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Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana
Thesis (PhD)--Stellenbosch University, 2024.
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613868674514944 |
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| access_status_str | Open Access |
| author | Kokuro, Mercy |
| author2 | Crowley, Talitha |
| author_browse | Crowley, Talitha Kokuro, Mercy |
| author_facet | Crowley, Talitha Kokuro, Mercy |
| author_sort | Kokuro, Mercy |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131794 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:42:59.065Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131794 Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana Kokuro, Mercy Crowley, Talitha Van der Merwe, Anita S. Young, Cornelle Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Nursing & Midwifery. Nursing -- Study and teaching (Continuing education) -- Ghana Self-managed learning -- Nursing -- Ghana Nursing students -- Attitudes -- Ghana UCTD Thesis (PhD)--Stellenbosch University, 2024. ENGLISH SUMMARY: Introduction and rationale: As students enter tertiary education, they move away from parental control and the support of the secondary school system, taking responsibility for themselves and their academic performance. In nursing colleges, students face the challenge of integrating the theoretical class-based and their clinical knowledge and skills to successfully complete their studies. Mastering self-management skills in the teaching and learning context is considered an important task for nursing students. While many studies have examined concepts like academic self-efficacy, self-directed learning, and academic self-regulation, research has yet to conceptualise self-management specifically within nursing education and develop theoretical statements to support it. Aim: To analyse the concept of self-management and explore its realisation in the teaching and learning context amongst Ghanaian General Nursing diploma students, in order to contribute to the development of self-management theory in the context of nursing education. Methods: A multi-method approach was employed, conducted in four phases: a concept analysis was conducted that analysed self-management in 33 scientific articles (12 on teaching and learning and 21 on healthcare). Phases two and three used interpretive phenomenology to explore the perspectives of 17 nursing students and eight nurse educators on self-management in four nursing colleges in Ghana's Ashanti region. In the fourth phase, theoretical statements were inferred from the concept analysis and the in-context realisation of self-management to contribute to theory building and validated using Fawcett’s (2005) criteria. The study was approved by the Health Research Ethics Committee, Stellenbosch University (S20/08/210(PhD)) and the Committee on Human Research and Publication Ethics (CHRPE), Kwame Nkrumah University of Science and Technology (KNUST). Permissions from the principals of the four selected nursing training colleges were also sought. Findings: Phase one identified nine defining attributes, six antecedents and three consequences of self-management, organised into short-term, long-term, and negative outcomes. In phases two and three, four main themes emerged regarding self-management in the Ghanaian educational context. Three antecedents and three consequences were identified. Positive self-management led to academic growth, achievement, and recognition, while negative behaviours resulted in poor academic performance. The final phase integrated these findings into ten interrelated attributes, categorised as attitudinal and behavioural. Two personal and three environmental antecedents were identified. Consequences were grouped into positive and negative categories. These findings were used to generate definitions and develop five theoretical statements to contribute to theory building and serve as a guide for future self-management in teaching and learning initiatives for nursing students in Ghana, including the stakeholders who manage the institutions. Conclusion: The study provided evidence-based statements indicating that effective self-management in teaching and learning leads to academic success among nursing students, while poor self-management results in subpar performance. This study clarifies the concept of self-management, contributing to the development of a theory in the context of nursing education. The theoretical statements generated can guide curriculum developers, planners, and policymakers in structuring nursing programs to foster self-management skills. AFRIKAANSE OPSOMMING: Inleiding en rasionaal: Soos studente tersiere onderwys betree, beweeg hulle weg van ouerbeheer en die ondersteuning van die sekondere skoolstelsel, en neem verantwoordelikheid vir hulself en hul akademiese prestasie. In verpleegkolleges staan studente voor die uitdaging om die teoretiese klasgebaseerde en hul kliniese kennis en vaardighede te integreer om hul studies suksesvol te voltooi. Die bemeestering van selfbestuursvaardighede in die onderrig- en leerkonteks word as 'n belangrike taak vir verpleegstudente beskou. Terwyl baie studies konsepte soos akademiese selfdoeltreffendheid, selfgerigte leer en akademiese selfregulering ondersoek het, moet navorsing nog selfbestuur spesifiek binne verpleegonderwys konseptualiseer en teoretiese stellings ontwikkel om dit te ondersteun. Doel: Om die konsep van selfbestuur te ontleed en die realisering daarvan in die onderrig- en leerkonteks onder Ghanese Algemene Verpleegdiplomastudente te verken, ten einde by te dra tot die ontwikkeling van selfbestuursteorie in die konteks van verpleegopleiding. Metodes: 'n Multimetodebenadering is aangewend, wat in vier fases uitgevoer is: 'n konsepanalise is uitgevoer wat selfbestuur in 33 wetenskaplike artikels (12 oor onderrig en leer en 21 oor gesondheidsorg) ontleed het. Fase twee en drie het interpretatiewe fenomenologie gebruik om die perspektiewe van 17 verpleegstudente en agt verpleegopvoeders oor selfbestuur in vier verpleegkolleges in Ghana se Ashanti-streek te verken. In die vierde fase is teoretiese stellings afgelei uit die konsepanalise en die binnekonteksverwesenliking van selfbestuur om by te dra tot teoriebou en met behulp van Fawcett (2005) se kriteria bekragtig. Die studie is goedgekeur deur die Gesondheidsnavorsingsetiekkomitee, Universiteit Stellenbosch (S20/08/210(PhD)) en die Komitee vir Menslike Navorsing en Publikasie-etiek (CHRPE), Kwame Nkrumah Universiteit van Wetenskap en Tegnologie (KNUST). Toestemmings van die skoolhoofde van die vier geselekteerde verpleegopleidingskolleges is ook gevra. Bevindinge: Fase een het nege kenmerkende eienskappe, ses antesedente en drie gevolge van selfbestuur geidentifiseer, georganiseer in korttermyn-, langtermyn- en negatiewe uitkomste. In fases twee en drie het vier hooftemas aangaande selfbestuur in die Ghanese opvoedkundige konteks na vore gekom. Drie antesedente en drie gevolge is geidentifiseer. Positiewe selfbestuur het gelei tot akademiese groei, prestasie en erkenning, terwyl negatiewe gedrag swak akademiese prestasie tot gevolg gehad het. Die finale fase het hierdie bevindinge geintegreer in tien onderling verwante eienskappe, gekategoriseer as houding en gedrag. Twee persoonlike en drie omgewings-antesedente is geidentifiseer. Gevolge is in positiewe en negatiewe kategoriee gegroepeer. Hierdie bevindinge is gebruik om definisies te genereer en vyf teoretiese stellings te ontwikkel om by te dra tot teoriebou en dien as 'n gids vir toekomstige selfbestuur in onderrig- en leerinisiatiewe vir verpleegstudente in Ghana, insluitend die belanghebbendes wat die instellings bestuur. Gevolgtrekking: Die studie het bewysgebaseerde stellings verskaf wat aandui dat effektiewe selfbestuur in onderrig en leer tot akademiese sukses onder verpleegstudente lei, terwyl swak selfbestuur ondermaatse prestasie tot gevolg het. Hierdie studie verduidelik die konsep van selfbestuur, wat bydra tot die ontwikkeling van 'n teorie in die konteks van verpleegopleiding. Die teoretiese stellings wat gegenereer word, kan kurrikulumontwikkelaars, beplanners en beleidmakers lei in die strukturering van verpleegprogramme om selfbestuursvaardighede te bevorder. Doctoral 2025-03-25T09:49:30Z 2025-03-25T09:49:30Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131794 Stellenbosch University xxi, 308 pages : illustrations, maps, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Nursing -- Study and teaching (Continuing education) -- Ghana Self-managed learning -- Nursing -- Ghana Nursing students -- Attitudes -- Ghana UCTD Kokuro, Mercy Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title | Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title_full | Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title_fullStr | Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title_full_unstemmed | Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title_short | Conceptual analysis and exploration of self-management in the teaching and learning context of nursing students in Ghana |
| title_sort | conceptual analysis and exploration of self management in the teaching and learning context of nursing students in ghana |
| topic | Nursing -- Study and teaching (Continuing education) -- Ghana Self-managed learning -- Nursing -- Ghana Nursing students -- Attitudes -- Ghana UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131794 |
| work_keys_str_mv | AT kokuromercy conceptualanalysisandexplorationofselfmanagementintheteachingandlearningcontextofnursingstudentsinghana |