BASELINE MEASUREMENT OF THE IMPLEMENTATION PROCESS OF THE PROPOSED MODEL FOR CLINICAL NURSING EDUCATION AND TRAINING IN SOUTH AFRICAN UNIVERSITIES

Magda Mulder, Leana Uys

Abstract


Clinical teaching and learning of nursing students are part of work-integrated learning. In 2010 the Nursing Education Stakeholders identified clinical teaching as a weak point in nursing education in South Africa and developed a Clinical nursing education and training model to address the deficiencies.

Although this model has not been formally accepted by the South African Nursing Council, it was accepted by the Nursing Summit delegates and by FUNDISA in 2011. The University Nursing Schools are therefore in the process of implementing the model and FUNDISA has targeted this programme as one of three it will be monitoring and evaluating over the next five years.

Methodology: A questionnaire survey was undertaken and the specific objectives were to:
• assess to what extent the proposed model is currently implemented in pre-registration nursing programmes at Universities
• identify problems that were experienced during implementation of the proposed model

Main Results: Only four of the 11 Universities that participated have provided targeted formalized training for preceptors. The ratios between clinical preceptors and students are slightly less favourable especially during the first and second years.

There is also no structured way in which nurse academics are required to keep themselves clinically competent. Three of the five problems that Schools are experiencing with implementation of the model are related to the clinical practice environments.

Recommendations: It was recommended that Nursing Schools only place students in Positive Practice Environments and that Nursing Schools present workshops on the clinical nursing education and training model in order for their Staff to become familiar with the components and nomenclature of the model. Researchers must also focus on targeted aspects of the model, such as the impact of limited preceptors during the first 2 years of training or the impact of pre- and post-clinical conferences on student learning and experience.


Keywords


Clinical education and training; clinical training; Nursing Education Stakeholders

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References


American Nurses Association (2011): Funding Recommendations By Title VIII Nursing Workforce Development and Managed Health Clinics. [online] http//www.nursingworld.org/Title VIII.pdf

Council of Higher Education (2011) Work-Integrated Learning: Good Practice Guide. HE Monitor No.12. Pretoria: CHE.

Higher Education in Sub-Saharan Africa (no date) Statistics on Higher Education in SS Africa. http://ent.arp.harvard.edu/Africanhigher education. Accessed 7th May 2012.

Letseka, M. and Maile, S. 2008. Higher university drop-out rates: a threat to South Africa’s future. Pretoria: Human Sciences Research Council Press Release.

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Nursing and Midwifery Council 2004b. Standards of proficiency for pre-registration nursing education. London: NMC. Available from http://www.nmc-uk.org/

Nursing and Midwifery Council 2004c.Standards of proficiency for pre-registration midwifery education. London: NMC. Available from www.nmc-uk.org/




DOI: https://doi.org/10.14804/1-1-24

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