2017
DOI: 10.4102/curationis.v40i1.1670
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A model of collaboration between nursing education institutions in the North West Province of South Africa

Abstract: BackgroundProfessional nursing in South Africa is obtained through a 4-year diploma offered at nursing colleges, or a 4-year degree in universities, and the South African Nursing Council (SANC) registered both for professional nursing. New SANC legislation now requires a bachelor’s degree for registration as professional nurse.ObjectivesThe aim of the study was to explore and describe perceptions of nurse educators and stakeholders to develop a model of collaboration for joint education and training of nursing… Show more

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Cited by 8 publications
(3 citation statements)
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“…The study findings also indicate that the preceptors were of the view that the teaching and development of students is a joint responsibility of the university and the clinical facilities. This finding is consistent with that of other studies which also emphasised the collaborative role that should be played by NEIs and clinical facilities in the clinical education of nursing students (Direko & Davhana-Maselesele, 2017;Maguire et al, 2012). Clinical nursing education consists of students acquiring theoretical knowledge and translating it into skills acquisition in the clinical placement area.…”
Section: Clinical Placement Areasupporting
confidence: 92%
“…The study findings also indicate that the preceptors were of the view that the teaching and development of students is a joint responsibility of the university and the clinical facilities. This finding is consistent with that of other studies which also emphasised the collaborative role that should be played by NEIs and clinical facilities in the clinical education of nursing students (Direko & Davhana-Maselesele, 2017;Maguire et al, 2012). Clinical nursing education consists of students acquiring theoretical knowledge and translating it into skills acquisition in the clinical placement area.…”
Section: Clinical Placement Areasupporting
confidence: 92%
“…In addition, the transformation requires that nurse educators hold a master’s degree to be able to teach the bachelor’s or hold an academic qualification at least one level higher than the level of the programme in which they will teach (Bvumbwe & Mtshali 2018 ; SANC 2020 ). The requirement means that there is a further demand on NEI management to capacitate nurse educators to meet the higher education standards such as scholarship of teaching and learning, research, publications and community engagement (Direko & Davhana-Maselesele 2017 ). A requirement that pose as a challenge in the current NEI because of limited number of nurse educators who hold a master’s degree (Armstrong et al 2019 ).…”
Section: Introductionmentioning
confidence: 99%
“…Others view this as a process of moving nursing education away from service settings or platforms to higher education settings to enhance the professionalisation of the field, as it is not a technical vocation or an on-the-job training qualification (Sowjanya & Subashini 2015). Yet others perceive the positioning of PNCs within higher education as a competency shift from the provincial Department of Health (DOH) to the national DHET in line with the prescripts of the Constitution of South Africa ( Act 108 of 1996 ) and the Higher Education Act of 1997 , as amended (Direko & Davhana-Maselesele 2017).…”
Section: Introductionmentioning
confidence: 99%