From rigour and trustworthiness validating mixed methods dating by www marrymecity com 2016

From rigour and trustworthiness validating mixed methods

Some of the drives implemented include increasing the number of people tested for HIV, the introduction of ART fixed-dose combinations providing a less challenging regiment of medication, and the increased number of people started and maintained on treatment (WHO 20). Integration in the curriculum relates to knowledge, and skills are combined across discipline and subjects area, and the merger may vary in depth, type and purpose, supporting theoretical, applied and practical integration (Kachra and Schnietz 208; Mac Math, Wallace & Chi 202).

In South Africa, similar to many other countries, nurses constitute the majority of health care workers (Dohrn, Nzama & Murrman 2009: S27; Flodgren et al. This makes the vital role of nurses in the fight against the HIV epidemic unquestionable, as evidenced by the various targets set to ensure the success of the various polices, guidelines, and goals that have been set. In an article previously published by the authors of the current article, HIV and AIDS related competencies for nurse graduates in South Africa were presented; namely knowledge, policy, ethics, interdisciplinary approach, personal and professional development, holistic safe practice, and health education (Marie Modeste & Adejumo 2014a).

School of Nursing, University of the Western Cape, South Africa Correspondence to: Regis Marie Modeste Email: [email protected] Postal address: Robert Sobukwe Road, Bellville 7535, South Africa Dates: Received: 07 Apr. Methods: This study adopted a constructivist paradigm, using a qualitative approach, applying the design step of the process model of curriculum development, to validate the integration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum.

Objective: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa.

The population for this validation phase of the study included nurse educators from various universities that offer nursing undergraduate programmes and were involved in the development of the HIV and AIDS nursing competencies and mapping of the related outcomes, namely, nurses in the clinical setting in the Western Cape, recent graduates, people living with HIV as representatives from an organisation that provided care and support to people living with HIV and AIDS, as well as nurses with expertise in the field of HIV and AIDS.

The decision to integrate needs to be supported by intellectual criteria, such as the content integrity, validity of the aspects to be integrated within, for and beyond the discipline.

The practical criteria include common planning time, budget, and flexible schedule for the integration, as well as support and personal commitment (Ackerman 1989; Alberta Education 2007; Hagan et al. This study adopted a constructivist paradigm, which postulates that people develop subjective meanings of their experiences of the world in which they live.

South Africa has made the fight one of its top priorities, and has developed plans to increase the role of nurses in the management of HIV, demonstrating its willingness, commitment and progress in the fight against HIV.

& Adejumo, O., 2015, ‘Validation of the integration of HIV and AIDS related nursing competencies into the undergraduate nursing curriculum in South Africa’, Curationis 38(2), Art. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV, increasing health care access, and strengthening the health care system.

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The first phase of the study developed the HIV and AIDS related nursing competencies for new nurse graduates, and the second phase of the study developed outcomes for each developed HIV and AIDS nursing competency for the four year Bachelor of Nursing programme, as well as the outcomes for each year level, providing vertical and horizontal integration.

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