UWCScholar :: Browsing by Author "Daniels, Felicity"

Browsing by Author "Daniels, Felicity"

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The adequacy of support for community service practitioners at health care facilities in two sub-structures in the Western Cape
(University of the Western Cape, 2015) Lagrimas-Botha, Maria; Daniels, Felicity
Introduction: Community service Practitioner's (CSPs), Regulation 425 graduates are placed for a period of 12 months in the public sector designated health facilities where they may encounter possible challenges. The study aimed to determine the perception of CSPs regarding the adequacy of the orientation and support for CSPs' at health care facilities in two sub-structures in the Western Cape Province. The objectives were i) to establish what support systems are in place for the CSPs' at health facilities ; ii) to determine the adequacy for CSPs'; and iii) to identify possible gaps in the orientation and support structures offered at health facilities. Methodology: The study is quantitative and adopted a descriptive design. The population (N=57) included all the CSPs' that are placed in health care facilities within two sub-structures in the Western Cape. A sample of 48 participants was obtained through all-inclusive sampling. Data was collected using a self-administered questionnaire. Statistical Package for Social Science(SPSS) software version 22.0 was used for analysis of the data. Ethical considerations: The researcher received approval from Senate Research Committee and ethical clearance from the University of the Western Cape. Permission was granted by department of health and the facility managers of the health care institutions. Informed consent was obtained from participants who were made aware that participation was voluntary, prior to completing questionnaires. Results: The results indicated that the CSPs' are receiving support in designated health facilities in the two sub structures of the Western Cape. Macro and Micro Orientation, supervision in the department and rotation to other departments have been revealed to be an adequate type of support. Possible gaps were identified, namely inadequate length of orientation programmed, as well as some support structures which were either not accessible or known to participants. Recommendations were developed to overcome these challenges.
Advisory framework to inform the development of a micro-curriculum for a new bachelor of nursing degree programme offered at a University of the Western Cape
(University of Western Cape, 2021) van der Berg, Lindy Sheryldene; Daniels, Felicity
Curriculum review can ensure that nurses develop appropriate competencies to respond to market demand. Regular revision and updating of curricula are in line with recommendations of the WHO to scale-up health professionals' education and training. Introducing transformative changes in education provides an opportunity to review the strengths and weaknesses of the current systems. The nursing profession was the first of the health professions in South Africa to transform its legislative framework, which led to the development of new qualifications.
Bachelor of nursing students at a higher education institution in the Western Cape’s experience of preparation for and perceptions about their readiness for clinical placement in emergency
(University of the Western Cape, 2022) Sipamla, Nomahlubi; Daniels, Felicity
Nurses are the frontline healthcare professionals in the emergency units, charged with providing ethical, safe and effective emergency care. They are required to have specific knowledge and skills about emergency care. Emergency nursing is a speciality requiring high acuity as it is complex, acute and sometimes chaotic in nature. It is centred on the level of severity, urgent intervention, prioritization, resuscitative measures and stabilization to prevent, mortality and morbidity.
Caregivers’ experiences with implementing asthma management guidelines for children who attend a hospital in the Western Cape
(University of the Western Cape, 2013) Van Rhyn, Gabieba; Daniels, Felicity
Asthma education aims to reduce exacerbations by helping the patient or the caregivers to recognize early warning signs and act accordingly. However, a number of studies have indicated that childhood asthma morbidity is still rising. The goal of this research study is to explore the caregivers’ experiences of implementing the asthma education guidelines. The question to be answered by this research is: “How do caregivers experience the implementation of the guidelines for preventing an asthma attack?” Caregivers attending the asthma clinic at Red Cross War Memorial Children Hospital, Rondebosch were the study population who participated in this qualitative study. Purposive sampling was applied for recruiting participants to the study. A semi-structured, open –ended interview schedule was used to collect data from individuals during semi-structured, in-depth interviews. The data was analysed according to the guidelines of Creswell (2009). The results showed that care-givers found the education programme useful. They also reported that the education programme were offered at their level and was easy to understand. Care-givers indicated that the programme should continue because they learnt every time they attended and found that the practical demonstrations were particularly useful.
Clinical learning experiences of university male student nurses during their placement in a clinical setting
(University of the Western Cape, 2014) Buthelezi, Sibusiso; Fakude, L; Daniels, Felicity
An increasing number of males is entering the nursing profession. The researcher in his position as a clinical supervisor at the School of Nursing at the University of the Western Cape (UWC), through informal ward rounds with student nurses in the wards, has received concerns raised by male student nurses regarding their dissatisfaction with their clinical learning. Given the paucity of literature about the experiences of males working in a profession dominated by females, the researcher embarked on this study to understand how male student nurses experienced the clinical learning environment. The aim of the study was to explore and describe the lived clinical learning experience of male student nurses during their experiential learning in the clinical setting. A descriptive phenomenological design was used. Purposive sampling was used to select participants from the second, third and fourth year of their study. Three focus group discussions, consisting of six participants per group were used to collect data. One open-ended question guided the interviews. Focus group discussions were audio-recorded and transcribed verbatim. Data analysis was conducted by means of Colaizzi`s (1978) seven steps method of qualitative analysis. Three major themes identified focused on the experiences regarding the constraints in the learning environment, the impact on the self and social support of students working in a female dominated profession. The participants in this study were male students only, but after looking at the findings and literature, the problem of not being given opportunities to practise clinical skills in a clinical learning environment, particularly according to their level of study, is a problem that faces both male and female students. The findings indicate that male nurses do have different experiences compared to female nurses because of their masculinity, hence they are limited in the care that they can provide to female patients.
Clinical supervisors’ perceptions regarding the factors that promote or inhibit nursing students’ skills transfer from the skills laboratory to the clinical practice environment
(University of the Western Cape, 2019) Heradien, Zenobia; Daniels, Felicity
Background: Nursing as a profession is based on firm knowledge, values, clinical skills and attitudes. In the current dynamic healthcare system nursing students are challenged to be insightful and have clinical reasoning and psychomotor skills in order to apply theory to practice. Clinical teaching is therefore considered an essential part of the undergraduate nursing curriculum, as it provides the opportunity for students to apply theory to practice in the skills laboratory and then to transfer it into real life situations. Nursing students spend time in the clinical practice environment learning the skills and values of the nursing profession, with the goal of achieving the clinical learning outcomes, as prescribed by their nursing education institution and the South African Nursing Council. During this time nursing students depend on the support of clinical supervisors and nursing staff in the clinical practice environment to meet their learning outcomes. Clinical supervisors for the undergraduate nursing programme, at the university included in the study, are tasked with clinical teaching in the skills laboratory, supervision of nursing students in clinical practice and assessment of learning. Nonetheless, there are challenges ascertained by the clinical supervisors, which inhibits students from achieving their learning outcomes. Purpose of the study: The purpose of the study was to explore and describe the clinical supervisor’s perception of students’ skills transfer from skills laboratory to the clinical environment.
Developing an effective classroom and clinical teaching strategy in Malawi nursing colleges
(University of the Western Cape, 2018) Dzimnenani, Mbirimtengerenji Noel; Daniels, Felicity
Nursing is the largest healthcare profession in Malawi with more than 11,000 registered Nurses (RNs) and Nurse Technicians and Midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Nursing tutors in all the nursing colleges use numerous types of teaching aids in student preparation. There are numerous teaching strategies that suit pedagogical learning, however not all can yield the desired outcome and are properly applied in both classroom and clinical areas. Therefore, identifying the new teaching strategies for nurse tutors is very critical in nursing education hence this study concentrates on teaching competence, interaction and performance on the use of the strategies. Nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, some outcome actions, competences and performance or interactive behaviour of the nurse tutor are much to be desired in most nursing colleges in Malawi. Nurses need to possess classroom and clinical teaching competences to perform the role of a tutor properly.
The development of a framework to align theory and practice to improve midwifery education in the Western Cape
(University of the Western Cape, 2017) Phiri, Wendy Augusta; Daniels, Felicity
Midwives play a critical role in the care of pregnant women from the first antenatal visit, through to the delivery and the postpartum period. The education of midwives has however become a concern, not only in South Africa but in many countries for a multitude of reasons. Evidence suggests that South Africa is devoted to reducing the maternal mortality rates as reflected in the Negotiated Service Delivery Agreement, signed in 2010, which identifies reductions in maternal and child/neonatal mortality rates as key strategic outcomes for the South African Health sector. However, by 2015 the set Millennium Development goals, specifically goal 4 (to reduce child mortality) and 5 (to improve maternal health) were not met and were replaced by Sustainable Development Goals, specifically goal 3 (to ensure healthy lives and promote wellbeing for all at all stages). This lag in meeting the indicators for improving the health of the population is associated in some respects to the education and training of health professionals.
Development of a model for nursing management of postpartum depression in Edo state, Nigeria
(University of the Western Cape, 2022) Amiegheme, Felicia Ehobhayi; Daniels, Felicity
Postpartum depression (PPD) is a disease that has been increasingly plaguing women in recent times. The incidence of PPD is high in Edo state, Nigeria. The researcher’s per-sonal clinical experience was that women who had episodes of PPD are usually provided conven-tional postnatal care with other women going through puerperium. A review of the policy statement of the Nigerian Federal Ministry of Health Sentinel records (2011) shows that there are no national nursing care guidelines for PPD. Consequently, this re-search study developed a model based on the findings of this study.
The development of a model of emotional support for undergraduate nursing students working in mental health care settings
(University of Western Cape, 2013) Martin, Penelope Dawnette; Daniels, Felicity
The mental health care environment is a stressful environment because of the environment, perceived unpreparedness of students and the emotional demands placed on the students which are inherent in the nature of the work. The use of the self as a therapeutic tool also presents challenges for students. Whilst researchers have identified supportive interventions and strategies to address students support needs in mental health care settings, these interventions/strategies focus on meeting clinical learning objectives with the assumption that if the student learning needs are met, they will feel emotionally supported. Literature and experience indicates that it is imperative that in this field of study, students should be prepared to cope emotionally with the demands of mental health work. The aim of this research was to develop a model of emotional support for student nurses working in mental health care settings. A theory-generating design based on a qualitative, explorative and descriptive research approach was used to achieve the aim of the study. Purposive sampling was employed to select participants namely: students, educators and clinical staff who met the eligibility criteria. A sample of 40 students, nine educators and nine clinical staff who worked in the four psychiatric hospitals and community mental health clinics in the Western Cape participated in the study. Data collection was by means of focus group interviews (students) and indepth individual interviews (educators and clinical staff). Data was analysed by means of Tesch’s method of content analysis. The model was developed by means of the four steps of the theory generation process. Step one was concept development which consisted of two sub-steps namely concept identification and concept definition. A total of 22 concepts were identified which was further synthesised into six main concepts. The main concepts which were used to develop the model were: positive self-concept; positive work environment; academic and professional development; effective communication; formal and informal supportive interventions and collaboration between the Higher Education Institution and the mental health care setting. Step two of the theory generating process was model development. These main concepts were placed in relation with each other which formed an emotional support model for students working in mental health care settings. Step three was model description. The model was described using the three phases of interpersonal communication namely orientation phase, working phase and the termination phase. A visual application of the model which depicts the main concepts, the process and the context was shown. Step four dealt with the development of the guidelines for the implementation of the emotional support model. A critical reflection of the model was done using five criteria for model evaluation according to Chinn & Kramer. Trustworthiness of the data was ensured by means of applying Guba’ model of truth value, applicability, consistency and neutrality. Reflexivity was used by the researcher to further enhance trustworthiness. Permission to conduct the study was obtained from the relevant authorities. The ethical principles of respect for human dignity, beneficence and justice were applied throughout the study. Limitations were identified and ecommendations for nursing practice, education concluded the study.
The effect of a breastfeeding intervention program on the knowledge of pregnant women at the Bishop Lavis clinic.
(University of the Western Cape, 2001) Walker, Sonja Lynn; Daniels, Felicity
Introduction: Breastfeeding is an important child survival strategy. Many mothers choose not to breastfeed their babies or do so for only a short duration, despite the undisputed physiological, social, psychological, economic, immunological and nutritional benefits to mother and infant. The study was conducted in Bishop Lavis, a low socio-economic community in the City of Tygerberg, Cape Town. Poverty, unemployment and inadequate housing are a few problems which this community faces. Aim: To implement an antenatal group breastfeeding education programme and evaluate the knowledge gained by participants. Methodology: A quasi-experimental design was used. Before-after studies were used to measure the knowledge of breastfeeding before and after the implementation of the breastfeeding education programme. Study population: All primigravidas attending the Bishop Lavis antenatal clinic. Sampling: A total of 58 primigravidas were sampled, using systematic random sampling over a four-week period. Data Analysis: Statistical analyses were carried out using the Statistical Analysis Software. Means, percentages and p- values were calculated. Results: The results proved that there was a significant increase in the participants' knowledge after the breastfeeding education education. Conclusion: There is a need to educate all pregnant women regarding the advantages of breastfeeding and to establish permanent breastfeeding education and support systems.
Evaluating the effectiveness of the regional collaboration on the common teaching platform for undergraduate nursing in the Western Cape
(University of the Western Cape, 2010) Daniels, Felicity; Khanyile, T.D.
South Africa’s transition from apartheid to democracy necessitated transformation within all sectors to ensure their appropriateness for the new democratic era. In line with the national transformation agenda and the transformation and restructuring of the higher education sector, the Minister of Education in 2002 announced that the University of the Western Cape (UWC) and the Cape Peninsula University of Technology (CPUT) would be the only enrolling institutions for undergraduate nursing education in the Western Cape. This decision meant that the University of Stellenbosch and the University Cape Town would no longer enrol undergraduate nurses, but would combine their strengths in a collaborative manner with UWC to train nurses for the region. The Cape Higher Education Consortium (CHEC), however, proposed the establishment of a Common Teaching Platform (CTP) for undergraduate nursing education in the region, requiring collaboration between all higher education institutions in the Western Cape. The Common Teaching Platform came into effect in 2005. The purpose of the study was to evaluate the effectiveness of the regional collaboration on the Common Teaching Platform for B Cur Nursing in the Western Cape. An evaluation research design using qualitative methods was adopted for the study. Stufflebeam’s decision-oriented evaluation model, which caters for the evaluation of the context, input, process and product components of programmes, was used to guide the research process. Semi-structured, in-depth interviews, focus group discussions and a record review were used to collect data from the Chief Executive Officers of CHEC; Deputy Vice-Chancellors of the participating universities; Deans of the Health Science Faculties; Heads of Departments, Lecturers and Students of the Nursing Departments of the participating universities. The study adopted an inductive approach to data analysis. The inductive analysis procedure described by Thomas (2003) was adapted and used. The results evinced a general lack of application of the basic tenets of change management and a systems approach to the planning and implementation of the Common Teaching Platform. Transformation of nursing education in the Western Cape, according to the results, was in line with the national transformation agenda. Participants, however, felt that people were not yet ready to collaborate and needed enough time to accept the change, given that transformation was relatively new in the country. A critical finding was that important stakeholders were excluded from the planning phase, which led to challenges during the implementation of the Common Teaching Platform. The results further highlighted that a top-down approach was adopted. Numerous challenges with regards to the implementation of the Common Teaching Platform, including inter alia, poor communication, lack of commitment to the collaboration process, lack of adequate resources and challenges with the delivery of the curriculum, were shared by all the participants. Despite all these challenges the results showed that the student throughput rates were not compromised, and that the number of reported complaints from lecturers and students decreased over the years. On the whole, however, participants felt that the goals of the collaboration were not met due to the unresolved challenges which included inadequate resources, lack of sharing of resources and expertise across institutions, lack of commitment to participation on the CTP and failure to produce sufficient graduates to address the nurse shortage in the province.
Experiences of nurse educators at a college campus in the Western Cape regarding their transition to online teaching during the covid-19 pandemic
(University of the Western Cape, 2023) Petersen, Colette Amanda; Daniels, Felicity
Background: The Covid-19 pandemic has emphasised the importance of continuous education, which could only be accommodated by an online platform during the lockdown imposed on 15 March 2020 in South Africa. Like many other middle-income countries (The World Bank, 2021), South Africa had to scramble to put systems in place to adhere to the demand for pedagogical engagement and adapt speedily to available virtual platforms amid several difficulties i.e., economic, cultural, belief, load shedding, internet connectivity and data costs, it is a challenge to successfully access and engage on these online platforms. This sudden transition was felt by all educators in all spheres of education who had to adapt to new online ways of engagement that many were not previously exposed to. This caused several pedagogical and personal challenges for educators that need further exploration to describe what those challenges were and investigate what preparations were made to transition to online teaching during Covid-19. Additionally, this study sought to explore the personal and environmental challenges these nurse educators at a Nursing College in the Western Cape experienced that facilitated or inhibited the transition to online teaching.
Factors that promote or inhibit students’ success to qualify for entrance to the South African Nursing Council R2175 final examination
(University of Western Cape, 2013) Marepula, Nosiphiwo Olga; Daniels, Felicity
Introduction: The enrolled nurse is an important category of nurse in the health team. Regulation 2175 is the course leading to enrolment as a nurse, according to the South African Nursing Council, in terms of the Nursing Act 33 of 2005 as amended. This category has completed the training programme R2176 which is a course leading to enrolment as an auxiliary nurse. This level of training occurs in accredited hospitals schools, however it appears, from observation and personal experience, that pupil nurses experience many problems and programme does not have high pass rates. There has been no formal investigation of this situation. The aim of this study was to investigate factors that promote or inhibit nursing students’ success in qualifying for entrance to the SANC R2175 final examination at one of the nursing schools in the Western Cape. The objectives were (i) identify factors that promote or inhibit learning amongst the pupil nurses; and to (ii) determine the perceptions of educators with regard to factors related to the pupil nurses success or failure. Methods: The study used a multi-method approach. A quantitative, explorative and descriptive design was applied. Target population (N=90), consisted of student nurses following the course leading to registration as an enrolled nurse (R2175) according to Nursing Act No 33 of 2005. Convenience sampling was used to select participants to respond to a questionnaire which was used to collect data. In qualitative approach the target population consisted of nurse educators (N=6). Non-probability, purposive sampling was used to select participants for the focus group interview. Ethics: Ethical approval to conduct the study was obtained from the University of Western Cape and the University of Cape Town. Informed consent was obtained from the students and from the educators prior the commencement of the study. The questionnaire was pretested to ensure to ensure reliability and validity. Quantitative data was analysed with the help of the University statistician and was expressed in frequency tables and factor analysis. Qualitative data was analysed using coding to develop categories and themes with the help of the supervisor. Results: The results showed that academic performance by place of residence had a significant difference between the urban and rural students (x2 (1) = 0.014). The marital status of the student showed significant association with academic performance (x2 (3) = 0.021). The association between support from family and academic performance was significant (x2 (1) = 0.008). The focus group discussion with the nurse educators confirmed and supported some of the finding of the student survey. Recommendations: Some of the researcher’s recommendations included: a review of the recruitment and selection process; review of the curriculum; review of the value of bursary; reinstatement of the bridging programme and the implementation of preceptors in the clinical facilities.
Health literacy knowledge and experience of bachelor nursing students at a university in the Western Cape
(University of the Western Cape, 2016) Mibei, Francesca Chepkemoi; Daniels, Felicity
Background: Health literacy is defined as the degree to which an individual has the capacity of obtaining, processing, and understanding basic health information and services needed for one to make appropriate decisions with relation to health. Health literacy is currently emerging as a major determinant of health outcomes yet it is not receiving enough attention, especially among health professionals. It is now considered a stronger predictor of health outcomes than social and economic status, education, and gender. Since nurses play a major role in providing healthcare information to patients and clients, it is imperative that nurses be prepared to face the challenges presented by individuals with poor health literacy skills. The nursing discipline is the largest segment of the health-oriented workforce and therefore, nurses have the largest responsibility of providing patient education, however, there are no education efforts targeting health professionals with regard to health literacy in South Africa. It is, therefore, imperative to establish the knowledge and experience of nurses in training in order to forge a way forward in nursing education. Aim: The overall aim of the study was to establish the health literacy knowledge and experiences of bachelor nursing students at a University in the Western Cape. Methodology: A quantitative, descriptive survey design was applied and data collection was carried out using a self-administered questionnaire. Total population sampling technique was done, the final sample was (n=82) of the fourth-year nursing students. Data was analyzed using SPSS version 23, descriptive and inferential statistics were employed. Ethics: Ethical approval was granted by the ethics research committee, thereafter permission to conduct the study at the University was obtained from the Registrar and the Director of The School of Nursing. The researcher maintained the principles of anonymity and confidentiality throughout the study. Participation was voluntary and informed consent was signed by the respondents. Results: The study found that bachelor of nursing students in Western Cape exhibited satisfactory health literacy knowledge as measured by the questionnaire, the score was 73%, with a cut-off of 70%. Knowledge gaps however existed in some areas - for example with regards to the impact of low health literacy on patient health outcomes and identification of patients with low health literacy. Their health literacy experience was, however, lacking, with students only reporting some experience in the use of written materials in providing patient education. There was a weak negative, but statistically significant relationship between health literacy knowledge and experience. Conclusion: Exposure to health literacy within the nursing curriculum needs to be more comprehensive, since the results portray that the emphasis of health literacy in the curriculum failed to have an effect on the health literacy knowledge scores, deeming it insufficient.
Health literacy knowledge and experiences of nursing students at a South African university
(UNISA PRESS, 2019) Mibei, Francisca; Daniels, Felicity
A worldwide high prevalence of low health literacy has been reported, and despite the emergence of health literacy as a better determinant of health than socio-economic status, it is alarming that little attention is being accorded to training health workers on health literacy practices. This study thus sought to describe the health literacy knowledge and experiences of nursing students gained duringtraining in order to establish a basis that will inform future health literacy training.A descriptive cross-sectional survey was carried out using a questionnaire to establish the health literacy knowledge and experienceof 82nursing students.Data wereanalysed using descriptive as well as inferential statistics. The students exhibited unsatisfactory health literacy knowledge as measured by the questionnaire, with an average score of 73per cent, with knowledge gaps in some areas–for example with regard to the effectof low health literacy on patient health outcomes and identification of patients with low health literacy.
An intervention towards the improvement of academic performance, success and retention among bachelor of nursing students at a higher education institution in the Western Cape
(University of the Western Cape, 2019) Mthimunye, Katlego Dumisani Trevor; Daniels, Felicity
Academic success, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However, Higher Education institutions worldwide are faced with a challenge on how to improve the academic performance, success and ultimately the retention of students during their studies. Aim: The aim of this study was to develop an intervention towards the improvement of academic performance, success and retention among undergraduate nursing students at a university in the Western Cape, South Africa. Methods: A multi-method research approach was employed to meet the study aim and objectives. The study was conducted in three phases that were guided by the adapted phases of the Design and Development (D&D) model by Rothman and Thomas (2013). Phase one (Study 1– 4) was the problem analysis and information gathering phase. Phase two was the design and early development during which designing observational elements and specifying procedural elements were applied. Phase three (Study 5) was the validation phase. Results: This thesis comprised of five interdependent studies. Study 1: A systematic review of literature was conducted encompassing previous literature from 2006 to 2016 regarding the predictors of academic performance and success among undergraduate nursing students. It was found that satisfactory academic performance among nursing students is associated with older age, female gender, English language proficiency, majority ethnic status, pre-admission academic achievements, selecting nursing as first choice for study, participating in organised music programmes, active academic engagement, as well as psychological and emotional factors. Study 2: Undergraduate nursing students’ (n =232) perceptions regarding their educational environment were explored. This study showed that generally the nursing students were positive about their educational environment. However, the findings indicated that enhancements are required to improve the conditions of the educational environment. Study 3: The study explored the challenges experienced by undergraduate nursing students (6 - focus group discussions) regarding their academic performance and success and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by the students’ economic background, place of residence, inadequate theoretical and clinical support and the unfavorable educational environment. However, the findings also indicated that students employ a surface approach to learning, maintain a positive attitude and remain academically engaged in response to these challenges. Study 4: The study explored the challenges experienced by nurse educators (n = 8) regarding the academic performance, success and retention of undergraduate nursing students and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by poor class attendance, lack of academic readiness, socioeconomic backgrounds, English language proficiency, structure of the programme, the educational environment and the working conditions for nurse educators. Study 5: A three round Delphi study was conducted to validate an intervention towards improving the academic performance, success and retention among nursing students. The intervention was structured into eleven categories that emerged from phase 2: (1) Select high quality prospective nursing students; (2) Provide English language support; (3) Promote class attendance; 4) providing financial support to deserving students; (5) Provide university residence to undergraduate nursing students; (6) Encourage family support and involvement; (7) Make the undergraduate nursing programme student-friendly; (8) Ensure a conducive teaching and learning environment; (9) Enhance theoretical and clinical support to undergraduate nursing students at all times; (10) Ensure uniformity and consistency in the process of teaching and learning as well as; (11) Provide support to nurse educators and clinical supervisors. Conclusion: The findings of this study have several implications for the education of nursing students. The developed intervention may help promote better understanding of the academic performance, success and retention of nursing students.
An investigation into the knowledge and practice of undergraduate nursing students regarding universal precautions and their fear of occupational exposure to blood borne pathogens
(University of the Western Cape, 2009) Van der Berg, Lindy Sheryldene; Daniels, Felicity; NULL; Faculty of Community and Health Sciences
Background: Health care workers, more specifically, nursing students are at increased risk of occupational injury and exposure to blood borne pathogens. Compliance with universal precautions (UP) will minimise risk or transmission of HIV and HBV (Hepatitis B virus) according to the Department of Health of South Africa. Aim: The aim of this study was to investigate the knowledge and practice of universal precautions amongst nursing students and their fear of occupational exposure to blood borne pathogens. Rationale: The rationale for the study was to investigate what the studentss knowledge and practice of UP were, to see if this could be a possible contributing factor to occupational exposure. Research design: The study was a quantitative, cross sectional survey using a questionnaire that included one open ended question. Participants: The participants for the study were the undergraduate nursing students in year levels two to four (n = 253) who and were selected by means of stratified random sampling. Procedures: A questionnaire was administered to the participants by the researcher. Analysis of the data collected was done through statistical package for social sciences (SPSS 16.0) and content analysis. Results: The researcher established that there is indeed a lack of knowledge regarding UP and that the students’ self reported practice of UP is poor. No statistically significant correlation between knowledge and practice of UP were found. There is underreporting of occupational exposures to staff at the School of Nursing. The majority of students reported a moderate to severe fear for occupational exposures and contributing factors raised by them are reality in the clinical facilities.
The knowledge, skills and attributes of facilitators of psychotherapeutic groups for children
(University of the Western Cape, 2005) Olckers, Patonia Geraldine; Daniels, Felicity; Dept. of Nursing; Faculty of Community and Health Sciences
Because children have different needs and function differently from adults, special training for leaders of children's groups is required. Child group psychotherapy is a unique treatment modality and it requires specific facilitation skills. The primary objective of child group psychotherapy is to improve the child's immediate adaptation to his or her life situation, build ego strength and teach problem-solving skills. The aim of the study was to explore the knowledge, skills and attributes of facilitators of psychotherapeutic groups for children.
Nursing education reform in South Africa: Implications for postgraduate nursing programmes
(Elsevier, 2023) Crowley, Talitha; Daniels, Felicity
Training of Specialist Nurses is of critical importance for the continued delivery of quality health services globally and in South Africa. In accordance with international trends, nursing education in South Africa has undergone significant educational reforms in the past few years. The aim of this paper is to critically reflect on current nursing education reform in South Africa and the implications for the postgraduate diploma in nursing programmes. The paper highlights some of the challenges encountered with the development, accreditation and implementation of the new nursing postgraduate diploma programmes. Successful nursing education reform requires collaborative and proactive conversations between all stakeholders before changes are made to existing nursing categories and skills mix, during the development of new programme frameworks, during programme development and after implementation of the reform strategies.

Browsing by Author "Daniels, Felicity"

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