Browsing by Author "Masango-Mtetwa, Thembekile"

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    The role of the nurse educator within the dynamics of educational change in South Africa
    (2002) Masango-Mtetwa, Thembekile; Nzimakwe, D.
    The aim of this study was to pursue a qualitative, descriptive survey to study the role of the nurse educator within the dynamics of educational change in South Africa. Other aspects that were explored included the state of the general government was put in power and the implications thereof for nursing education. An in-depth discussion of the changes taking place both in the general education and nursing education systems was provided including the views of nurse educators regarding the change process. A convenience sample was selected from a population of nurse educators currently employed in nursing colleges of regions B and F of the KwaZulu-Natal Province that offer the comprehensive four year diploma course. A questionnaire as well as a tape recorder were used to elicit information from nurse educators. The findings revealed that nurse educators' of the change process were varied and divergent. The majority welcome the change and viewed it as a process that will bring nursing education in line with the general education system of the country and therefore acquire the necessary academic status. Others felt that the nursing standards will drop considerably if nursing education is transferred to universities and technikons because of perceived lack of focus on practica. Fear of loss of jobs due to inadequate academic qualifications for university/technkikon employment was also articulated by those against the change. Factors such as lack of consultation and transparency between stakeholders, limited guidance and support, limited time available to effect changes, fear of the unknown and resistance to change deterred nurse educators from expediting the change process. Problems such as lack of finance, unsuitable venues for meetings and workshops, short notices for attending meetings and obtaining information from different authorities were also identified as major drawbacks in fast tracking the change process. On the basis of these findings, it is recommended that open communication and an interactive consultative approach involving all stakeholders should be adopted to keep everybody well informed of developments. Secondly, irrespective of who controls nursing education, nurse educators should be accorded the same status and remuneration offered to teachers across the board. They should be included in the proposed register for teachers and be register for teachers and be regarded as academics and not as professional nurses.
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    A study of clinical instruction practice of nurse educators and problems thereof
    (1999) Masango-Mtetwa, Thembekile; Mashaba, T.G.; Mhlongo, C.S.
    This study deals with the clinical instruction practice of nurse educators and problems or constraints they encounter during clinical teaching. It is a descriptive survey that attempted to:- (1) elicit the views of nurse educators regarding their role in clinical instruction; (2) determine the extent to which nurse educators participate in clinical instruction; (3) identify and describe what nurse educators consider to be the major constraints in clinical instruction. The experiential learning theory formed the conceptual framework of the study. The institutions targeted were Nursing Colleges located in Regions D, G and H of KwaZulu-Natal Province in South Africa. A questionnaire was used to elicit information from nurse educators directly engaged in the education and training of student nurses undergoing the basic comprehensive four year diploma programme at afore-mentioned institutions. The findings indicated that nurse educators view assessment, planning, implementation and evaluation of clinical teaching and learning as their ideal function. However, several problems and constraints (both at college and clinical area) were identified by nurse educators as militating against effective execution of clinical teaching. Some of the problems mentioned include overload of work, lack of clinical facilities and negative attitude by some nurse educators and student nurses towards clinical teaching and learning.