Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa
Thesis (MNur)--Stellenbosch University, 2024.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Published: |
Stellenbosch : Stellenbosch University
2025
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613981750853632 |
|---|---|
| access_status_str | Open Access |
| author | Nyezi, Silindokuhle |
| author2 | Baron, Justine Carla |
| author_browse | Baron, Justine Carla Nyezi, Silindokuhle |
| author_facet | Baron, Justine Carla Nyezi, Silindokuhle |
| author_sort | Nyezi, Silindokuhle |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description |
Thesis (MNur)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131871 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:44:46.833Z |
| 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:10019.1/131871 Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa Nyezi, Silindokuhle Baron, Justine Carla Van der Heever, Mariana Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Nursing & Midwifery. Student-centered learning -- Western Cape (South Africa) Medical personnel and patient -- Western Cape (South Africa) Patient-centered health care -- Western Cape (South Africa) Patient participation -- Western Cape (South Africa) UCTD Thesis (MNur)--Stellenbosch University, 2024. ENGLISH SUMMARY: Background: Person-centredness is a standard of care concerned with respecting the individual’s needs and involving them in decision-making. The practical application of person-centredness is associated with positive outcomes such as reduced hospital utilization costs, increased job satisfaction, patient safety and improved teamwork. Students who have been exposed to person-centred teaching should ideally be able to demonstrate compassionate and humanistic patient interactions. The undergraduate nursing programme at a university in the Western Cape is grounded in the principles of person-centredness. Accordingly, students are taught the principles and practice of person-centredness. Lecturers and clinical facilitators are also expected to role-model the practice of person-centredness. Research aim: The aim of the study was to explore the experiences of academic staff and clinical facilitators with practising person-centred teaching in the Bachelor of Nursing programme at a University in the Western Cape, South Africa. Research objectives: The research objective that underpinned the research question was to explore the experiences of academic staff and clinical facilitators with practising person-centred teaching in the Bachelor of Nursing programme at a University in the Western Cape. Method: An exploratory qualitative design was employed to gain an understanding of the phenomenon studied. Semi-structured interviews were held with 13 participants (academic staff and clinical facilitators) who had been teaching on the undergraduate nursing programme for more than 12 months. The final sample comprised of nine academic staff (senior academics and lecturers) and four clinical facilitators who had been purposively sampled to ensure a diverse representation of the experiences. Ethics approval was obtained from the Health Research Ethics Committee of Stellenbosch University and institutional permission (also Stellenbosch University), prior to commencement of data collection. Data was analysed using thematic analysis. The trustworthiness of the findings was maintained by applying principles of credibility, transferability, dependability, and confirmability. Findings: Five themes emerged from the data: understanding of person-centeredness, the essence of person-centred teaching and learning: we can do this, logistics tend to impede PC teaching: creating an illusion, collegial experiences with PC: friend or foe and communication: perceived lack of inclusivity. AFRIKAANSE OPSOMMING: Agtergrond: Persoongesentreerdheid is 'n standaard van sorg wat daarop gemik is om die individu se behoeftes te respekteer en hulle by besluitneming te betrek. Die praktiese toepassing van persoongesentreerdheid word geassosieer met positiewe uitkomste soos verminderde hospitaalgebruikskoste, verhoogde werkstevredenheid, pasientveiligheid en beter spanwerk. Studente wat aan persoongesentreerde onderrig blootgestel is, moet verkieslik in staat wees om deernisvolle en humanistiese pasientinteraksies te kan uit voer. Die voorgraadse verpleegprogram van 'n universiteit in die Wes-Kaap is op die beginsels van persoongesentreerdheid gegrond. Daarvolgens word studente die beginsels en praktyk van persoongesentreerdheid geleer. Daar word ook van dosente en kliniese fasiliteerders verwag om rolmodelle van persoongesentreerdheidspraktyk te wees. Navorsingsdoelwit: Die doel van die studie was om die ervarings van akademiese personeel en kliniese fasiliteerders met die beoefening van persoongesentreerde onderrig in die Baccalaureus in Verpleegkunde-program aan 'n Universiteit in die Wes-Kaap, Suid-Afrika, te verken. Navorsingsdoelwitte: Die navorsingsdoelwit, onderliggend tot die navorsingsvraag, was om die ervarings van akademiese personeel en kliniese fasiliteerders met die beoefening van persoongesentreerde onderrig in die Baccalaureus Verpleegkunde-program aan 'n Universiteit in die Wes-Kaap te verken. Metode: 'n Verkennende kwalitatiewe ontwerp was gebruik om begrip van die verskynsel ter ondersoek, te verkry. Semi-gestruktureerde onderhoude was gevoer met 13 deelnemers (akademiese personeel en kliniese fasiliteerders) wat vir meer as 12 maande op die voorgraadse verpleegprogram onderrig gegee het. Die finale steekproef het uit nege akademiese personeellede (senior akademici en dosente) en vier kliniese fasiliteerders, wat doelbewus geselekteer was om 'n diverse voorstelling van die ervarings te verseker, bestaan. Etiese goedkeuring was van die Gesondheidsnavorsingsetiekkomitee van Stellenbosch Universiteit en institusionele toestemming (ook Stellenbosch Universiteit) was voor die aanvang van data-insameling, verkry. Data was by wyse van tematiese analise ontleed. Die betroubaarheid van die bevindings is gehandhaaf deur beginsels van geloofwaardigheid, oordraagbaarheid, aanvaarbaarheid en bevestigbaarheid toe te pas. Bevindings: Vyf temas het uit die data na vore gekom: begrip van persoongesentreerdheid, die essensie van persoongesentreerde onderrig en leer: ons kan dit doen, logistiek is geneig om rekenaaronderrig te belemmer: skep 'n illusie, kollegiale ervarings met rekenaar: vriend of vyand en kommunikasie: vermeende gebrek aan inklusiwiteit. Masters 2025-04-04T09:31:16Z 2025-04-04T09:31:16Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131871 Stellenbosch University xvi, 131 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Student-centered learning -- Western Cape (South Africa) Medical personnel and patient -- Western Cape (South Africa) Patient-centered health care -- Western Cape (South Africa) Patient participation -- Western Cape (South Africa) UCTD Nyezi, Silindokuhle Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title | Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title_full | Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title_fullStr | Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title_full_unstemmed | Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title_short | Exploring the experiences of academic staff and clinical facilitators with their practice of person-centred teaching at a university in the Western Cape, South Africa |
| title_sort | exploring the experiences of academic staff and clinical facilitators with their practice of person centred teaching at a university in the western cape south africa |
| topic | Student-centered learning -- Western Cape (South Africa) Medical personnel and patient -- Western Cape (South Africa) Patient-centered health care -- Western Cape (South Africa) Patient participation -- Western Cape (South Africa) UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131871 |
| work_keys_str_mv | AT nyezisilindokuhle exploringtheexperiencesofacademicstaffandclinicalfacilitatorswiththeirpracticeofpersoncentredteachingatauniversityinthewesterncapesouthafrica |