Browsing by Author "Mthimunye, Katlego"

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    Nursing students’ self-reported knowledge of bioscience and its relevance to clinical practice
    (University of the Western Cape, 2022) Rafferty, Bronwynne Anita; Mthimunye, Katlego
    Bioscience subjects remain a significant problem in preregistration nursing programmes worldwide. Bioscience subjects are essential as they allow nurses to have a clear understanding of the patient’s condition and ultimately this allows them to provide appropriate and timeous care. However, learning and teaching of these modules is currently not at the level expected by the profession. The aim of the study was to investigate the nursing students’ self-reported knowledge of bioscience and its relevance to clinical practice.
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    Pre-registration nursing students’ anxiety and academic concerns after the second wave of COVID-19 pandemic in Italy: A cross-sectional study
    (University of the Western Cape, 2022) Comparcini, Dania; Tomietto, Marco; Cicolini, Giancarlo; Dickens, Geoffrey L; Mthimunye, Katlego
    Background: The pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students. Objectives: To explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic. Design: Multicentre cross-sectional study. Settings: Ten universities offering nursing bachelor programs in central and southern Italy. Participants: A convenience sample of 842 nursing students. Methods: From April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students’ anxiety and their concerns about the study environment. A regression model was tested. Results: Most of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047). Conclusions: Results suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students’ psychological well-being. Models of learning environments’ dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.
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    Theoretical assessment design: Best practices in pre-registration nursing education.
    (Researchgate, 2021-07-02) Daniels, Felicity; Mthimunye, Katlego; Donough, Gabieba
    Since the nineteenth century, assessment has been used in higher education. Assessment traditions, on the other hand, had to be adapted through change and innovation in a continually evolving higher education system. In an effort to address transformation in nursing education, nurse educators are tasked to ensure that current assessment practices remain relevant without compromising the quality. This study aimed to establish best practices for theoretical assessment design in preregistration nursing education. Following a robust literature search process following the five steps of Arksey and O'Malley's framework, a consensus to shortlist twelve studies was reached. Three independent reviewers were involved in this process to ensure rigor. The findings revealed that various factors have a significant impact on theoretical assessment design in pre-registration nursing education. These factors include: (1) the use of taxonomy framework to align assessments, (2) bridging the theory-practice gap, (3) nurse educators’ workload. These findings suggest that the quality and relevance of theoretical assessments design in pre-registration nursing education could benefit immensely when nurse educators place emphasis on constructive alignment with reference to the scaffolding of the assessment or for learning based on taxonomy frameworks and clinical practice.