Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University

Simple item page
dc.contributor.advisorBitzer, E. M.en_ZA
dc.contributor.authorEssa, Ilhaamen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Department of Curriculum Studies. Centre for Higher Education
dc.date.accessioned2010-09-28T12:11:10Zen_ZA
dc.date.accessioned2010-12-15T10:16:25Z
dc.date.available2010-09-28T12:11:10Zen_ZA
dc.date.available2010-12-15T10:16:25Z
dc.date.issued2010-12
dc.descriptionResearch report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
dc.descriptionBibliography
dc.description.abstractENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/5158
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectHigher educationen_ZA
dc.subjectNursing diplomaen_ZA
dc.subjectNon-completion ratesen_ZA
dc.subjectRetention theoryen_ZA
dc.subjectPostgraduate nursing educationen_ZA
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subject.corpUniversity of Stellenbosch. Nursing Division -- Case studiesen_ZA
dc.subject.lcshCollege dropouts -- South Africa -- Stellenbosch -- Case studiesen_ZA
dc.subject.lcshStudent-administrator relationshipsen_ZA
dc.subject.lcshCollege attendance -- South Africa -- Stellenboschen_ZA
dc.subject.otherDepartment of Curriculum Studiesen_ZA
dc.titlePossible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch Universityen_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
essa_possible_2010.pdf
Size:
881.79 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.98 KB
Format:
Plain Text
Description:
Download
Collections
Masters Degrees (Curriculum Studies)