Nursing students’ perceptions of an extended undergraduate curriculum programme within a higher education institution in the Western Cape Province

Julius, Chantal (2017-03)

Thesis (MCur)--Stellenbosch University, 2017.

Thesis

ENGLISH SUMMARY : The South African government’s solution to correct past discriminations in higher education was to improve access for previously disadvantaged students to tertiary institutions. However, the poor performance of these students indicated their under-preparedness for tertiary education. Extended curriculum programmes were thus implemented to facilitate the success of these under-prepared students in tertiary education. The aim of this study was to explore nursing students’ perceptions of an extended undergraduate curriculum programme within a higher education institution in the Western Cape Province. The objectives of this study was to explore and describe the perceptions of the R425 Diploma nursing students within a higher education institution in the Western Cape Province about: • the extended undergraduate curriculum programme (ECP) that they had completed • whether the ECP assisted with their integration into the mainstream programme • how the ECP could be improved to better facilitate integration and success in the mainstream programme A descriptive design with a qualitative approach was applied and a purposive sampling method was utilised to select ten participants for two focus groups. The data was collected via focus groups with the use of semi-structured interviews to acquire diverse perspectives on the extended curriculum programme. The findings of the study included an insightful description of the extended curriculum programme by the participants, where they candidly spoke about the benefits but also the negative aspects of the programme. The participants articulated that the programme assisted immensely in their successful integration into the mainstream programme and gave valuable information on how the extended curriculum programme can be improved.

AFRIKAANSE OPSOMMING : Die Suid-Afrikaanse regering se oplossing om die onregmatighede van die verlede in hoer onderwys reg te stel, was om toegang vir voorheen-benadeelde studente tot tersiêre instellings te verbeter. Die swak prestasie van hierdie studente is egter ‘n aanduiding van hoe onvoorbereid hulle vir tersiêre onderrig is. Verlengde kurrikulumprogramme is dus geïmplementeer om die sukses van hierdie onder-voorbereide studente in tersiere onderrig te fasiliteer. Die doel van hierdie studie was om verpleegkundestudente in ‘n hoer onderwys instelling in die Wes-Kaap Provinsie se persepsies te ondersoek rakende hulle verlengde voorgraadse kurrikulumprogram. Die doel van hierdie studie was om die R425 Diploma verpleegkundestudente se persepsies binne hoër onderwys instellings in die Wes-Kaap Provinsie te ondersoek en beskryf oor die volgende: • Die verlengde voorgraadse kurrikulumprogram (VKP) wat hulle voltooi het • Of die VKP hierdie studente gehelp het met die integrasie in die hoofstroom-programme • Hoe die VKP verbeter kan word om beter integrasie en sukses in die hoofstroom-programme te fasiliteer ‘n Beskrywende ontwerp met ‘n kwalitatiewe benadering is toegepas en ’n doelgerigte steekproefmetode was gebruik om tien deelnemers vir twee fokusgroepe te kies. Die data is versamel met die gebruik van semi-gestruktureerde onderhoude om sodoende diverse perspektiewe van die verlengde kurrikulumprogramme te verwerf. Die bevinding van die studie sluit ‘n insiggewende beskrywing van die verlengde kurrikulumprogramme deur die deelnemers in, waar hulle openhartig oor die voordele maar ook die negatiewe aspekte van die program kon praat. Die deelnemers het aangedui dat die program hulle geweldig ondersteun het met die suksesvolle integrasie tot die hoofstroomprogram en hulle het waardevolle inligting verskaf oor hoe die verlengde kurrikulumprogram verbeter kan word.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/101121
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