Thé current rate of tuberculosis infections as a result of new infections, as well as reinfections of patients is of concern to the disease control and policy-making bodies of South Africa. Questions regarding the effectiveness of tuberculosis policies and programmes emerge all the time. This study intended to evaluate the extent to which tuberculosis policies are implemented in a regional hospital in the Vhembe district in the Limpopo Province
Background Different approaches are available to facilitate employees’ motivation, involving them in decision making and participating in different activities. Due to changes and the widespread of dissatisfaction with the management of the current South African health system, various approaches to enhance quality improvement in management have emerged. However, their effects on the quality of care have been unsatisfactory. This article describes how an appreciative inquiry was used to facilitate motivation and promote organisational quality improvement in the management of patient care. Methods The AI approach which comprise of an appreciative topic and acting on this theme through the 5-D cycle: namely Definition of the affirmative topic, Discovery, Dream, Design and Destiny was used. Results An appreciative inquiry approach offered employees an opportunity to reflect on the existing strengths within their practice situation, leading them to discover what is important and enhance quality improvement in the management of patient care in South Africa. Furthermore, AI is reported to have significant transformational as it has shifted the focus form problems to be solved to discovering and building on what works well within an organisation and used that as the starting point for implementing change. Conclusions New approaches such as AI have the potential to improve patient care and enhance individual and group motivation by changing the way participants think about, approach, and imagine the future.
Objectives: To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method: A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results: Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion:Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.
This chapter discusses the best planning practices for differentiated instruction for learners with disabilities. The inclusion classroom should be facilitated by the teacher with a spirit of “Ubuntu.” Best planning practices assist the teacher to give each learner with disabilities a multitude of ways of learning and to achieve learning goals. It also elucidates differentiated instruction and “Ubuntu” as an essential concept and the importance of differentiated instruction in the education of learners with disabilities. It focuses on the components of differentiated instruction, classroom arrangements, and ways of managing it during teaching and learning. Further, it provides strategies that could be used to restore “Ubuntu” in education and to assist teachers to customise their teaching approach to the learning styles of their learners. The chapter clarifies ways of differentiating instruction for special education and identifies challenges that teachers face when teaching learners with disabilities and concludes by explaining various teaching methods of differentiated learning.
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