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'n Model vir die bemagtiging van die verpleegonderwysstudent as reflektiewe leerbegeleier

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dc.contributor.advisor Poggenpoel M, Prof en
dc.contributor.advisor Botes AC, Prof en
dc.contributor.author Kotze T en
dc.date.accessioned 2016-09-22T09:52:17Z
dc.date.available 2016-09-22T09:52:17Z
dc.date.created 1996 en
dc.date.submitted 1999 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/63110
dc.description.abstract The purpose of this research is to describe a model as framework for the nursing lecturer to utilize in the empowerment of the nursing education student as a reflective learning accompanist in nursing education. Because of the rapid changing political situation in the Republic of South Africa, unprecedented changes are occurring in education and health services. A greater degree of multi-cultural student numbers is experienced in classrooms at tertiary education institutions. Because of the increased accessibility to health services, these specific services are overcrowded by clients/patients. The overcrowding results in a shortage of trained nursing staff. More nursing students register at tertiary institutions, leading to a greater need for nursing education lecturers. These two aspects were identified as the most important causes of this specific research study in nursing education. It is assumed that the nursing lecturer, as reflective learning accompanist, empowers nursing education students to facilitate reflective thinking in their nursing students, by means of reflective learning accompaniment. This serves to improve nursing education, as well as the maintenance and improvement of nursing within a context of an increased need for health services. By means of more efficient education in the development of nursing education students, as reflective learning accompanists in nursing education, the increased demand for more comprehensive and more efficient health care services is addressed. In order to facilitate reflective thinking, the nursing lecturer must empower the developing nursing education student by means of reflective learning accompaniment in order to facilitate reflective thinking. Subsequent to the above problem statement, the following question arises: (1) "How can the nursing lecturer empower the nursing education student as reflective learning accompanist in nursing education?" The purpose of this research is to describe how the nursing lecturer as reflective learning accompanist, can empower the nursing education student during the educational programme, to facilitate reflective thinking as reflective learning accompanist, for the improvement of quality nursing services. This objective is pursued by means of the description of a model for the nursing lecturer in the empowerment of the nursing education student as reflective learning accompanist in nursing education. The theoretical assumptions of this research support the suppositions of the Nursing for the Whole Person Theory (Oral Roberts University, Anna Vaughn School of Nursing, 1990:136-142). The research design is theory generative, qualitative, explorative, descriptive and contextual. The facilitation of reflective thinking and independent decision making capabilities, within the context of nursing education in South Africa, is explored and described. The objective of concept analysis during this research is to clearly and comprehensively clarify the essential characteristics of the reflective learning accompanist in nursing education. Data relevant to the central concept, namely the reflective learning accompanist, is collected from available national, as well as international dictionaries and subject specific literature. Data control regarding literature includes the constructivist learning theory, Mezirow (1991:104), Sch�n (1991), Goodman (1984 , Palmer, Burns & Bulman, 1994:135), Boyd & Fales (1983), Gibbs (1988), Powell's (1989) model of reflective action and perspective change, as well as Heuwinkel's constructivist study approach. All results will be consequent with the Nursing for the Whole Person Theory. The relationship statements are subsequently developed for the nursing lecturer as reflective learning accompanist, and the nursing education student as developing reflecting learning accompanist, regarding the creation of a culture of reflective thinking within nursing. To reach this objective, data from already compiled statements, as well as a literature survey, resulted in the development of relationship statements in describing the model. The following step, being the exploration and description of the characteristics of the nursing lecturer as reflective learning accompanist, regarding the development of reflective thinking skills in the nursing education student, is obtained during the description and evaluation of the model. Guidelines are subsequently described for the operationalisation of the model in nursing education according to the results obtained from the previously stated objectives. Guidelines inferentiated from a group of statements already concluded are described during the course of the research. The guidelines are described by means of deductive logic. The guidelines especially focus on the reflective learning accompaniment of developing nursing education students, in order to improve the quality of nursing education. The unique contribution of this research is to describe a framework for the nursing lecturer, as reflective learning accompanist during the nursing education programme, in order to empower the developing nursing student, in the facilitation of reflective thinking for the improvement and maintenance of quality nursing education. en
dc.language Afrikaans en
dc.subject Medical sciences: Nursing en
dc.subject Nursing as profession en
dc.title 'n Model vir die bemagtiging van die verpleegonderwysstudent as reflektiewe leerbegeleier en
dc.type Doctoral degree en
dc.description.degree D Cur en


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