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The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University
Thesis (MPhil)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613901011550208 |
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| access_status_str | Open Access |
| author | Cawe, Busisiwe |
| author2 | Archer, Elize |
| author_browse | Archer, Elize Cawe, Busisiwe |
| author_facet | Archer, Elize Cawe, Busisiwe |
| author_sort | Cawe, Busisiwe |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/125016 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:43:30.254Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/125016 The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University Cawe, Busisiwe Archer, Elize Van Schalkwyk, Susan Camilla Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. Medical education -- Eastern Cape (south Africa) Medical education -- Methodology -- Eastern Cape (south Africa) Medical students -- Attitudes -- Eastern Cape (south Africa) Universities and colleges -- Decentralization -- Eastern Cape (south Africa) UCTD Thesis (MPhil)--Stellenbosch University, 2022. ENGLISH SUMMARY: Background: The hospital setting provides a unique environment for health professions students to learn and apply the knowledge, skills and attitudes that are gained in the classroom to practical situations. Walter Sisulu University (WSU) allocates Clinical Associate students (ClinAs students) for clinical placement to various district hospitals in order to acquire requisite knowledge, skills and attitudes. The allocation of ClinAs students to these decentralised clinical placement sites ought to provide a supportive learning environment that is conducive to learning. However, the clinical learning environment at the decentralised sites may not always be optimal. Understanding how the students perceive the influence of these decentralised clinical learning environments on their learning is important, as it can affect what and how they learn. This study was conducted with the aim of exploring the views of second- and third-year ClinAs students regarding the influence of the decentralised clinical learning environment on their acquisition of knowledge, skills and attitudes across the teaching sites of WSU using the Manchester Clinical Placement Index (MCPI). Methods: A descriptive cross-sectional design was employed using the MCPI tool. The data were collected in November 2019 from the second- and third-year ClinAs students who gave consent to participate in the study. The MCPI is an eight-item questionnaire that collects both quantitative and open text responses. The quantitative aspect of the tool required the students to rate their agreement or disagreement with each of the items on a Likert scale. The open text responses explored strengths, weaknesses and suggestions for improvement for each item. The significance of the perceived differences among sites was tested using Cramer’s V test. The reliability of the MCPI tool was done using Cronbach’s alpha. Findings: At the time when the study was conducted there was a total of 104 second and third year ClinAs students at WSU, of which 57 are second year students and 47 are third year students. Ninety-five (95) out of 104 ClinAs students consented to participate in the study. The age distribution of the participants was between 19 and 27 years, with a mean age of 20.9 years. The majority of the participants (53%) were male. More than 70% of students strongly agreed with the appropriateness of the Leadership, People and Instruction items within the MCPI, while the Facilities, Feedback and Observation items scored the least. About one-third of students neither agreed nor disagreed that the placement was appropriately organised. The eight themes that were generated from free text responses were staff related issues, the nature of the welcome into the environment, the character of the staff, theory meets practice, the opportunities for learning, the characteristics of feedback, availability of resources and the structure of the programme. There was a statistically significant difference in the way that the students perceived Leadership, Observation and Feedback in different hospitals. The Cronbach’s alpha was 0.6. Discussion: The findings of this study pointed out the strengths and weaknesses of the decentralised clinical learning environment at WSU as perceived by ClinAs students. The ClinAs students were satisfied with the contribution of Instructions and People towards their learning, however, there were challenges that were expressed which related to Feedback, Observation and Leadership. These aspects relate to the qualities of the staff and the need for faculty development. There seems to be an apparent contradiction when the students are satisfied with Instruction but not with the Observation. Physical and virtual spaces and equipment were also reported to affect the learning experience of the ClinAs students adversely. Conclusion: The training of ClinAs in decentralised sites brings with it some challenges as the students are placed in rural sites where the learning environment may not be optimal. This study has, however, highlighted a number of learning opportunities for students as well as opportunities to enhance the teaching offering. AFRIKAANSE OPSOMMING: Agtergrond: Die hospitaalopset verskaf ’n unieke omgewing vir gesondheidsberoepstudente om teoretiese kennis, vaardighede en houdings wat in die klaskamer aangeleer word, toe te pas in praktiese situasies. Walter Sisulu Universiteit (WSU) allokeer Kliniese Vennoot studente (KlinVen studente) vir plasing by verskeie distrikshospitale om bepaalde kennis, vaardighede en houdings aan te leer. Die allokering van KlinVen studente by hierdie gedesentraliseerde kliniese plasingsterreine behoort ’n ondersteunende leeromgewing te verskaf, maar die kliniese leeromgewing by hierdie terreine is dalk nie altyd optimaal nie. Dit is dus belangrik om te verstaan wat die invloed van hierdie gedesentraliseerde kliniese leeromgewings op die studente se leerervarings is, aangesien dit beide hoe en wat hulle leer, kan beinvloed. Die studie is uitgevoer met die hoofdoel om die sienings van tweede - en derdejaar Klinven studente rakende die invloed van die gedesentraliseerde leeromgewing op hulle aanleer van kennis, vaardighede en houdings te ondersoek. Dit is uitgevoer by al die kliniese plasingterreine van die WSU, en die Manchester Kliniese Plasingsindeks (Manchester Clinical Placement Index (MCPI) is as data instrument vir die studie gebruik. Metodes: In ’n beskrywende deursnit navorsings studie is die MCPI instrument gebruik. Die data is in November 2019 ingesamel van tweede- en derdejaar KlinVen studente wat ingestem het om deel te wees van die studie. Die MCPI is ‘n agt-item vraelys wat beide kwantitatiewe en oop teks response insamel (Dornan, Muitjens and Graham, 2012). Die kwantitatiewe aspek van die instrument vereis van studente om die vlak waarmee hulle saamstem of verskil met elk van die items te gradeer deur die gebruik van ’n Likert skaal. Die oop teks reaksies het sterkpunte en swakpunte,asook voorstelle vir verbeterings vir elke item ondersoek. Die belangrikheid van die waargenome verskille tussen terreine is getoets met behulp van Cramer se V toets, terwyl die betroubaarheid van die MCPI instrument gemeet is deur ‘n Cronbach alfa berekening. Bevindinge: Uit ‘n totaal van die 104 KlinVen studente by WSU wat genader is vir die studie, was 57 in hul tweede en 47 studente in hul derde jaar. Altesaam vyf-en-negentig (95) uit die 104 studente het ingestem om deel te wees van die studie. Die ouderdom van studente wat deelgeneem het aan die studie het gewissel tussen 19 en 27 jaar, met n gemiddelde ouderdom van 20.9 jaar. Die meerderheid van die deelnemende studente was manlik. Meer as 70% van die studente het heeltemal saamgestem met die toepaslikheid van die Leierskap, Mense en Instruksie Items, terwyl die Fasiliteite, Terugvoer en Observasie items binne die MCPI die laagste tellings gekry het. Ongeveer ’n derde van die studente het nie saamgestem of verskil dat die plasing toepaslik georganiseerd was nie. Agt temas is deur oop teks reaksies gegenereer. Die temas is: personeel verwante kwessies, die aard van die verwelkoming tot die omgewing, karakter van die personeel, die raakpunte tussen teorie en praktyk, geleenthede vir leer, kenmerke van terugvoer, die beskikbaarheid van hulpbronne en die struktuur van die program. Daar was ’n statisties opmerklike verskil in die wyse waarop studente Leierskap, Observasie en Terugvoer waargeneem het in die verskillende hospitale. Die Cronbach alfa telling hiervoor was 0.6. Bespreking: Die bevindinge van hierdie studie het die sterkpunte en swakpunte van die gedensentraliseerde kliniese leeromgewing by WSU, soos deur Klinven studente waargeneem, uitgewys. Die KlinVen studente was tevrede met die bydrae wat Instruksie en Mense tot hul leer gelewer het. Daar is egter uitdagings uitgespreek ten opsigte van Terugvoer, Observasie en Leierskap. Hierdie aspekte hou verband met die kwaliteit van die personeel en ’n behoefte aan personeelontwikkeling. Daar blyk ’n teenstrydigheid te wees in die feit dat studente tevrede is met Instruksie, maar nie met Observasie nie. Daar is verder ook aangedui dat fisiese en virtuele ruimtes, asook toerusting, ’n negatiewe invloed op die leerervaring van die Klinven studente gehad het. Samevatting: Die opleiding van KlinVen in gedesentraliseerde plasings lei tot sekere uitdagings aangesien die studente dan in landelike terreine geplaas word waar die omgewing homself nie altyd leen tot ’n optimale leerervaring nie. Hierdie studie het ’n aantal leergeleenthede vir studente uitgelig, asook geleenthede om die leer en onderrig aanbiedinge te verbeter. Masters 2022-02-10T06:27:38Z 2022-04-29T12:50:30Z 2022-02-10T06:27:38Z 2022-02-10 Thesis http://hdl.handle.net/10019.1/125016 en Stellenbosch University xv, 112 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Medical education -- Eastern Cape (south Africa) Medical education -- Methodology -- Eastern Cape (south Africa) Medical students -- Attitudes -- Eastern Cape (south Africa) Universities and colleges -- Decentralization -- Eastern Cape (south Africa) UCTD Cawe, Busisiwe The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title | The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title_full | The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title_fullStr | The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title_full_unstemmed | The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title_short | The perceptions of clinical associate students about the decentralised learning environment at Walter Sisulu University |
| title_sort | perceptions of clinical associate students about the decentralised learning environment at walter sisulu university |
| topic | Medical education -- Eastern Cape (south Africa) Medical education -- Methodology -- Eastern Cape (south Africa) Medical students -- Attitudes -- Eastern Cape (south Africa) Universities and colleges -- Decentralization -- Eastern Cape (south Africa) UCTD |
| url | http://hdl.handle.net/10019.1/125016 |
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