2018 Anec Conference Programme

Annual Nursing Education Conference
5 - 7 September 2018
Programme
Teaching is what we do.

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2018 Annual Nursing Education Conference (ANEC) Programme
Published by
FUNDISA & NEA

PO Box 35763
Menlo Park
Pretoria
0102
Tel: +27 12 333 1415

Fax: +27 12 333 4970
Email: ke.mokoka@fundisa.ac.za / info@fundisa.ac.za
First published by FUNDISA and NEA 2018

© FUNDISA – Forum for University Nursing Deans in South Africa
NEA – Nursing Education Association
ISBN 978-0-6399538-0-9
Conference proceedings
Concept, design and printing FUNDISA, NEA and Media Chef, Pretoria
Table of Contents
5 Message from the Chairpersons
6 Delegates Message
8 Keynote Speakers
10 Sponsors
11 Programme
14 Acknowledgements
15 List of Oral Presenters
17 Abstracts: Oral Presentations
37 List of Poster Presenters
38 Abstracts: Poster Presentations
4 Annual Nursing Education Conference Programme 2018

Message from the Chairpersons
Prof Nokuthula Sibiya

FUNDISA Chairperson
On behalf of FUNDISA, it is my pleasure to welcome you to the 2018 ANEC Conference. This year, the theme is Innovation in Education:
Teaching is what we do. As nurse educators, our core business is teaching. In order for us to be able to successfully offer new nursing
programmes that are aligned to the Nursing Act and the HEQSF, we need to be innovative. UNICEF argues that innovation does not just
mean new technology. Educational innovation can be found in processes, services, programmes and partnerships. Education has seen
more innovation in its methods, practices, tools and philosophies in the past few years. I sincerely hope that the conference will provide
a unique environment that can, albeit indirectly, contribute to improving education, research, community engagement and practice in
improving teaching and learning through innovative ways of teaching.
The conference consists of plenary presentations, poster presentations, gala dinner and an exhibition. Through these dynamic scientific
and social events, you will have many opportunities to network and to form potential collaborations to identify, assess and incubate
promising innovations with participants. I wish you a very productive and fruitful conference.
Dr Sue Armstrong
NEA Chairperson
It is with great pleasure that NEA co-host the Annual Nursing Education Conference, an event that has become a highlight in the annual
nursing education calendar. While all groups represented at the conference have their own defined membership and objectives, this
event allows everyone to jointly address the challenges facing the profession and nursing education. The profession is undergoing
change in many areas – the implementation of the new nursing education and training programmes are due to be implemented in 2020;
the amendments to the Higher Education and Training Act to include all NEIS; the Nursing Strategy on Nursing Education, Training and
Practice as well as the Human Resources for Health Strategy are under revision, we await the appointment of new Nursing Council and
an amended Nursing Act.
Therefore there is work to be done and all of us as stakeholders have a role to play. Our theme for 2018, Innovation in Education, creates
opportunity for us to reflect on the successes of previous collaboration with a variety of partners and plan for exciting innovative
initiatives for the future. The future of nursing is in the hands of nurse educators as we transform nursing one nurse at a time. The
implementation of the new nursing qualifications and the development of professional nurses at graduate level are going to raise the
bar in nursing and will elevate the profession while at the same time translate to improved patient outcomes.
We will make this journey by walking reflectively remembering our successes of the past and taking bold steps as we eliminate the
barriers that divided us at so many levels in the past.
Annual Nursing Education Conference Programme 2018 5

Delegates Message
It is our pleasure to welcome you to the Hilton Conference Centre, Sandton for the 2018 Annual
Nursing Education Conference to consider how innovation can assist educators to provide the
education that will inform quality and safe practice for the future of South Africa.
It was Madiba who said "When learning and teaching continually improves, everything improves. Quality is never an accident; it is always
the result of intelligent effort.” We invite you to join us in engaging with our professional future as we give life to our conference theme
“Innovation in Education. Teaching is what we do”. This theme urges us to take hands on our journey to create a new legacy for nursing
in our quest to discover new ways to work together as leaders, educators and practitioners. There is no doubt that we are dependent
on our shared knowledge, skills and energy to undertake this journey. We therefore believe that we have put together a programme
that will provide you with the intellectual and personal stimulation and motivation for the journey into new territory as December 2019
approach.
We wish you a successful and pleasurable engagement with the conference programme as you engage and network with each other as
well as all our sponsors and exhibitors during the next two and a half days. Remember to complete the conference evaluation form to
tell us what you enjoyed and what you would like to see at future conferences.
Dr Elizabeth Mokoka Dr Nelouise Geyer

CEO FUNDISA CEO NEA
012 333 1415 012 333 1415
ke.mokoka@fundisa.ac.za n.geyer@edunurse.co.za

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Image by Christof van der Walt
Keynote Speakers
Dr Hanne Helleshoej
President of the Basic Health Care College Fredericia-Vejle-Horsens, Denmark
President Dr. Hanne Helleshoej has many years of experience within the Health Care field
and has held numerous important senior positions eg. as President at the school for dental
assistants and dental care at Copenhagen University, President at University College South,
President at the Froebelseminariet, President at the Nursing Professional Diploma Studies at
the National Nursing School and President at the Nursing School in Silkeborg. In addition,
Dr. Hanne Helleshoej attends a number of boards and committees and has also been a member
of the Danish government’s health education council under the Ministry of Education. Hanne
Helleshoej is a trained nurse and also holds a Ph.D. degree in education and psychology.
ƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũ͕WƌĞƐŝĚĞŶƚWŚ͕͘͘D͕͘^Đ͕͘ZE
Frances Ganges
dŚĞWƌĞƐŝĚĞŶƚŽĨƚŚĞĂƐŝĐ,ĞĂůƚŚĂƌĞŽůůĞŐĞ&ƌĞĚĞƌŝĐŝĂͲsĞũůĞͲ,ŽƌƐĞŶƐƌ͘,ĂŶŶĞ
,ĞůůĞƐŚŽĞũŚĂƐƉƵďůŝƐŚĞĚŶƵŵĞƌŽƵƐĂƌƚŝĐůĞƐĂŶĚƉƵďůŝĐĂƚŝŽŶƐ͘
Johnson and Johnson
WƌĞƐŝĚĞŶƚƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũŚĂƐŵĂŶǇǇĞĂƌƐŽĨĞǆƉĞƌŝĞŶĐĞ ϰ͘ ĚƵĐĂƚŝŶŐEƵƌƐŝŶŐWĞƌƐŽŶĞů–ǁŚŽƐĞŶĞĞĚƐĚŽĞƐŝƚƐĞƌǀĞ͍
ǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞĨŝĞůĚĂŶĚŚĂƐŚĞůĚŶƵŵĞƌŽƵƐŝŵƉŽƌƚĂŶƚ tŚŽĚĞĨŝŶĞƐƚŚĞŶĞĞĚƐ͍>ĞĂƌŶŝŶŐŽŐEƵƌƐŝŶŐWƌĂĐƚŝĐĞǁŝƚŚ
ƐĞŶŝŽƌ ƉŽƐŝƚŝŽŶƐ ĞŐ͘ ĂƐ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ ƐĐŚŽŽů ĨŽƌ ĚĞŶƚĂů ZĞƐƉĞĐƚ ƚŽ WĂƚŝĞŶƚ ŶĞĞĚƐ͘ ŽŶĨĞƌĞŶĐĞ ƌĞƉŽƌƚ͘ ƵƌŽƉĞĂŶ
Frances Ganges is a nurse, midwife and public health professional with more than three
ĂƐƐŝƐƚĂŶƚƐ ĂŶĚ ĚĞŶƚĂů ĐĂƌĞ Ăƚ ŽƉĞŶŚĂŐĞŶ hŶŝǀĞƌƐŝƚǇ͕ ŽŶĨĞƌĞŶĐĞŽŶEƵƌƐŝŶŐĚŵŝŶŝƐƚƌĂƚŝŽŶ͘dƵƌŬƵ͕&ŝŶůĂŶĚ͘
decades’ experience in over 20 countries.

WƌĞƐŝĚĞŶƚ Ăƚ hŶŝǀĞƌƐŝƚǇ ŽůůĞŐĞ ^ŽƵƚŚ͕ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ
&ƌŽĞďĞůƐĞŵŝŶĂƌŝĞƚ͕ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ EƵƌƐŝŶŐ WƌŽĨĞƐƐŝŽŶĂů
Currently the Scientific Engagement Leader for Baby
ϱ͘ dŚĞƉĞĚĂŐŽŐŝĐĚŝŵĞŶƐŝŽŶŝŶŶƵƌƐŝŶŐ͘
and Feminine Care at Johnson andZĞĚ͗͘
ŝƉůŽŵĂ^ƚƵĚŝĞƐĂƚƚŚĞEĂƚŝŽŶĂůEƵƌƐŝŶŐ^ĐŚŽŽůĂŶĚWƌĞƐŝĚĞŶƚ Johnson Consumer,
:ĂŶŶĞ >ǇŶŐĂĂ͘ Inc., Frances
WƵďůŝƐŚĞƌ DƵŶŬƐŐĂĂƌĚ͘ tŝůů ďĞ is also the immediate past
ĂƚƚŚĞEƵƌƐŝŶŐ^ĐŚŽŽůŝŶ^ŝůŬĞďŽƌŐ͘ ƉƵďůŝƐŚĞĚŝŶ^ĞƉƚĞŵďĞƌϮϬϭϱ͘
Chief Executive of the International Confederation of Midwives (ICM). Her background also
/ŶĂĚĚŝƚŝŽŶ͕ƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũĂƚƚĞŶĚƐĂŶƵŵďĞƌŽĨďŽĂƌĚƐ ϲ͘ ĂůĞ͕ƌůŝŶŐ>ĂƌƐĂŶĚ,ĂŶŶĞ,ĞůůĞƐŚƆũ͗ŝƌĞĐƚŝŽŶƐĨŽƌŐŽŽĚ
includes roles as educator, project director,
ĂŶĚĐŽŵŵŝƚƚĞĞƐĂŶĚŚĂƐĂůƐŽďĞĞŶĂŵĞŵďĞƌŽĨƚŚĞĂŶŝƐŚ advisor and technical writer. Frances holds an MPH
ĞĚƵĐĂƚŝŽŶǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞƐĞĐƚŽƌ͘
from Johns Hopkins University
government’s health education council under the Ministry of
ĚƵĐĂƚŝŽŶ͘
and is
ZĞĚ͗͘pursuing doctoral
:ŽŚŶ :ƵƵů ƌŝŬƐĞŶ
'ǇůĚĞŶĚĂů͘
studies
ŽŐ >ŝƐĞ ,ŽƵŶƐŐĂĂƌĚ͘ in health sciences.
WƵďůŝƐŚĞƌ
,ĂŶŶĞ ,ĞůůĞƐŚƆũ ŝƐ Ă ƚƌĂŝŶĞĚ ŶƵƌƐĞ ĂŶĚ ĂůƐŽ ŚŽůĚƐ Ă WŚ͘͘ ϳ͘ dŚĞŬĞǇƚŽĚĞǀĞůŽƉŵĞŶƚŽĨ ƚŚĞ,ĞĂůƚŚĂƌĞ ĞĚƵĐĂƚŝŽŶƐ͘
ĚĞŐƌĞĞŝŶĞĚƵĐĂƚŝŽŶĂŶĚƉƐǇĐŚŽůŽŐǇ͘ dŚĞĂŶŝƐŚDŝŶŝƐƚƌǇŽĨĚƵĐĂƚŝŽŶ͘
ŝďůŝŽŐƌĂƉŚǇ ϴ͘ WƌŽĨĞƐƐŝŽŶ ŽŐ ƉƌŽĨĞƐƐŝŽŶĂůŝƐŵ WƵďůŝĐĞĚ ŝŶ ƚŚĞ DĂŐĂǌŝŶĞ
ϭ͘ ZĞĂƐŽŶĂŶĚĞŵŽƚŝŽŶĂŶĚƉĞĚĂŐŽŐŝĐĂůƉƌĂĐƚŝĐĞ ĚƵĐĂƚŝŽŶϯ͘dŚĞĂŶŝƐŚDŝŶŝƐƚƌǇŽĨĚƵĐĂƚŝŽŶ͘
DĂƐƚĞƌdŚĞƐŝƐdŚĞWĞĚĂŐŽŐŝĐĂůhŶŝǀĞƌƐŝƚǇŽĨĞŶŵĂƌŬ͘
Ϯ͘ ƵƐďŝůĚƵŶŐƐŐćŶŐĞ ŝŶ WĨůĞŐĞtŝƐƐĞŶƐĐŚĂĨƚĞŶ ƵŶĚ Prof Ethelwynn L Stellenberg

ϵ͘ dŚĞhƐĞŽĨ^ŝŵƵůĂƚŝŽŶǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞĞĚƵĐĂƚŝŽŶƐ͘
WƵďůŝƐŚĞƌDƵŶŬƐŐĂĂƌĚ;ϮϬϭϱͿ
WĨůĞŐĞƉćĚĂŐŽŐŝŬŝŶćŶĞŵĂƌŬ͘/͗
Ƶƌ WƌŽĨĞƐƐŝŽŶĂůŝƐŝĞƌƵŶŐ ĚĞƌ WĨůĞŐĞ͘ >ĞƵĐŚƚƚƵƌŵͲsĞƌůĂŐ͕ Stellenbosch University
ϭϬ͘ η^hE^DDEͲ,ĞĂůƚŚǇdŽŐĞƚŚĞƌͲĂďŽŽŬŽĨ,ĞĂůƚŚ͕
dǇƐŬůĂŶĚ͘ ŽŵŵƵŶŝƚǇĂŶĚŽŽƉĞƌĂƚŝŽŶ͘^K^h&s,͕ϮϬϭϴ͘
ϯ͘ dŚĞƉĞĚĂŐŽŐŝĐĂůĚŝŵĞŶƐŝŽŶŽĨƚŚĞŶƵƌƐŝŶŐƉƌŽĨĞƐƐŝŽŶ͘ZĞĚ͘
:ĂŶŶĞ>ǇŶŐĂĂ͘WƵďůŝƐŚĞƌDƵŶŬƐŐĂĂƌĚ Prof Ethelwynn Stellenberg is an Associate Professor in Nursing at Stellenbosch University. Her
focus research area is safe quality patient care, specifically malpractice litigation in nursing practice.
She recently obtained a NRF competitive award for national research in malpractice litigation
in nursing practice in South Africa (2016-2018). Obtained a Discovery award for a social impact
project with emphasis on building capacity in leadership and management of PHC operational
managers in Mpumalanga and Northern Cape (2018-2020). Her qualifications include a Doctorate,
Master’s, Honours (Nursing Education and Community Health Nursing Science) and Bachelor’s
degrees in Nursing. Post graduate diplomas include Nursing Administration, Psychiatry and
Intensive Care Nursing. Achievers’ Awards include three Rector’s awards.
She is a National Ministerial appointment of the first board of the Office of Health Standards
Compliance (OHSC) (2014-2016) and reappointed for a second term (2017 - 2019). She serves on
the Board of COHSASA and Board of George & Annie Starck Homes for the Elderly. She delivered
numerous papers both nationally and internationally, undertook study tours internationally with
the emphasis on quality assurance and international collaboration. She has published articles,
chapters and is the chief editor of a Medical-Surgical Nursing: Hospital and Community textbook
(2007) for Africa. She has extensive experience in clinical management, teaching and learning,
research, community engagement and medico-legal litigation. Member of various professional
organizations which include Academy of Nursing of South Africa, Sigma Theta Tau International,
DENOSA and Nursing Education Association.

Keynote Speakers
Prof Judith Bruce

University of Witwatersrand
Professor Judith Bruce is an academic and researcher, with more than 30 years’ experience
in nursing education. She joined Wits University in 1993 where she was responsible for the
postgraduate education of nurse educators. She obtained her PhD in 2003. In 2012 she
was appointed onto the Ministerial Task Team for Nurse Education and Training and on the
Health Portfolio of the Academy of Science of South Africa. In recognition of her education
scholarship she was inducted as a Fellow into the Academy of Nursing of South Africa and the
Hall of Fame for Research Excellence in Nursing. Professor Bruce is currently the Head of the
School of Therapeutic Sciences at Wits University.
Ms Gloria Ash
South African Nursing Council
Joined SANC in 2010 as a professional advisor: Education and Training.

Currently a manager for Professional Practice: Preliminary Investigation and Impairment
section. Before joining SANC, she was in the United Kingdom where she practiced as a critical
care nurse.
Education: General and Midwife Diplomas, BA cur Unisa, Honors degrees Professional Practice
and Adult Critical Care.
Dr Jabulile Nonhlanhla Makhanya

Chief Nursing Officer
Dr Makhanya started her professional nursing career as a community health nurse and
educator. She joined the Durban University of Technology as a lecturer and then Head
of Nursing Studies in the Faculty of Health Sciences in 2004. Dr. Makhanya was the Head
of Ministry in an advisory portfolio to the Provincial Ministry of Health for the Provincial
Department of Health in the KZN whereafter she was appointed as the first Government Chief
Nursing and Midwifery Officer for South Africa.
Within this portfolio, her responsibility specific to nursing education relates to development
of national policy frameworks harnessing intra- and inter-professional collaboration to ensure
that nursing education and training is harmonised with population health needs.
Dr Makhanya represents the nursing sector on health on a national, regional and global level.
She is a former President of the South African Nursing Council (2004-2008) and a former
Chairperson (2008-2013).
Ms Winnie Moleko
Office of Health Standards
Winnie is currently employed by the Office of Health Standards Compliance (OHSC) as the Executive Manager. She holds a Diploma
in General Nursing and Midwifery from Baragwanath Nursing College, a Degree in Nursing Education and Management (MEDUNSA);
Master’s in Education (MeD) for Primary Health Care (University of Manchester –UK); Post Graduate Diploma in HIV/AIDS Management
(University of Stellenbosch), Advance Course in Health Management (FPD and YALE University) and Master’s in Philosophy from
University of Stellenbosch. She was employed by Wits Reproductive Health and HIV Institute (WRHI) for 18 years. From May 2011
was seconded to the National DOH as Quality Improvement: Senior Technical Advisor to assist with quality improvement/quality
assurance work. She played a pivotal role in the establishment of the OHSC an independent entity mandated to promote quality and
patient safety. She gained extensive QI knowledge and expertise through coaching and mentoring from Quality Assurance Project
and Institute for Health Care Improvement (US based organisations). She has presented in conferences at local and international level
on quality since 2001.

Sponsors
We thank the following donors and sponsors for their generous support:
Platinum:
Excellence Awards:
Silver:
Bronze:
Gifts and Donations:

Programme
Registration: Tuesday, 4 September 2018

15:00 – 17:00 Registration Hilton Hotel Foyer, Sandton
Day 1: Wednesday, 5 September 2018

Plenary Session - Chair: Dr Elizabeth Mokoka, Ceo Fundisa
Dr Elizabeth Mokoka
08:30 – 08:40 Welcome address
FUNDISA
Wolters Kluwer, Lippincott Williams
08:45 – 09:00 Word from the sponsors
and Wilkins
A Pedagogical Model – Students´ Meaningful Involvement in Health Care Education based Dr Hanne Helleshoej
09:00 – 09:45 on a mutual understanding of challenges among faculty members – and development of President of the Basic Health Care
engaging and innovative methods in education College Fredericia-Vejle-Horsens
Ms Francis Ganges
09:45 – 10:30 Innovate Yourself
Johnson and Johnson
10:30 – 11:00 Refreshment break
Breakaway sessions
Session 1: Session 2: Session 3: Session 4:
Clinical Teaching and Learning Community Nursing Positive Practice Environments Nurse Educator Development
Venue Ballroom 2 and 3 Kwena Suite 1 Kwena Suite 2 Li-Duba Room

Session Chair Prof Kefiloe Maboe Ms Madeleen Jooste Mrs Magda Cunze Dr Memme Makua
Experiences of Learner Nurses Perceptions of Nurses of their
Experiences of Community
During Simulated Clinical Roles and Responsibilities Experiences of Newly
Health Nurses in the
Assessment in the Skills in Realisation of the “Back to Employed Nurses Educators at
11:05 – 11:25 Tuberculosis Work
Laboratory at an Institution of Basics Nursing Care” Quality a Nursing College in Gauteng
Environment
Higher Learning Improvement Initiative Mrs M Tshabalala
Mrs GTM Motswasele
Mrs GO Sumbane Mrs R Els
Experiences of Newly
The Intergenerational
Employed Academics
Simulation Debriefing and Silence Regarding Sexual Perceptions of Nurses in
Regarding Induction and
the Development of Clinical and Reproductive Health a Private Hospital Group
Mentoring in the Nursing
11:30 – 11:50 Judgement of Student Nurses Promotion in Families: Regarding Continuing
Department at a University
at a University in Gauteng An Integrated Literature Professional Development
in the Gauteng Province,
Mrs MP Dubula Review Dr S Vasuthevan South Africa
Dr MS Mataboge
Ms FM Mkhonto
Mental Health Symptoms
The Perceptions of Newly
The Promotion of Experienced by Patients A Research-Training
Qualified Nurses of Their
Metacognition During Awaiting a Kidney Transplant Programme for Self-Leadership
11:55 – 12:15 Readiness to Practice in an
Simulation Debriefing at a Public Hospital in Tshwane, of Nurse Educators
Academic Hospital in Gauteng
Mrs A Welman South Africa Prof K Jooste
Mrs SS Shongwe
Mrs PG Ndimande
Factors influencing clinical
Community Service Nurses’
learning experience of nursing Health-Support Needs of Why Should the Journey of
Experiences Regarding Health
students at clinical learning Widows in South Africa: A Every Clinical Facilitator Start
12:20 – 12:40 Care Services in a Public
environment in Limpopo Phenomenological Inquiry with Mentoring?
Hospital in Tshwane District
province, South Africa Dr GL Sekgobela Mrs I Loots
Ms NL Nkoane
Prof ML Mangena-Netshikweta
An Exploration of Clinical
Caregivers’ Experiences on Professional Nurses’
A Preceptorship Model to Support to Nursing
the Transition of Adolescents Perceptions of Their Role as
Facilitate Clinical Education Community Service
12:40 -13:00 with Intellectual Disabilities Mentors for Novice Nurses in
in Botswana Practitioners in UGU District,
into Adulthood the Operating Room
Prof MA Rakhudu KwaZulu-Natal
Dr RG Malapela Mrs M Liebenberg
Mrs IT Malunga
13:00 – 14:00 Lunch break
Workshops
Venue Li-Duba Room Kwena Suite Ballroom 2 and 3
Scientific Writing Research Ethics Education: Resilience in Nursing Education
14:00 – 16:00 for publication A value-based approach Dr Sue Armstrong and
Prof Gisela van Rensburg Dr Retha Visagie Mrs Caroline Maloney
16:30 – 17:30 NEA Annual General Meeting

Programme
Day 2: Thursday, 6 September 2018

Plenary Session - Chair: Dr Nelouise Geyer, CEO NEA
Prof Ethelwynn L Stellenberg,
Investigation into malpractice litigation in nursing practice in private health care in Ms Yashmin Samlal and
08:15 – 09:00 Ms Amy Williams
South Africa
Stellenbosch University
09:00 – 09:30 South African Neonatal Skincare Guideline Core Working Group
Venue Ballroom 1
10:05 – 10: 55 Poster sessions Poster presenters
Breakaway sessions
Session 5: Session 6: Session 7: Session 8:
Teaching and Learning Teaching and Learning Education Research Midwifery Practice
Experiences Strategies
Venue Kwena Suite 2 Ballroom 2 and 3 Li-Duba Room Kwena Suite 1
Session Chair Mrs Izelle Loots Mrs Lize van Niekerk Mrs Toy Vermaak Mrs Zodwa Mphego
The Effectiveness of the 20
Nursing Student’s Experiences Student Engagement in a
Leaving the past behind – Hour Lactation Management
of Transition from High Post-Basic Programme in a
teaching the future generation Course (LMC) in Improving
11:00 – 11:20 School to a Tertiary Institution: Nursing Education Institution
of health professionals Breastfeeding Knowledge of
A Case Study in KwaZulu-Natal
Dr S Armstrong Professional Nurses
Mrs B James Prof NG Mtshali
Mrs N Makhudu
Analysing Cognitive Levels on
Strategies to Reduce High
Final Examination Questions
Academic Support Programme Perinatal Morbidity Rates
Engaging the Mind – From for the Diploma Nursing
for Nursing Students at a in Mankweng-Polokwane
Classroom to Technology: Programme Using Revised
11:25 – 11:45 Public College in the Eastern Complex of the Capricorn
A Case Study Bloom’s Taxonomy at a
Cape Province, of South Africa District, Limpopo Province,
Mrs L Crous Selected Nursing College in
Dr NI Senti South Africa
the Eastern Cape
Mrs MG Mathebula
Ms NI Fayilane
The Experiences of Nursing When eLearning Becomes
Compulsory: ICT Adoption Measuring and Building
Students Regarding Nurse Labour Support Practice
by Student Nurses Despite a Resilience in Undergraduate
Educators as Role Models in a by Nurses and Midwives:
11:50 – 12:10 Digital Divide Nursing Students in
Military Teaching and Learning A Scoping Review
South Africa
Environment Mrs K Smit Ms MC Uwimana
Mrs C Maloney
Dr K Zagenhagen
Reflections of Nursing Engaging adult learners in a Factors Affecting Experiential
distance learning programme An Assessment of Eating
Students Regarding Online Learning for Midwifery
through technology Behaviours of Nursing
12:15 – 12:35 Portfolios in a Health Sciences Students at the Public College
Students in Gauteng
Education Module Mrs KD Shopo of Nursing
Mrs M Mare and Mrs J Jones
Dr MG Makua Mrs N Pama
Factors Contributing to
Narrative of Undergraduate
Teaching Pharmacology Sub-Standard Utilization of
Students on Clinical
to Nursing Students at a Appreciative Feedback Partograph By Midwives in
Accompaniment at a
12: 40 – 13:00 Rural University Using Coggle Practices for Educators Greater Tzaneen Municipality,
Nursing Education Institution
(Mind Maps) Prof I Coetzee Mopani District, Limpopo
in North West
Mrs AS Joubert Province
Mrs PT Motsilanyane
Ms SA Malatji
13:00 – 14:00 Lunch break
Workshops
Venue Kwena Suite Li-Duba Room Ballroom 2 and 3
Innovative teaching Inspiring the use of
Forensic Nursing
and learning Technology in the Classroom
14:00 – 16:00 Ms Jeanette Sebaeng and
Prof Yvonne Botma and Pearson
Prof Sinegugu Duma
Dr Idalia Venter
18:30 – 22:00 GALA DINNER: NEA Awards and Researcher’s Hall of Fame

Programme
Day 3: Friday, 7 September 2018

Plenary session chair: Dr Elizabeth Mokoka, CEO FUNDISA
Mr Stephan Terblanche
08:30 – 08:40 Word from the sponsors
Cengage
Prof Judith Bruce
08:45 – 09:30 Innovation in Health Science Education
University of Witwatersrand
Ms Gloria Ash
09:35 – 10:05 Unfitness to Practice Nursing
South African Nursing Council
Ms Elaine le Roux
10:05 – 10:30 Launch of hand hygiene campaign
B. Braun
Plenary session chair: Dr Nelouise Geyer, CEO NEA
Dr Jabulile Nonhlanhla Makhanya
11:00 – 11:45 Transformation of Nursing Education
Chief Nursing Officer
Using National Core Standards as a Catalyst for Quality Improvement in South African Health Ms Winnie Moleko
11:45 – 12:30
Establishments Office of Health Standards
12:30 – 13:00 Conclusion and lucky draws
13:00 – 14:00 Lunch and departure

Acknowledgements
Our gratitude to the following individuals for their assistance with ANEC 2018 arrangements:
Scientific Committee
Prof Jennifer Chipps (Chairperson)
Prof Anita S van der Merwe
Prof Yvonne Botma
Prof Karen Minnie
Prof Lizeth Roets
Mrs Lizelle Crous
Prof Salaminah Moloko-Phiri
Office staff
Dr Elizabeth Mokoka (CEO FUNDISA)
Dr Nelouise Geyer (CEO NEA)
Mrs Judy Thompson (Programme Manager)
Mr Lebohang Khonke (Finance Officer)
Ms Patricia Mbongo (Administrative Assistant)
Ms Terecia Bosoma (Administrative Assistant)
Mrs Johanna Mapokane (Office Assistant)
Conference Organiser
Mrs Carina Young

List of Oral Presenters
Presenters in Title of presentation Session

alphabetical order
Armstrong, S
Leaving the Past Behind – Teaching the Future Generation of Health Professionals 6
WITS
Coetzee, I
Appreciative Feedback Practices for Educators 7
UP
Crous, L
Engaging the Mind – from Classroom to Technology: A Case Study 6
WITS
Dubula, MP Simulation Debriefing and the Development of Clinical Judgement of Student Nurses at a
1
Life Healthcare/WITS University in Gauteng
Els, R Perceptions of Nurses of their Roles and Responsibilities in Realisation of the “Back to Basics
3
Life Healthcare/UNISA Nursing Care” Quality Improvement Initiative
Fayilane, NI Analysing Cognitive Levels on Final Examination Questions for the Diploma Nursing Programme
7
LCoN/UKZN Using Revised Bloom’s Taxonomy at a Selected Nursing College in the Eastern Cape
James, BC Nursing Student’s Experiences of Transition from High School to Tertiary Institution: A Case
5
LCoN/UFH Study
Jooste, K
A Research-Training Programme for Self-Leadership of Nurse Educators 4
CPUT
Joubert, AS
Teaching Pharmacology to Nursing Students at a Rural University Using Coggle (Mind Maps) 6
UZ
Liebenberg, M Professional Nurses’ Perceptions of Their Role as Mentors for Novice Nurses in the Operating
4
SUN Room
Loots, I
Why Should the Journey of Every Clinical Facilitator Start with Mentoring? 4
NEA: Pretoria Chapter/UNISA
Makhudu, N The Effectiveness of the 20 Hour Lactation Management Course (LMC) in Improving
8
WITS Breastfeeding Knowledge of Professional Nurses
Makua, MG Reflections of Nursing Students Regarding Online Portfolios in a Health Sciences Education
5
UNISA Module
Malatji, SA Factors Contributing to Sub-Standard Utilization of Partograph by Midwives in Greater

8
UL Tzaneen Municipality, Mopani District, Limpopo Province
Malapela, RG Caregivers’ Experiences on the Transition of Adolescents with Intellectual Disabilities into
2
UNISA Adulthood
Maloney, C
Measuring and Building Resilience in Undergraduate Nursing Students in South Africa 7
WITS
Malunga, IT An Exploration of Clinical Support to Nursing Community Service Practitioners in UGU

3
KZNCN/DUT District, KwaZulu-Natal
Mangena-Netshikweta, ML Factors Influencing Clinical Learning Experience of Nursing Students in the Clinical Learning
1
UNIVEN Environment in Limpopo Province, South Africa
Mare, M and Jones, J

An Assessment of Eating Behaviours of Nursing Students in Gauteng 7
NEA: Johannesburg Chapter
Mataboge, MS The Intergenerational Silence Regarding Sexual and Reproductive Health Promotion in
2
UP Families: An Integrated Literature Review

List of Oral Presenters
Presenters in Title of presentation Session

alphabetical order
Mathebula, MG Strategies to Reduce High Perinatal Morbidity Rates in Mankweng-Polokwane Complex of the
8
UL Capricorn District, Limpopo Province, South Africa
Mkhonto, FM Experiences of Newly Employed Academics Regarding Induction and Mentoring in the
4
SMU Nursing Department at a University in the Gauteng Province, South Africa
Motsilanyane, PT Narrative of Undergraduate Students on Clinical Accompaniment at a Nursing Education

5
UP Institution in North West
Motswasele, GTM
Experiences of Community Health Nurses in the Tuberculosis Work Environment 2
SG/UP
Mtshali, NG Student Engagement in a Post-Basic Programme in a Nursing Education Institution in

7
UKZN KwaZulu-Natal
Ndimande, PG Mental Health Symptoms Experienced by Patients Awaiting a Kidney Transplant at a Public
2
UP Hospital in Tshwane, South Africa
Nkoane, L Community Service Nurses’ Experiences Regarding Health Care Services in a Public Hospital in
3
UNISA Tshwane District
Pama, N Factors Affecting Experiential Learning for Midwifery Students at the Public College
8
LCoN/UFH of Nursing
Rakhudu, MA
A Preceptorship Model to Facilitate Clinical Education in Botswana 1
NWU
Sekgobela, GL
Health-Support Needs of Widows in South Africa: A Phenomenological Inquiry 2
UP
Senti, NI Academic Support Programme for Nursing Students at a Public College in the Eastern Cape
5
LCoN/UFH Province, of South Africa
Shongwe, SS The Perceptions of Newly Qualified Nurses of Their Readiness to Practice in an Academic
3
WITS Hospital in Gauteng
Shopo, KD
Engaging Adult Learners in a Distance Learning Programme Through Technology 6
NWU
Smit, K When eLearning Becomes Compulsory: ICT Adoption by Student Nurses Despite a
6
NWU Digital Divide
Sumbane, GO Experiences of Learner Nurses During Simulated Clinical Assessment in the Skills Laboratory
1
UL at an Institution of Higher Learning
Tshabalala, M
Experiences of Newly Employed Nurses Educators at a Nursing College in Gauteng 4
UJ
Uwimana, MC
Labour Support Practice by Nurses and Midwives: A Scoping Review 8
WITS/UR
Vasuthevan, S Perceptions of Nurses in a Private Hospital Group Regarding Continuing

3
Life Healthcare/NMU Professional Development
Welman, A
The Promotion of Metacognition During Simulation Debriefing 1
UFS
Zagenhagen, Z The Experiences of Nursing Students Regarding Nurse Educators as Role Models in a
5
SAMHS/UNISA Military Teaching and Learning Environment

Abstracts: Oral Presentations
Session 1: Clinical Teaching and Learning
Title: Experiences of Learner Nurses During Simulated Clinical Assessment in the Skills Laboratory at an Institution of
Higher Learning
Presenter: Mrs Gsakani O Sumbane
Co-author(s): Prof TM Mothiba
Institution: University of Limpopo (UL)
Email address: gsakani.sumbane@ul.ac.za
Aim and objectives Results

The study determined, described and explored the experiences Three themes and seven subthemes were identified from the
of learner nurses during simulated clinical assessment in a skills content analysis, namely (i) assessment processes logistics, (ii) the
laboratory at an institution of higher learning. use of mannequins as patients and (iii) questionable allocated
time for skills performance.
Methodology
A qualitative, explorative and descriptive research design was Discussion
used. The population included all learner nurses registered for Learner nurses expressed more negative than positive
Bachelor of Nursing Science at the selected institution of higher experiences regarding simulated clinical assessments. Negative
learning. Forty seven (47) participants were selected through experiences signify reduction in performance quality. These
non-probability purposive sampling to participate in five focus included: inadequate space, equipment and materials; fellow
group interviews. Data were analysed using Tesch’s open coding learner nurses utilised as patients; anxiety related to clinical
data analysis method. Trustworthiness criteria adhered to were assessment; lack of response from mannequin patients and
credibility, dependability, transferability and confirmability. insufficient time allocated during clinical assessment. While the
positive feeling was provision of safer learning environment.
Ethical clearance was sought with the relevant research and ethics
committee and permission to collect data was obtained from the Recommendations
Director of School of Health Care Sciences. Informed consent was Provision of enough space for circuit running, equipment and
obtained from participants. Confidentiality and anonymity were materials, and guidance of simulated patients on the presentation
maintained. of a clinical problem. Perform drills with all learner nurses to
ensure that skills can be completed in allocated time and for
acquaintance with the assessment processes.
Title: Simulation Debriefing and the Development of Clinical Judgement of Student Nurses at a University in Gauteng
Presenter: Mrs Mapule P Dubula
Co-author(s): Dr CH Thurling and Dr S Armstrong
Institution: Life College of Learning - East Rand Learning Centre / University of the Witwatersrand (WITS)
Email address: pamella.dubula@lifehealthcare.co.za
Aim and objectives Discussion

This study sought to test the effect of debriefing after simulation Debriefing is a critical element of simulation-based learning for
on the development of clinical judgement in second and fourth- the development of clinical judgement as it gives the students
year nursing students in a university in Gauteng. the opportunity to reflect on their actions during the simulation
action, and plan for improvement.
Methodology
A quantitative, one group pre-test/ post-test quasi-experimental Recommendations
design was utilised in this study to examine the effects of The findings from this study support the inclusion of debriefing in
simulation debriefing on the development of students’ clinical all simulation learning experiences; it is therefore recommended
judgement skills. The target group was Bachelor of Nursing that nursing education institutions train educators on debriefing
students (n=56). following simulation. It is also recommended that further studies
be carried out comparing students’ self-evaluation and faculty
The Lasater Clinical Judgment Rubric (LCJR) was adapted and evaluation of students’ clinical judgement using the LCJR to
used as a self-administered questionnaire to collect data pre- and eliminate related to self-evaluation.
post debriefing. The debriefing method used in this study was
Debriefing for Meaningful Learning.
Results
An independent t-test indicated that the mean clinical judgment
scores (M= 38.02) post debriefing were significantly higher than
the pre-test scores (M=34.75) for both second and fourth year
participants.

Title: The Promotion of Metacognition During Simulation Debriefing

Presenter: Mrs Anne-Marie Welman
Co-author(s): Prof M Mulder and Prof Y Botma
Institution: University of the Free State (UFS)
Email address: welmana@ufs.ac.za
Aim and objectives thinking and reflection-on-action. Metacognition in students

The aim of this research is to recommend strategies that will is associated with action-, transformative- and self-regulation
promote metacognition during simulation debriefing. learning theories. Debriefing for meaningful learning, the OPT,
the ALACT and 3D frameworks are associated with the promotion
Methodology of metacognition development.
A librarian searched two scientific platforms, including 12
databases, which yielded 265 results. Thirty-seven publications Discussion
that answered the research question were included in the With metacognition, students understand how their emotions
literature review. A qualitative analysis of the data led to the influenced their actions and critically reflect on their assumptions
identification of five themes related to metacognition and and thinking processes. Students reflected beyond their actions,
simulation debriefing, which included definitions of both the promoting the development of self-regulation. The widely used
concepts, applicable learning theories, simulation debriefing Plus/Delta framework does not allow students to explore their
frameworks, requirements for effective debriefing and the individual mental frames.
measurement of metacognition.
Recommendations
Results Debriefing facilitators should use higher-level Socratic and
Patient simulation with debriefing allows educators to create epistemic questioning during the analysis phase and students
student-centred, self- regulated and significant learning should be given the opportunity to apply their newly formed
opportunities for students. Research on reflection associated with mental frameworks during a similar simulation experience.
simulation debriefing and metacognition, has included aspects
of self-monitoring, self-evaluation and goal-orientated behaviour
but the link between these processes is not clear. Simulation
debriefing is associated with the release of emotions, critical
Title: Factors Influencing Clinical Learning Experience of Nursing Students at Clinical Learning Environment in
Limpopo Province, South Africa
Presenter: Prof Lizzy ML Mangena-Netshikweta
Co-author(s): JL Mafumo
Institution: University of Venda (UNIVEN)
Email address: lizzy.netshikweta@univen.ac.za
Background the type of interpersonal relationships they had with the clinical
Awareness of any issue that may affect the learning process staff and preceptors affected their learning experiences. Almost
of nursing students in the clinical area is essential to ensure (75.8%) of the respondents were of the opinion that there were
that maximum benefits are gained from this aspect of nursing reasons to be anxious in the clinical area.
education. Factors which influenced learning in the clinical areas
among students at clinical learning environment located in Conclusion
Limpopo province were studied. Positive interpersonal relationships and the use of demonstration
and return demonstration were identified as being influential
Methodology to learning in the clinical area. These factors should inform the
A descriptive cross-sectional study with stratified random teaching of nursing students through preceptorship in the clinical
sampling of 200 level 2 and 3 students enrolled in a four year area.
baccalaureate nursing programme (R425) was conducted. Data
were collected using a 32-item self-administered questionnaire
and analysed using SPSS version 23 computer program.
Results
All selected respondents in level 3 and 70.3% of level 2 recruits,
participated in the study; mean age was 23.9 ± 4.52 years
(range 19-42 years) and 80.3% were females. The majority of the
respondents, identified preceptorship (89.6%), support from
the clinical staff (58.4%), ratio of preceptor to students (64.8%)
and the quality of pre-clinical conferences (49.5%) as having the
greatest impact on learning. Over 70% of students indicated that

Title: A Preceptorship Model to Facilitate Clinical Education in Botswana

Presenter: Prof Hunadi MA Rakhudu
Co-author(s): Mrs A Dube
Institution: North West University (NWU)/ Kanye SDA College of Nursing: Botswana
Email address: hunadi.rakhudu@nwu.ac.za
Aim and objectives Conclusion

Preceptors constitute an indispensable cadre of human resource Implementation of the model will be helpful can be a functional
through their contribution to the clinical teaching and learning reality in the delivery of quality educational experiences and has
process for nursing students. However, despite the wide use of far-reaching implications for the institutions and students.
preceptorship there is evidence that preceptorship and the role of
preceptor in clinical nursing education is not clearly understood Recommendations
or supported resulting in several challenges associated with the Collaboration among the key role players in nursing education
implementation of preceptorship. and managerial commitment are critical for the success of the
model. More research is required to pilot and evaluate the model
Purpose at different levels campuses of the health training institutions in
The purpose of this study was to develop a preceptorship model Botswana.
to facilitate clinical nursing education in Botswana.
Methodology
A convergent mixed method was used to measure, explore
and describe the perceptions of nurse educators regarding
preceptors. Subsequently a model of preceptorship using Dickoff
et al survey list and chin and Kramer’s approach.
Results
The results indicated the need for the model. The model has six
elements, namely, context, agent, recipients, process, dynamics
and terminus.
Session 2: Community Nursing
Title: Experiences of Community Health Nurses in the Tuberculosis Work Environment

Presenter: Mrs Granny TM Motswasele
Co-author(s): Prof MD Peu and Prof SS Moloko-Phiri
Institution: SG Lourens Nursing College (SG) / University of Pretoria (UP)
Email address: tshabanemotswasele14@gmail.com

To explore and describe the experiences of community health The community healthcare nurses should be in position to
nurses in the TB work environment to ensure safe practices and identify health risks related to TB to reduce the severity of the TB
excellent service delivery. infection and prevent new TB cases.
Methodology Recommendations
A qualitative descriptive phenomenological design was used Community health nurses should be conversant with current
to describe the experiences of community health nurses in the policies and guidelines related to TB and be trained on how to
TB work environment. A purposive sampling method was used utilise personal protective equipment to ensure safe practices and
to select twenty nurses. Ethical principles were adhered to and excellent service delivery.
trustworthiness strategies were applied throughout the study.
Data were collected through individual in-depth interviews and
were analysed using the seven steps of the Colaizzi process of
data analysis.
Results
The essence of the experiences deduced four themes: fear
of being infected with TB, control of infection, defaulting TB
treatment and screening services.

Title: The Intergenerational Silence Regarding Sexual and Reproductive Health Promotion in Families: An Integrated
Literature Review
Presenter: Dr Sanah MS Mataboge
Co-author(s): N/A
Institution: University of Pretoria (UP)
Email address: sanah.mataboge@up.ac.za
Aim and objectives Instances where grandparents are heading families the age gap is
The aim of this paper was to explore and describe the wider which exacerbate the transgenerational silence. In addition
intergenerational silence regarding Sexual and Reproductive parents assume that educators are open with their children at
Health (SRH) promotion in families. school on SRH. Meanwhile children get SRH information using
technology with no guidance from an adult as most parents
Methodology cannot catch up with the advancement.
An integrated literature review was conducted. The primary
concepts used during literature review were: silence on SRH, Recommendations
communication on SRH, predisposing factors of teenage, It is recommended that a family centred SRH promotion
unintended and unwanted pregnancy, sexually transmitted programme to initiate family dialogues on SRH be developed as
infections and HIV and AIDS. Secondary concepts were: it will address all the barriers and support adults. Parents support
Technology advancement, media, educational institutions, health should include the use of technology and facilitation of dialogue
institutions and parent and child communication on SRH. Sites referring to specific issues discussed on SRH.
used for searching included Google Scholar, CINAHL, Medline.
Results
Three themes that emerged were: Culture of silence within
families on SRH, technological advancement and the inclusion of
SRH in school curriculum.
Discussion
Parents based their silence on how they were raised as they
observed parental silence on SRH issues when growing up.
Title: Mental Health Symptoms Experienced by Patients Awaiting a Kidney Transplant at a Public Hospital in Tshwane,
South Africa
Presenter: Mrs Phumzile G Ndimande
Co-author(s): Dr MS Mataboge and Dr AE Van der Wath
Email address: ndimandephumzile51@gmail.com

The aim of the study was to explore and describe the mental The symptoms of mental illness as experienced by participants
health symptoms experienced by patients awaiting a kidney emerged as emotional symptoms related to physiological
transplant in a selected public hospital in Tshwane, South Africa. changes and functional impairment.
The kidneys may slowly stop working over 10 - 20 years before
end-stage renal disease results. The patients undergo a period Discussion
of heamodialysis and peritoneal dialysis until they come into The study confirms that participants developed mental health
consideration for a kidney transplant. This period of dialysis is symptoms such as fear, anger, and suicidal ideas. Related
characterised by many stressors and patients experience a lot of physiological changes included loss of energy, loss of libido that
restrictions that may affect their mental health. resulted to functional impairment.
The study used a qualitative design. A purposive sampling Recommendations were made to support these patients
method was used and the sample consisted of 16 patients with and ensure that they have quality life until they get a kidney
chronic kidney disease who were undergoing heamodialysis and transplant.
peritoneal dialysis in academic hospital. Individual qualitative,
unstructured interviews were conducted in 2016. Trustworthiness
was ensured. Data were analysed using qualitative data analysis
by Tesch. Ethical principles were adhered to.

Title: Health-Support Needs of Widows in South Africa: A Phenomenological Inquiry

Presenter: Dr Gopolang L Sekgobela
Co-author(s): Prof MD Peu and Dr AE van der Wath
Email address: gopolangsekgobela@gmail.com
Aim and objectives socially disruptive experience; the need for person-centred care;
To explore and describe the health-support needs of widows that the need for appropriate referral and peer support.
can be addressed by primary health care services.
Discussion
Methodology Nurses in primary health care services should be in a position to
A qualitative, descriptive phenomenological approach grounded identify and effectively manage widows who are experiencing
in Husserl’s philosophy (1859-1938) was followed to explore the health risks. This will assist in reducing the severity of health
health-support needs of widows that can be addressed by nurses problems related to widowhood and to prevent new health
in the primary health care services. The population was widows conditions from occurring.
from Sepedi, Sotho and Tswana ethnic groups residing in the City
of Tshwane, Gauteng Province, South Africa. Purposive sampling Recommendations
was used until data saturation was reached. The sample size Training should be provided to all primary health care nurses with
was 12 widows aged between 25-65 years. Data were collected regard to the health support needs of widows and management
through unstructured individual phenomenological interviews thereof to ensure continued excellence in service delivery.
and analysed using a qualitative descriptive phenomenological
method.
Results
The essence of the experience of widowhood deduced eight
constituents that emerged from the data analysis: widowhood as
an embodied experience; widowhood as an intense emotional
experience; cognitive impact related to the effects of widowhood;
widowhood experienced on an existential level; widowhood as a
Title: Caregivers’ Experiences on the Transition of Adolescents with Intellectual Disabilities into Adulthood
Presenter: Dr Rakgadi G Malapela
Co-author(s): Prof GB Thupayagale-Tshweneagae
Institution: University of South Africa (UNISA)
Email address: gmalapela@gmail.com
Aim and objectives NGOs and prospective participants. Credibility, dependability,

To explore and describe the caregivers’ experiences on the transferability and conformability were observed to enhance
transition of adolescents with Intellectual Disabilities (IDs) into trustworthiness.
adulthood and to recommend a strategy for the transition of
adolescents with IDs into adulthood as informed by findings. Results
Five themes emerged from the initial phase namely: caring
Methodology experiences; needs of intellectually disabled adolescents,
The exploratory sequential mixed method for this study was done emotions toward teaching intellectually disabled adolescents,
in three phases. The primary focus of this abstract is on the initial factors influencing the transition into adulthood and
phase which followed a qualitative descriptive and explorative recommendations to transit into adulthood.
approach. Non-probability, purposive and snowballing sampling
methods were used to select participants. Parents, teachers, Discussion
health care workers and occupational therapists participated in There is a need for caregivers to facilitate the transition process
this study. The study was conducted in Special schools, Non- for adolescents with intellectual disabilities into adulthood.
Governmental Organisations (NGOs) and Care and Rehabilitation
Centres situated in the Tshwane Metropolitan Municipality of Recommendations
Gauteng Province in South Africa. Narratives and individual, and Informed the nurses, teachers, parents, policy-makers and
focus group interviews were used for data collection. other stakeholders in supporting transition possibilities for
the adolescents with intellectual disabilities into adulthood.
Interpretative analysis proposed by Terrablanche, Durrheim and Collaboration of various departments is necessary in order
Kelly (2006) was used limited to a sample of N=29 participants. to facilitate transition possibilities for the adolescents with
Ethical clearance was granted. Permission was obtained from intellectual disabilities into adulthood.
the Department of Education, Department of Health, various

Session 3: Positive Practice Environments
Title: Perceptions of Nurses of their Roles and Responsibilities in Realisation of the “Back to Basics Nursing Care”
Quality Improvement Initiative
Presenter: Mrs Roelien Els
Co-author(s): Prof GH van Rensburg
Institution: Life Healthcare/University of South Africa (UNISA)
Email address: roelien.els@lifehealthcare.co.za
Aim and objectives management; and patient care responsibilities. For each theme
The study aimed to gain an in-depth understanding of how various categories and subcategories were identified.
nurses perceive their roles, responsibilities and challenges in
delivering basic nursing care, linked to the organisational quality Discussion
improvement (QI) initiative “Back to Basics”. From the findings The participants perceived their roles and responsibilities in the
recommendations were made regarding practical ways to QI initiative as overwhelming. An imbalance in the distribution
enhance QI initiatives at the bedside of the patient. between administrative and managerial responsibilities and
direct patient care was highlighted as a challenge. The study
Methodology identified several organisational challenges that nurses face to
A qualitative study, utilising an explorative and descriptive meet stakeholder expectations. A concern was that rendering
contextual study design, was conducted. basic nursing care is no longer considered to be the responsibility
of the registered nurse.
Data was collected by means of focus groups with registered
nurses. Data analysis was done using Creswell’s data-analysis Recommendations
cycle. Ethical principles were maintained to safeguard the rights Innovative ways of distributing administrative tasks could
of the institution, including the research sites, and the rights of alleviate the high load that recordkeeping brings and thus
the study participants. To ensure trustworthiness the consistent affecting the available time for patient care. In-service training
employment of the underpinning principles of credibility, and continuous professional development programmes should
dependability, transferability, authenticity and confirmability be provided with a focus on the development of sustainable
were adhered to. competence to meet the diverse and complex demands and
expectations in terms of nursing care. Commitment to the QI
Results initiative is necessary to ensure the success thereof.
The themes that emerged from the data were: managerial
responsibilities; administrative responsibilities; expectation
Title: Perceptions of Nurses in a Private Hospital Group Regarding Continuing Professional Development
Presenter: Dr Sharon Vasuthevan
Co-author(s): Prof EJ Ricks and Mrs L Fletcher
Institution: Life Healthcare / Nelson Mandela University (NMU)
Email address: sharon.vasuthevan@lifehealthcare.co.za
Aim and objectives An important finding was a strong conviction by some

The aim of this study was to establish the perceptions of nursing participants that nurses should participate in decision making
staff regarding the Continuing Professional Development (CPD) regarding the content of a CPD programme.
programme implemented in a private hospital group so that the
findings could be used to assist management in reviewing and Discussion
adapting the programme. CPD is an important intervention in the quest for promoting
competence, keeping abreast with evidence based practice and
Methodology personal growth.
A descriptive, cross section study design was used to conduct
this study. The research population comprised all nursing staff If an organisation intends making a CPD programme compulsory,
employed at the private group’s hospitals throughout South it is important that nurses working in the organisation participate
Africa. Stratified random sampling was used to select a sample in identifying content specific to their needs and that the
of 800 respondents. Data analysis was conducted with the programme makes a meaningful contribution to uplifting
assistance of a statistician. Descriptive and inferential statistics standards in the fields in which they work.
were used to analyse the data.
Recommendations
Results The design of a compulsory CPD programme must be a
The main findings indicated that nurses found the CPD collaborative effort between all stakeholders.
programme to be valuable in increasing their professional
knowledge, updating their skills and refreshing their memories
on what they had learned during training. They felt completion of
the CPD programme allowed them to provide better care to their
patients.

Title: The Perceptions of Newly Qualified Nurses of Their Readiness to Practice in an Academic Hospital in Gauteng
Presenter: Mrs Sithembile S Shongwe
Co-author(s): Dr S Armstrong
Institution: University of the Witwatersrand (WITS)
Email address: thetwin.sithembile@gmail.com
Aim and objectives manager and peer support; working environment, which
This study aimed to explore the perceptions of newly qualified included resources, patients and people or staff dynamics; and
nurses of their readiness to practice in an academic hospital in settling in, which included being overwhelmed, acceptance and
Gauteng. growth.
Methodology Discussion
A qualitative, exploratory research design, using semi-structured Participants felt that their educational programme concentrated
interviews was used to guide the study. Sixteen (16) newly more on theoretical than practical knowledge. As a result, they
qualified nurses working in an academic hospital in Johannesburg did not perceive themselves as ready for practice and expressed
were interviewed. The interviews were digitally recorded and an inability to handle their professional responsibilities. Adapting
analysed using Braun and Clarke’s phases of thematic analysis. to the professional role was further compounded by the lack
of support, as indicated by complaints about the quality and
Every participant voluntarily signed informed consent and a the duration of on-the-job orientation and lack of supervision
digital voice recording consent before the commencement of from some operational managers and senior nursing staff. The
the interviews. Numbers instead of the participants’ names were shortage of material and human resources was also cited as
used to ensure anonymity and confidentiality. Throughout the hindrances. However, their initial feelings of being overwhelmed
study, trustworthiness was ensured using Lincoln and Guba’s four gradually dissipated resulting in role acceptance and finally
evaluative criteria; credibility, dependability, confirmability and growth.
transferability.
Recommendations
Results Both theory and practical learning should be given equal value
Data were analysed under four themes, with twelve categories. to avoid over prioritisation of one educational aspect over the
The four themes were the transition from education to practice, other to ensure adequate acquisition of expertise in both aspects
which included formal preparation for practice, absence of of the nursing programme. The hospital should introduce a peer-
deliberate practice, and exposure to specialist conditions; support group association to provide support for newly qualified
support, which included orientation programme, operational nurses as they adapt to their new role.
Title: Community Service Nurses’ Experiences Regarding Health Care Services in a Public Hospital in Tshwane District
Presenter: Ms Lorraine NL Nkoane
Co-author(s): Prof AH Mavhandu-Mudzusi
Email address: nkoanelorraine@gmail.com / nkoane.lorraine@gauteng.gov.za

To gain understanding of community service nurses’ (CSN) The study showed sub-standard care in all transcriptions.
experiences of health care services in a public hospital in Tshwane Lack of human resources due to absenteeism and high staff
district. To explore and describe the CSN’s experiences of health turnover, and lack of material resources due to medical supply
care services in a public hospital at Tshwane District of Gauteng shortages. Poor working relations, communication, attitudes and
Province. bullying contributed to low morale and limited confidence and
competency in providing quality health care. Supervision and
Methodology support by skilled nurses were compromised by long queues
This qualitative study followed an Interpretative affecting smooth acquisition of clinical skills to CSN. These
Phenomenological Analysis (IPA) design to ensure that the challenges had negative psychological impact to the participants
researcher accessed rich information. Data were collected from
11 out of 23 purposively selected CSN using semi-structured Recommendations
interviews. Data were analysed using the IPA framework (Watson Develop guidelines and debriefing programmes to ensure
2008). constant and adequate psychological support of CSN.
Strengthened effective communication amongst staff to avoid
Results setbacks. Continuous supervision and support of CSN to improve
The study emerged with four super-ordinates: (1) Resources, (2) their clinical skills. Community service and internal financial
Work environmental relations, (3) Supervision and support, (4) policies should be availed and reviewed to stakeholders to ensure
Impact of community service experience. excellent execution of the objectives.

Title: An Exploration of Clinical Support to Nursing Community Service Practitioners in UGU District, KwaZulu-Natal
Presenter: Mrs Ignatia T Malunga
Co-author(s): Dr P Basson
Institution: KwaZulu-Natal College of Nursing (KZNCN) – Port Shepstone Campus / Durban University of Technology (DUT)
Email address: ignatia.malunga@kznhealth.gov.za

In this study clinical support refers to the support that is offered The following themes emerged from NCSPs perceptions of clinical
to Nursing Community Service Practitioners (NCSP) which support: Clinical support, Education, Providers of Clinical Support,
includes mentoring, training, orientation and guidance by Challenges and Needs. Subthemes were identified for each theme.
experienced health professionals.
Discussion
The objectives of this study were to establish if NCSPs receive This study revealed a lack of clinical support to NCSPs by the
clinical support from district trainers, clinic managers, nurse nurse managers. Staff shortages contributed to professional
managers, other senior nurses and other members of the multi- nurses not being able to support NCSPs. It also showed that
disciplinary team. district trainers support primary health care nurses only. There
was no support from other members of the multi-disciplinary
Methodology team.
A qualitative study was conducted using an exploratory-
descriptive design. Purposive sampling was utilised to select eight Recommendations
NCSPs from a regional hospital and a community health centre. Nurse managers should develop an induction programme that
Semi-structured interviews were conducted exploring clinical is specific to NCSPs. Nurse managers should develop mentorship
support NCSPs received. Interviews were recorded verbatim for programmess for NCSPs. Allocation programmess should be
accurate analysis. Content analysis was done manually. developed by nurse managers to meet learning needs of NCSPs.
Trustworthiness was evaluated using credibility, transferability,
dependability and confirmability criteria whereby the researcher
obtained ethical clearance and participants gave informed
consent.
Session 4: Nurse Educator Development

Title: Experiences of Newly Employed Nurse Educators at a Nursing College in Gauteng
Presenter: Mrs Matilda Tshabalala
Co-author(s): Prof MM Chabeli and Ms P Zibi
Institution: University of Johannesburg (UJ)
Email address: mtshabalala@sanc.co.za / matildahtshabalala@gmail.com

To describe the experiences of newly employed nurse educator The newly employed nurse educator needs to be welcomed,
in order to describe recommendations to assist them to function supported, and acknowledged in the new workplace to gain
effectively in their new environment. a sense of belonging and to function effectively. New nurse
educators experience anxiety, frustration, role ambiguity and role
Methodology complexities due to uncertainties in a new environment where
A phenomenological, qualitative, explorative, descriptive, and there are high expectations.
contextual in nature design was used, data were collected
through individual, semi-structured interviews. A non-probability Recommendations
purposive sampling method was followed, and data saturation Newly employed nurse educators need to be guided regarding
was reached at the 20th interview. Ethical considerations were teaching, learning, and assessment and should be mentored.
adhered to and trustworthiness was maintained and ensured.
A participative management style including role-modelling
Results effective communication, giving feedback and involving newly
Two main themes and sub-themes emerged using Tesch’s employed nurse educators in decision-making and problem-
qualitative, open-coding, data analysis method: Ineffective solving processes might be beneficial for newly employed nurse
management practices demonstrated by poor orientation, poor educators.
mentoring, insufficient human resources and materials, poor
communication skills, and a lack of team work; Inappropriate Strict and clear institutional policies and procedures related to
professional behaviour as seen by negative attitudes, values, workplace bullying may contribute to professional behaviour
and workplace bullying. The themes and sub-themes were among nurse educators.
conceptualised within the relevant literature.

Title: Experiences of Newly Employed Academics Regarding Induction and Mentoring in the Nursing Department at a
University in the Gauteng Province, South Africa
Presenter: Ms Florah M Mkhonto
Co-author(s): N/A
Institution: Sefako Makgatho Health Sciences University (SMU)
Email address: flora.mkhonto@smu.ac.za

To investigate the experiences of newly employed academics The themes identified were four namely factors enhancing
regarding induction and mentoring in the nursing department at induction, factors enhancing mentoring, induction programme
a university in the Gauteng Province, South Africa. challenges and mentoring challenges.
To explore and describe the experiences of newly employed Discussion

academics regarding induction and mentoring. The findings suggest that in order to ease the transition into
academia, a positive collegial relationship marked by a warm
Methodology welcome, effective planning and organisation of induction
A qualitative, descriptive, explorative and contextual design and mentoring by approachable senior academics should be
was used. The population consisted of all the newly employed established.
academics in the nursing department, which was 11. Purposive
sampling was used. The sample consisted of eight newly Recommendations
employed, female academics. Experienced academics should take responsibility for the
induction and mentoring of new academics within a collegial
Semi-structured in-depth interviews were conducted. The mentor-mentee relationship.
central question was: “Tell me about your experiences as a new
academic in the nursing department in relation to induction and
mentoring.” The interviews were conducted until data saturation
was reached. An electronic recorder was used to capture the
interviews. Open coding was used to analyse the data. Themes
and subthemes were identified. Trustworthiness was ensured and
ethical clearance was obtained.
Title: A Research-Training Programme for Self-Leadership of Nurse Educators

Presenter: Prof Karien Jooste
Co-author(s): Dr H Vember, Dr R Modeste, Dr M Theron, Mrs S Mia, Mrs M Sineke, Mrs C van Ster, Mrs M Tshifularo,
Mrs T Stollenkamp and Mrs B Arries
Institution: Cape Peninsula University of Technology (CPUT)
Email address: kjooste1@gmail.com
Aim and objectives as time constraints, sizes of the details, facial displays, words and
The aim of the study is to develop a research academic symbols. After explaining the pictures clear themes came to the
programme for lecturers. The study explored nurse educators’ fore with preliminary categories and more subjective categories
concerns regarding their development as novice researchers and were added. The open coding still followed. Research was seen as
leaders. a journey, with positive and negative steps of a variety of aspects
from grants, supervision of students, own studies, partnerships.
Methodology
Constructivism was followed with the beliefs that learning is Discussion
interactional, active and relative (different for each lecturer The importance of this study is for nurse educators to identify
and context). Participatory research was initiated. Narratives with a research process as a lifelong process of scholarship
were written by twelve academics for the first objective taking while developing professionally in leading themselves
around 30 minutes. This was followed by three groups each with forward. Resources were seen as a major physical challenge
four lecturers critically reflecting on the second objective. Their while confidence in conducting research was hampering their
brainstorming was then presented, shared and debated and a partaking in own research. The way in which lecturers see their
final drawing made on a white paper. Ethical written consent own world of research varied.
was obtained as the study had ethical clearance from the ethics
committee of the university. A recorder was used and data Recommendations
transcribed. Open coding was conducted by the researcher and A research academic driven programme is needed to stimulate
an independent coder and the data merged. academics to take research activities forward under the
leadership of a mentor.
Results
The pictures indicated various shapes, conceptual meanings,
picture sizes, different aspects on different position, details such

Title: Why Should the Journey of Every Clinical Facilitator Start with Mentoring?
Presenter: Mrs Izelle Loots
Institution: Nursing Education Association (NEA): Pretoria Chapter / University of South Africa (UNISA)
Email address: izelle.loots@lifehealthcare.co.za
Aim and objectives Addressing the mentoring needs of clinical facilitators could assist
The aim of the study was to explore and describe the mentoring clinical facilitators to become more effective in their transition
needs of clinical facilitators. The presentation reports on a from clinician to clinical facilitator.
mentoring programme for effective clinical facilitation based on
the needs identified by the participants of the study. Recommendations
The proposed mentoring programme consists of an orientation
Methodology phase and a formal mentoring period. During the mentoring
In this qualitative study, three focus group interviews were period it is important that the mentee and mentor engage in a
conducted. Transcribed data and field notes were analysed using formal relationship where clear outcomes are set. The mentee
the data analysis process as described by Terre Blanche, Durrheim should keep a reflective diary to identify learning needs which
and Painter (2012). can be discussed with the mentor to determine possible actions.
This reflective practice could support the mentee to develop as
Results a self-directed learner. The second part of the mentoring phase
The findings revealed the mentoring needs of clinical facilitators. will entail a community-of-practice meeting that is to be held
The participants experienced feelings of powerlessness and role monthly.
conflict. The feeling of powerlessness made the clinical facilitators
feel that they were not able to facilitate the change they are
responsible for. A need for orientation and support by a mentor
with specific attributes were identified as their mentoring needs.
Discussion
Clinical facilitators are often appointed and expected to train
students without any teaching background. Clinical facilitators
should be empowered to teach their students effectively.
Title: Professional Nurses’ Perceptions of Their Role as Mentors for Novice Nurses in the Operating Room
Presenter: Mrs Maruanda Liebenberg
Co-author(s): Mrs L Schutte and Mrs LN Fürst
Institution: University of Stellenbosch
Email address: maruanda.liebenberg@lifehealthcare.co.za

The effective mentoring of novice nurses can lead to a better The results indicated that OR qualified PNs agreed that they
retention of nurses to the operating room (OR), thus improving experience various challenges that impact effective mentoring of
the critical shortage of OR nurses. The aim of this study was to the novice nurses, and that current practices are not effective.
understand and describe OR qualified Professional Nurses’ (PNs)
perceptions of their role as mentors of novice nurses in the OR. Discussion
The OR has been identified as a difficult learning environment,
The objectives of the study were to understand and describe the therefore mentoring is seen as an integral part of learning in the
perceptions of OR qualified PNs regarding their role as mentors. OR. The lack of adequate mentoring also directly influences the
This included the factors that could influence OR qualified PNs retention of novice nurses to the OR.
perception regarding their role as mentors of novice nurses.
Recommendations
Methodology Adequate, effective mentoring of the novice nurses in the OR
Constructivism was followed with the beliefs that learning is A is among the recommendations to ensure safe peri-operative
descriptive qualitative research design was used. Ethical approval nursing care.
was obtained from the Health Research Ethics Committee
of Stellenbosch University. A detailed literature review was
conducted. A pilot interview was conducted. Credibility,
transferability, dependability and confirmability was applied to
enhance the trustworthiness of the study. Four focus groups with
purposefully selected participants were interviewed using a semi-
structured interview guide. All ethical principles were applied.

Session 5: Teaching and Learning Experiences
Title: Nursing Student’s Experiences of Transition from High School to a Tertiary Institution: A Case Study
Presenter: Mrs Bulelwa C James
Co-author(s): Prof DT Goon and Mrs AN Mbatha
Institution: Lilitha College of Nursing (LCoN) / University of Fort Hare (UFH)
Email address: bulelwajames045@gmail.com
Aim and objectives major topics. The most descriptive wording for a topic was found,
The purpose of this study was to explore and describe the turning topics into themes and then sub-themes.
experiences of nursing students’ transition from high school
to a tertiary institution. Reviewed literature has revealed that Results
the transition from high school to university is a major concern The following categories were identified as stressful: Unfamiliar
globally, and that students start tertiary education with a number environment, big adjustments and overloaded curricula
of pre-existing problems which influence their experience of demands.
learning and their academic performance.
Discussion
Methodology Participants described the new environment as threatening,
The study involved a purposive non-probability sample of 12 frightening, intimidating and overwhelming. Big adjustments
participants who were nursing students enrolled in the Bachelor included leaving home and being away from loved ones, dealing
of Curationis course leading to registration as a Nurse (General, with strong emotions and responsibilities. Curriculum demands
Psychiatry and Community) and Midwifery. Data were collected included among others feeling overwhelmed by the workload.
by means of individual interviews during which participants were
able to describe their experiences of learning and anonymity Recommendations
was maintained. Data were collected until data saturation was Career guidance programmes at high school level should prepare
reached. Credibility was ensured by prolonged engagement. students on what to expect at tertiary education level. Induction
programmes at university level should include coping skills for
Data collection and analysis occurred concurrently. To analyse students.
data the results were read carefully from all the transcribed
interviews to get understanding. A list of all topics were made,
and similar topics were clustered together and arranged into
Title: Academic Support Programme for Nursing Students at a Public College in the Eastern Cape Province, of South Africa
Presenter: Dr Nomandithini I Senti
Co-author(s): Prof E Seekoe
Email address: snomandi@yahoo.com
Background Results
Students need to be supported academically during their training Empirical Findings showed students disagreed about the
and education. The South African Nursing Council accredits availability of peer mentoring, (75%) writing skills (56%), library
nursing colleges if they, among other requirements, provide (86%), orientation (57%), Language (English) (58%), remedial
adequate academic support for students. (48%) and clinical facilitation (30%).

To describe the academic support needs of students (Phase 1), The developed academic support programme focussed on
to develop a conceptual framework (Phase2), and to develop students, lecturers and the Students Representative Council (SRC).
academic support programme (Phase 3). The process of academic support on the micro level consists of
the lecturer who is a resource person to the SRC.
Methodology
A mixed method was used; quantitative in phase 1 and qualitative Recommendations
in phase 2 and 3. A multi-stage randomly sampled 333 students The guidelines should be tested for the implementation of the
were selected from the population of nursing students at three programme. Students to be given brochures regarding academic
campuses, from all levels of a four- year programme. During support.
phase 1 data were collected by means of a piloted and validated
questionnaire. Data was analysed using Statistical Package for
the Social Sciences Version 24 and exploratory factor analysis.
Privacy, anonymity, confidentiality, justice were maintained
throughout the study. Permission was given by the University, the
Departmental Research Unit and participants.

Title: The Experiences of Nursing Students Regarding Nurse Educators as Role Models in a Military Teaching and
Learning Environment
Presenter: Dr Karen Zagenhagen
Institution: South African Military Health Services Nursing College (SAMHS) / University of South Africa (UNISA)
Email address: kzagenhagen@gmail.com
Aim and objectives ‘interaction between students and nurse educators’ and ‘power
The aim of this presentation is to report on the experiences of and authority’.
nursing students regarding nurse educators as role models in a
military teaching and learning environment. Discussion
Students expressed their experiences in terms of how it made
Methodology them feel, as well as the effect on them. Overall, judging by the
A qualitative, constructivist grounded theory method was used. students’ experiences, they were very critical about the conduct of
Participants were selected by means of non-probability sampling. nurse educators and were dissatisfied with how nurse educators
Data was collected by means of focus-group interviews and were fulfilling their roles as role models.
critical-incident narratives. Charmaz’s (2014) approach to data
analysis was utilised to generate concepts, categories and themes. Recommendations
The ethical principles of beneficence, respect for human dignity, The findings of this study suggest that, from the students’
justice and respect to the scientific community were applied perspective, nurse educators have many competency-related
throughout the study. Rigour was ensured by the consistent shortcomings, especially as role-models. It is recommended that,
application of the principles of trustworthiness namely credibility, in order for the identified shortcomings to be brought under
transferability, confirmability, dependability and authenticity. nurse educators’ attention, the findings of the study should be
disseminated and the core competencies of nurse educators be
Results reinforced through in-service training with specific reference to
Academic incompetence of nurse educators, their approach to teaching ethos, communication skills and conflict management.
teaching, communication and support influenced the students’
experiences of nurse educators as role models. The students’
comments regarding their experiences with nurse educators in
the theoretical teaching and learning environment lead to the
generation of, among others, categories like ‘teaching ethos’,
Title: Reflections of Nursing Students Regarding Online Portfolios in a Health Sciences Education Module
Presenter: Dr Memme G Makua
Email address: makuamg@unisa.ac.za

The aim of the study was to develop effective student support The following themes emerged from the content analysis of the
strategies in the ODeL context. The objective was to explore reflections: Orientation to the Online Module; Amount of Work
and describe the experiences of students regarding the online Versus Available Time; Challenges Experienced; Feelings During the
submitted portfolios of a health sciences education module. Compilation of the Online Portfolio; Peer Group Support and Lessons
Learned.
Methodology
During the qualitative phase of a mixed methods study Discussion
participants were requested to reflect on completing an The online activities of the portfolio provided an awakening that
online portfolio of evidence that serves as both formative and was not anticipated. Mixed feelings were expressed, challenges
summative assessment. The research proposal for the study was highlighted and recommendations to improve the online module
approved by the Department of Health Studies Research Ethics were provided. An online portfolio with online activities is an
Committee (HSREC) before the students reflected at the end innovative teaching and learning strategy that enhances the
of their portfolios. The students signed consent, allowing the computer and internet surfing skills of the adult students over
presenters to use their reflections for research purposes. and above the mastering of the curriculum content.
Data were collected by means of narrative reflective essays.
To ensure that trustworthiness criteria are observed, the Recommendations
students’ reflections were copied directly from the portfolios, An orientation to the module should be provided through a
and saved as word documents, to serve as verbatim transcripts. virtual classroom setting in a digital teaching laboratory. Careful
The transcripts were then analysed qualitatively for content, selection of content should be done to reduce the workload to
forming themes and codes. manageable levels for a semester while meeting the required
module credits. Online ICT support should be readily available
to the students. Peer group support should be encouraged and
facilitated.

Title: Narrative of Undergraduate Students on Clinical Accompaniment at a Nursing Education Institution in North West
Presenter: Mrs Tabea PT Motsilanyane
Co-author(s): Prof T Heyns and Prof I Coetzee
Email address: 22063447@nwu.ac.za
Background ineffective communication, inconsiderate feedback, insufficient

The aim of the study was to explore the nursing students’ resources, and inadequate planning.
narratives of clinical accompaniment in a clinical learning
environment (CLE). Clinical accompaniment is a vital component Conclusion
of a nursing programme to educate and train nurses to become The findings reflected that clinical facilitators did not act as role
competent future practitioners. Competent nurse practitioners models for the nursing students during their clinical learning.
are required to maintain quality healthcare for all citizens.
Recommendations
Aim and objectives The clinical facilitators in collaboration with the educators should
Explore the challenges of pre-graduate nursing students relating develop clinical accompaniment guidelines that are in line with
to clinical accompaniment and to develop recommendations to the SANC regulations. Clinical facilitators should be provided with
address the challenges with regard to clinical accompaniment. the necessary support and training to allow them to function
according to the expectation of the nursing education institution.
Methodology Accredited hospitals for clinical learning should have all the
A qualitative, explorative and descriptive design was used to necessary and functional equipment.
conduct the study. Three focus group interviews were conducted
with 9 to 11 participants per group. And a total of 31 participants.
All interviews were audiotaped, transcribed and analysed using
content data analysis.
Results
Three main themes with categories and sub-categories emerged.
The narratives of participants included theory practice gap,
Session 6: Teaching and Learning Strategies

Title: Leaving the Past Behind – Teaching the Future Generation of Health Professionals
Presenter: Dr Sue Armstrong
Co-author(s): N/A
Email address: sue.armstrong@wits.ac.za
Background Discussion
In 2015, David Allen, from the Higher Education for Future Responding to change and meeting student expectations are
generations project, wrote, (the) “university network is its challenging in the light of resource constraints, inter-generational
circulatory system, pumping knowledge and wealth and well- issues and political interference. The possible ways of “sustaining
being around the country, sustaining and maintaining its health and maintaining the health of the faculty and ensuring a living
and ensuring a living, vibrant nation.” vibrant nation” are then examined which includes defining and
utilising learning spaces more creatively, supporting personalised
Aim and objectives learning strategies for our students, adopting learner orientated
This paper is an opinion piece which examines whether nursing assessment and defining, and preparing our students for,
education is living up to this ‘mandate’ in the current changing changing employer needs in the light of the looming NHI and
higher education environment. globalisation.
Methodology Conclusion
The forces of change in higher education such as technology, Failure to meet the demands of the health services and the
globalisation, changing demographics, the economy, changing expectations of the students will result in a chronic, and possibly,
employer needs, an increased demand for accountability and terminal condition. It is therefore essential that we engage with,
changing student expectations are well known. Each of these and respond to, a changing higher education environment.
aspects is explored in the context of nursing education in
South Africa.

Title: Engaging the Mind – From Classroom to Technology: A Case Study

Presenter: Mrs Lizelle Crous
Co-author(s): N/A
Email address: Lizelle.Crous@wits.ac.za
Background course they were engaging technology and embraced the new
With the launch of the e-zone, an opportunity presented itself to way of learning and are now stern advocates for not only the
explore and embrace new ways of presenting learning material. environment but also the way content is presented.
Traditionally lectures were presented to students and innovative
ways of learning was dependent on the student. Focus of Conclusion and lesson learned
teaching and learning is moving away from the teacher and To quote Nelson Mandela: “Education is the most powerful
rather focus on engaging the student in learning activities. weapon which you can use to change the world”. If we don’t
embrace new and innovative ways of teaching and change
Aim our approach, we will never know what we and our students
This paper is a reflection on the process followed by lecturers are capable of. Moving from the classroom and embracing
wanting to engage the e-zone by moving an existing contact technology not only empowered the students but changed their
postgraduate course onto an online management system view of education.
MOODLE and a blended learning approach.
Discussion
The lecturers were eager to embrace the opportunities the
e-zone offered, however had to be mindful of the student
profile; at postgraduate level their use of technology might be
limited to basic applications of a smart phone and or computer.
At the start of the course students were apprehensive about
the blended learning approach, however two months into the
Title: When eLearning Becomes Compulsory: ICT Adoption by Student Nurses Despite a Digital Divide
Presenter: Mrs Karlien Smit
Co-author(s): Prof P Bester and Mrs M De Beer
Institution: North West University (NWU) – Potchefstroom Campus
Email address: karlien.smit@nwu.ac.za
Aim and objectives environment, to enhance their exposure. In South Africa nursing
This research explored and described barriers to, and enablers education institutions cannot assume that student nurses
of Information Communication Technology (ICT) adoption by have access to ICT beyond the confines of the institution’s IT
undergraduate student nurses by means of focus groups and infrastructure.
narratives.
Recommendations
Methodology Nurse educators should reconsider the use of ICT within a
A qualitative, explorative, interpretive-descriptive, contextual blended-learning environment and follow a technologically
design was followed. All-inclusive, purposive sampling was used enhanced learning approach to promote deep and cognitive-
(N=17). active learning.
Results
Three main themes were identified, namely (i) positive, negative
and contrasting realities; (ii) technology as a new dimension of
the caring presence of nurses; and (iii) incremental steps to use
technology within a technology-enhanced approach within a
blended-learning environment.
Discussion
Despite a digital divide, ICT adoption enablers outweigh the
risks within a developing country. ICT is convenient and provides
a ‘quick fix’. Mobile devices are the predominant ICT tool in
South Africa and nurse educators should tap into this familiar
device, combined with any technology within students’ practice

Title: Engaging Adult Learners in a Distance Learning Programme Through Technology

Presenter: Mrs Khumoetsile D Shopo
Co-author(s): N/A
Institution: North West University (NWU)
Email address: 16470087@nwu.ac.za
Introduction and learning included inquiry-based instruction, discussion

Teaching and learning innovation encourages active, self-directed forums and chat rooms on a learning management system,
learning through the adoption of appropriate approaches to cooperative learning, and at times using videos. Assessment
teaching, learning and assessment, the careful selection of techniques used during instruction included background
teaching and learning resources and technologies, as well as their knowledge probing, assignments as well as summative
effective implementation. Health-sciences students are adult examinations.
learners and they are diverse in learning styles, age, gender, race
and language skills. Outcome
The overall score for student engagement and participation
The question this project wanted to address was: How was 77%. While some students liked the interactive group
can technology be used to facilitate quality teaching and discussions over the whiteboard, it was ineffective for others due
learning experiences for adult learners in a distance education to connectivity problems. Students appreciated using technology,
programme? yet they still needed support from a lecturer.
Aim Lessons learned

To create a technology enriched interactive learning experience The unique profile of distance students must be considered.
for adult learners in distance education. Additional to telephone and email, other platforms for interaction
are needed. Challenges identified included access to technology,
Discussion network problems and more time to engage.
This project is a reflection of my teaching and learning practice.
Teaching strategies that were incorporated to facilitate teaching
Title: Teaching Pharmacology to Nursing Students at a Rural University Using Coggle (Mind Maps)
Presenter: Mrs Anné S Joubert
Co-author(s): Prof J Kerr
Institution: University of Zululand (UZ)
Email address: jouberta@unizulu.ac.za
Introduction mind maps of drug categories as per the curriculum. The use of
The need exists for faculty to depart from the teacher-centred Coggle was not specified in the initial assignment.
educational approach and implement an active, student-centered
learning environment. Mind mapping enables students to Outcomes
creatively engage in a unique method of learning that expands Assignment one and two were compared for content quality, the
memory recall and creates a new environment for processing extent to which the content was covered and the assigned marks.
information. Feedback from the students was also taken into consideration.
The content was covered in more depth. Students shared their
Aim Coggle accounts, which enabled online collaboration.
Introducing mind mapping (Coggle) as a teaching and learning
strategy to facilitate pharmacology learning in undergraduate Lessons learned
nursing students. Students viewed the content as manageable and less
overwhelming. Students made sense of large, complex volumes
Discussion of work. New contextual knowledge was illustrated creatively.
Undergraduate nursing students struggle to master the large Key information were extracted that enabled understanding of
volume of content in the Pharmacology module over six months. the content. Online mind mapping software increased class and
Mind mapping was introduced to facilitate pharmacology group participation
learning and Coggle mind mapping software specifically
was used because it is user friendly and free. Students were
required to create mind maps for lesson preparation. In class,
a collaborative mind map was created, using the information
presented by students. Assignments required students to create

Session 7: Education Research
Title: Student Engagement in a Post-Basic Programme in a Nursing Education Institution in KwaZulu-Natal

Presenter: Prof Ntombifikile G Mtshali
Co-author(s): Ms N Ngema
Institution: University of KwaZulu-Natal (UKZN)
Email address: mtshalin3@ukzn.ac.za
Aim and objectives submitting. Some barriers to student engagement were

This study aimed to explore and describe student engagement in identified, with limited information technology skills and teacher-
post-basic nursing education programmes. directed learning ranking high. The Pearson Chi-Square test
showed differences in some areas of engagement amongst the
Methodology different groups of students.
A quantitative and descriptive exploratory research design was
used. Data were collected from 179 post-basic students using a Discussion
self-administered questionnaire. The validity and reliability of the Student engagement is a multifaceted construct, and when
instrument was ensured. Descriptive and parametrical statistics students experience these multiple forms of engagement, the
were used to analyse the data. Ethical principles were observed likelihood of success increases. The nature of the curriculum has
throughout the study. an influence on student engagement, for example innovative
curricula that promote active participation. Students equipped
Results with life skills such as communication, use of technology and
The findings revealed four forms of engagement; emotional, working in teams are likely to engage better.
behavioral, academic and cognitive engagement. There
were variations however in the levels of engagement. Active Recommendations
participation by the students was identified as the main driver of There is a need to adopt innovative curricula that will promote
engagement, and this was promoted through class presentations, active participation from students to enhance student
participating in community-based projects, discussing marks engagement. Post-basic students should be supported in learning
or assignments with the lecturer and preparing two or more to use information technology as part of the prerequisite life skills
drafts of assignments with the support of the lecturer before in student engagement.
Title: Analysing Cognitive Levels on Final Examination Questions for the Diploma Nursing Programme Using
Revised Bloom’s Taxonomy at a Selected Nursing College in the Eastern Cape
Presenter: Ms Nontlantla I Fayilane
Co-author(s): Ms NE Pakkies
Institution: Lilitha College of Nursing (LCoN) – Lusikisiki Campus / University of KwaZulu-Natal (UKZN)
Email address: 216074033@stu.ukzn.ac.za
Aim and objectives the examination questions and compared findings. Coding was
Aim was to analyse the cognitive levels of final examination done by using the action verb used in questioning and coded for
questions for the Diploma Nursing Programme using the Revised frequency. SPSS version 24 was used to analyse the data.
Bloom’s Taxonomy at a selected nursing college in the Eastern
Cape. The objective was to determine the cognitive levels at Results:
which examination questions were set and to further compare Results revealed that questions focussed on lower cognitive levels
the difficulty of questions across all levels of the programme. (remember, understand, and apply) of which ‘understand’ was
used more frequently. The higher order cognitive levels (analyse,
Methodology evaluate, and create) were less assessed in the examination
A quantitative descriptive approach was adopted. The population questions papers.
consisted of 95 final examination question papers from first to
fourth year level for the period of 2011-2015. A total of 1709 Discussion
questions were sampled through non-probability, convenience The discussion concludes that examination questions were not
sampling. cognitively demanding.
Data were collected with a template, incorporating the six Recommendations

cognitive levels of the Revised Bloom’s Taxonomy. The validity Assessment guidelines and staff development through in-
of the instrument was assured by comparing its constructs with service trainings, workshops, and seminars to improve question
the cognitive domain levels of the Revised Bloom Taxonomy construction are recommended.
and was further scrutinized by a group of experts in a nursing
education department. To ensure reliability, two coders analysed

Title: Measuring and Building Resilience in Undergraduate Nursing Students in South Africa
Presenter: Mrs Caroline Maloney
Co-author(s): Dr S Armstrong and Dr CH Thurling
Email address: cazz120@hotmail.com

Nurses with high levels of resilience cope better with a constantly Total resilience scores were similar across institutions, with senior
changing health care environment. Resilient nursing students are students having higher scores than their junior counterparts.
also more likely to complete their courses and remain in nursing. Women achieved higher scores than men. Qualitatively, three
main categories with extrinsic, intrinsic and combination factors
The aim was to determine and compare resilience levels of all were identified.
four years of Baccalaureate nursing students at two sites in South
Africa. And to determine what strategies nursing students believe Discussion
will assist in building resilience. Trustworthiness was ensured with Lincoln and Guba’s 1985
model. Participation was anonymous and voluntary at all times.
Methodology
The sample for this mixed methodology study was formed by The integrated findings suggest that most resilience- building
nursing students following the Nursing Baccalaureate Degree factors can be developed and improved. Creating resilient nurses
at two educational institutions in South Africa. Quantitatively, should be a mandate of all nursing education institutions.
the Connor-Davidson Resilience Scale was used to self- assess Recommendations: Re-thinking orientation programmes for
resilience. Qualitatively, student volunteers were interviewed student nurses, identification of at-risk individuals, conflict
using a semi-structured questionnaire, to identify ways to management training, formal debriefing for student nurses
improve resilience levels in student nurses. The data was and “educating the educated” – ongoing dialogue with
integrated in a rich description of resilience levels in local student nurse educators and training staff regarding current clinical
nurses, with ideas of how to improve resilience. environment.
Title: An Assessment of Eating Behaviours of Nursing Students in Gauteng

Presenter: Mrs Marlene Mare and Mrs Jenny Jones
Co-author(s): Dieketseng Koto, Judy Magwaza, Valerie Ntsabele & Thuli Komane
Institution: Nursing Education Association (NEA): Johannesburg Chapter / Ann Latsky Nursing College/ Netcare Education /
Life College of Learning
Email address: sue.armstrong@wits.ac.za

To assess the eating behaviours of nursing students following The data collection exercise was followed by a nutrition workshop
undergraduate or basic nursing programmes at nursing at which the students showed marked ability to plan for healthy
education institutions in Gauteng. eating within a restricted budget but they are not practising these
skills. Knowledge is clearly not the best motivator for good eating
Methodology practices and further exploration is needed to determine which
This was a quantitative, exploratory study. A survey was factors impact on health eating choices.
conducted using a self-administered questionnaire for data
collection (the Rapid Eating Assessment for Participants – Recommendation
shortened version questionnaire). This data needs to be shared widely to create an awareness of the
degree of the problem an appropriate intervention needs to be
Results developed to assist nursing students to make appropriate eating
Participants showed a marked willingness to change their eating choices and in so doing, to protect their health.
habits to be healthier but scored poorly overall in both eating
unhealthy foods and not eating healthy foods. There was little
difference in the private and public sector nursing students with
respect to their eating habits whether they received financial
support, lived in residence or based on their age or gender.

Title: Appreciative Feedback Practices for Educators

Presenter: Prof Isabel Coetzee
Co-author(s): Prof T Heyns
Email address: isabel.coetzee@up.ac.za
Introduction and background Results

Traditionally, educators focus on the negative aspect of a learning The findings illustrated the importance of the educators to
activity, module, or programme as evidenced in the examples of focus on (1) assessment for learning, (2) assessment of learning,
questions usually asked: What is wrong and why are the students (3) important questions to ask when giving feedback, and (4)
performing so poorly? Being asked to answer questions in a giving appreciative feedback. The results have implications for
negative language, students may experience feelings of failure educators/facilitators’/preceptor as well as for the student.
and negativity that, in turn, has an adverse effect on innovation
and creativity. These types of questions may cause students to Recommendations
be demotivated and unable to plan actions to improve their The power of appreciative education lies in the way in which
academic performance and outcome. students become engaged and inspired by focusing on their
own positive educational experiences. The emphasis is firmly
Aim on appreciating the activities and responses of students rather
The aim of this presentation is to enhance educators’ awareness than concentrating on their problems, furthermore it challenges
of the value and importance of appreciative feedback. educators/students to rethink their ideas on how people work,
Methodology: The findings of this study are based on an in-depth how changes happens, and how research can contribute to this
literature review and findings from my doctoral study. process.
Session 8: Midwifery Practice
Title: The Effectiveness of the 20 Hour Lactation Management Course (LMC) in Improving Breastfeeding Knowledge
of Professional Nurses
Presenter: Mrs Nomonde Makhudu
Co-author(s): N/A
Institution: University of Witwatersrand (WITS)
Email address: nomonde.makhudu@wits.ac.za
Aim had the right to withdrawn from the study. Confidentiality was
This study evaluated the effectiveness of the 20-hour Lactation maintained through use of code names.
Management Course (LMC) training to improve breastfeeding
knowledge of professional nurses and midwives working Results
in mother and child units in an academic institution in the Overall, the participants’ level of knowledge of breastfeeding
Johannesburg region. improved after the training.
Objectives Discussion
To assess breastfeeding knowledge of the professional nurses and The LMC was effective in improving the breastfeeding knowledge
midwives prior, and after the LMC training. of the participants as evidenced by an increase of correct answers
post-training in comparison to the pre- training result.
Methodology
An experimental, pre-test/post-test one group design that Despite evidence that the LMC improves the breastfeeding
involved 47 participants was done. Data was analysed using knowledge of the professional nurses and midwives, the
the Statistical Package for Social Sciences (SPSS). Descriptive institution continues to fail the assessment by the Department of
statistical analysis, using a paired t- test and analysing the means Health for the Mother Baby Friendly Initiative (MBFI) accreditation.
and standard deviations, was conducted and the data from the The assumption is that knowledge is not translated to practice.
pre- and post-test results were compared.
Recommendations
Ethical clearance was obtained from the post graduate’s assessors Methods should be explored to change the practice of the
committee, the University of the Witwatersrand Human Research professional nurses and midwives after receiving the LMC to
Ethics Committee and the selected hospital. Authors of the facilitate Baby Friendly Initiative (MBFI) accreditation for the
Wellstart questionnaire granted permission for utilisation during institution.
the study. Participants gave informed voluntary consent and

Title: Strategies to Reduce High Perinatal Morbidity Rates in Mankweng-Polokwane Complex of the Capricorn District,
Limpopo Province, South Africa
Presenter: Mrs Mpho G Mathebula
Co-author(s): Prof MK Thopola and Prof ME Lekhuleni
Email address: mpho.mathebula@ul.ac.za

To develop strategies to reduce high perinatal morbidity rates The results showed that midwives were not satisfied with the
in Mankweng-Polokwane complex of the Capricorn district, high percentage of shortage in their units, while (28.6%) of the
Limpopo province, South Africa. respondents indicated that absenteeism was a problem, which
could negatively impact on quality patient care. Moreover,
To identify the factors contributing to high perinatal morbidity provision of equipment and supplies did not satisfy a large
rates Mankweng-Polokwane complex of the Capricorn district, number of midwives, as it hinders provision of quality patient
Limpopo province, South Africa. care. The strategies developed were collaboration, training and
upgrading. There should be collaboration of intra-disciplinary,
Methodology inter-disciplinary and multi-disciplinary teams in order to
A quantitative, cross sectional and descriptive research design enhance quality neonatal and maternal care. Opportunities
was used. The study population comprised of 80 midwives. should be given to midwives who want to pursue advanced
Simple random sampling was used to select the 66 respondents. midwifery and Neonatal Intensive Care Nursing.
Data were collected using a pre-tested and validated self-
developed questionnaire. Descriptive and inferential statistics Recommendations
were used to analyse data. Strengthening of short courses and workshops for enhancement
of midwives’ knowledge and skills. Audit process should also
Results highlight good outcomes. Effective and efficient utilisation of
The study revealed that shortage of staff (58.7%), overcrowding of partograph by midwives when monitoring pregnant women in
patients (41.4%), work overload of staff (44.4%), lack of equipment labour.
and supplies (28.6%), prematurity (39.7%), absenteeism (28.6%)
and resignation (54.0%) were contributory factors to high
perinatal morbidity rates.
Title: Labour Support Practice by Nurses and Midwives: A Scoping Review

Presenter: Ms Marie Uwimana
Co-author(s): Dr Nelouise Geyer and Dr S Armstrong
Institution: Dr Nelouise Geyer & Dr S Armstrong
Email address: 1586122@students.wits.ac.za / muwimana@cartafrica.org
Aim and objectives emotional support, physical support, informational support and
Describe the practice of labour support and its measurement advocacy with regards to their birth experience. However, there
from publication outputs conducted worldwide in the past 10 was no evidence found indicating a labour support questionnaire
years. that has previously been developed for use within low income
settings.
To explore international best practices in terms of labour support
provision including women’s views about labour support received Discussion
during labour and delivery and to identify existing instruments The findings of this study indicate the categories of labour
for the measurement of labour support practice. support care which are valued by women with regards to their
birth experience, the gap remained in literature regarding
Methodology exploration of labour support practice in low income
A computerised search was implemented from electronic settings including Rwanda. The results show a gap related
data bases CINAHL hosted within EBSCO host, Pub Med, and to measurement tool of labour support practice from both
PROQUEST using a combination of the key words: Labour perspectives of women and health care providers.
support, midwifery care, midwifery practice, provision of care,
factors, barriers, instruments, tools and women’s views. Titles and Recommendation
abstracts were screened and selected. Clinical facilities are encouraged to provide labour support care
using available resources. Support and increase evidence related
Results to labour support practice from both settings of low and high-
Nineteen identified and included articles for this scoping review income resources.
demonstrated that women valued labour support care including

Title: Factors Affecting Experiential Learning for Midwifery Students at a Public College of Nursing
Presenter: Mrs Nomzekelo Pama
Co-author(s): Mrs AN Mbatha
Email address: nompama@gmail.com
Purpose duration. There was also dissatisfaction regarding communication

The purpose of the study was to assess factors affecting and relationship between the nurse educators and the clinical
experiential learning for midwifery students at a public college staff.
of nursing. Literature has revealed that student nurses placed in
midwifery clinical learning environments for learning experience Discussion
some difficulty in meeting their experiential learning outcomes The role of a nurse educator with regards to integration of theory
and programme requirements. and practice and the cooperation between placement staff and
nurse educator were identified as areas of concern. These areas
Methodology were described as challenges that would have been a challenge
A quantitative, descriptive survey was conducted using an in meeting experiential learning requirements by the student
existing valid and reliable Clinical Learning Environment, nurses.
Supervision and Nurse Teacher (CLES+T) evaluation scale. The
sample of 115 (55%) was drawn from the total population (n=209) Recommendations
to participate in the study. It was recommended that regular meetings and visits to the
clinical placement areas by the nurse educators will not only
Results enhance effective communication but also strengthen the
The experiential learning in the clinical learning environment relationship between them and help to avoid overpopulation of
was described as positive and normal by the majority of the students in order to enhance effective clinical supervision.
participants. However, students who stayed longer in the clinical
facilities were more satisfied than those who stayed for a short
Title: Factors Contributing to Sub-Standard Utilisation of Partograph By Midwives in Greater Tzaneen Municipality,
Mopani District, Limpopo Province
Presenter: Ms Shale A Malatji
Co-author(s): Prof MK Thopola and Prof ME Lekhuleni
Email address: shaletshego@gmail.com

The aim of the study was to determine the factors contributing Data revealed that 25.7% of the midwives were less
to sub-standard utilisation of Partograph by midwives in Greater knowledgeable about partograph utilisation. Participants also
Tzaneen Municipality, Mopani district Limpopo province. indicated that the partograph was not routinely used (40.7%),
protocols were not adhered to during labour monitoring (44.3%)
To investigate the factors which contribute to the sub-standard and 50.7% indicated the shortage of midwives as contributory
utilisation of the partograph by midwives. factors to sub-standard utilisation of partograph.
Methodology Discussion
A quantitative descriptive and cross-sectional designs was Based on the results, the factors that contributed to the sub-
adopted. Registered and advanced midwives completed a self- standard utilisation of the partograph were: Non-availability of
developed, 4-point Likert scale questionnaire. The questionnaire Partographs, lack of knowledge, shortage of midwives and lack of
had 28 questions and a pilot study was done. departmental guidelines and protocols.
The population consisted of 220 midwives. However, the sample Recommendation

size was 140. Simple random sampling was used to ensure that Public hospitals should develop policies and make them
all registered and advanced midwives had an equal chance of mandatory for the effective and efficient utilisation of partograph.
being included in the study. All questionnaires were completed Training and development of advanced midwives to ensure
and returned. Ethical clearance was obtained. Data were analysed quality intrapartum care.
using the Statistical Package for Social sciences Version 24. Data
were described and results were presented as tables, pie charts
and bar graphs.

List of Poster Presenters
Presenters in alphabetical Title of presentation Number

order
Bhana-Phema, VM Teaching Practices to Enhance the Development of Cultural Competence in Health

UP Sciences Students: A Literature Review 1
Boersema, C
Improving the Practice Environment in PHC Clinics: The Voice of the Youth
UNISA 2
Guga, N Exploring Student Nurses’ Perceptions on Collaboration and Community Involvement in

3
LCoN/UKZN Facilitating Community Based Education at a Selected College of Nursing in Eastern Cape.
Linda, NS Model for Teaching-Learning of Spiritual Care in the Undergraduate Nursing Programme at
4
UZ/UWC Higher Education Institutions
Maboe, K
Mobile Health Use by Medical Doctors in a Zimbabwean Health Care Facility 5
UNISA
Melitafa, N Needs Assessment in the Development of a Problem- Based Learning Programme in

6
UFH Paediatric Nurse Specialist
Moche, Z Senior Nursing Students’ Views About Student Selection Factors to Enhance Success in an
7
TUT Undergraduate Nursing Programme
Ncongwane, DK The Burden of Care Experienced by Families with Teenage Mothers in a Selected Township
8
UP in Mpumalanga
Ndacayisaba, MT Experiences of Healthcare Providers Regarding Managing Children Diagnosed with HIV
9
UP and AIDS in a Public Hospital in Gauteng
Novice Researcher Project Self-Directed Learning Readiness of Students in Their Final Year of the Four-Year
10
NEA: Pretoria Chapter Nursing Programme
Novice Researcher Project Narrative of Undergraduate Students on Clinical Accompaniment at a Nursing Education
11
NEA: Pretoria Chapter Institution in North West
Tau, B The Relationship Between Resilience and Empowering Leader Behaviour of Nurse
12
NWU Managers in the Mining Healthcare Sector
Van der Heever, MM A Framework to Facilitate the Appointment of Women Nurses of Colour to Leadership
13
SUN Positions in Hospitals
Van Rensburg, GH and Geyer, N

Research Capacity Development: Reflecting on the Novice Researcher Programme 14
NEA: Pretoria Chapter
Zagenhagen, K Making Meaning of the Hidden Curriculum in a Military Context Through

15
SAMHS/UNISA Symbolic Interactionism

Abstracts: Poster Presentations
1. Title: Teaching Practices to Enhance the Development of Cultural Competence in Health Sciences Students:
A Literature Review
Presenter: Dr Varshika M Bhana-Phema
Co-author(s): N/A
Email address: varshika.bhana@up.ac.za
Introduction/background embarked on an undertaking to explore through literature the

Cultural competence is the ability to understand, communicate teaching practices which could be incorporated in the module
with and effectively interact with people across cultures. in order to improve the cognitive, skill and affective domains
Cultural competence encompasses being aware of one’s own within the module.
world view, developing positive attitudes towards cultural
differences and gaining knowledge of different cultural Aim
practices and world views. In healthcare, nurses are required To explore and describe current teaching practices through
to deliver culturally competent care. Therefore, through a literature review in order to enhance the development of
teaching and learning, nursing students are equipped with cultural competence
the knowledge, attitude and skills required to deliver care to
people across different languages and cultures. Outcomes
Theoretical frameworks and practices in facilitation of
Discussion innovative teaching and learning activities to realise
At a selected university, nursing students are introduced to the development of cultural competence were identified.
concepts of cultural sensitivity, cultural awareness and cultural
competence and to principles of African traditional healing Lessons learned
and alternative and complementary therapies. The module Visual, interactive and experiential learning in the context of
in which the content is facilitated has been presented over a cultural competence complement the unique learning styles
number of years. In order to comply with Africanisation and the new generation of learners.
transformation taking place in higher education the researcher
2. Title: Improving the Practice Environment in PHC Clinics: The Voice of the Youth
Presenter: Christelle Boersema
Co-author(s): N/A
Email address: Eboergc@unisa.ac.za
Aim and objectives attitudes (34.3%; n=25); health education (16.4%; n=11) and
Determine the youth’s suggestions for improvement of primary long waiting times (14.9%; n=10) to improve PHC services.
healthcare (PHC) services in Tshwane District. Other suggestions included service provision by younger
nurses and doctors.
Methodology
A quantitative descriptive design was followed. Data was Discussion
collected with an adapted Youth-Friendly-World Health The youth’s suggestions are similar to that found in other
Organisation + questionnaire (YFHS-WHO+ questionnaire) international and national studies.
as part of a larger study to validate the questionnaire for
the South African context. The YFHS-WHO+ questionnaire Recommendations
measures youth’s perception of the friendliness of healthcare The youth’s voice should be central to improve the quality of
provided to them and consists of several Likert-scale items and care provided to them. To support excellence and a positive
one open-ended item. This presentation reports the responses practice environment, training of PHC nurses should emphasise
to the open-ended item, which allowed youth to suggest comprehensive health education; the need to fair and non-
improvements in their own writing. An international expert judgemental treatment and the need for time management.
team developed the YFHS-WHO+ questionnaire and it holds
good face and content validity. Convenient sampling was used
to sample 102 youths from 4 public PHC clinics. Data collection
followed informed consent. Quantitative content analysis
was used to code written responses and descriptive statistics
was applied. A university and department of health ethics
committee approved the study.
Results
The response rate to the open-ended question was 65.6%
(n=67). Participants suggested addressing healthcare provider’s

3. Title: Exploring Student Nurses’ Perceptions on Collaboration and Community Involvement in Facilitating Community-
Based Education at a Selected College of Nursing in Eastern Cape
Presenter: Mrs Nontembiso Guga
Co-author(s): Mrs Makhosi Dube
Institution: Lilitha College of Nursing (LCoN) / University of KwaZulu-Natal (UKZN)
Email address: ntembiguga@ymail.com

The aim of this study was to describe community-based As indicated in the literature, the study reveals that student
learning activities that promote collaboration and community nurses’ direct exposure to community collaboration with CHWs
involvement, and explore the perceived benefits and in CBE and practice in the community health environment is
challenges faced by student nurses in their collaboration with an effective technique that widens student nurses’ learning
Community Health Workers (CHWs) in community-based process by offering a community perspective of health
education (CBE). and disease. However, the study also suggested that there
were numerous barriers preventing student nurses from
Methodology collaborating with CHWs and communities’ involvement in the
A quantitative non-experimental exploration and descriptive facilitation of CBE. Redressing these challenges made this study
design was adopted in this study with a random sample of 393 relevant in collaborative efforts between student nurses and
student nurses doing first, second, third and fourth year of a community members.
four-year comprehensive nursing diploma in 2016 at a selected
nursing college in Eastern Cape. Recommendations
Nursing education institutions should orientate students
Results regarding CBE, and ensure good communication between
The results revealed that most of the respondents perceived nursing education institution personnel, community members
that the community project experience (84.5%), support from and student nurses.
the communities (87.6%), and having enough resources (53.9%)
were beneficial in their collaboration experiences with CHWs. The ratio of CHW to student nurses should be evaluated
However, the overall analysis on the perceived benefits items to enhance collaboration in the learning process. The
suggested that most of the respondents (54.5%) found their appropriateness of community settings for CBE and student
collaboration and involvement with CHWs in CBE not beneficial. placement especially related to student monitoring should be
On the other hand, 67.9% of the respondents perceived their evaluated.
overall collaboration experiences as a barrier in CBE.
4. Title: Model for Teaching-Learning of Spiritual Care in the Undergraduate Nursing Programme at Higher
Education Institutions
Presenter: Dr Ntombizodwa S Linda
Co-author(s): Prof HC Klopper and Prof DR Phetlhu
Institution: University of Zululand (UZ) / University of Western Cape (UWC)
Email address: lindan@unizulu.ac.za / zodwalinda1@gmail.com
Aim Results
The aim of the study was to generate a “practice” theory for The emergent model for teaching-learning of spiritual care is
Teaching-Learning of Spiritual Care in the Undergraduate epitomised by commitment, energised and robust dynamic
Nursing programme at a Higher Education Institution. context as a prerequisite for the model to function effectively.
The research question was: How can a “practice” theory for
teaching-learning of spiritual care in the undergraduate nursing Discussion
programme at a Higher Education Institution in the Western Cape Data collected from the participants was used to develop
be generated? the themes from which conclusive statements were created.
Themes were ddeductively and inductively analysed to derive
Methodology to a conceptual framework that describes the model.
Phase 1: A qualitative explorative, descriptive, contextual
approach was utilised to collect data from participants. Recommendations
Phase 2: A conceptual framework was developed through Models and theories should be continually developed in order
identification, classification and clarification of concepts that to develop new nursing modalities for education and practice.
were developed from the conclusive statements. A theory- Theoretical underpinning will avoid the demise of evidence-
generative design using a survey list of Dickoff, James and based nursing education and practice.
Wiedenbach was applied to generate a practice theory for
teaching–learning of spiritual care in the undergraduate
nursing programme.

5. Title: Mobile Health Use by Medical Doctors in a Zimbabwean Health Care Facility
Presenter: Prof Kefiloe Maboe
Co-author(s): Mr C Marufu
Email address: maboeka@unisa.ac.za
Aim and objectives support chronically ill patients. The majority of the respondents
Determine the use of mHealth and identifying and describing (83.3%) believed that mHealth presented opportunities to
the opportunities and the challenges faced by the medical improve health care delivery. The majority of the respondents
doctors in using mHealth at a specific health care facility in (95%) indicated the potential for its future use.
Zimbabwe.
Discussion
Methodology The results revealed that knowledge about the existence of
A quantitative, descriptive, cross-sectional and analytical mHealth is lacking among medical doctors. There are barriers
design was used to determine the rate of utilisation of selected to adoption of mHealth activities that have to be overcome to
mHealth “patient identification and treatment activities” by significantly contribute to service delivery. The opportunities to
medical doctors. A structured questionnaire was used for data utilise mHealth activities was shown as medical doctors like to
collection from 104 respondents. The number of returned try certain mHealth activities.
complete and usable questionnaires was 42. The whole
population was of interest to the researcher, accessible and Recommendations
available during data collection. No sampling technique was The institution to educate the doctors and other health team
done. members on the benefits of mHealth as well as advocating
for the innovative use of mobile technology in health care
Results practices.
Fifty percent (50%) of the respondents indicated, challenges
of lack of knowledge and unawareness in using mHealth to
6. Title: Needs Assessment in the Development of a Problem- Based Learning Programme in Paediatric Nurse Specialist
Presenter: Miss Nomntu Melitafa
Co-author(s): Mrs AN Mbatha and Prof E Seekoe
Institution: University of Fort Hare (UFH)
Email address: nmelitafa@ufh.ac.za
Aim and objectives resulting in burdened PNSs with no time for health education
To describe the needs assessment of Paediatric Nurse and skills development which increases the morbidity and
Specialists (PNSs) in preparation for the development of a mortality rate of children.
Problem-Based Learning (PBL) approach to promote reflective
and analytical thinking skills among PNSs. Sanders et al. (2012:63) emphasise that the PNSs need to
possess skills that respond to the needs and problems of
Methodology children in terms of paediatric short courses to strengthen their
A purposive sample of 70 PNSs were randomly selected from competencies to render services, especially in deep rural areas.
public hospitals in the Eastern Cape. Demographic information,
performance, importance and competencies of PNS activities, Recommendations
and child health problems were collected through a self- Dire gaps exist in the competencies, skills and training of PNSs
administered questionnaire with open and closed ended in this setting. There is need to develop PNSs programme
questions. through PBL.
Results
Participants indicated a shortage of both human and material
resources and limited inter-sectoral collaboration. Training
needs identified included paediatric emergencies, HIV,
Integrated Management of Childhood Illnesses, neonatal care
and research skills. The most prevalent illnesses encountered
were: malnutrition, AIDS, pulmonary tuberculosis, gastro
enteritis, herbal intoxication, child abandonment and abuse.
Discussion
The shortage of trained PNSs impact on child health needs

7. Title: Senior Nursing Students’ Views About Student Selection Factors to Enhance Success in an Undergraduate
Nursing Programme
Presenter: Mr Zebulon Moche
Co-author(s): Dr HC De Swardt and Dr Y Havenga
Institution: Tshwane University of Technology (TUT)
Email address: zsmoche@gmail.com
Aim and objectives selecting students for the nursing programme. They were of
To explore and describe the views senior nursing students the opinion that a formal selection process consisting of an
about student selection factors to enhance success in an interview and testing should be conducted.
undergraduate nursing programme.
Discussion
Methodology Successful completion of students in this programme not only
A qualitative, explorative and descriptive design was applied requires the passing of subjects but being prepared to portray
to collect data from two groups of purposively sampled the characteristics that are typical of the nursing profession.
senior students (10 per group), through using World Café Sound secondary school academic performance, commitment,
sessions and field notes. Tesch’s method was used for data the ability to manage conflict, professionalism, a caring attitude
analysis while rigour was established using Lincoln and Guba’s and self-knowledge are required. These qualities should be
trustworthiness strategies. All ethical principles were adhered determined through an interview and appropriate tests.
to throughout the study.
Recommendations
Results This inductive study is the first in a process of developing valid
Two themes, selections factors and formal selection process and reliable assessment tools to select nursing students for
emerged. The participants were of the view that secondary optimal success. Other stakeholders’ perspectives and further
school performance and personal attributes such as a correlation studies are required.
caring attitude, conflict management skills, commitment,
professionalism and self-knowledge are important when
8. Title: The Burden of Care Experienced by Families with Teenage Mothers in a Selected Township in Mpumalanga
Presenter: Mrs Dumisile K Ncongwane
Co-author(s): Dr MS Mataboge & Dr RS Mogale
Email address: dkncongwane@gmail.com
Aim and objectives culturally and religiously challenged as pregnancy was outside
The aim of the study is to explore and describe the burden marriage.
of care experienced by families with teenage mothers in a
selected township in Mpumalanga. Recommendations
Recommendations included the involvement of health experts
Most teenage mothers live with family members and are to assist families in reducing the burden of care that emerged
provided with emotional care, financial care and physical health due to teenage pregnancy. Departments were urged to
care including access to resources throughout antenatal and formulate specific policies regarding the support of families
postnatal period. Families are challenged with the burden with teenage mothers. Conclusion made is that families need
to provide for the teenage mother and baby as pregnancy is diverse support to provide care to teenage mother and baby.
unplanned.
Methodology
A qualitative study design was used. Seven families who
provided care to teenage mothers were included. Semi-
structured interviews were conducted until data saturation was
attained. Data analysis was done using Tesch’s data analysis
method. Ethical consideration and trustworthiness were
ensured.
Results
It emerged that different levels of burden were experienced by
families socially, psychological, financially including meeting
the physical health needs of teenage mother and baby. Mostly
families’ financial resources were stressed, parents were

9. Title: Experiences of Healthcare Providers Regarding Managing Children Diagnosed with HIV and AIDS in a
Public Hospital in Gauteng
Presenter: Mrs Mercy T Ndacayisaba
Co-author(s): Dr MS Mataboge & Prof C Maree
Email address: mercyndaca@gmail.com

The aim of the study was to explore and describe the Two themes with three categories each emerged from the
experiences of health care providers regarding managing study which were; factors affecting disclosure of positive HIV
hospitalised children diagnosed with HIV and AIDS in a public status to children and outcomes of non-disclosure of HIV status.
hospital in Gauteng province.
Discussion
An estimated 91% of 3.2 million children living with HIV and The diagnosis is not disclosed to children and make deductions
AIDS globally in 2014 were in Sub-Saharan Africa. In South based on opportunistic infections or repeated hospitalisation.
Africa, 340 000 of the 6.8 million people living with HIV and Health care providers do not have the right to disclose as
AIDS were children who are mostly not told about their caregivers are not consenting.
diagnosis as most infections were vertical transmission.
Recommendations
Methodology It was recommended that research be conducted with care
A qualitative, explorative, descriptive and contextual design givers to children diagnosed with positive HIV status. Further
was used. The population consisted of multidisciplinary health research be done to develop guidelines for caregivers for the
team who provided care to children diagnosed with HIV and disclosure of HIV status to infected children.
AIDS in a public hospital in Gauteng. Purposive sampling was
used. Three focus group interviews were conducted to collect
data. Data was analysed using Tesch’s method of qualitative data
analysis. Trustworthiness was ensured and ethical principles were
adhered to.
10. Title: Self-Directed Learning Readiness of Students in Their Final Year of the Four-Year Nursing Programme
Presenter: Novice Researcher Project: Ms Anita Dean*, Ms Reshoketswe M Mokgoko, Prof Gisela H van Rensburg,
Dr Elsie S Janse van Rensburg and Dr Nelouise Geyer
Co-author(s): Mrs AN Mbatha and Prof E Seekoe
Institution: University of Fort Hare (UFH)
Email address: nmelitafa@ufh.ac.za

The aim of the study was to explore and describe the self- Self-directed learning is essential for lifelong learning,
directed learning readiness (SDLR) of students at a selected professional development and critical thinking. The nursing
Nursing College in Gauteng. The objective addressed in this profession expects from each nurse to uphold their own
presentation was to determine the self-directed learning knowledge base, competencies and problem-solving skills. In
readiness of the final-year students. order to do this, they need to be independent in their learning.
A multi-method design was used. This presentation reports on It is recommended that the SDLR test should be performed
the quantitative phase of the study. Data were collected using in the first year of study to identify weaknesses and work on
a self-administered questionnaire - the self-directed learning developing SDL skills earlier in the student-centred curriculum.
readiness scale developed by Fisher and King (2001:521-522). To enhance the self-directed learning readiness of student
Permission was granted by the instrument developers to use nurses more creative teaching strategies should be used and
the scale. The sample (Sample B) consisted of 55 final year time management skills be developed.
students registered for the four-year nursing programme at the
selected Nursing College, using convenience sampling.
Data were analysed by using the software program Statistical

analysis (SPSS version 21).
Results
The majority of students considered themselves to be ready
for SDL. There is a strong overall link within the subscales of
desire for learning, self-control and self-management. However,
the results showed that incongruencies in terms of responses
related to desire for learning and self-management exist.

11. Title: Factors Influencing Self-Directed Learning Readiness of Students
Presenter: Novice Researcher Project: Ms Dawn D Baartman*, Ms Kgabi M Mogomotsane, Prof Gisela H van Rensburg
and Dr Elsie S Janse van Rensburg
Co-author(s): Ms TPG Ngwenya, Dr N Geyer, Dr K Zagenhagen and Ms PML Sithole
Institution: Nursing Education Association (NEA): Pretoria Chapter
Email address: vrensgh@unisa.ac.za

The aim of the study was to explore and describe the self- The themes that emerged were: ‘Challenges preventing self-
directed learning readiness (SDLR) of students at a selected directed learning’ and ‘Opportunities to enhance self-directed
Nursing College in Gauteng. The objective addressed in this learning’. Categories and subcategories for each theme were
presentation was to describe the factors influencing self- identified and described.
directed learning readiness.
Discussion
Methodology SDL requires ownership of learning, being able to apply
A multi-method design was used. This presentation reports learning in new contexts and beyond the curriculum; and
on the qualitative phase of the study. Data were collected management and monitoring of one’s own learning. Factors
using narrative essays to describe the factors influencing that affect SDL are time management, level of personal growth
the participants’ readiness to apply self-directed learning. at which students are, and the support that they receive from
The sample (Sample B) consisted of 19 third year students their educators.
registered for the four-year nursing programme at the selected
Nursing College, selected by using convenience sampling. Recommendations
A student-centred approach to teaching and guiding students
Data were analysed through a thematic analysis process. A in time management will enhance self-directedness. Reflective
co-coder was consulted to enhance the trustworthiness of the exercises could create opportunities where students take
findings. ownership of and learn to extend and manage their own
learning.
12. Title: The Relationship Between Resilience and Empowering Leader Behaviour of Nurse Managers in the
Mining Healthcare Sector
Presenter: Mrs Babalwa Tau
Co-author(s): Prof E Du Plessis, Prof D Koen & Prof E Suria
Institution: University of North West (Potchefstroom Campus)
Email address: Babsy.Tau@nwu.ac.za

To investigate the relationship between nurse managers’ Nurse managers on average had a moderate level of resilience.
resilience and their empowering leader behaviour. Respondents felt proud of their achievements and indicated
that their life had meaning. Areas that need attention relate to
Methodology having a purposeful life, existential aloneness and equanimity.
A quantitative, descriptive and correlational design with two
groups. Thirty-one nurse managers completed Resilience Most nurses felt that nurse managers displayed empowering
Questionnaires (RQ) and 259 nurses working in teams with behaviour, were leading by example and empowered team
these nurse managers completed Empowering Leadership members through coaching. Regarding participative decision
Questionnaires (ELQ). making, nurse managers used team members’ information and
inputs. Nurse managers encouraged team members to express
Results ideas, showed concern and cared about the teams.
A Cronbach’s alpha coefficient of 0.95 was obtained from the
RQ. Out of 31 nurse managers, 8 had a low level, 19 had a Conclusion
moderate level and 4 had a high level of resilience. Respondents with high resilience scores tended to have higher
leader empowering behaviour.
The five categories in the ELQ are leading by example,
coaching, participative decision-making, informing, and Recommendations
showing concern. These sub-scale scores measured positive, Nurse managers’ resilience as well as their empowering leader
with means between 3.5 and 4. Hoteling’s t-test was performed behaviour should be strengthened.
between nurse managers in the low and high resilience groups,
which showed that those in the low resilience group displayed
lower empowering leader behaviour as perceived by their team
members than those in the high resilience group in terms of
the five factors included in the ELQ.

13. Title: A Framework to Facilitate the Appointment of Women Nurses of Colour to Leadership Positions in Hospitals
Presenter: Mrs Mariana M van der Heever
Co-author(s): Prof A van der Merwe
Institution: Stellenbosch University (SUN)
Email address: mmvdheever@sun.ac.za
Aim and objectives Questionnaires were kept nameless and transcriptions and
To develop a framework to facilitate the appointment of institutions coded. Thick descriptions were provided of the
women nurses of colour to leadership positions in hospitals. research process and member checking was concluded.
To explore the influence of the Employment Equity Act, Act 55 Results

of 1998 (EEA) on promotion processes. Explore nurses’ views Quantitative findings revealed caution to admit that the
regarding the influence of race, class and gender on promotion. EEA enhanced the promotion of African, Coloured and
Explore practices imbedded in the promotion processes Indian nurses, autocratic managerial practices, inferior
of nurses. Develop a framework to support nurses in their viewing of African and the superior viewing of White nurses.
preparation to promotion. Qualitative findings revealed efforts to consider the EEA,
racial discrimination (e.g. promoting the dominant race),
Methodology questionable promotion practices (e.g. leaking of interview
A concurrent mixed method design was employed comprising questions) and an increased need for succession planning.
a survey and interpretive phenomenology. Six hundred and
eighty eight professional nurses consented to participate and Recommendations
n=573 completed the survey (return rate = 83%). Five interviews Meta-inferences were drawn from these findings and a
were conducted with nurse leaders in South Africa and another framework was developed that comprises recommendations
40 with persons who had experienced promotion processes. to enhance the credibility of promotion practices, diversity
Ethical clearance was obtained from Stellenbosch University training, succession-planning and the creation of healthy
and institutional permission from the participating institutions. managerial structures.
14. Title: Research Capacity Development: Reflecting on the Novice Researcher Programme
Presenter: Prof Gisela H van Rensburg and Dr Nelouise Geyer
Co-author(s): Dr ES Janse van Rensburg and Dr K Zagenhagen
Institution: Nursing Education Association (NEA): Pretoria Chapter
Email address: vrensgh@unisa.ac.za

The aim of the study is to explore and describe the needs of The themes that emerged were: academic growth; group
novice researchers in order to develop research capacity and interaction; personal growth; and roles and responsibilities.
create a research culture that will provide evidence for best
practices sustainable at both individual and organisational Discussion
level. The presentation reports on the reflections of the Research capacity development in terms of research
participants and facilitators of the Novice researcher methodology knowledge resulted in academic growth as
programme. well as personal growth. Having to work as a group provided
some experience of the dynamics of doing research in a team.
Methodology Participating in such a programme when employed fulltime
The REFLECT model proposed by Barksby (2015) was used creates difficult situations and requires careful planning.
as a framework to reflect on the development that has taken
place during the programme. This model allows for both Recommendations
facilitators and participants of the programme to explore their When selecting participants for the programme, aspects
experiences. such as where applicants are employed becomes important
as it could result in group dynamics. For the purpose of time
The ‘critical incident’ that was explored was the participation management, the programme planning and time frames
in the Novice researcher programme (the ‘event’). Data were should be clear and only flexible within limits.
analysed through a thematic analysis process proposed by the
REFLECT model. An independent researcher analysed the data
to enhance the trustworthiness of the findings.

15. Title: Making Meaning of the Hidden Curriculum in a Military Context Through Symbolic Interactionism
Presenter: Dr Karen Zagenhagen
Institution: South African Military Health Services Nursing College (SAMHS) / University of South Africa (UNISA)
Email address: kzagenhagen@gmail.com

The nature of this study, which investigated the influence of the This presentation provides a graphic illustration of the major
hidden curriculum on the professional socialisation of students, constructs of symbolic interactionism as proposed by Charmaz
lends itself to the application of symbolic interactionism in (2014) and how this was applied to the study in terms of how
order to determine how students make meaning of objects, meaning of the teaching and learning environment as social
symbols and interactions in their social world, as well as how world is derived from how students define, interpret and react
they interpret and act upon these. to interactions within this environment.
In this grounded theory study, symbolic interactionism was It is clear that process of symbolic interactionism has an
applied as a broad framework. Symbolic interactionism is influence on the professional socialisation of students. It is
a sociological perspective based on the premise that social thus important to sensitise nurse educators to the sociological
symbols, such as language and communication, play a crucial interactions taking place in the teaching and learning
role in how meaning and action are derived from interactions. environment, to properly construct symbols in the teaching
Ethical clearance to conduct the study was obtained from and learning environment so as to convey their correct,
both the university and the institution where the study was intended social meaning and to avoid negative symbols. It is
conducted. All ethical principles were adhered to in order to further suggested that social interaction between students
protect the institution and the participants. During the study and educators be used to reach a common understanding and
the principles of credibility, transferability, confirmability, agreement on the significance and meaning of symbols and
dependability and authenticity were applied to ensure that their influence.
trustworthiness was maintained.
Results
The context of nursing education in a unique military
environment, was identified as the social world of the
participants. Both the interaction of students within this
environment and the influence of the hidden curriculum
emanating from the military structure and culture, and how
students interpret and make meaning of these, resulted in a
specific reaction that determined how they were professionally
socialised.

Notes

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5 Message from the Chairpersons

15 List of Oral Presenters

17 Abstracts: Oral Presentations

37 List of Poster Presenters

38 Abstracts: Poster Presentations

4 Annual Nursing Education Conference Programme 2018

Prof Nokuthula Sibiya

Annual Nursing Education Conference Programme 2018 5

Dr Elizabeth Mokoka Dr Nelouise Geyer

6 Annual Nursing Education Conference Programme 2018

Learn more at za.pearson.com

Annual Nursing Education Conference Programme 2018 7

decades’ experience in over 20 countries.

Ϯ͘ ƵƐďŝůĚƵŶŐƐŐćŶŐĞ ŝŶ WĨůĞŐĞtŝƐƐĞŶƐĐŚĂĨƚĞŶ ƵŶĚ Prof Ethelwynn L Stellenberg

8 Annual Nursing Education Conference Programme 2018

Prof Judith Bruce

Joined SANC in 2010 as a professional advisor: Education and Training.

Dr Jabulile Nonhlanhla Makhanya

Annual Nursing Education Conference Programme 2018 9

Gifts and Donations:

10 Annual Nursing Education Conference Programme 2018

Registration: Tuesday, 4 September 2018

Day 1: Wednesday, 5 September 2018

Venue Ballroom 2 and 3 Kwena Suite 1 Kwena Suite 2 Li-Duba Room

Annual Nursing Education Conference Programme 2018 11

Day 2: Thursday, 6 September 2018

12 Annual Nursing Education Conference Programme 2018

Day 3: Friday, 7 September 2018

Annual Nursing Education Conference Programme 2018 13

14 Annual Nursing Education Conference Programme 2018

Presenters in Title of presentation Session

Malatji, SA Factors Contributing to Sub-Standard Utilization of Partograph by Midwives in Greater

Malunga, IT An Exploration of Clinical Support to Nursing Community Service Practitioners in UGU

Mare, M and Jones, J

Annual Nursing Education Conference Programme 2018 15

Presenters in Title of presentation Session

Motsilanyane, PT Narrative of Undergraduate Students on Clinical Accompaniment at a Nursing Education

Mtshali, NG Student Engagement in a Post-Basic Programme in a Nursing Education Institution in

Vasuthevan, S Perceptions of Nurses in a Private Hospital Group Regarding Continuing

16 Annual Nursing Education Conference Programme 2018

Session 1: Clinical Teaching and Learning

Aim and objectives Results

Aim and objectives Discussion

Annual Nursing Education Conference Programme 2018 17

Title: The Promotion of Metacognition During Simulation Debriefing

Aim and objectives thinking and reflection-on-action. Metacognition in students

18 Annual Nursing Education Conference Programme 2018

Title: A Preceptorship Model to Facilitate Clinical Education in Botswana

Aim and objectives Conclusion