students in the clinical settings as perceived and experienced by the student nurses and clinical mentors in a selected nursing college campus in Durban.
(2011) Mhlaba, Gertrude Thulisiwe.; Mthembu, Sindisiwe Zamandosi.
Background: Within nursing and other health professional education, clinical mentorship is an integral part of students’ clinical learning experiences. Clinical mentorship is a widely relied upon strategy to ensure that students benefits positively in the clinical placements and is perceived as not just as a support mechanism for students but also as the main vehicle for the activities associated with learning, teaching and assessment of practice. In South Africa, mentoring in the clinical settings is not yet formalized, there are no guidelines from the regulatory body to serve as a guide to mentors in clinical settings and mentors do not undergo special preparation and it is not yet a common practice in South African nursing. Purpose: This study was aimed at exploring and describing the phenomenon of clinical mentoring as perceived and experienced by the student nurses and clinical mentors in a selected hospital in Durban. Methodology: A qualitative approach guided by the naturalist interpretive paradigm was used in this study. The research designed used was a descriptive phenomenological approach. The total population for this study was 48 registered nurses working in medical and surgical wards at a selected nursing college campus in Durban, and 47 first and second year students who were doing the Diploma in Nursing (General, Psychiatry, Community) and Midwifery. The sample size consisted of eight mentors and eight mentees working at the selected wards in the selected hospital. Individual interviews were conducted to collect data. Findings: The findings revealed that mentorship in nursing education and training remains an integral part for student’s clinical learning experiences. The nature and vi quality of the relationship between the mentor and the student continues to be of vital important for an effective mentoring process. It emerged that the assistance and guidance that the clinical mentors are offering to students are most crucial for growth and the development of students and gain of quality clinical skills. While the befriending role of clinical mentors perceived as useful to facilitate students’ settling into the clinical milleu. The roles of mentors emerged as assisting, supporting, teaching, motivating, befriending and advising students. The ability to give feedback, experience, availability of time and a positive attitude were the elements considered important qualities for a good clinical mentor. The benefits of clinical mentoring outweighed the drawbacks. The benefits of mentoring were both for the student and for the mentor. For mentors, benefits were immaterial and included closer follow-up of new developments, teaching and sharing of experiences. For the students, benefits are based on the level and quality of grooming and nurturing students gets that help to bridge theory-practice gap, motivating students to be highly interested to what they do in the clinical settings. Challenges included limitations on time, shortage of resource, dual responsibilities of patient care and student teaching, high workload and lack of formalised mentoring programmes. Recommendations: This study suggests that the educational and clinical settings needs to work together to ensure that a formalised mentorship programme is put in place where clinical mentors will be trained for the role and formally appointed to the roles. Further research is suggested where the operational management staff of the organisations and academic college staff will participate to understand how mentoring is done in the clinical settings, and what criteria the clinical mentors use to measure the student performance who properly or poorly mentored.
Exploring online learning experiences of postgraduate nursing education students at a selected nursing education institution in KwaZulu-Natal.
(2012) Mdunge, Valerie Ndingiliza.; Mtshali, Ntombifikile Gloria.; Mthembu, Sindisiwe Zamandosi.
Background Online learning is becoming an indispensable complementary teaching and learning tool and has been an integral aspect of education in many tertiary institutions around the world. In nurse education and training, online learning, web-based learning or e-learning is a fundamental necessity, especially in the light of the growing shift into information and communication technology (ICT). The South African e-education policy requires every teacher and every learner in the education and training sector to be ICT capable and be able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners, to achieve personal goals and to be full participants in the global communities. Purpose The purpose of this study was to explore the online learning experiences of postgraduate Master’s Degree nursing education students at a selected nursing education institution in KwaZulu-Natal. Methodology A qualitative, exploratory, descriptive research design was used and the whole population of sixteen postgraduate nursing education students who were exposed to online learning participated in the study. Data was collected through semi-structured individual followed by focus group interviews and thematic data analysis was used to analyse data. Findings The study revealed that it was the first time that most of the participants had been exposed to an online learning course, and reflected that they had felt empowered by this experience which provided them opportunities of reflection and deep learning. Participants indicated that the range of interactions and the level of engagement determined the eventual level of knowledge constructed. It was revealed from the findings that the online facilitator plays a key role in guiding, supporting and ensuring that the learning outcomes are achieved by all students. Benefits of the online learning space included increased socialisation, convenience and flexibility, asynchronicity and accessibility to learning material. Challenges were lack of real-time response, financial cost and technical issues. Recommendations This study recommends an intense orientation of students to ICT and to be informed of requirements before the commencement of online course. The online facilitators must be more visible in the online space and participate more often in the discussions and stimulate constructive dialogue.
A survey of the assessment of clinical learning in selected nursing education institutions in KwaZulu Natal within an outcomes-based education (OBE) context.
(2003) Mthembu, Sindisiwe Zamandosi.; Gwele, Nomthandazo S.
Assessment of clinical learning as a process for determining competence in practice is one of the underpinning principles of establishing and measuring student progress III nurse education. Literature reviewed for this study revealed that assessment of clinical learning in nursing education has been a problem for many years in the profession and it still is even today. This study was therefore aimed at investigating the current methods of assessing clinical learning used in nursing education institutions specifically as these relate to the South African Qualification Authority {SAQA)'s call for applied competence. The study was an exploratory descriptive survey. Data were collected through the use of questionnaires. Questionnaires were mailed to those institutions that were not easily accessible owing to their geographic location and questionnaires were delivered by the researcher to the geographically accessible institutions. All nurse educators employed in five nursing colleges, two university nursing departments and one technikon in KwaZulu-Natal (KZN) were asked to participate in the study. The total number of nurse educators in the above-mentioned institutions was 195. The return rate of completed questionnaires was 56%. The results of this study revealed that the Objective Structured Clinical Examination (OSCE) and continuous clinical assessments were the two methods currently most commonly used in nursing education for assessing clinical learning, The results also revealed that triangulation of assessment methods of clinical learning was prevalent in nursing education institutions, with the OSCE and continuous clinical assessments being the most favoured combined strategies in assessing clinical learning. Very few participants mentioned the non-traditional clinical assessment methods (such as the triple jump and portfolio assessments) as strategies of assessing clinical learning that were used in their institutions. This study also revealed that continuous clinical assessment as a method of assessing clinical competence allowed nurse educators to assess applied competence and was generally believed to provide a more valid, reliable and realistic form of assessment. Continuous clinical assessments were also favoured for their authenticity because they were undertaken in a real clinical setting. Within the era of outcomes-based education, the focus in assessment moves from judgmental assessment methods to developmental assessments with extra emphasis on authentic and integrated assessment methods.