Browsing by Author "Willemse, Juliana"

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    The affordances of mobile learning for an undergraduate nursing programme: A design-based study
    (University of the Western Cape, 2018) Willemse, Juliana; Bozalek, Vivienne
    The global use of mobile devices, and their connectivity capacity, integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. Technology has become embedded in the daily lives of students, who become more approachable when technology is used within the higher education context. In 2014 the Educause Centre for Analysis and Research partnered with 213 higher education institutions across the United States of America. It was established that 86 percent of undergraduate information technology students owned a smartphone and half of that percentage owned a tablet. A systematic review on mobile learning in higher education focusing on the African Perspective in 2017 concluded that there was an increase in the use of mobile learning in higher education. Higher education institutions continue to move away from traditional, lecture-based lessons towards new, innovative teaching and learning methodologies to facilitate emerging pedagogies and strategies, thereby enhancing student learning. The adoption of technological innovation could promote the unfolding of a social process that over time could enhance social connectedness among young students and their older adult educators. Mobile learning is fundamentally defined as “learning with mobile devices” and it has the potential to extend the philosophies of learning through innovation It was identified that research in the field of m-learning can be divided into four areas, namely: pedagogy; administrative issues and technological challenges; ensuring sustainable development in education using m-learning; and the impact of new applications. With the increased need for nursing professionals, promoting the quality and effectiveness of nursing education has become crucial. It is thus important to establish learning environments in which personalised guidance and feedback to students regarding their practical skills and the application of their theoretical knowledge within clinical learning environments is provided.
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    Experiences of simulated patients in a clinical skills laboratory in a school of nursing at a university in the Western Cape Province
    (University of the Western Cape, 2022) Goba, Mbalenhle Pearl; Willemse, Juliana
    Nursing simulations using simulated patients have proven effective in creating realistic opportunities to enhance the students’ clinical competence within a safe learning environment. This safe learning environment potentially decreases anxiety and increases self-confidence among students in the health sciences. This qualitative study aimed to explore and describe the experiences of simulated patients in a clinical skills laboratory in the Department of Nursing at a university in the Western Cape Province.
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    Experiences of undergraduate nursing students in a mental health clinical learning environment at a university in the Cape Town metropole
    (University of Western Cape, 2021) Ngu, Eric Azeh; Willemse, Juliana
    Learning in clinical practice is an essential component of nursing education, considering that nursing is a practice-based profession. Over the years, nursing education has evolved from clinical apprenticeships in hospitals to an academic programme at Universities. The integration of theory and clinical practice is of utmost importance in an undergraduate programme that enables nurses to graduate with a degree with competence. The quality of nursing education is dependent on the clinical experience which undergraduate nursing students receive while placed in clinical learning environments, and this can impact their learning significantly.
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    Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme
    (AOSIS Publishing, 2015) Willemse, Juliana; Bozalek, Vivienne
    BACKGROUND: Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge. OBJECTIVE: To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme. METHOC: The qualitative design used Tesch’s (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) and individual interviews to identify themes. RESULTS: Themes identified from the students’ FGDs and individual interviews included: mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practice on professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices. CONCLUSION: The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.
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    Knowledge, attitude, and practices of rural women on the use of family planning at an outpatient’s department in the Northern Cape province, South Africa
    (University of the Western Cape, 2022) Koopman, Hermanus Koopman; Willemse, Juliana
    Background: Interventions to prevent unwanted pregnancies are based on the belief that knowledge is needed to prompt behavioural change to improve acceptance of family planning methods. Numerous interventions have been developed to improve knowledge, attitude, and practice in the use of family planning methods. It is specified in literature that economic, sociocultural, environmental factors; location, age, educational, traditional beliefs, religion, family type and level of knowledge affect the attitude of individuals towards their practice in the use of family planning
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    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in South Africa
    (Unisa Press, 2015) Jooste, Karien; Arunachallam, Sathasivan; Julie, Hester; Essa, Ilhaam; Willemse, Juliana; Rashe, Hazel Vuyiswa; Ahanonu, Ezihe L.; Bimray, Portia B.; Hoffman, Jeffrey C.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic’s role.
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    Perceptions of nursing students regarding factors influencing their learning in a clinical skills laboratory at a school of nursing in the Western Cape province
    (University of the Western Cape, 2023) Hoffman, Catherine; Willemse, Juliana
    Background: In order for a student to be clinically competent in a skill, various resources and preparation are needed. Opportunities should be available for student nurses to intentionally experience meaningful encounters that will broaden their knowledge and skills. Aim of the study: The aim of the study was to explore and describe the perceptions of nursing students’ regarding factors influencing their learning in a clinical skills laboratory at a School of Nursing in the Western Cape Province.
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    Perceptions of students and educators on the potential use of mobile devices in an undergraduate nursing module
    (AFAHPER-SD, 2014) Willemse, Juliana; Bozalek, Vivienne; Jooste, Karien; Jooste, Karien
    Higher education is in the midst of an electronic transformative change cycle attributable to advancements in mobile technology. This transformative process took us from stationary desktop computers to laptop computers and currently to mobile technology. Mobile technology brings a new dimension to the traditional face-to-face method of teaching with the availability of online resources. This study explored the perceptions of nursing students and educators on the potential use of mobile devices in an undergraduate nursing programme at a Higher Education Institution in the Western Cape Province. A quantitative, explanatory, descriptive research design method was utilised through an electronic survey. The sample of respondents included eighty four (n=84) third year undergraduate nursing students registered for the Primary Health Care Module and six (n=6) educators involved in the facilitation of this module. An instrument was developed after a literature review had been conducted and face and content validity had been verified by experts in the field of emerging technology. The electronic survey was implemented by using Google Drive to investigate the respondents’ perceptions on the use of mobile devices. The rationale for that approach was to gain a general picture about the extent of the respondents’ knowledge with regard to the use of mobile devices to provide a foundation for developing a mobile learning intervention that would enhance students’ integration of theory and clinical practice. The descriptive data analysis was done using the IBM Statistical Package for the Social Sciences (SPSS), Version 22. Data was analysed to obtain descriptive statistics and means and standard deviations were summarised. The analysis revealed the perceptions of students and educators in relation to their knowledge on the use of mobile devices, including their preparedness to use their mobile devices for enhancing the integration of theory and clinical practice of the Primary Health Care Module. The discussion of the findings is supported by literature that contextualises the results to guide further engagement with mobile devices. The necessary ethical clearance and permissions were obtained for the study and the researcher adhered to ethical principles before and during the implementation of the survey.
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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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    Student nurses’ knowledge and attitudes regarding cervical cancer screening
    (University of the Western Cape, 2022) Matshingwane, Tetelo Mokgethwa; Willemse, Juliana
    Globally, cervical cancer has been identified as a public health concern due to the degree, and extensive distribution in low-resource communities. In 2018 approximately 570 000 cases of cervical cancer and 311 000 deaths have been reported. The study aimed to assess the knowledge and attitudes of student nurses regarding cervical cancer screening. A quantitative descriptive design was used to explore and describe the knowledge and attitudes of student nurses regarding screening cervical cancer. The target population included all 2021 final-year Bachelor of Nursing degree students registered at a Nursing Department at a university in the Western Cape Province.
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    Undergraduate nurses reflections on Whatsapp use in improving primary health care education
    (Curationis, 2015-08) Willemse, Juliana
    Background: The global use of mobile devices with their connectivity capacity, and integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. Objective: The objective of this study was to review the experiences of undergraduate nurses on the improvement of primary health care education at a School of Nursing at a University in the Western Cape, South Africa, through the incorporation of a social media application, WhatsApp. Method: A qualitative, exploratory, descriptive, and contextual design was used to explore and describe data collected from a purposive sample of 21 undergraduate nursing students. The study population was engaged in a WhatsApp discussion group to enhance their integration of theory and clinical practice of the health assessment competency of the Primary Health Care Module. Participants submitted electronic reflections on their experiences in the WhatsApp discussion group via email on completion of the study. Thematic analysis of the qualitative data collected was done according to Tesch’s (1990) steps of descriptive data analysis in order to identify the major themes in the study. The electronic reflections were analysed to explore their rich, reflective data. Results: Seven themes were identified that included: positive experiences using the WhatsApp group; the usefulness of WhatsApp for integrating theory and clinical practice; the availability of resources for test preparation; opportunity for clarification; anonymity; exclusion of students as a result of the lack of an appropriate device, and the application caused the battery of the device to run flat quickly. Conclusion: The results of the experiences of students in the WhatsApp discussion group could be used to inform the use of social media applications in teaching and learning, with the purpose of enhancing the integration of the theory and clinical practice.
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    Undergraduate nurses reflections on Whatsapp use in improving primary health care education
    (AOSIS Publishing, 2015) Willemse, Juliana
    BACKGROUND: The global use of mobile devices with their connectivity capacity, and integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. OBJECTIVE: The objective of this study was to review the experiences of undergraduate nurses on the improvement of primary health care education at a School of Nursing at a University in the Western Cape, South Africa, through the incorporation of a social media application, WhatsApp. METHOD: A qualitative, exploratory, descriptive, and contextual design was used to explore and describe data collected from a purposive sample of 21 undergraduate nursing students. The study population was engaged in a WhatsApp discussion group to enhance their integration of theory and clinical practice of the health assessment competency of the Primary Health Care Module. Participants submitted electronic reflections on their experiences in the WhatsApp discussion group via email on completion of the study. Thematic analysis of the qualitative data collected was done according to Tesch’s (1990) steps of descriptive data analysis in order to identify the major themes in the study. The electronic reflections were analysed to explore their rich, reflective data. RESULTS: Seven themes were identified that included: positive experiences using the WhatsApp group; the usefulness of WhatsApp for integrating theory and clinical practice; the availability of resources for test preparation; opportunity for clarification; anonymity; exclusion of students as a result of the lack of an appropriate device, and the application caused the battery of the device to run flat quickly. CONCLUSION: The results of the experiences of students in the WhatsApp discussion group could be used to inform the use of social media applications in teaching and learning, with the purpose of enhancing the integration of the theory and clinical practice.
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    Undergraduate nurses’ experience of the family health assessment as a learning opportunity
    (AOSIS OpenJournals, 2012) Willemse, Juliana; Kortenbout, Elma
    The practice of community health nursing (CHN) may enhance the life experiences of families and communities, particularly amongst the poor and socially marginalised. CHN provides for a deeper understanding of the health status of families living within communities, for example, where and how they live, their cultural context and their ability to identify resources available to assist with their health care (Allender, Rector & Warner 2010:17). This qualitative phenomenological study reflects on the self-reported lived experiences of undergraduate CHN students at the University of the Western Cape in the City of Cape Town, South Africa. These students conducted a family health assessment (FHA) learning task at the homes of families within communities. Purposive and convenience sampling was used by students who had conducted an FHA. Fourteen students agreed to participate in the study, of whom nine were interviewed, two withdrew and the remaining three were not interviewed since no new data were emerging during interviews, indicating that saturation had been reached. During in-depth interviews with seven female and two male students, data for the exploration of the lived experiences was gathered through the following question: ‘How did you experience the FHA?’ Field notes were taken and used to capture non-verbal communication of participants. The focus of the study was to explore the lived experiences of students and not those of the family on whom the FHA was completed. Data collected were categorised into themes, guided by the systematic data analysis process of Tesch (1990) cited in Cresswell (2003:192). Four themes emerged: challenges of family selection, challenges of safety, socio-cultural challenges and academic challenges experienced by the participants. This study will inform future research and curriculum planning for CHN education in a multifaceted context.
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    Understanding nursing students’ experiences of online learning at a university in South Africa during the Covid-19 pandemic
    (University of Western Cape, 2021) Sebeela, Boitumelo; Willemse, Juliana
    Digital integration is evident in many countries and across all sectors. The need for integration of Information and Communications Technology with higher education was almost inevitable because of the effect of the COVID-19 pandemic. The closure of higher education institutions in South Africa has made it mandatory for institutions to transition from traditional face-toface classroom learning to online learning. This mitigation left minimal time to achieve institution readiness in adopting this new manner of learning and subsequently will influence the students’ learning experiences.