School of Nursing
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Willemse, Juliana; Kortenbout, Elma (AOSIS OpenJournals, 2012)[more][less]
Abstract: 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. URI: http://hdl.handle.net/10566/588 Files in this item: 1
WillemseNursesAssessment2012.pdf (427.8Kb) -
Julie, Hester; Daniels, Felicity; Khanyile, Thembisile (Faculty of Community and Health Sciences, University of the Western Cape, 2007)[more][less]
Abstract: This article is informed by a retrospective study conducted by the first author, and a limited literature review on service-learning in South Africa. It attempts to give the reader a clearer understanding of service-learning by contextualizing service-learning within current debates about community engagement in higher education institutions in South Africa. A few dominant definitions of SL are described to espouse the underlying pedagogy of SL. Service –learning is then differentiated from other forms of clinical practice currently in use in nursing, based on the conceptual framework of Furco (1996). The latter discussion thus provides a backdrop for the brief description on how SL has been incorporated into the nursing curriculum at the University of the Western Cape (UWC). Lastly the challenges related to the implementation of SL are discussed. URI: http://hdl.handle.net/10566/93 Files in this item: 1
Julie_Service2007.pdf (52.26Kb) -
Julie, Hester; Daniels, Priscilla; Adonis, Tracey-Ann (University of Johannesburg, 2005)[more][less]
Abstract: Domestic violence is a pervasive problem in South Africa. The School of Nursing at the University of the Western Cape has responded to the challenge of training sensitive, knowledgeable and skilled health personnel by developing a Management of Gender-Based Violence (GBV) module. The purpose of this paper is to describe the professional and personal development of nursing students in this programme through their service-learning experience in the GBV module based on the analysis of the description of the students’ reflective journals, group project reports and a focus-group discussion as the primary data sources. Analysis showed that students gained critical thinking skills and developed an understanding of the supportive role health professionals can play through developing skills of caring, advocacy and a commitment to civic engagement, which promotes collaborative relationships. Some of the lessons learnt from this experience include realistic planning in terms of outcomes, time frames, and available resources as well ensuring support from colleagues for the effective implementation of the programme. URI: http://hdl.handle.net/10566/82 Files in this item: 1
Julie_Service2005.pdf (65.50Kb) -
Fakude, Lorraine; Julie, Hester (University of the Western Cape. Faculty of Community & Health Sciences, 2006)[more][less]
Abstract: Introduction: E-learning has been integrated into the curriculum of the School of Nursing (SON) because it supports the principles of the case-based approach adopted by the SON. Aim: The primary aim was to gather baseline data on e-learning by exploring the perceptions and experiences of the first pilot group of undergraduate nursing students who were exposed to this strategy. Methods: A descriptive cross -sectional quantitative design was used to collect data regarding the students’ understanding and value of e-learning, the benefits and skills gained, challenges experienced, by means of a structured, open-ended questionnaire. Convenience sampling was used because the questionnaire was distributed to the 87, third year undergraduate nursing students who completed the Primary Mental Health Care module in June 2006. Microsoft Excel software was used for the capturing and analysis of the data. Results: The findings indicate that 19.5% did not have an accurate theoretical understanding of e-learning in spite of being exposed to at least two sessions of KNG training. The data confirmed that e-learning affords convenience, flexibility and improved access to digital resources. Initial confusion and system down times were cited as important challenges. Conclusion: Although some students struggled initially, the majority (87.8%) succeeded finally in mastering e-learning and regarded the experience as valuable in that 90% rated it as beneficial enough to be recommended to other students. URI: http://hdl.handle.net/10566/81 Files in this item: 1
Julie_Reflections2006.pdf (244.7Kb)