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Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of Nursing

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dc.contributor.advisor Masango, T. E.
dc.contributor.author Mhlongo, Xolani Lawrence
dc.date.accessioned 2019-07-19T06:53:18Z
dc.date.available 2019-07-19T06:53:18Z
dc.date.issued 2018-11
dc.date.submitted 2019-07
dc.identifier.citation Mhlongo, Xolani Lawrence (2018) Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of Nursing, University of South Africa, Pretoria, <http://hdl.handle.net/10500/25595>
dc.identifier.uri http://hdl.handle.net/10500/25595
dc.description.abstract Biological nursing science, also known as Bioscience, is a difficult subject or module in nurse training and education worldwide. In the four-year comprehensive nursing diploma programme, Biological Nursing Science (BNS) is one of the core subjects taught in the first year. One of the major bioscience concepts integrated in the undergraduate nursing curriculum is Anatomy and Physiology (A&P). It is essential for students to pass A&P before enrolling for GNS because the two subjects provide details of the normal structures of the body and how they function, which is the foundation of GNS. The failure of students in BNS (Anatomy and Physiology) enrolled for the Diploma in Nursing (General, Psychiatry and Community) and Midwifery is of great concern to the nurse educators and campus principals at the KwaZulu-Natal College of Nursing. The results for the BNS module between 2014 and 2017 indicated that students had problems with the course. Accordingly, the researcher wished to determine the factors that contributed to student failure in BNS (Anatomy and Physiology) in the KwaZulu-Natal College of Nursing. The aim of the study was to identify factors that contributed to the BNS failure rate and make recommendations to improve the pass rate in BNS. The researcher used Jeffreys’ (2013) NURS model as the conceptual framework to examine the influence of student profile characteristics, academic factors, environmental factors and psychological outcomes on Anatomy and Physiology performance. A quantitative, non-experimental, descriptive research design was selected to describe, explain, and predict factors contributing to students’ failure in BNS. Data was collected from 114 respondents by means of a Likert scale-based self-administered structured questionnaire.The study found that shorter breaks between lectures, which caused exhaustion; the one-day study time between examinations; two hours for the subject examination, and educators not involving students in lessons or providing after-class sessions were among the factors contributing to the high failure rate. It is recommended that the curriculum allow sufficient notional hours for teaching; learner support programmes be introduced to assist students who need help; examination timetables be adjusted to allow adequate study and preparation time, and educators involve students in active learning. Recommendations are also made for further research. en
dc.format.extent 1 online resource (ix, 124 leaves) : illustrations (some color), graphs (some color) en
dc.language.iso en en
dc.subject Biological Nursing Sciences (BNS) en
dc.subject Contributing factors en
dc.subject Failure en
dc.subject Performance en
dc.subject Student nurses en
dc.subject.ddc 610.730711684
dc.subject.lcsh Life sciences -- Study and teaching (Higher) -- South Africa -- Evaluation en
dc.subject.lcsh Nursing students -- South Africa -- Psychology en
dc.subject.lcsh Nursing schools -- South Africa -- KwaZulu-Natal en
dc.subject.lcsh KwaZulu-Natal College of Nursing -- Evaluation en
dc.title Factors contributing to failure of student nurses in biological nursing sciences: KwaZulu-Natal College of Nursing en
dc.type Dissertation en
dc.description.department Health Studies en
dc.description.degree M.A. (Health Studies)


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