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<em>&lsquo;No member of </em>[health] staff should undertake tasks unless they are competent to do so&rsquo; is stated in the Comprehensive Primary Health Care Service Package for South Africa (Department of Health 2001)document. In South Africa, primary clinical nurses (PCNs), traditionally known as primary health care nurses (PHCNs), function as &lsquo;frontline providers&rsquo; of clinical primary health care (PHC) services within public PHC facilities, which is their extended role. This extended role of registered nurses(set out in section 38A of the <em>Nursing Act 50 of 1978</em>, as amended) demands high clinical competency training by nursing schools and universities.<p>The objectives of the study were to explore and describe the perceptions of both clinical instructors and students, in terms of the reasons for poor clinical competencies. Results established that two main challenges contributed to students&rsquo; poor clinical competencies: challenges within the PHC clinical field and challenges within the learning programme (University).</p><p><strong>Opsomming</strong></p><p>Die prim&ecirc;re kliniese verpleegkundiges, tradisioneel bekend as prim&ecirc;re gesondheidsorg verpleegkundiges, funksioneer in Suid-Afrika as eerste-linie verskaffers van kliniese prim&ecirc;re gesondheidsorg (PGS) dienste binne die publieke PGS fasiliteite. Dit is hulle uitgebreide rol. Hierdie uitgebreide rol van die verpleegkundige (soos deur <em>Wet op Verpleging,</em>No 50 van 1978, artikel 38A voorgeskryf), vereis opleiding in kliniese vaardighede van ho&euml; gehalte deur verpleegskole en universiteite.</p><p>Die doelwitte van die navorsing was om die persepsies van beide kliniese dosente en leerders,met betrekking tot die redes vir swak kliniese vaardighede, repektiewelik te verken en te beskryf.Twee temas is deur die resultate as uitdagings (hoof redes) vir die swak vaardighede van leerders aangetoon, naamlik uitdagings in die PGS kliniese praktyk en die uitdagings in die leerprogram (universiteit).</p><p><strong>How to cite this article:</strong>Magobe, N.B.D., Beukes, S.,M&uuml;ller, A., 2010, 'Reasons for students&rsquo; poor clinical competencies in the Primary Health Care: Clinical nursing, diagnosis treatment and care programme&rsquo;,<em> Health SA Gesondheid</em> 15(1), Art.#525, 6 pages. DOI: 10.4102/hsag.v15i1.525</p>

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.

Critical-care nurses often look after three or more critically-ill patients during a shift. The workload and emotional stress can lead to disharmony between the nurse’s body, mind and spirit. Nurses with a high emotional intelligence have less emotional exhaustion and psychosomatic symptoms; they enjoy better emotional health; gain more satisfaction from their actions (both at work and at home); and have improved relationships with colleagues at work. The question arises: what is the emotional intelligence of critical-care nurses? A quantitative survey was conducted. The target population was registered nurses working in critical-care units who attended the Critical Care Congress 2009 (N = 380). Data were collected with the use of the Trait Emotional Intelligence Short Form and analysed using the Statistical Package for the Social Sciences software. The sample (n = 220) was mainly a mature, female and professionally-experienced group of registered nurses. They held a variety of job descriptions within various critical-care units. Statistics indicated that the standard deviations were small and no aberrant aspects such as demographics skewed the findings. The conclusion was made that registered nurses who are older and that have more experience in critical care appear to have a higher range of emotional intelligence.Kritiekesorg-verpleegkundiges verpleeg dikwels drie of meer pasiënte wat kritiek siek is, tydens een skof. Die werkslading kan tot emosionele spanning ly wat ’n wanbalans tussen die liggaam, siel en gees van die verpleegkundiges laat ontstaan. Verpleekundiges met ’n hoë emosionele intelligensie ondervind minder emosionele uitbranding en psigosomatiese symptome. Hulle toon ’n beter emosionele gesondheid, ervaar meer werks- en tuisbevrediging en het beter verhoudings met hulle kollegas. The vraag wat ontstaan is ‘wat is die emosionel intelligensie van kritieksorg-verpleegkundiges?’ Die toeganglike populasie (N = 380) was geregistreerde verpleegkundiges wat tans in die kritiek sorgeenhede werksaam was en die Critical Care Congress in 2009 bygewoon het. Die data is deur die gebruikmaking van die ‘Trait Emotional Intelligence Short Form’ vraelys ingesamel. Die data is statisties met behulp van die SPSS ontleed. Die populasie (n = 220) was hoofsaaklik n groepe volwasse, vroulike en professioneel ervare verpleegkundiges. Hulle het ’n verskeidenheid van posbeskrywing in die kritieke-sorgeenhede beklee. Die statistieke het ’n minimale standaardafwyking aangetoon. Die gevolgtrekking van die studie is dat geregistreede verpleegkundiges wat ouer en meer ervaring in kritieke sorgverpleging het, ’n hoër vlak van emosionele intelligensie het.

Step one dealt with the empirical phase in which the concepts were distilled. The facilitation of inherent affective and mental resourcefulness and resilience was the main concept of the model.Step two comprised the definition and classification of central and related concepts.Step three provides a description of the model. The model operates in three phases namely the dependent phase, partially dependent phase and the independent phase.Step four E-mail address: a.towell@ecu.edu.au (A. Towell).Peer review under responsibility of Johannesburg University. 1 Authorship contributions were divided equally. H O S T E D BYAvailable online at www.sciencedirect.com ScienceDirect journal homepage: http://ees.elsevier.com/hsag/default.asp h e a l t h s a g e s o n d h e i d 2 0 ( 2 0 1 5 ) 1 e1 0 http://dx