Browsing by Author "Le Roux, Loretta"

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    A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape
    (AOSIS OpenJournals, 2012) Le Roux, Loretta; Khanyile, Thembisile
    The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence.
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    Innovative education strategies implemented for large numbers of undergraduate nursing students: the case of one South African university nursing department
    (Sciedu Press, 2013) Fakude, Lorraine; Bimray, Portia B.; Le Roux, Loretta
    The nurse education and training landscape in South Africa has changed in different ways over the past century, with the result that education and training of nurses does not necessarily translate into an adequate supply of professional nurses for the health care service. Today there is a shortage in this category. Factors which contribute to this shortage include nurses moving from the public to the private sector due to perceived better conditions of service, migration, burden of disease, reduction in bed occupancy and an ageing nurse population. Many professional nurses are now reaching retirement, and it is imperative that the training and supply of young professional nurses for the country be reconsidered in the light of this. According to Pillay, the majority of nurses’ training begins in the public sector and their knowledge is grounded on this experience. When sufficient experience is gained, they seek out better opportunities in the private sector and migrate to the more developed countries. This loss of experience from the public sector impacts negatively on the capacity to mentor new graduates, which in turn results in the young, professional, trained nurses seeking better opportunities with organizations where they can develop further. The net result of this is that the public sector is left with overworked, older staff who are on the verge of retirement.
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    The practice of self-leadership in personal and professional development of contract nursing staff in the environment of a higher education institution
    (AFAHPER-SD, 2014) Jooste, Karien; Le Roux, Loretta
    Self-leadership is a comprehensive self-influence perspective that concerns leading oneself toward the performance of naturally motivating tasks and managing oneself to do work that must be done but that is not naturally motivating. Contract employment is increasingly becoming a trend among higher education institutions to address nursing faculty shortages. Therefore, self-leadership may be challenging for contract employers to remain positive about their temporary employment status. Studies highlight that contract staff continue to feel under-valued and that job insecurity and fewer benefits may decrease their level of motivation and self-leadership in an organisation. Self-leadership, however, may assist contract staff to regulate their own actions, personally and professionally, because the motivation to lead may promote higher productivity and a more fulfilling career. A review of literature on self-leadership was conducted within the conceptual framework This paper provides a review of literature on self-leadership that was integrated into a conceptual framework of using power, authority and influence in the context of contract staff at an undergraduate nursing school. This concept paper therefore outlines a new framework on how self-leadership of contract workers can enhance their personal and professional development.
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    Prior expectations of leadership programme attendees and their subsequent reflections on completion thereof
    (Unisa press, 2014) Jooste, Karien; Julie, Hester; Le Roux, Loretta; Willemse, Juliana; Essa, Ilhaam; Rashe, V.; Arunachallam, Sathasivan
    This article describes the reflections of nursing academics on their personal expectations prior to commencement of a leadership programme and their subsequent reflections on completion of this introduction to the leadership programme. The programme aimed at developing the participants as leaders in conjunction with developing the culture of research in a school of nursing at a university in the Western Cape, South Africa. A qualitative, exploratory and descriptive design was used. A total sample of eight nursing academics at a higher education institution (HEI) took part and narratives were written in July 2012. The results indicated active participation and involvement; development of skills and knowledge; a balance between programme and personal goals; a sense of confidence amongst attendees; creating structure for growth; and critical thinking. The implication of the study was that a leadership research team has been established with clear underlying assumptions of transformative leadership in research driven by self-leadership.
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    Reflections of nursing students, lecturers and clinical supervisors in the Western Cape on large classes
    (Unisa Press, 2014) Fakude, Lorraine; Le Roux, Loretta; Scheepers, Nicholin; Daniels, Felicity M.
    Nursing education in the Western Cape responded to the South African higher education transformation agenda by establishing a Common Teaching Platform (CTP) for the delivery of the undergraduate nursing programme. Three universities in the region have collaborated since 2005 in the delivery of this programme. One of the universities was identified as the enrolling institution. During this period, the province experienced a shortage of nursing personnel. In response to this shortage and to transformation in the country, there was an increase in the enrolment target for the undergraduate programme offered by the three collaborating universities. Five years after the establishment of the CTP and the increased student intake, there was a need to explore the experiences of the lecturers, clinical supervisors and students regarding teaching and learning in large classes. In this article, the experiences of nursing students, clinical supervisors, and lecturers are shared and suggestions from the target groups are presented.