Browsing by Author "Volschenk, Mariette"

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    All in a day's work : student nurses' perceptions of their clinical learning experiences in a corporate workplace context
    (Stellenbosch : University of Stellenbosch, 2009-12) Volschenk, Mariette; Van Heerden, B. B.; University of Stellenbosch. Faculty of Health Sciences. Centre for Health Science Education.
    Introduction: Exposure to the clinical learning environment forms an essential part of nursing education. Individual student perceptions of this multi-dimensional context can greatly influence their clinical learning experiences. Insight into these perceptions may assist nurse educators in facilitating optimal learning outcomes. Aim: The aim of this study was to promote an awareness of the possible impact of various aspects of the clinical learning environment and nursing students’ perceptions thereof, on their learning experiences; and to generate guidelines for facilitating optimal learning outcomes. Methods: A qualitative, interpretive study, investigating nine individual second-year nursing students, was undertaken in a private hospital in South Africa. Interview transcripts were thematically analyzed. Results: Four themes and eleven sub-themes emerged, highlighting the impact of student nurses’ perceptions of the various aspects of the clinical learning environment on their learning experiences. Discussion: The impact of students’ perceptions of the clinical learning environment on their learning experiences is discussed. Recommendations are provided for measures to increase the focus on student-centered learning in the selected clinical context. Conclusion: The challenge remains to best prepare students for the complexities and dynamics of the workplace learning environment, while at the same time modifying this environment to effectively meet students’ learning needs.
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    Evaluation of an undergraduate psychiatric clinical rotation : exploring student perceptions
    (AOSIS, 2021-05) Smit, Inge M.; Volschenk, Mariette; Koen, Liezl
    Background: Globally, the appropriate transformation of medical training is critical to ensure the graduation of competent physicians who can address the growing health needs. Aim: To explore medical students’ perceptions of their learning experience during the undergraduate psychiatry late clinical rotation (PLCR) at Stellenbosch University (SU) and to use the findings to make possible recommendations regarding curriculum renewal. Setting: In recognition of this, the Department of Psychiatry at the Faculty of Medicine and Health Sciences of SU is reviewing its current teaching and learning practices. Methods: Data were collected from two focus groups. Results: Three main themes emerged: ‘learning in the clinical context’, ‘gaining knowledge’ and ‘generational needs’. Whilst several suggestions were made for potential improvement, the participants still endorsed that the PLCR does provide them with a good learning experience in psychiatry. Conclusions: Considering that these perceptions are from a group of millennials, the insights arising from the ‘generational needs’ theme were especially valuable. To bridge the generational gap and develop a curriculum that will not only meet the standards expected by educators but also achieve acceptance from learners, future research with a specific focus on clinical teachers’ perceptions is needed.
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