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Perceptions of students and supervisors regarding the block system in general nurse training in Zimbabwe

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dc.contributor.advisor Brink, Hilla
dc.contributor.advisor Alberts, Ursula Una, 1948- Chiware, Zvemusi Josephine Matienga 2015-01-23T04:24:33Z 2015-01-23T04:24:33Z 2000-11
dc.identifier.citation Chiware, Zvemusi Josephine Matienga (2000) Perceptions of students and supervisors regarding the block system in general nurse training in Zimbabwe, University of South Africa, Pretoria, <> en
dc.description.abstract The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. en
dc.format.extent 1 online resource (xxv, 453 leaves) en
dc.language.iso en
dc.subject Block system en
dc.subject Nursing education systems en
dc.subject Perceptions of students and supervisors en
dc.subject Positive and negative aspects en
dc.subject Learning environment en
dc.subject Classroom teaching en
dc.subject Clinical teaching en
dc.subject Teaching methods en
dc.subject Adult learning theory and nursing education en
dc.subject Block system plan en
dc.subject.ddc 610.730715
dc.subject.lcsh Nursing -- Study and teaching -- Zimbabwe en
dc.subject.lcsh Classroom environment -- Zimbabwe en
dc.subject.lcsh Adult learning -- Zimbabwe en
dc.title Perceptions of students and supervisors regarding the block system in general nurse training in Zimbabwe en
dc.type Thesis
dc.description.department Health Studies D.Litt. et Phil. (Advanced Nursing Sciences) en

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