Browsing by Author "Pakkies, Edith Ntefeleng."

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Analysing cognitive levels of final examination questions for the Diploma Nursing programme using the revised bloom’s taxonomy at a selected nursing college in Eastern Cape.
(2017) Fayilane, Nontlantla Isabella.; Pakkies, Edith Ntefeleng.
Background: The main objective of the current reform is the production of graduates capable of facing challenges and adapt to changes that may be encountered post-graduation. According to the ICN (2009), employers perceived that graduates were not prepared for the realities of practice nor did they have the competencies needed for health care services. That necessitates higher education to prepare students to be competent graduates through teaching content and transferable skills. Appraised literature reveals that employing Bloom’s Taxonomy in class and integrating learning outcomes and assessment strategies, leads to production of graduates that are competent with skills expected from a professional. Previous literature also indicates that poor alignment of curriculum objectives with assessment strategies deprive students‟ development of crucial skills as well. Purpose: The purpose of the study was to analyse the cognitive levels of final examination questions for the Diploma Nursing Programme using the Revised Bloom’s Taxonomy at a selected nursing college in Eastern Cape. Methodology: The quantitative descriptive approach was adopted for the study where content analysis was used to analyse final examination questions. The study population consisted of the selected nursing modules’ examination question papers for a four-year Diploma Nursing Programme; selected from first year to fourth year level for the period of 2011-2015, for summative and supplementary examinations. A non-probability, convenience sampling method was adopted for the study and the sample consisted of a total of 1709 questions from 95 examination question papers which were analysed. Data collection was done using a template incorporating the six cognitive levels of the Revised Bloom’s Taxonomy. Questions were examined according to template and coding was done for single word, the action verb used in questioning, coded for frequency. Statistical Package for Social Sciences version 24 was used for data analysis. Findings: The results revealed that the highest percentage of questions set for the Diploma of Nursing Programme dealt with lower cognitive levels(remember, understand, and apply) of which, understand’ obtained the highest percentage across all levels in all modules, the higher order cognitive levels (analyse, evaluate, and create) were less assessed in the examination questions papers. Recommendations: The study recommends that the nurse educators who are curriculum developers should revise the assessment strategies and align it to curriculum and learning outcomes as well as to the changing health care systems and complexities of patients‟ care demands. The development of assessment guide is highly recommended, which will be in line with the current instruction methods. Further, for the college management, staff development is recommended in terms of assessment strategies through in-service trainings, workshops, and seminars conducted by assessment experts, to improve in the construction of examination questions in order to develop student’s required crucial skills
An exploration of nursing students’ experiences of a community-based health promotion and illness prevention programme in a selected school of nursing in KwaZulu-Natal.
(2017) Uwitonze, Agathe.; Pakkies, Edith Ntefeleng.; Mchunu, Gugu Gladness.
Background Health promotion constitutes a priority in the World Health Organization’s agenda of health for all (WHO, 2014b). Therefore, nursing students should be introduced to the principles of health, illness prevention and health promotion early in their course of training. They need to develop competencies required for their career as well as to improve the health and wellbeing of the community. Purpose The purpose of this study is to explore nursing students’ experiences of a community-based health promotion and illness prevention programme in a selected school of nursing in KwaZulu-Natal. Methodology A qualitative, exploratory, descriptive research design is used to investigate the experience of seventy second-year nursing students in the Bachelor of Nursing programme at a selected school of nursing who were exposed to a community based health promotion and illness prevention programme. Data was collected through focus group discussions and content deductive analysis was used to analyse data. Findings The findings of the study are presented and discussed according to the four main themes that emerged during the data analysis: (1) community accessibility (2) safety in the community environment (3) learner support, and (4) skills development. Each of these themes have sub-themes that are presented and discussed, facilitating a full insight into the experiences of the participants in this programme. Conclusion Satisfying personal experience enhanced students’ clinical skills, especially in building the confidence and expertise required by health promotion and illness prevention programmes. Students’ participation in this programme developed capabilities such as: creativity; the identification of community health issues; the promotion of a greater sense of community responsibility; the ability to engage in group discussions; the envisaging of professional goals and the encouragement of a sense of connection with the community.
Exploring students' evaluation of the teaching and learning process at a selected nursing campus in KwaZulu-Natal : lecturers' and students' perspective.
(2013) Pakkies, Edith Ntefeleng.; Mtshali, Ntombifikile Gloria.
Background: The World Bank realizes the significance of investment in higher education for economic growth and social development, and greater focus is placed on quality assurance to ensure educational relevance. Most Governments and Institutions of Higher Education have executed policies and practices intended to determine, promote and reward good teaching. Institutions of Higher Education around the world collect some type of feedback from students, either in a structured and controlled manner or informally, as part of their strategies to improve the quality of their teaching practices. In South Africa, the Higher Education Quality Committee requires Higher Education Institutions to provide proof of the mechanisms in place to monitor and evaluate teaching as part of their accreditation process, and considers students as important role players in quality promotion and quality assurance in higher education. Purpose: The purpose of this study was to determine the views of lecturers and students regarding the students’ evaluation of teaching and learning process, with the aim of improving its’ utilisation as one of the quality assurance mechanisms at a selected KwaZulu-Natal nursing campus. Methodology: A quantitative descriptive approach was employed in this study. Convenience sampling was used to select one campus from seven of the KwaZulu-Natal College of Nursing for the study. All lecturers and students that met the criteria to participate were selected. A total of 173 lecturer and student participants from onecampus of the KwaZulu-Natal College of Nursing gave their views on the subject of the students’ evaluation of the teaching and learning process in their institution. The lecturer sample was comprised of 28 participants while the student sample had 145 participants, and the overall response rate for the study was 82%. Data was collected using two questionnaires, one for each participant group, and the data was analysed using the SSPS Package Version 19.0. The Pearson chi-square tests were conducted and where inappropriate, Fisher’s exact tests were used to test association between categorical variables. The level of significance was set at 0.05. Findings: The findings of the study revealed that students and the majority of lecturers were not involved in the development and evaluation of the block evaluation tool. Participants believed that there was neither a clear system, nor guidelines to ensure proper management of data obtained from the evaluation, resulting in students often not receiving feedback from their evaluation of the teaching and learning process. It also emanated from this study that any changes which did occur as a result of the block evaluation were minor. Most of the tests showed no statistically significant differences between the views of the lecturers and those of the students. Recommendations: Students’ evaluation of teaching and learning is not a clear cut process and therefore necessitates reflection on what to evaluate, how to elicit views from target groups, analyse information obtained and what action to take, so as to implement required changes. Recommendations included establishment of: an organisational structure with a neutral person delegated that is fully involved in the evaluation process; a structured process to conduct students’ evaluation of teaching and learning with written supporting policies that have clear guidelines for all stakeholders. The purpose of the evaluation should be made explicit to all. The administration, implementation procedures and reporting of results should be transparent and communicated to all concerned. A clear consultative and counselling process where lecturers are supported and assisted in improving their teaching skills and addressing outcomes of the evaluation needs to be in place. Student feedback should be taken seriously and action should be taken as mandated. Students’ concerns should be addressed promptly and they must be informed of action taken as a result of their input.