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Transformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)

dc.contributor.advisorKapp, C. A.en_ZA
dc.contributor.authorLaubscher, Teresaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2008-11-05T09:24:23Zen_ZA
dc.date.accessioned2010-06-01T08:56:42Z
dc.date.available2008-11-05T09:24:23Zen_ZA
dc.date.available2010-06-01T08:56:42Z
dc.date.issued2008-12
dc.identifier.urihttp://hdl.handle.net/10019.1/2723
dc.descriptionThesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008.
dc.description.abstractBackground to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.en_ZA
dc.language.isoenen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.subjectTransformational leadershipen_ZA
dc.subjectEducational leadership challenges for South African teachersen_ZA
dc.subjectDissertations -- Curriculum studiesen_ZA
dc.subjectTheses -- Curriculum studiesen_ZA
dc.subject.lcshTeacher effectiveness -- South Africa -- Northern Capeen_ZA
dc.subject.lcshEducational leadership -- South Africa -- Northern Cape -- Identificationen_ZA
dc.titleTransformational leadership : challenges for leaders at the National Institute for Higher Education in the Northern Cape (South Africa)en_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch University
dc.subject.corpNational Institute for Higher Education (Northern Province, South Africa) -- Reorganizationen_ZA


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