Browsing by Author "Jeggels, June Deanna"

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    Facilitating care: The experiences of informal carers during the transition of elderly dependants from hospital to home- a grounded theory study
    (University of the Western Cape, 2006) Jeggels, June Deanna; Mpofu, R.M.B; Dept. of Nursing; Faculty of Community and Health Sciences
    Major changes have occurred in South Africa over the past twelve years. The delivery of health care changed significantly. Community Health Centres (CHCs) became the main service delivery sites within districts. Due to socio-economic changes in the country, the care of dependants, particularly children and the aged, became problematic to families where most of the adult members have to work to secure an income. A focused literature search indicates that informal carers are ill prepared for their task, that there is a need to include these carers in the discharge planning of the dependants and that the carers need to be supported within their families and communities. The aim of this study was to explore the experiences of informal carers during the transition of their elderly dependants from hospital to home, within the home and across different social groupings in the metropolitan area of Cape Town, South Africa. In addition, the involvement of informal carers in the rehabilitation of the elderly was explored.
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    An investigation into, and an intervention designed, difficulties third level nursing students have when making clinical judgements
    (University of the Western Cape, 1995) Jeggels, June Deanna; Mehl, M.C; Rhodes, J.S
    In order to establish the specific difficulties experienced by students, the researcher tested their clinical judgement skills on a fixed task. Interviews were conducted using simulated clinical scenarios as problem statements and additional information was provided in the form of patient records. Protocol analysis was done by using Feuerstein's cognitive map as a frame of reference. (Feuerstein, 1980) The results indicated that students displayed some cognitive operations but that there was little evidence of structured thought. In order to streamline the students' approach and provide some measure of control, they were exposed to a "thinking procedure.” that resembled Landa's problem solving heuristic. (Landa, 1976) They were allowed to internalize the heuristic procedure through practise, using the peer-pair think-aloud method described by Whimbey and Lockhead (1982). Once again individual interviews were conducted to evaluate, the effectiveness of the intervention. Perkins & Salomon (1989) stressed the importance of this type of evaluation in measuring the value of teaching a domain specific heuristic. The results of the study showed an improvement in the students' approach and management of clinical problems. The peer-pair sessions facilitated group interaction. Students also displayed a transferral of the judgement skills to real life situations. These findings were reflected by the positive response of participants to an evaluative questionnaire.