Browsing by Author "Linda, Ntombizodwa S."

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    Clinical supervisors’ understanding of spirituality and spiritual care in nursing: A South African perspective (part 2)
    (Elsevier, 2021) Linda, Ntombizodwa S.; Deliwe, Phetlhu, René; Klopper, Hester C.
    The article provides findings of understanding of clinical supervisors (CSs) on spirituality and spiritual care in nursing practice. These participants who taught nursing skills to nursing students who were registered for R425 SANC Nursing Curriculum. Revealed uncertainties regarding their implementation of spiritual care in clinical nursing. They expressed concernes that despite South African Nursing Council’s espoused holistic approach to nursing, a gap still exist in SANC’s holistic philosophy. This view is supported and by the lack of guidelines from the SANC. According to the participants lack of guidelines indicates failure of SANC in embracing spiritual care as a vital component of “holistic nursing”.
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    Lived experiences of a community regarding its involvement in a university community-based education programme
    (AOSIS OpenJournals, 2013) Linda, Ntombizodwa S.; Mtshali, Ntombifikile G.; Engelbrecht, Charlotte
    BACKGROUND: Community involvement is one of the crucial principles in the implementation of successful community-based education programmes. However, a gap continues to exist between the rhetoric of this principle and the reality of involving or engaging communities in the education of health professionals. OBJECTIVES: This study investigated the experiences of a community regarding its involvement in a community-based education programme offered by a university nursing school in Durban, South Africa. METHODS: An interpretive existentialist-phenomenological design was employed for its richness in extracting human experiences. Individual interviews were held with school teachers and coordinators from non-government organisations, whilst focus groups were used for school children and community health workers. Although focus group discussions are not well suited for phenomenological studies, they can promote active participation and reduce possible intimidation by providing support through group interaction. Analysis of data was guided by Schweitzer’s model for analysing phenomenological data. RESULTS: Themes that emerged from the data include: (1) Community experience of unmet expectations; (2) Benefits to the community from its involvement in the University Nursing School community-based education programme; (3) Existing partnership between the community and the university; (4) Sharing in the case-based learning activities; (5) Awareness of available services, human rights and self-reliance.CONCLUSION: The researched community indeed benefited in its participation in the University Nursing School (UNS) CBE programme. However, there is a need to improve the communication between partners to make the partnership more sustainable through close relationships and interaction. There is also a need for further research on related aspects of the community’s involvement. Introduction Community involvement is one of the crucial principles in the implementation of community based
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    Nurse educators’ experiences of case-based education in a South African nursing programme
    (AOSIS Open Journals, 2015) Daniels, Felicity M.; Fakude, Lorraine; Linda, Ntombizodwa S.; Marie-Modeste, Regis R.
    BACKGROUND: A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. AIM: The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. METHODS: A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. RESULTS: Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. CONCLUSION: It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.
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    Revisiting innovative approaches to teaching and learning in nursing programmes: educators’ experiences with the use of a case-based teaching approach at a nursing school
    (Unisa Press, 2014) Adejumo, Oluyinka; Fakude, Lorraine; Linda, Ntombizodwa S.
    Innovative approaches to teaching and learning have been acclaimed by educators in health care related professions as being more suitable to teaching future professionals, and to engendering critical thinking, as well as the competencies that are relevant to the needs of the society. This article focuses on teachers’ concerns about the implementation of the case-based method of teaching at a school of nursing in the Western Cape, South Africa. Teachers involved in this method of teaching for at least two years provided qualitative data through a series of focus group discussions (4 FGDs) organised according to the different year levels of the nursing programme of the School of Nursing, so as to be able to contextualise answers to the study questions. The FGDs were followed by a one-day consensus workshop for all educators involved in case-based teaching for a shared discussion that concentrated on finding solutions for the future. Concerns raised included issues about the facilitation role of the teacher; the role of the student; curriculum alignment; assessment methods; and the role of the environment in case-based teaching and learning settings. Recommended solutions were aligned to the identified concerns.
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    Significance of literature when constructing a theory: a selective literature review
    (AFAHPER-SD, 2014) Phetlhu, Deliwe R.; Klopper, Hester C.; Linda, Ntombizodwa S.
    The issues around use of literature in theory construction are often a source of confusion, especially for novice researchers. The very nature of the process of theory construction remains blurred due to lack of consensus among researchers. Novice researchers are often confronted with questions of whether or not a literature review should be conducted when constructing a theory. These questions seeking to justify what a credible methodology is when constructing a theory not only challenge novice researchers but also experienced researchers. This article explores different perspectives regarding the significance of literature review in theory construction. A selective literature review was used to access and interrogate selected arguments from published peer-reviewed work. Narrative analysis was used to analyse selected text. It is concluded that literature plays a pivotal role in theory construction, whether by active review in the case of novice researchers or being sensitised by virtue of discipline interest and prolonged exposure in experienced researchers. However, it is important not to disregard the view that it is not necessary to incorporate literature review in certain specific designs due to assumed influence on the outcome of the new theory.
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    Students’ experiences of the Case-Based Teaching and Learning Approach at a school of nursing in the Western Cape, South Africa
    (AFAHPER-SD, 2014) Marie-Modeste, Regis R.; Linda, Ntombizodwa S.; Fakude, Lorraine; Daniels, Felicity M.
    With the increase in nursing students’ enrolments in the first year of the Bachelor of Nursing programme at the University of the Western Cape (UWC) from 150 in 2003 to 300 in 2005, case-based education (CBE) was introduced as one of the innovative teaching strategies and methods more relevant for teaching and learning in large student classes. The CBE was identified and selected as an overarching teaching strategy as it was believed that it would ensure that students were adequately prepared for nursing practice. After more than six years of CBE being implemented at the School of Nursing (SoN) at UWC, its inherent value to teaching and learning had not been established. Answers to whether nursing students, as users, value the CBE approach and whether or not CBE meets the purpose for which it was adopted were sought. This study describes the views of nursing students with regard to implementation of the case-based teaching and learning methodology in large classes to establish whether or not CBE is viewed as beneficial. Qualitative document analysis and a case study design were used. Inclusion criteria were nursing module evaluations and learning portfolios of students registered in first and second year of the Bachelor of Nursing programme at the SoN. The sample consisted of purposefully selected students’ documents. Data were analysed using Tesch’s thematic analysis method. The students had mixed views about their learning experiences, and it was noted that with time they started appreciating CBE.
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    Students’ voices on spiritual care at a Higher Education Institution in the Western Cape
    (AOSIS, 2015) Linda, Ntombizodwa S.; Klopper, Hester C.; Phetlhu, Deliwe R.
    BACKGROUND: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme. OBJECTIVES: The study objective was to describe and explore the students’ experiences of teaching–learning of spiritual care in the undergraduate nursing programme. METHODS: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied. Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care. CONCLUSION: There is a need for formal education regarding spiritual care in nursing