Chapters in Books (Centre for Health Professions Education)

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Now showing 1 - 5 of 6
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    The influence of context on the teaching and learning of undergraduate nursing students: A scoping review
    (2020-10) Meyer, Rhoda; Van Schalkwyk, Susan; Archer, Elize
    BACKGROUND. The role that context plays in the teaching and learning space has been well documented.OBJECTIVES. To synthesise perspectives from previous studies related to the influence of context on teaching and learning among undergraduate nursing students.METHODS. This study was guided by the stages for review proposed by Arksey and O'Malley. Six databases were searched, generating 1 164 articles. Based on the eligibility criteria, the articles were screened through several processes, resulting in 55 articles being included in the final review.RESULTS. Five themes were identified, including the organisational space, the nature of interactions in the healthcare team, the role of the nurse manager, the role of the educator and the academic institution-hospital engagement.CONCLUSION. While there are many studies of the role of context in teaching and learning, this review highlights the interconnectedness of the various factors within the learning context, providing a framework that can inform decision-making when seeking to enhance teaching and learning in nursing education.
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    "Race" by any other name would smell
    (African Sun Media, 2020) Jacobs, Cecilia
    No abstract available.
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    Academic literacy revisited : a space for emerging postgraduate voices
    (AFRICAN SUN MeDIA, 2016) Van Schalkwyk, Susan
    SUMMARY : Few would challenge the notion that postgraduate studies, particularly at doctoral level, should make a contribution to the body of knowledge. Such contribution is typically the product of several years of academic endeavour characterized by a process of ‘being and becoming’ a scholar (Van Schalkwyk 2014). The doctoral journey has, however, been described as one that is fraught with uncertainty and ambiguity, and that is intricate and multi-facetted (Green 2005; Jazvac‐Martek 2009). In addition, Barnett (2009: 431) has suggested that in today’s complex and unpredictable, technology-driven world we require a “wider form of human being” than ever before. It is in this complex space that the postgraduate academic project is situated, requiring the construction of a meaningful, intellectual work such that the graduate is able to take a stand and make her voice heard. Aligned to this thinking is the tacit assumption that engagement in postgraduate studies will facilitate the acquisition of academic literacy and entry into the disciplinary discourse or community of practice within which the academic work has been undertaken. In so doing, the graduate will become recognized as a scholar in the field.
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    Developing higher education curriculum in the health sciences context
    (AFRICAN SUN MeDIA, 2016) Louw, Alwyn; Archer, Elize
    ENGLISH SUMMARY : Introduction: How did it happen that Professor Eli Bitzer – the educationist – ended up being involved in health professions education? Was it a matter of a trans-disciplinary approach followed by two faculties, or was it because of specific expertise needed at a specific time of development at one faculty? The answer is most probably – both. In this chapter we will attempt to demonstrate how expertise in one field of science can very successfully be transferred to another field. We will also explore the links between the field of Education where Eli Bitzer comes from, and the field of Health Sciences from which perspective this chapter is written. We do not intend to report on each and every intervention Eli Bitzer had with students, neither do we claim to be the experts in writing about someone as respected as he is. We have only focused on writing about the period between 2006 and 2016, when both of us had the privilege of working closely with him as a colleague. While the main purpose of this chapter is to describe the role Eli Bitzer played in health professions education, the second part of our chapter will pay tribute to him as a teacher, supervisor and colleague. This chapter further highlights his personal characteristics, as perceived by the health sciences community, his involvement in the establishment of an educational centre, his role in the development of a curriculum for the MPhil in Health Sciences and his contribution to postgraduate students as lecturer, mentor and supervisor.
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    Graduate attributes for the public good : a case of a research-led university
    (SUN MeDIA, 2012) Van Schalkwyk, Susan; Herman, Nicoline; Muller, Andre
    ENGLISH SUMMARY : Hall (chapter two) and Walker (chapter six) stress the distinction between higher education as a private asset and as a public good. Previously, Walker (2002:43) argued strongly that universities have a role to play in the promotion of democracy and in inculcating the sort of ‘cultural capital, values and knowledge’ in its graduates that will contribute to a more just and equitable society. This debate is tightly linked to a growing focus on the nature of the attributes students leave university with, including how these attributes will equip graduates for future employment (Barrie, 2007:439). In South Africa the need for graduates who will be able to participate in growing the national economy was emphasised in the National Plan in Higher Education some ten years ago now (DoE, 2001). More recent mandates emanating from the Department of Higher Education and Training – for example the guidelines provided for aligning programmes with the Higher Education Qualifications Framework (HEQF) – have also included issues of citizenship and social justice (Government Gazette no 30353 2007).