Browsing by Author "Herman, Vironica"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Role modelling : a critical component of bedside teaching in a critical care unit
    (Stellenbosch : Stellenbosch University, 2020-03) Herman, Vironica; Archer, Elize; van der Merwe, Charmaine; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY: In the evolving and complex healthcare system, clinical teaching and training of new nurses in the critical care unit is indispensable to ensure safe and quality healthcare. The registered professional nurses’ (RPN) awareness and understanding of role modelling being a crucial teaching and learning method depends on their contribution to growth and development. Role modelling is a pervasive means where development through observation and practice in the clinical environment occur. Therefore, it is a foundation in helath professions education. The aim of the study is to determine how RPNs understand role modelling as a teaching strategy. A qualitative, phenomenological design was used to obtain data by conducting semi-structured interviews with purposive sampling of seven RPNs working in the critical care unit of a tertiary teaching hospital in the Western Cape. Interviews were audio recorded and transcribed verbatim. The transcribed data were analysed and manually coded, which generated two themes that illustrated the findings of the study. The first theme illustrated the participants’ understanding of role modelling and revealed that new nurses intentionally and unintentionally aspire to imitate specific behaviour and that they aquire knowledge and skills in critical care nursing, including soft skills. Furthermore, reflection was used to link information or actions to foster learning. The second theme found that a number of challenges prevent RPNs and new nurses from teaching and learning through role modelling. The findings illustrated that the RPNs do not understand that role modelling is implicit in executing their daily tasks. Participants’ eagerness to use rolemodelling as a teaching and learningmethod could not be questioned, but their utilisation thereof should be reinforced. The study represents the first of its kind at this institution and presumes that this contribution could add value to the understanding of role modelling as a teaching method for healthcare practitioners.