School of Nursing

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https://hdl.handle.net/10566/12

The School of Nursing at the University of the Western Cape is located in the Community and Health Science faculty.

The School offers education and training in both under and post graduate levels. All programs offered by the School are recognized by the South African Nursing Council for registration and registered with the South African Qualifications Authority (SAQA). The School of Nursing is the largest residential nursing school in the country and offers the Bachelor of Nursing (BNurs) as its core undergraduate programme. The School further offers the Master of Nursing (MNur) and Doctor Philosophy (PhD.) as part of its postgraduate program.

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Browsing by Subject "Academic performance"

Now showing 1 - 3 of 3
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    An intervention towards the improvement of academic performance, success and retention among bachelor of nursing students at a higher education institution in the Western Cape
    (University of the Western Cape, 2019) Mthimunye, Katlego Dumisani Trevor; Daniels, Felicity
    Academic success, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However, Higher Education institutions worldwide are faced with a challenge on how to improve the academic performance, success and ultimately the retention of students during their studies. Aim: The aim of this study was to develop an intervention towards the improvement of academic performance, success and retention among undergraduate nursing students at a university in the Western Cape, South Africa. Methods: A multi-method research approach was employed to meet the study aim and objectives. The study was conducted in three phases that were guided by the adapted phases of the Design and Development (D&D) model by Rothman and Thomas (2013). Phase one (Study 1– 4) was the problem analysis and information gathering phase. Phase two was the design and early development during which designing observational elements and specifying procedural elements were applied. Phase three (Study 5) was the validation phase. Results: This thesis comprised of five interdependent studies. Study 1: A systematic review of literature was conducted encompassing previous literature from 2006 to 2016 regarding the predictors of academic performance and success among undergraduate nursing students. It was found that satisfactory academic performance among nursing students is associated with older age, female gender, English language proficiency, majority ethnic status, pre-admission academic achievements, selecting nursing as first choice for study, participating in organised music programmes, active academic engagement, as well as psychological and emotional factors. Study 2: Undergraduate nursing students’ (n =232) perceptions regarding their educational environment were explored. This study showed that generally the nursing students were positive about their educational environment. However, the findings indicated that enhancements are required to improve the conditions of the educational environment. Study 3: The study explored the challenges experienced by undergraduate nursing students (6 - focus group discussions) regarding their academic performance and success and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by the students’ economic background, place of residence, inadequate theoretical and clinical support and the unfavorable educational environment. However, the findings also indicated that students employ a surface approach to learning, maintain a positive attitude and remain academically engaged in response to these challenges. Study 4: The study explored the challenges experienced by nurse educators (n = 8) regarding the academic performance, success and retention of undergraduate nursing students and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by poor class attendance, lack of academic readiness, socioeconomic backgrounds, English language proficiency, structure of the programme, the educational environment and the working conditions for nurse educators. Study 5: A three round Delphi study was conducted to validate an intervention towards improving the academic performance, success and retention among nursing students. The intervention was structured into eleven categories that emerged from phase 2: (1) Select high quality prospective nursing students; (2) Provide English language support; (3) Promote class attendance; 4) providing financial support to deserving students; (5) Provide university residence to undergraduate nursing students; (6) Encourage family support and involvement; (7) Make the undergraduate nursing programme student-friendly; (8) Ensure a conducive teaching and learning environment; (9) Enhance theoretical and clinical support to undergraduate nursing students at all times; (10) Ensure uniformity and consistency in the process of teaching and learning as well as; (11) Provide support to nurse educators and clinical supervisors. Conclusion: The findings of this study have several implications for the education of nursing students. The developed intervention may help promote better understanding of the academic performance, success and retention of nursing students.
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    Predictors of academic performance and throughput among second-year nursing students at a university in the Western Cape
    (University of the Western Cape, 2015) Mthimunye, Katlego Dumisani Trevor; Daniels, Felicity
    Background: Institutions offering Bachelor of Nursing programmes worldwide are under increasing pressure to graduate larger numbers of students to meet the demands of the desired nurse workforce. High academic performance, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However many students experience difficulty during their second year of study at the university used in this study. Aim: The overall aim of the study is to assess whether the identified predictor variables (cognitive, non-cognitive and demographic) influence academic performance of second-year nursing students at the University of the Western Cape. Methodology: A non-experimental quantitative research approach with a cross-sectional predictive design was applied. The selected sample (n=226) included all first-time enrolled Bachelor of Nursing students for the years 2012 – 2013 at the University of the Western Cape. An all-inclusive sampling method was applied. Data were obtained from the Student Administrative System Integrated and recorded in the data collection check list. Statistical Package for Social Sciences software version 23.0 was used sort and analyse the data. Simple and multiple linear regression were done. Ethics: Permission to conduct the present research study at the University of the Western Cape was obtained from the Registrar and the Director of The School of Nursing. The Research Ethics Committee of the University of the Western Cape granted ethics approval related to the research. The researcher maintained the principles of anonymity and confidentiality throughout the study. Results: The study found that the cognitive predictor variables had the strongest predictive power in association with student performance in comparison to the non-cognitive predictors and demographic variable, besides race which rejected the null hypothesis. Conclusion: The findings provided evidence to the School of Nursing to assist them in identifying students who may be at risk of unsatisfactory academic performance and who ultimately fail to proceed to the next level of study.
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    Psychosocial factors predicting academic performance of first-year college nursing students in the Western Cape, South Africa
    (University of Western Cape, 2020) Arendse, John Paul; Bimerew, M.
    Academic performance of students is influenced by a combination of several psychosocial factors which include seeking academic help, use of various sources for academic learning, extent of the student seeking academic help, seeing academic help-seeking as a threat to self-esteem, interest in a subject, self-motivation and stress related to academic workload. Therefore, this study aimed to investigate psychosocial factors predicting the academic performance of first-year college nursing students, using a quantitative research method with a descriptive survey design. The population for this study was all first-year nursing students registered at a college of nursing in 2019. An inclusive sampling technique was used to include all 171 members of the student population in the study.