Learning experiences of students during integrated management of childhood illness (IMCI) training
Published Article === The aim of the study on which this article is based was to reflect on the learning experiences of students during integrated management of childhood illness (IMCI) training in an undergraduate programme. IMCI is a set of guidelines that was established by the World Health Organ...
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Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein
2015
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Online Access: | http://hdl.handle.net/11462/641 |
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ndltd-netd.ac.za-oai-union.ndltd.org-cut-oai-ir.cut.ac.za-11462-6412016-03-16T03:59:04Z Learning experiences of students during integrated management of childhood illness (IMCI) training Van Dyk, D.L. Bezuidenhout, H. Central University of Technology, Free State, Bloemfontein Learning experiences Integrated Management of Childhood Illness Undergraduate programme Significant learning Clinical learning experience Primary healthcare clinic Published Article The aim of the study on which this article is based was to reflect on the learning experiences of students during integrated management of childhood illness (IMCI) training in an undergraduate programme. IMCI is a set of guidelines that was established by the World Health Organisation (WHO) for cost-effective quality care for children younger than five to prevent diseases and death (WHO, 2004). Skilled primary healthcare workers are required to provide quality care at first contact with these children. The IMCI package was presented as an integral part of the second-year module that focuses on primary healthcare. In order to improve the quality of health services and refocus the health system on primary health-care (South Africa Department of Health, 2010), students have to demonstrate that they have achieved competence. According to Killen (2000:188), competence is a holistic term and focuses on knowledge, skills and values instead of competencies, which refer to specific capabilities. Primary health-care workers who act competently will integrate foundational IMCI knowledge with skills and values as well as with the ability to verify their decisions (Killen, 2000:188). Aqualitative, exploratory and descriptive research design was used to investigate the IMCI learning experiences. Such experiences are one of the indications whether training has been successful and how it can be improved (Suski, 2004:222). Data was collected by means of nominal-group technique (NGT) interviews with second-year nursing students of the training school who complied with the criteria for inclusion. NGT interviews were used effectively to evaluate clinical interaction, education and training.The findings reflected the different emotions experienced during teaching and learning as having been positive, negative or neutral. The consideration of negative emotions will assist with the improvement of IMCI teaching and learning, but all these findings can be useful for other higher-education institutions that present or plan to present IMCI training. 2015-10-05T10:35:07Z 2015-10-05T10:35:07Z 2013 2013 Article 16844998 http://hdl.handle.net/11462/641 en_US Journal for New Generation Sciences;Vol 11, Issue 2 Central University of Technology, Free State, Bloemfontein 1 509 742 bytes, 1 file Application/PDF Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein |
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Learning experiences Integrated Management of Childhood Illness Undergraduate programme Significant learning Clinical learning experience Primary healthcare clinic |
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Learning experiences Integrated Management of Childhood Illness Undergraduate programme Significant learning Clinical learning experience Primary healthcare clinic Van Dyk, D.L. Bezuidenhout, H. Learning experiences of students during integrated management of childhood illness (IMCI) training |
description |
Published Article === The aim of the study on which this article is based was to reflect on the learning experiences of students during integrated management of childhood illness (IMCI) training in an undergraduate programme. IMCI is a set of guidelines that was established by the World Health Organisation (WHO) for cost-effective quality care for children younger than five to prevent diseases and death (WHO, 2004). Skilled primary healthcare workers are required to provide quality care at first contact with these children. The IMCI package was presented as an integral part of the second-year module that focuses on primary healthcare. In order to improve the quality of health services and refocus the health system on primary health-care (South Africa Department of Health, 2010), students have to demonstrate that they have achieved competence. According to Killen (2000:188), competence is a holistic term and focuses on knowledge, skills and values instead of competencies, which refer to specific capabilities. Primary health-care workers who act competently will integrate foundational IMCI knowledge with skills and values as well as with the ability to verify their decisions (Killen, 2000:188). Aqualitative, exploratory and descriptive research design was used to investigate the IMCI learning experiences. Such experiences are one of the indications whether training has been successful and how it can be improved (Suski, 2004:222). Data was collected by means of nominal-group technique (NGT) interviews with second-year nursing students of the training school who complied with the criteria for inclusion. NGT interviews were used effectively to evaluate clinical interaction, education and training.The findings reflected the different emotions experienced during teaching and learning as having been positive, negative or neutral. The consideration of negative emotions will assist with the improvement of IMCI teaching and learning, but all these findings can be useful for other higher-education institutions that present or plan to present IMCI training. |
author2 |
Central University of Technology, Free State, Bloemfontein |
author_facet |
Central University of Technology, Free State, Bloemfontein Van Dyk, D.L. Bezuidenhout, H. |
author |
Van Dyk, D.L. Bezuidenhout, H. |
author_sort |
Van Dyk, D.L. |
title |
Learning experiences of students during integrated management of childhood illness (IMCI) training |
title_short |
Learning experiences of students during integrated management of childhood illness (IMCI) training |
title_full |
Learning experiences of students during integrated management of childhood illness (IMCI) training |
title_fullStr |
Learning experiences of students during integrated management of childhood illness (IMCI) training |
title_full_unstemmed |
Learning experiences of students during integrated management of childhood illness (IMCI) training |
title_sort |
learning experiences of students during integrated management of childhood illness (imci) training |
publisher |
Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein |
publishDate |
2015 |
url |
http://hdl.handle.net/11462/641 |
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AT vandykdl learningexperiencesofstudentsduringintegratedmanagementofchildhoodillnessimcitraining AT bezuidenhouth learningexperiencesofstudentsduringintegratedmanagementofchildhoodillnessimcitraining |
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