Graduation - 2024 - December (Open Access)

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Browsing Graduation - 2024 - December (Open Access) by browse.metadata.advisor "Baron, Justine Carla"

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    Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a uinversity in the Western Cape, South Africa
    (Stellenbosch : Stellenbosch University, 2024-12) Nyezi, Silindokuhle; Baron, Justine Carla; Van der Heever, Mariana
    Background: Person-centredness is a standard of care concerned with respecting the individual’s needs and involving them in decision-making. The practical application of person-centredness is associated with positive outcomes such as reduced hospital utilization costs, increased job satisfaction, patient safety and improved teamwork. Students who have been exposed to person-centred teaching should ideally be able to demonstrate compassionate and humanistic patient interactions. The undergraduate nursing programme at a university in the Western Cape is grounded in the principles of person-centredness. Accordingly, students are taught the principles and practice of person-centredness. Lecturers and clinical facilitators are also expected to role-model the practice of person-centredness. Research aim: The aim of the study was to explore the experiences of academic staff and clinical facilitators with practising person-centred teaching in the Bachelor of Nursing programme at a University in the Western Cape, South Africa. Research objectives: The research objective that underpinned the research question was to explore the experiences of academic staff and clinical facilitators with practising person-centred teaching in the Bachelor of Nursing programme at a University in the Western Cape. Method: An exploratory qualitative design was employed to gain an understanding of the phenomenon studied. Semi-structured interviews were held with 13 participants (academic staff and clinical facilitators) who had been teaching on the undergraduate nursing programme for more than 12 months. The final sample comprised of nine academic staff (senior academics and lecturers) and four clinical facilitators who had been purposively sampled to ensure a diverse representation of the experiences. Ethics approval was obtained from the Health Research Ethics Committee of Stellenbosch University and institutional permission (also Stellenbosch University), prior to commencement of data collection. Data was analysed using thematic analysis. The trustworthiness of the findings was maintained by applying principles of credibility, transferability, dependability, and confirmability. Findings: Five themes emerged from the data: understanding of person-centeredness, the essence of person-centred teaching and learning: we can do this, logistics tend to impede PC teaching: creating an illusion, collegial experiences with PC: friend or foe and communication: perceived lack of inclusivity.