Die onderrig van professionele praktyk in die geïntegreerde, vierjaar verpleegkunde program

[摘要] English: Florence Nightingale was 206 years ago of opinion that Nursing is not a household sercide or charity service and that nurses should be educated Nursing today is acknowledged as a profession and the aim of Nursing Education, as formulated by the South African Nursing Council (SANC) is that student nurses should be holistically developed. In contrast to 20 years ago, professional nurses today have to function autonomously, scientifically, within legal and ethical frameworks as well as cultural congruently. It is no more expected from professional nurses to only act on doctors' prescriptions, to perform technical procedures or to only observe patients and record information.They have to practice as independent practitioners. In accordance to SANC requirements, students are educated in the science and art of Nursing, other related sciences as well as Ethics and Professional Practice (Björkstrom, et al., 2006:505; Davis, Tschudin & de Raeve, 2006:21; Jormsri, Kunaviktikul, Ketefian & Chaowalit, 2005, intyds; Gastmans, 2002:intyds; Taft, 2000:intyds; Hussey, 1996:251) When students apply for registration with SANC after they have completed their studies, they actually declare that they comply with the autonomy, responsibility, values and norms of Nursing and are prepared to practice accordingly.This implies that they declare that they have developed a professional identity. Development of professional identity is an ongoing process and has to be addressed, amongst others, in the teaching of Ethos and Professional Practice. The aim of this study was to understand what the nature of Professional Practice is and to assess the process of teaching of Ethos and Professional Practice at national level. The research was explorative, descriptive and explainatory in nature and both quantitative techniques and qualitative techniques were used for gathering of data. Data gathering was done in different phases, namely analysis of disciplinary hearings, focus groups, literature analysis as well as telephone interviews. The results indicate that the majority of nursing institutions teach the content appropriate to SANC's guidelines.These guidelines were drafted in 1985 and is currently being revised. The profile of the students who are entering Nursing has changed.It is therefore a concern that traditional teaching techniques, such as lectures, class room discussions as well as written assessment are still mostly used in teaching Ethos and Professional Practice. These techniques do not improve development of professional identity. The time allocated to the teaching of [Ethos and] Professional Practice is problematic if the development of professional identity is required. Teaching and following-up of students with regard to [Ethos and] Professional Practice in the clinical setting was found to be insufficient.Taking this into account as well as the fact that there are not sufficient positive role models present, make it impossible for students to develop a professional identity. Students who do not develop a professional identity have a greater risk of unprofessional conduct. A framework, aimed at teaching [Ethos and] Professional Practice in order to develop a professional identity was compiled. This aims to enhance professional conduct.

[发布机构] University of the Free State