BackgroundIn order to develop clinical judgement, nurses should be encouraged to become analytical and critical thinkers. Development of a portfolio of evidence (PoE) of reflection on clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking amongst nursing students. Students’ perceptions of the process are important in order to encourage their reflective practice. PoE compilation at a school of nursing at a university in the Western Cape includes evidence of students’ clinical learning which they present in a portfolio. The students are expected to reflect on their clinical learning experiences and include these reflections in their portfolios.ObjectiveTo describe the perceptions of fourth-year nursing students regarding reflective practice whilst compiling their PoEs.MethodA qualitative design was used to explore the perceptions of registered fourth-year nursing students with regard to their reflective practice whilst compiling their PoEs. Purposive sampling was used for selection of participants. Three focus group discussions were held, each consisting of six to eight participants. Data saturation was reached during the third meeting. Tesch’s method of data analysis was used.ResultsFindings revealed that reflection enabled the learners to gain experience and identify challenges related to the expected events and tasks carried out at the hospitals and in the classroom whilst developing their PoE.ConclusionThe compilation of a PoE was a good teaching and learning strategy, and the skills, experience and knowledge that the participants in this study acquired boosted their self-esteem, confidence and critical thinking. Reflection also assisted in self-directed learning.
BackgroundA 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.AimThe 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.MethodsA 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.ResultsThree 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.ConclusionIt 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.
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.
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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