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n Health SA Gesondheid - Service-learning in nursing : integrating student learning and community-based service experience through reflective practice : research

Volume 10, Issue 4
  • ISSN : 1025-9848
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Abstract

Huishoudelike geweld is 'n wydverspreide probleem in Suid-Afrika. Die Departement Verpleegkunde van die Universiteit van Wes-Kaapland het die uitdaging vir die ontwerp van 'n module oor die hantering van Geslagsgegronde Geweld (GGG) vir die opleiding van sensitiewe, kundige en vaardige gesondheidspersoneel aanvaar. Die doel van hierdie artikel is om die professionele en persoonlike ontwikkeling van verpleegstudente in hierdie program op grond van hulle diensleweringservaring te beskryf. Hierdie uiteensetting is gebaseer op die ontleding van die beskrywings van die studente se reflektiewe joernale en 'n fokusgroepbespreking, en dui aan dat studente kritiese denkvaardighede aangeleer het, begrip ontwikkel het ten opsigte van die ondersteunende rol wat professionele gesondheidspersoneel kan speel deur die ontwikkeling van vaardighede soos omgee en voorspraak, en dat hulle 'n verbintenis tot siviele interaksie samewerkingsverhoudings sal bevorder. Van die lesse wat uit hierdie ervaring geleer is, sluit in realistiese beplanning ten opsigte van doelwitte, tydskedules, beskikbare bronne sowel as versekering van die ondersteuning van kollegas vir die effektiewe implementering van die program. End

Domestic violence is a pervasive problem in South Africa. The School of Nursing at the University of the Western Cape has responded to the challenge of training sensitive, knowledgeable and skilled health personnel by developing a Management of Gender-Based Violence (GBV) module. The purpose of this paper is to describe the professional and personal development of nursing students in this programme through their service-learning experience in the GBV module based on the analysis of the description of the students' reflective journals, group project reports and a focus-group discussion as the primary data sources. Analysis showed that students gained critical thinking skills and developed an understanding of the supportive role health professionals can play through developing skills of caring, advocacy and a commitment to civic engagement, which promotes collaborative relationships. Some of the lessons learnt from this experience include realistic planning in terms of outcomes, time frames, and available resources as well ensuring support from colleagues for the effective implementation of the programme. End

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/content/health/10/4/EJC34978
2005-12-01
2016-12-09

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