Understanding the learning styles of nursing students has been highlighted as an area in the scho... more Understanding the learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing students and the appropriate teaching styles needed. A search was conducted using various databases and journals for the period from 2000 to 2013. Two reviewers independently evaluated the methodological quality of the studies reviewed. The results are presented in a narrative. The 11 articles included in the review represented four continents and were primarily descriptive studies. The review highlighted that nursing students prefer the kinaesthetic and multimodal learning styles. Kinaesthetic learners prefer live examples and lots of interaction. Interactive and real-life experiences as teaching methodologies are the preferred methods of nursing students and are seen as a holistic approach that incorporates all of their senses of seeing, feeling, smelling, hearing and sometimes tasting.
Understanding the learning styles of nursing students has been highlighted as an area in the scho... more Understanding the learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing students and the appropriate teaching styles needed. A search was conducted using various databases and journals for the period from 2000 to 2013. Two reviewers independently evaluated the methodological quality of the studies reviewed. The results are presented in a narrative. The 11 articles included in the review represented four continents and were primarily descriptive studies. The review highlighted that nursing students prefer the kinaesthetic and multimodal learning styles. Kinaesthetic learners prefer live examples and lots of interaction. Interactive and real-life experiences as teaching methodologies are the preferred methods of nursing students and are seen as a holistic approach that incorporates all of their senses of seeing, feeling, smelling, hearing and sometimes tasting.
Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development prog... more Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. Methods: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Results: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. Conclusion: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development prog... more Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. Methods: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Results: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. Conclusion: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
In nursing, clinical learning is an important part of the curriculum and accounts for approximate... more In nursing, clinical learning is an important part of the curriculum and accounts for approximately 50% of the pre-registration nursing programme. Supporting students to learn in clinical settings is an important function for both educators and practitioners, however, there is little consensus in the literature on what constitutes appropriate learning support. This study was aimed at exploring the phenomenon of clinical mentoring as perceived by the nursing students and clinical mentors in a selected hospital in Durban. A qualitative descriptive approach was used in this study with a population of 48 registered nurses and 47 nursing students who were doing the four-year diploma in nursing. Sample size consisted of eight registered nurses and eight student nurses. Individual interviews were conducted to collect data. The findings revealed that the assistance and guidance that the clinical mentors are offering to students are most crucial for growth and the development of students and...
PDF corresponds to the article as it appeared upon acceptance. Fully formatted PDF and full text ... more PDF corresponds to the article as it appeared upon acceptance. Fully formatted PDF and full text (HTML) versions will be made available soon. The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study
The Education White Paper of 1997 on transformation in higher education in South Africa (South Af... more The Education White Paper of 1997 on transformation in higher education in South Africa (South Africa 1997) indicated that because of the multilingual nature of the diverse communities in the new democracy, higher education should play a role in the development of all the official languages including the indigenous languages, as well as the Khoi, Nama, San and Sign languages. The School of Nursing of the University of KwaZulu-Natal took this obligation to heart by participating in the SANTED multilingualism project. This emanated from the needs of the student nurses who are being educated and trained in English, but serve in communities where Zulu is the dominant language. To meet the identified student needs, the nursing and midwifery specialists, in collaboration with various language specialists in KwaZulu-Natal, engaged in a process to develop terminology which enhances isiZulu as a scientific language. This article discusses the language policies and multilingual trends, both l...
HIV and AIDS is a pandemic that continues to ravage humanity worldwide, especially among the yout... more HIV and AIDS is a pandemic that continues to ravage humanity worldwide, especially among the youth. Street children are victims of society and are up to 10-25 times more affected by HIV and AIDS than their counterparts who live with their families. The purpose of the study was to explore the knowledge, attitudes and behaviors of street children with regard to the prevention of HIV and AIDS. A cross sectional study with a quantitative approach was carried out in two street children centres in the Huye district, which is situated in the Southern Province of Rwanda. Non probability convenience sampling was used and 83 participants between the ages of 10 and 18 years old were invited to participate. These comprised of 43 females (51.8%) and 40 males (48.2%), A questionnaire, which was translated into Kinyarwanda, was used to collect data from the participants. The findings indicated that the knowledge level of the participants was moderate at 71.7%. However, they still had misconception...
In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed ... more In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
Understanding the learning styles of nursing students has been highlighted as an area in the scho... more Understanding the learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing students and the appropriate teaching styles needed. A search was conducted using various databases and journals for the period from 2000 to 2013. Two reviewers independently evaluated the methodological quality of the studies reviewed. The results are presented in a narrative. The 11 articles included in the review represented four continents and were primarily descriptive studies. The review highlighted that nursing students prefer the kinaesthetic and multimodal learning styles. Kinaesthetic learners prefer live examples and lots of interaction. Interactive and real-life experiences as teaching methodologies are the preferred methods of nursing students and are seen as a holistic approach that incorporates all of their senses of seeing, feeling, smelling, hearing and sometimes tasting.
Understanding the learning styles of nursing students has been highlighted as an area in the scho... more Understanding the learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing students and the appropriate teaching styles needed. A search was conducted using various databases and journals for the period from 2000 to 2013. Two reviewers independently evaluated the methodological quality of the studies reviewed. The results are presented in a narrative. The 11 articles included in the review represented four continents and were primarily descriptive studies. The review highlighted that nursing students prefer the kinaesthetic and multimodal learning styles. Kinaesthetic learners prefer live examples and lots of interaction. Interactive and real-life experiences as teaching methodologies are the preferred methods of nursing students and are seen as a holistic approach that incorporates all of their senses of seeing, feeling, smelling, hearing and sometimes tasting.
Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development prog... more Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. Methods: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Results: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. Conclusion: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development prog... more Background: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. Methods: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Results: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. Conclusion: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
In nursing, clinical learning is an important part of the curriculum and accounts for approximate... more In nursing, clinical learning is an important part of the curriculum and accounts for approximately 50% of the pre-registration nursing programme. Supporting students to learn in clinical settings is an important function for both educators and practitioners, however, there is little consensus in the literature on what constitutes appropriate learning support. This study was aimed at exploring the phenomenon of clinical mentoring as perceived by the nursing students and clinical mentors in a selected hospital in Durban. A qualitative descriptive approach was used in this study with a population of 48 registered nurses and 47 nursing students who were doing the four-year diploma in nursing. Sample size consisted of eight registered nurses and eight student nurses. Individual interviews were conducted to collect data. The findings revealed that the assistance and guidance that the clinical mentors are offering to students are most crucial for growth and the development of students and...
PDF corresponds to the article as it appeared upon acceptance. Fully formatted PDF and full text ... more PDF corresponds to the article as it appeared upon acceptance. Fully formatted PDF and full text (HTML) versions will be made available soon. The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study
The Education White Paper of 1997 on transformation in higher education in South Africa (South Af... more The Education White Paper of 1997 on transformation in higher education in South Africa (South Africa 1997) indicated that because of the multilingual nature of the diverse communities in the new democracy, higher education should play a role in the development of all the official languages including the indigenous languages, as well as the Khoi, Nama, San and Sign languages. The School of Nursing of the University of KwaZulu-Natal took this obligation to heart by participating in the SANTED multilingualism project. This emanated from the needs of the student nurses who are being educated and trained in English, but serve in communities where Zulu is the dominant language. To meet the identified student needs, the nursing and midwifery specialists, in collaboration with various language specialists in KwaZulu-Natal, engaged in a process to develop terminology which enhances isiZulu as a scientific language. This article discusses the language policies and multilingual trends, both l...
HIV and AIDS is a pandemic that continues to ravage humanity worldwide, especially among the yout... more HIV and AIDS is a pandemic that continues to ravage humanity worldwide, especially among the youth. Street children are victims of society and are up to 10-25 times more affected by HIV and AIDS than their counterparts who live with their families. The purpose of the study was to explore the knowledge, attitudes and behaviors of street children with regard to the prevention of HIV and AIDS. A cross sectional study with a quantitative approach was carried out in two street children centres in the Huye district, which is situated in the Southern Province of Rwanda. Non probability convenience sampling was used and 83 participants between the ages of 10 and 18 years old were invited to participate. These comprised of 43 females (51.8%) and 40 males (48.2%), A questionnaire, which was translated into Kinyarwanda, was used to collect data from the participants. The findings indicated that the knowledge level of the participants was moderate at 71.7%. However, they still had misconception...
In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed ... more In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
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