Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6695
Title: Nursing students’ perceptions of an extended undergraduate curriculum programme within a higher education institution in the Western Cape Province
Other Titles: Thesis (MCur)--Stellenbosch University, 2017
Authors: Julius, Chantal 
Keywords: Curriculum planning;Curriculum planning;Western Cape (South Africa) Nursing;Study and teaching Preparedness;Education Higher
Issue Date: 2017
Publisher: Stellenbosch University
Source: Julius, Chantal, Young, Cornelle, Damons, Anneleen, & Stellenbosch University. Faculty of Medicine Health Sciences. Dept. of Nursing & Midwifery. (2017). Nursing students’ perceptions of an extended undergraduate curriculum programme within a higher education institution in the Western Cape Province. Stellenbosch : Stellenbosch University.
Abstract: The South African government’s solution to correct past discriminations in higher education was to improve access for previously disadvantaged students to tertiary institutions. However, the poor performance of these students indicated their under-preparedness for tertiary education. Extended curriculum programmes were thus implemented to facilitate the success of these under-prepared students in tertiary education. The aim of this study was to explore nursing students’ perceptions of an extended undergraduate curriculum programme within a higher education institution in the Western Cape Province. The objectives of this study was to explore and describe the perceptions of the R425 Diploma nursing students within a higher education institution in the Western Cape Province about: • the extended undergraduate curriculum programme (ECP) that they had completed • whether the ECP assisted with their integration into the mainstream programme • how the ECP could be improved to better facilitate integration and success in the mainstream programme A descriptive design with a qualitative approach was applied and a purposive sampling method was utilised to select ten participants for two focus groups. The data was collected via focus groups with the use of semi-structured interviews to acquire diverse perspectives on the extended curriculum programme. The findings of the study included an insightful description of the extended curriculum programme by the participants, where they candidly spoke about the benefits but also the negative aspects of the programme. The participants articulated that the programme assisted immensely in their successful integration into the mainstream programme and gave valuable information on how the extended curriculum programme can be improved.
URI: http://hdl.handle.net/11189/6695
Appears in Collections:HWSci - Books / Book Chapters

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