豪登省护士教育工作者在制定护理文凭研究生课程时遇到的挑战。

Nokuthula D Buthelezi, Khumoetsile D Shopo
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引用次数: 0

摘要

背景:护理教育在高等教育中的定位要求公立护理教育机构培养有能力的护士来管理国家的各种疾病。护士教育工作者的任务是开发一个以能力为基础的课程,重点是初级保健,以帮助护士培养独立、领导者、研究人员和批判性思考者。目的:探讨和描述豪登省护士教育工作者在制定护理研究生文凭课程时所面临的挑战。方法:采用探索性描述性定性研究设计。采用目的性抽样,根据纳入标准选择参与者。进行了四次焦点小组访谈,每个访谈由六名参与者组成,共抽取30人。数据收集时间为2022年3月至2022年4月。根据Tesch的八个分析步骤进行专题数据分析。结果:数据分析中出现的主题是心理和情感影响、沟通和人际关系方面的挑战、护士教育工作者经历了转变和赋权,护士教育工作者遇到了影响其分配任务的障碍,护士教育者在课程开发过程中表现出了韧性。结论:参与者报告了他们在课程开发过程中遇到的积极和消极的经历。研究结果表明,护士教育工作者在参与课程开发时需要支持,例如管理、行政、技术、财务,最重要的是能力建设,因为这可以使他们在没有威慑的情况下有效工作。贡献:这项研究强调,在制定课程时,需要培训和支持护士教育工作者,使他们具备必要的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges experienced by nurse educators developing postgraduate nursing diploma curriculum programmes, Gauteng.

Background:  Nursing education's positioning within higher education mandated public nursing education institutions to develop competent nurses to manage diverse disease profiles of the country. Nurse educators were tasked to develop a competency-based curriculum with emphasis on primary healthcare to help prepare nurses to be independent, leaders, researchers, and critical thinkers.

Objectives:  To explore and describe the challenges experienced by nurse educators in Gauteng when developing the curriculum for the postgraduate nursing diploma programmes.

Method:  An exploratory descriptive qualitative research design was used. Purposive sampling was followed to select the participants based on the inclusion criteria. Four focus group interviews were conducted, comprising of six participants each, leading to a sample of 30. Data collection were between March 2022 and April 2022. Thematic data analysis were performed following Tesch's eight steps of analysis.

Results:  Themes that emerged during data analysis were psychological and emotional impact, challenges with communication and interpersonal relations, nurse educators experienced transformation and empowerment, nurse educators encountered barriers that impacted on their allocated tasks, and, nurse educators demonstrated resilience with the curriculum development processes.

Conclusion:  Participants reported positive and negative experiences they encountered during curriculum development. The findings revealed that nurse educators need support when involved in curriculum development, for instance, managerial, administrative, technological, financial, and most importantly capacitation, as this could enable them to work effectively without deterrents.Contribution: This study highlights the need to train and support nurse educators when developing a curriculum to equip them with the necessary competencies.

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