A big thank you to the staff and student community at the University of KwaZulu-Natal, especially the School of Nursing. Purpose of the study: This study aimed to explore and describe the mechanisms used to increase throughput and performance in postgraduate nursing programs at the University of KwaZulu-Natal. Results: This study revealed that the support mechanisms for increasing student numbers and success rates are structured in three phases: the pre-enrollment phase, the integration phase, and the participation phase.
Appendix 6: A letter to UKZN, Request from the School of Nursing for permission to conduct the study.
INTRODUCTION
LITERATURE REVIEW
METHODOLOGY
Whether the interaction between student and teacher promotes student success. The curriculum of the courses meets the learning needs of students. The role of students in the teaching-learning process. Promoting student success through assessment methods used Need for extra personal effort to succeed. Whether former students completed their studies on time. Transfer to other courses or educational institutions. Turnover associated with resuming full-time employment.
INTRODUCTION AND BACKGROUND TO THE STUDY
- Introduction
- Background to the study
- Problem statement
- Purpose of the study
- Research Objectives
- Research questions
- Significance of the study
The purpose of this study was to investigate and describe the mechanisms used to increase throughput and performance in postgraduate nursing programs at the University of KwaZulu-NatalI. Find out what is enabling increased throughput and success in postgraduate nursing programs at the University of KwaZulu-NatalI. What support mechanisms exist to ensure increased throughput and success of postgraduate nursing students.
This study sought to explore and describe the mechanisms necessary to enhance performance and success in postgraduate nursing students.
LITERATURE REVIEW
Mandew (2003) reiterated the need for increased student progression and success as a means of promoting student development and lifelong learning in a changing environment. Ferrer de Valero (200I) suggested that the ability to increase throughput and graduation rates depended on both individual student characteristics and institutional factors. Drawing on the context of South African higher education, Lessing and Schulze (2002) outlined numerous issues that arise in postgraduate mentoring and that can hinder the progression and success of postgraduate students.
Ultimately, this is likely to lead to better academic achievement, leading to greater throughput and success.
RESEARCH METHODOLOGY
- Introduction
- Research Setting
- Validity and Reliability for Quantitative Methods
- Data Analysis
- Ethical Considerations and Data Management
To gain access to study participants, a list of registered postgraduate students was obtained from the School of Nursing. The researcher also used the university's e-mail system (GroupWise) address book to search for all registered postgraduate nursing student e-mail addresses (corresponding to their registered student number) and e-mailed them explaining the purpose of the study and inviting them to participate. Postgraduate students were invited to participate in the study after explaining the purpose of the study and participant rights.
To ensure external validity, the sample used for this study included all available members of the study population.
DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF FINDINGS
Qualitative Data Results
- Disparity in expectations
- Student support mechanisms
- Facilitating factors
- Outcomes
Some participants felt that the university expects graduate students to know everything and provides very limited assistance. Study participants also pointed out that lecturers expected students to be computer literate, as some modules were offered online. This guidance made me feel good in the new school environment and gave me guidelines on how to continue my studies. .. the professor called me and gave me instructions about the types of subjects I will be working on.
1 knew 1 was going to do a master's degree, but 1 didn't know the structure of the subjects. .. the documents provided to us clearly describe what is required of each student when registering in relation to the modules and credits offered in individual academic programmes. Some of the study participants considered the information provided during the orientation regarding the various career paths of the students at the university and the academic advising received by the student to be extensive. The programs responded to work-related needs (needs of the employer) and also responded to the personal needs of the students.
Focus group interviews revealed that the university offered a program that responded to the work-related needs of the students. According to participants, some of the information was outdated and the university website, including the school website, needed some updating. Some participants highlighted that some staff members do not listen to what you say, they respond without understanding what you are trying to convey to them, as mentioned in these extracts; .. the problem was the reception I received from the manager who was very unfriendly.
Some participants highlighted that access to the library outside the university and the nature of the resources available in the library posed some limitations to their learning. Some of the challenges students encountered, as shown above, were confirmed by library staff.
Conclusion
Some of the study participants felt that they were in a teaching-learning environment that enabled them to learn and complete their studies because of the flexibility of the programs and the people involved in the teaching and learning process. 1find this learning environment to be very mature and one that enables you to complete what you need to do because of the flexibility and maturity of the people involved in the course.
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
- Phases of student support
- Barriers to student throughput and success Under-prepared students
The findings of this study showed that the majority of the study participants (88.1 %) were female students from the Republic of South Africa and other African countries. Most of the participants were from traditional programs where the teacher gave direction to the learning process. Some of the participants reported that they relied on each other as students to progress through their graduate programs.
The relevance of the programs to the students' needs acted as a motivator for them to work harder. Findings from this study revealed that the coursework cUlTiculum is responsive to students' learning needs, and some of the study participants felt that the curriculum was responsive to their personal development needs by enabling them to become lifelong learners. Quantitative data reflected that participants considered the assessment methods used to facilitate success.
The first row of participants' qualitative data indicated that they had to invest their personal effort in their studies to succeed. Prior knowledge and work experience emerged from the qualitative data as one of the factors that facilitated learning and success in graduate nursing programs. However, some of the participants did not have the required experience in the field of specialization they chose.
Some of the focus group interview participants reported concerns about the quality of the relationship between the students and research supervisors. Some of the study participants felt that the university lacked mentoring services, while other universities assigned advisors and mentors to students when they arrived.
Recommendations
The findings of the study showed that there was a mismatch between the students' expectations of the university and what the university expected from the students and this affected the way support was provided to students. It is recommended that the university consider the background of the students in order to develop support mechanisms that respond to the actual needs of the students. It is also recommended that the University should develop where possible structured support mechanisms specifically aimed at postgraduate students.
It has been recommended by fm1 that the University should introduce a mentoring program through which senior postgraduates can mentor new students as early as possible in their programme. The university should create mechanisms to support part-time students and even international students because, according to the Funding Framework for Higher Education Institutions in South Africa. The aim of the present study was mainly aimed at postgraduate students and could not reach the dearest students to give their explanation about the nature of student support provided in the university.
This study used instruments developed by the researcher guided by the research objectives and the theoretical framework. The scope of the study was limited in a sense that only currently registered students' views are reflected in the findings. The study revealed that the average age category of the study participants was between 36 and 45 years old, with an average work experience of more than 5 years.
Findings revealed that 1110th of the students' expectations were met, but a discrepancy between student and university expectations was also reported. The study findings also showed that various support mechanisms for increasing student throughput rates and success are offered in the three phases of student engagement at the university.
Qualitative Data Analysis Template
34; the university expects us to get the information from the internet, whether you have IT skills or not, that is not considered. 34; some of us call from our countries and are told about websites where we can obtain certain information." 34;As we engage in class, it is as if we are in a management meeting, discussing issues and providing theoretical evidence that supports our argument.
We are learning a lot from the program requirements that push us to realize the potential we have within us. For example, I can already see how I will apply what we are doing in my nursing education class to my setting. When we got to the school for the faculty officer, they were closing.
34;Orientation takes place at a time when we are involved in a number of things, such as registration, sorting out fees. 34;There is a tennis court on my campus and I like tennis, but the prowamme demands are too much..." Poor organization and "The program is very packed and challenging, some of our time management skills struggle with time management and it is because we (life skills) are not able to sit down and plan at the beginning of the year.
34; ..1 think they have their own important things. She likes to tell us that she's attending a faculty board meeting, or she'll leave class halfway through because she has to attend one. It annoys us and the facilitator knows it, but she doesn't do anything about it.
KWAZU LU-NATAL
RE: Request for permission to collect data from postgraduate nursing students. I am a masters student at the University of KwaZulu-Natal in the nursing education program. 34;An investigation into student support mechanisms in postgraduate nursing programs at the University of KwaZulu-Natal: a student's perspective". After obtaining the university ethics clearance (Ethical Clearance Approval Number HSS/0223/08M), I would like to your permission to collect data from postgraduate nursing students.
KWAZULU-NATAL
