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  • 1
    Online Resource
    Online Resource
    Elsevier BV ; 2019
    In:  Evaluation and Program Planning Vol. 73 ( 2019-04), p. 195-203
    In: Evaluation and Program Planning, Elsevier BV, Vol. 73 ( 2019-04), p. 195-203
    Type of Medium: Online Resource
    ISSN: 0149-7189
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2019
    detail.hit.zdb_id: 2013444-7
    SSG: 3,4
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  • 2
    Online Resource
    Online Resource
    Ovid Technologies (Wolters Kluwer Health) ; 2020
    In:  Advances in Skin & Wound Care Vol. 33, No. 2 ( 2020-2), p. 84-90
    In: Advances in Skin & Wound Care, Ovid Technologies (Wolters Kluwer Health), Vol. 33, No. 2 ( 2020-2), p. 84-90
    Abstract: To describe venous ulcer care and wound care practices in Gauteng, a province of South Africa, according to the Donabedian structure-process-outcome quality improvement model. METHODS Forty-eight facilities were selected randomly from public and private wound care practices in Gauteng. Structured interviews were conducted with care providers via questionnaire to assess the structural aspects of the Donabedian model. Within these facilities, investigators randomly selected 160 patient files and extracted data using a checklist to assess processes implemented and outcomes reached for patients who had previously presented with lower-leg venous ulcers. RESULTS Facilities lack the necessary equipment to perform vital assessments. Handheld Dopplers were available in 66% (n = 48) of the facilities. Sixty-one percent (n = 48) of the personnel at the facilities indicated that they had no formal wound care training. Although the majority of files (92%, n = 147) indicated that an assessment tool was used, many elements were not evaluated comprehensively according to the best available evidence. Aspects such as smoking, body mass index, and anemia were assessed in fewer than 30% of the patients. Distinguishing between superficial and deep infection and the accompanying overuse of antimicrobials and antibiotics were among the challenges identified. Further, 71% of patients received compression therapy, although the ankle-brachial pressure index of only 30% of patients was known. In 27 cases (17%), the outcome was amputation. CONCLUSIONS From this survey, it is evident that not all clinicians providing wound care in Gauteng are adequately trained or fully implementing best practice guidelines, and the consequences are detrimental to patients, particularly in terms of amputation. This article highlights the need for improved legislation and regulation for practitioners who deliver wound care services.
    Type of Medium: Online Resource
    ISSN: 1538-8654 , 1527-7941
    Language: English
    Publisher: Ovid Technologies (Wolters Kluwer Health)
    Publication Date: 2020
    detail.hit.zdb_id: 2053383-4
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  • 3
    Online Resource
    Online Resource
    Emerald ; 2023
    In:  Higher Education, Skills and Work-Based Learning Vol. 13, No. 1 ( 2023-03-08), p. 36-52
    In: Higher Education, Skills and Work-Based Learning, Emerald, Vol. 13, No. 1 ( 2023-03-08), p. 36-52
    Abstract: There is a need for higher education to produce graduates who are motivated to transfer learning into the workplace. Motivated graduates are work-ready and associated with increased performance. Presently, the research field around motivation to transfer learning by students in higher education is not clear and is inconsistent. Design/methodology/approach This scoping review provides an overview of the characteristics of the literature, including key concepts, recommendations and gaps based on eight published articles on the motivation of students in higher education to transfer learning. Findings The results reflected a research field, which focused primarily on the influence of specific factors, namely student characteristics, educational design, the workplace environment, and on higher education students' motivation to transfer learning. The lack of a shared conceptual definition of motivation to transfer learning in higher education appears to influence the description of the results from the included studies. Most of the previous studies applied rigorous research designs. Originality/value This seemingly stunted research field related to higher education students' motivation to transfer learning needs to be amplified to influence the development of work-ready graduates from higher education. Approaches towards including all elements of motivation, expanding to other fields in higher education, including low-income countries, may be a proximal step in enhancing the trajectory of this research field.
    Type of Medium: Online Resource
    ISSN: 2042-3896
    Language: English
    Publisher: Emerald
    Publication Date: 2023
    detail.hit.zdb_id: 2589125-X
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  • 4
    Online Resource
    Online Resource
    Sciedu Press ; 2015
    In:  Journal of Nursing Education and Practice Vol. 5, No. 6 ( 2015-03-17)
    In: Journal of Nursing Education and Practice, Sciedu Press, Vol. 5, No. 6 ( 2015-03-17)
    Type of Medium: Online Resource
    ISSN: 1925-4059 , 1925-4040
    Language: Unknown
    Publisher: Sciedu Press
    Publication Date: 2015
    detail.hit.zdb_id: 2648998-3
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  • 5
    Online Resource
    Online Resource
    Elsevier BV ; 2020
    In:  International Journal of Africa Nursing Sciences Vol. 12 ( 2020), p. 100208-
    In: International Journal of Africa Nursing Sciences, Elsevier BV, Vol. 12 ( 2020), p. 100208-
    Type of Medium: Online Resource
    ISSN: 2214-1391
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2020
    detail.hit.zdb_id: 2832234-4
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  • 6
    Online Resource
    Online Resource
    Hindawi Limited ; 2012
    In:  Journal of Nursing Management Vol. 20, No. 7 ( 2012-10), p. 921-927
    In: Journal of Nursing Management, Hindawi Limited, Vol. 20, No. 7 ( 2012-10), p. 921-927
    Type of Medium: Online Resource
    ISSN: 0966-0429
    URL: Issue
    Language: English
    Publisher: Hindawi Limited
    Publication Date: 2012
    detail.hit.zdb_id: 2007566-2
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  • 7
    Online Resource
    Online Resource
    AOSIS ; 2012
    In:  Curationis Vol. 35, No. 1 ( 2012-05-09)
    In: Curationis, AOSIS, Vol. 35, No. 1 ( 2012-05-09)
    Abstract: Supervisors at Higher Education Institutions are challenged to shorten throughput of Master’s degree students in nursing as researchers are needed to improve the art and science of the nursing profession. Globally the completion time for a postgraduate degree in the health sciences varies between 4.7 and 5.5 years. The purpose of the study was to describe strategies that were implemented to shorten completion time and attrition rate of postgraduate students. A cyclic technical, scientific collaborative mode within an action research methodology was used to identify factors impeding completion time in this study. Contrary to other studies, supervision was not an inhibiting factor in this study. Physical, technical, academic and financial aspects were identified by postgraduate students through questionnaires and informal discussion groups with supervisors as well as progress reports. Strategies were implemented to address these. Following implementation of all strategies, 42% of the postgraduate students in the School of Nursing completed their Master’s degree within two years. This implies a 34% improvement. Although the completion rate improved it was still unsatisfactory and new challenges were identified during the second cycle, for example, the number of inexperienced supervisors increased and they needed mentoring. Speed mentoring is a possible solution to the problem.
    Type of Medium: Online Resource
    ISSN: 2223-6279 , 0379-8577
    Language: Unknown
    Publisher: AOSIS
    Publication Date: 2012
    detail.hit.zdb_id: 2643685-1
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  • 8
    Online Resource
    Online Resource
    AOSIS ; 2015
    In:  Curationis Vol. 38, No. 2 ( 2015-07-23)
    In: Curationis, AOSIS, Vol. 38, No. 2 ( 2015-07-23)
    Abstract: Background: Self-directed learning requires the ability to identify one’s own learning needs, develop and implement a plan to gain knowledge and to monitor one’s own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. Objectives: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. Method: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature. Results: Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other. Conclusion: The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one’s own learning and creativity, is vital to one’s future orientation towards goal-directed learning. Knowledge and understanding of one’s own and students’ selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice. (Article to follow)  
    Type of Medium: Online Resource
    ISSN: 2223-6279 , 0379-8577
    Language: Unknown
    Publisher: AOSIS
    Publication Date: 2015
    detail.hit.zdb_id: 2643685-1
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  • 9
    Online Resource
    Online Resource
    Elsevier BV ; 2018
    In:  Midwifery Vol. 59 ( 2018-04), p. 115-117
    In: Midwifery, Elsevier BV, Vol. 59 ( 2018-04), p. 115-117
    Type of Medium: Online Resource
    ISSN: 0266-6138
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2018
    detail.hit.zdb_id: 2009032-8
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  • 10
    In: Midwifery, Elsevier BV, Vol. 112 ( 2022-09), p. 103393-
    Type of Medium: Online Resource
    ISSN: 0266-6138
    Language: English
    Publisher: Elsevier BV
    Publication Date: 2022
    detail.hit.zdb_id: 2009032-8
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