Subjects -> EDUCATION (Total: 2566 journals)
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EDUCATION (2200 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 5)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 4)
21st Century Pedagogy     Open Access   (Followers: 12)
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access   (Followers: 10)
About Campus     Hybrid Journal   (Followers: 9)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 34)
Academic Questions     Hybrid Journal   (Followers: 9)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 68)
Accounting & Finance     Hybrid Journal   (Followers: 63)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 25)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 14)
Acta Científica : Ciências Humanas     Open Access   (Followers: 2)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 1)
Acta Paedagogica Vilnensia     Open Access   (Followers: 1)
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 90)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 47)
Action Research     Hybrid Journal   (Followers: 53)
Active Learning in Higher Education     Hybrid Journal   (Followers: 396)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 18)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 275)
Adult Education Quarterly     Hybrid Journal   (Followers: 259)
Advanced Education     Open Access   (Followers: 19)
Advances in Building Education     Open Access   (Followers: 8)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 29)
Advances in School Mental Health Promotion     Partially Free   (Followers: 12)
AERA Open     Open Access   (Followers: 14)
Africa Education Review     Hybrid Journal   (Followers: 31)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 12)
African Journal of Health Professions Education     Open Access   (Followers: 7)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 13)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 6)
AGORA Magazine     Open Access   (Followers: 1)
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 4)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 9)
Ainedidaktiikka     Open Access  
Akademos     Open Access   (Followers: 2)
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 4)
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access   (Followers: 1)
Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access   (Followers: 2)
Al-Bahith Journal     Open Access   (Followers: 1)
Al-Fikrah     Open Access   (Followers: 3)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access   (Followers: 3)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 9)
Aldaba     Open Access   (Followers: 1)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 18)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 258)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 35)
American Journal of Education     Full-text available via subscription   (Followers: 295)
American Journal of Educational Research     Open Access   (Followers: 76)
American Journal of Health Education     Hybrid Journal   (Followers: 39)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 3)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 4)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access   (Followers: 8)
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 11)
Annals of Modern Education     Full-text available via subscription   (Followers: 6)
Antistasis : An Open Educational Journal     Open Access   (Followers: 9)
Anuario Pilquen : Sección Divulgación Científica     Open Access  
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 3)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 19)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 2)
Areté, Revista Digital del Doctorado en Educación de la Universidad Central de Venezuela     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 30)
Art Education     Hybrid Journal   (Followers: 1)
Arte e Investigación     Open Access   (Followers: 1)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 49)
Arts Education Policy Review     Hybrid Journal   (Followers: 6)
Artseduca : Revista electrónica de educación en las ARTES     Open Access   (Followers: 1)
ASEAN Journal of Education     Open Access   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 21)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 16)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 28)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 7)
Asian Journal of Distance Education     Open Access   (Followers: 5)
Asian Journal of Education and Social Studies     Open Access   (Followers: 3)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 19)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 5)
ASp     Open Access   (Followers: 4)
Assessing Writing     Hybrid Journal   (Followers: 17)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 258)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 15)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 50)
Assessment Update     Hybrid Journal   (Followers: 7)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access   (Followers: 5)
Atenas : Revista Científico Pedagógica     Open Access   (Followers: 1)
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Atthulab : Islamic Religion Teaching and Learning Journal     Open Access   (Followers: 1)
Aula Abierta     Open Access   (Followers: 2)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 20)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 6)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational Researcher     Hybrid Journal   (Followers: 34)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 51)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 11)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 15)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 7)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 6)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 474)
Australian Journal of Teacher Education     Open Access   (Followers: 31)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 7)
Australian Screen Education     Full-text available via subscription   (Followers: 3)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 356)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 2)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access   (Followers: 1)
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 3)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 6)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 10)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 2)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access   (Followers: 1)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 3)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 9)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access   (Followers: 1)
Biuletyn Historii Wychowania     Open Access  
BMC Medical Education     Open Access   (Followers: 50)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 13)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access   (Followers: 1)
British (Jurnal Bahasa dan Sastra Inggris)     Open Access   (Followers: 1)
British Educational Research Journal     Hybrid Journal   (Followers: 280)
British Journal of Educational Studies     Hybrid Journal   (Followers: 212)
British Journal of Educational Technology     Hybrid Journal   (Followers: 211)
British Journal of Music Education     Hybrid Journal   (Followers: 28)
British Journal of Religious Education     Hybrid Journal   (Followers: 11)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 66)
British Journal of Special Education     Hybrid Journal   (Followers: 59)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
African Journal of Health Professions Education
Number of Followers: 7  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2078-5127
Published by African Journals Online Homepage  [262 journals]
  • Guest Editorial: Nursing and midwifery students will be left behind

    • Authors: Champion N. Nyoni
      Pages: 94 - 94
      Abstract: No .
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Group work in a nursing curriculum: A teaching strategy to enhance student
           engagement

    • Authors: E. Mukurunge, L. Badlangana, C.N. Nyoni
      Pages: 95 - 95
      Abstract: No .
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Tutorials to support learning: Experiences of nursing students in a
           competency-based nursing programme

    • Authors: E. Mukurunge, M. Shawa, T. Nyoni, P. Mutimbe, R. Mahomaile, K. Mokhele, B. Masava
      Pages: 96 - 96
      Abstract: No .
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Developing nurse educators’ research capacity in a
           resource-constrained environment

    • Authors: J.E. Maritz, K. Jooste
      Pages: 97 - 97
      Abstract: No .
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Nursing students’ perceptions and experiences of concept mapping as a
           learning tool in a human physiology course

    • Authors: V. Nuuyoma, S.K. Fillipus
      Pages: 98 - 102
      Abstract: Background. Nursing students perceive human physiology as one of the most challenging courses, and it is also the course most often failed. To address this perceived challenge, a university campus introduced concept mapping to facilitate learning among nursing students in the human physiology course. Despite evidence of its use in other disciplines and educational contexts, it is not known how nursing students perceive and experience its use when learning human physiology.
      Objective. To explore and describe the perceptions and experiences of nursing students’ use of concept mapping as a learning tool in a human physiology course.
      Methods. A qualitative descriptive study was conducted at a university campus in Namibia. Data were obtained through three focus group discussions with 18 second-year nursing students in the Bachelor of Nursing Science (Clinical) Honours programme, who were conveniently sampled. Transcriptions from the discussions were analysed following Tesch’s 8-step coding process. Ethical approval and permission to conduct the study were granted by the campus Research Ethics Committee in the School of Nursing, University of Namibia.
      Results. Four themes emerged from the analysis: concept mapping facilitates deep learning; concept mapping as a group activity; effects of concept mapping on students’ academic performance; and implications of concept mapping for learning resources.
      Conclusion. Nursing students had positive experiences and perceptions of concept mapping as a learning tool for human physiology. However, students felt that this learning tool is time consuming and requires many learning resources. Considering its benefits for learning, it is recommended that concept mapping be used as it promotes deep learning, which in turn leads to in-depth knowledge of human physiology. Nevertheless, students should be guided on time-management strategies and learning resource options available in resource-constrained settings.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Demystifying sexual connotations: A model for facilitating the teaching of
           intimate care to nursing students in South Africa

    • Authors: S. Shakwane, S. Mokoboto-Zwane
      Pages: 103 - 108
      Abstract: Background. The concept of intimate care is not freely used in nursing education and practice. Nursing students provide basic nursing care that requires physical and psychological closeness to diverse patients. During the execution of some basic nursing care, patients’ body parts that are considered intimate, private and sexual, are exposed and touched. This encounter with a patient’s naked body may bring about feelings of anxiety, embarrassment and discomfort for nursing students and patients.
      Objective. To develop and describe a model for facilitating the teaching of intimate care to nursing students in South Africa.
      Methods. The study was conducted at two nursing education institutions (NEIs) in Gauteng Province. A qualitative, theory-generating, research design that is explorative, descriptive and contextual in nature was used to develop a model for facilitating the teaching of intimate care to nursing students. A combination of stages of theory-generating approaches was used to identify and define the main concept. The structure and process of the model were visually portrayed and described.
      Results. The findings of this study demonstrate that intimate care is not facilitated in NEIs and nursing students are not well prepared and supported to provide intimate care to diverse patients competently, confidently and comfortably. Facilitating the teaching of intimate care to nursing students was identified as the main concept. Based on this, a model to facilitate the teaching of intimate care to nursing students was therefore proposed, described and visually illustrated.
      Conclusion. The developed model will assist nurse educators in facilitating the teaching of intimate care in NEIs and in providing continuous support to nursing students. It will empower students to implement intimate care competently, comfortably and  confidently, enabling them to establish nurse-patient intimate care relationships based on trust, respect and dignity
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • The contribution of nursing preceptors to the future nursing workforce

    • Authors: L. Hugo, Y. Botma
      Pages: 109 - 113
      Abstract: Background. Apart from a global need for more nurse practitioners, there is also a need for nurse practitioners who are competent and confident to address the needs of their communities. Furthermore, the future nursing and midwifery workforce needs to have effective interprofessional collaboration skills and a person-centred approach. A clinical model, accepted by the National Department of Health in 2011, places preceptors at the centre of clinical education to assist in the improvement thereof and to develop much-needed attributes in nursing students. No research has been conducted to explore the way in which preceptors see their contribution to developing the future nursing workforce. Objective. To explore preceptors’ views of their contribution to the development of the future nursing workforce. Method. A qualitative, visual, narrative inquiry design was used. Following a 3-day preceptor-training workshop, 38 preceptors from two nursing education institutions collectively participated in creating images of their views on their contribution to developing the future nursing workforce. The first 6 steps in the visual analysis were used to analyse the images. Results. Six categories originated from the images, i.e. skill set, stakeholders, diverse students, transformative learning, relationships and practice. Conclusion. Preceptors are more than handmaidens of the educational system. They may contribute significantly to the development of the nurse and midwife workforce, as they promote competence, people-centredness and interprofessional collaboration, which are strategies proposed by the World Health Organization for reaching universal health coverage.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Improving postgraduate nursing research output: A South African nursing
           science perspective

    • Authors: P.C. Chukwuere, L.A. Sehularo, M.E. Manyedi, M.M. Ojong-Alasia
      Pages: 114 - 118
      Abstract: Background. Postgraduate nursing research programmes prepare professional nurses for receiving Master’s or doctoral degrees, foster growth of the profession and strengthen the nation’s health sectors through development and implementation of innovative approaches for better nursing care. Enrolment in and completion of postgraduate nursing research programmes follow rigorous processes, involving the student, supervisor(s) and university.
      Objectives. To review the relevant literature obtained from a computerised database search that focused on improving postgraduate nursing research throughput in South Africa (SA) to synthesise ideas and draw conclusions regarding the topic being discussed.
      Methods. An unsystematic, narrative literature review approach was adopted for a computerised database search.
      Results. The study revealed that postgraduate nursing research throughput could be improved through enrolment of a greater number of Master’s and doctoral students across SA universities, and adequate provision of structures for accessing information, e.g. the latest technologies. The study also revealed the need for adequate support of supervisors with the necessary resources and continuous training of more supervisors in innovative methods for appropriate development of the requisite skills to strengthen research supervision.
      Conclusion. There is a dire need to promote postgraduate nursing researchers owing to the importance of professional growth, development of new knowledge and university funding.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • A broken triangle: Students’ perceptions regarding the learning of
           nursing administration in a low-resource setting

    • Authors: B. Masava, L.N. Badlangana, C.N. Nyoni
      Pages: 119 - 123
      Abstract: Background. Nursing education institutions (NEIs) must ensure that their graduates are competent in nursing administration. The adoption of nursing administration-related learning outcomes in pre-registration nursing programmes in Africa has created a platform for the teaching and assessment of nursing administration. Challenges aligned with low-resource NEIs, such as rigid content-based vocational programmes, limit the value and utility of the teaching of nursing administration, resulting in graduates who are not able to manage healthcare units effectively. Therefore, this study explored students’ experiences of a nursing administration module with the hope that alignment of the outcomes, content and assessments would be pivotal in the module review to improve nurses’ efficiency in managing health units.
      Objectives. To describe student nurses’ perceptions regarding the alignment of learning outcomes, content and assessment of a nursing administration module in an NEI in a low-resource setting.
      Methods. A sequential mixed methods design was executed in three phases. Data were collected through documents, self-administered questionnaires and focus group discussions with students enrolled in a 3-year pre-registration programme at an NEI in a low-resource setting. The gathered documents were enumerated and mapped against the specific elements of a curriculum as described by Harden and Dent. The quantitative data were analysed through descriptive statistics, focusing on frequencies. The data generated from the focus groups were transcribed verbatim, and thematic analysis through an inductive reasoning approach was used.
      Results. The study revealed a non-alignment among learning outcomes, content and assessment of the administration module, causing students to struggle in meeting the expected learning outcomes of the module. In as much as the curriculum documents specified the learning outcomes, the classroom teaching seemed only to be aligned with the described curriculum. In addition to other challenges, the contextual characteristics of the related clinical environment did not support application of what was learnt in the classroom. The assessment practices mirrored the expectations of the curriculum, but were not aligned with contextual realities.
      Conclusion. Nursing students struggle to meet expected learning outcomes related to nursing administration due to the non-alignment among learning outcomes, content and assessment of the module. NEIs in low-resource settings must radically transform their pre-registration nursing curricula to incorporate contemporary issues and clinical contextual realities to enhance the utility of nursing administration learning outcomes.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • The influence of context on the teaching and learning of undergraduate
           nursing students: A scoping review

    • Authors: R. Meyer, S.C. van Schalkwyk, E. Archer
      Pages: 124 - 129
      Abstract: Background. The role that context plays in the teaching and learning space has been well documented.
      Objectives. To synthesise perspectives from previous studies related to the influence of context on teaching and learning among undergraduate nursing students.
      Methods. This study was guided by the stages for review proposed by Arksey and O’Malley. Six databases were searched, generating 1 164 articles. Based on the eligibility criteria, the articles were screened through several processes, resulting in 55 articles being included in the final review.
      Results. Five themes were identified, including the organisational space, the nature of interactions in the healthcare team, the role of the nurse manager, the role of the educator and the academic institution-hospital engagement.
      Conclusion. While there are many studies of the role of context in teaching and learning, this review highlights the interconnectedness of the various factors within the learning context, providing a framework that can inform decision-making when seeking to enhance teaching and learning in nursing education.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • A review of geriatric care training in the undergraduate nursing and
           medical curricula at the University of KwaZulu-Natal, South Africa

    • Authors: K. Naidoo, F. Waggie, M.J. van Wyk
      Pages: 130 - 133
      Abstract: Background. The population in South Africa is ageing rapidly. However, health professionals are reportedly unprepared to provide quality care for the elderly population. A situational analysis of curricula is required to identify the extent to which current training addresses the needs of elderly populations.
      Objectives. To investigate the undergraduate medical and nursing curricula at a South African university regarding geriatric care  training, and explore possible learning opportunities to enhance health professions education in geriatric care.
      Methods. This descriptive exploratory study was conducted through document review and semi-structured interviews with health professions educators.
      Results. In both curricula, a problem-based learning approach was combined with classroom and bedside teaching. A wide range of geriatric topics was covered in each programme, four of which were common to both, i.e. falls, urinary incontinence, dementia and chronic non-communicable diseases. Nursing students were exposed to geriatric patients in multiple settings, while medical students saw geriatric patients mainly in hospitals and community clinics. Geriatric content in both programmes was integrated into other modules, and there was no independent assessment of geriatric competencies.
      Conclusion. Although a multitude of geriatric learning objectives were included in both nursing and medical training programmes, there was limited coverage and a lack of discrete assessment in this field. Opportunities to enhance the current curricula include discrete assessment of geriatric care competencies, and increased interprofessional education. However, faculty development and additional resources would be required in both programmes.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Effect of a teaching programme on knowledge of postoperative pain
           management among nurses at Lagos University Teaching Hospital, Nigeria

    • Authors: M.O. Olawale, O. Olorunfemi, O.M. Oyewole, R.A. Salawu
      Pages: 134 - 139
      Abstract: Background. Postoperative pain management is a way of reducing or eliminating pain and discomfort with minimum side-effects after surgery. Pain is a predictable and expected experience following surgery, and if not well controlled poses a major risk to the patient. Research shows that most patients suffer complications associated with postoperative pain. It is therefore important to develop approaches on how to improve knowledge of postoperative pain management among nurses.
      Objective. To determine the effectiveness of a teaching programme on the knowledge of postoperative pain management among nurses in the adult surgical ward of Lagos University Teaching Hospital, Nigeria.
      Methods. A quasi-experimental research design was conducted, and an accidental sampling technique used to select a total of 60 nurses. Probability sampling was used to divide this group into two (control n=30, experimental group n=30). Data were collected using a modified structured questionnaire, the ‘Knowledge and attitudes survey regarding pain’ tool. Ethical clearance was obtained from the hospital before the administration of the questionnaire. Data obtained were coded and analysed using Statistical Package for Social Sciences version 21.0 statistical software, at p=0.05 level of significance.
      Results. The pre-intervention mean (standard deviation) score on knowledge of postoperative pain management among participants in the control group was 1.05 (0.60) and 1.06 (0.63) in the experimental group, with a mean difference of 0.01. Following intervention, there was a rise in mean score on knowledge of postoperative pain management among the nurses in the experimental group to 1.62 (0.97), while participants in the control group had 1.05 (0.62), with a mean difference of 0.57. There were significant statistical differences between the pre- and post-intervention mean score of participants’ knowledge of postoperative pain management (t=3.68, p=0.00).
      Conclusion. The teaching programme was effective in improving participants’ knowledge of postoperative pain management. Therefore continued education on postoperative pain management is recommended for nurses who are involved in the care of postoperative patients.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Factors contributing to poor performance of student nurses in anatomy and
           physiology

    • Authors: X.L. Mhlongo, T.E. Masango
      Pages: 140 - 143
      Abstract: Background. Student nurses in South Africa view anatomy and physiology (A&P) as the most complex subject in the nursing curriculum.
      Objective. To describe the factors contributing toward inconsistent and fluctuating performance among student nurses doing A&P as a subject.
      Methods. The study adopted a quantitative descriptive design. Census sampling was used to draw a sample size of 114 respondents. A
      structured self-administered questionnaire with close-ended questions was used to collect data from the six nursing campuses
      under study. Raw data were captured using Excel spreadsheets, and descriptive and inferential statistics were used to analyse data.
      Results. The key findings were: (i) poor teaching strategies contributed to subject failure; (ii) lack of after-class sessions had an impact on failure; (iii) a shorter study period for examinations contributed to failure; and (iv) a language barrier also played an important role in students’ failure in A&P.
      Conclusion. Student nurses struggle with and find A&P in nursing programmes challenging and anxiety-provoking. Nurse educators need to come up with innovative teaching strategies that will ensure an integrative approach to link theory to practice and to link sciences throughout curricula. Support programmes are needed to help students enhance performance in A&P. The examination schedules should be adjusted so that student nurses have enough time to study, and nurse educators should engage students in active learning.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Predicting effect of emotional-social intelligence on academic achievement
           of nursing students

    • Authors: A. Alenezi, M.S. Moustafa Saleh, R.A. Gawad Elkalash
      Pages: 144 - 148
      Abstract: Background. Academic achievement refers to the extent to which a learner, instructor or institution has accomplished their short- or long-term educational goals. There are inconclusive results about the individual factors that successfully predict academic performance. Emotional intelligence has been a popular topic in the field of higher educational learning. Several research reports have shown that emotional intelligence is one of the factors that successfully predicts students’ academic achievement.
      Objectives. To examine the relationship between emotional-social intelligence (ESI) and self-reported academic achievement among nursing students.
      Methods. A descriptive-comparative approach was used. The study was carried out on 127 nursing students from different academic levels. The study used two tools, namely an ESI questionnaire and an academic achievement scale.
      Results. The females had statistically significant higher means than the males in their scores on the ESI questionnaire (p=0.042) and interpersonal competencies (p=0.003). There were positive correlations between ESI score, its five components and students’ self-reported academic achievement.
      Conclusion. The outcome of this study suggests that educational planners and academicians should embrace emotional intelligence-developing courses at college and university levels.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Liberalisation of education in Cameroon: The liberating-paralysing impact
           on nursing education

    • Authors: M.N. Maboh
      Pages: 149 - 153
      Abstract: Background. Developing nursing’s capacity to influence relevant government policies is a goal of organised nursing. This is challenging for countries such as Cameroon with centralised systems of government, where organised nursing has few to no structures to influence relevant policies, including nursing education policies. However, government may at certain moments pursue policies that have unintended effects on nursing. The Cameroon government’s liberalisation of education was one such policy that, though not specifically targeted at nursing, continues to affect nursing education in Cameroon.
      Objectives. This study sought to explore the nature and effect of the liberalisation policy on nurse education in Cameroon.
      Method. The study design was based in constructivist grounded theory, a contemporary interpretation of grounded theory. Audio-recorded interviews were conducted with a sample of 10 nurses, purposively drawn from nurse education leadership. Government policy texts on nurse education from independence to present, and interview transcripts, were imported into NVivo 10 software for analysis.
      Results. Results showed that liberalisation was based on a 2001 law that officially approved private higher institutes of learning. This led to the start of nursing programmes in these institutes and in universities, leading to the awarding of degrees hitherto unavailable in the country. Some nurses quickly embraced these changes, while others actively resisted them. Analysis of these interacting forces revealed a state of liberalising paralysis that fails to adequately advance nursing education.
      Conclusion. A strong nursing body with long-term strategic goals is needed to maximise opportunities where government policy such as liberalisation inadvertently favours professional growth and advancement
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
  • Competencies for structured professional development of neonatal nurses in
           South Africa

    • Authors: C. Maree, M. Scheepers, E.S. Janse van Rensburg
      Pages: 154 - 160
      Abstract: Background. The unpredictability of any illness at birth, and recovery from such an illness after birth, create challenges for nurses involved in neonatal care, and require competent nurses in the period following birth in both resource-limited and technologically advanced contexts. Neonatal nursing emerged worldwide as a nursing specialty over the last five decades to meet these challenges through in-depth knowledge of healthy, preterm and ill neonates. There is a high demand for neonatal nurses to lower neonatal mortality and morbidity, negative media exposure and litigation.
      Objectives. To reflect on a competency framework for nurses in neonatal practice to enhance professional development that is context specific.
      Methods. A competency framework for nurses involved in neonatal practice was developed and validated through nominal group techniques, literature control and Delphi techniques.
      Results. Although nurse training is done at tertiary education institutions, there is a gap in ensuring consistencies in clinical performance and professional development from novice to expert, especially in a field such as neonatal care. Professional development can enhance the standard of neonatal care, especially if linked to competencies that are specific to the neonatal context.
      Conclusion. A competency framework has an important role to play in equipping nurses in neonatal practice with the knowledge and skills required to reduce the persistent neonatal mortality and morbidity rates in South Africa.
      PubDate: 2021-04-29
      Issue No: Vol. 12, No. 3 (2021)
       
 
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