SciELO - Scientific Electronic Library Online

vol.15 número1Nursing in Saudi Arabia: Reflections on the experiences of South African nursesPrevalence of zinc deficiency among primary school children in a poor peri-urban informal settlement in South Africa índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados



Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google


Health SA Gesondheid (Online)

versão On-line ISSN 2071-9736
versão impressa ISSN 1025-9848

Health SA Gesondheid (Online) vol.15 no.1 Cape Town  2010




A model for incorporating specialist nurse education into a university context. Part 1: Methodological perspectives



Judith C. BruceI; Hester C. KlopperII

IDepartment of Nursing Education, University of Witwatersrand, South Africa
IISchool of Nursing Science, North-West University, Potchefstroom campus, South Africa





The education of nurses for specialist practice takes place mainly in nursing colleges. In view of ongoing debates about the future positioning of nursing education, an investigation regarding the incorporation of college-based specialist nurse education into universities was needed. The purpose of the study was to develop and describe a model for specialist nurse education in a university. The objectives were set in two phases: Phase 1 objectives were designed to enable the identification of concepts in relation to university education and Phase 2 objectives, to enable the development of a model for specialist nurse education in a university context. This paper gives an account of only the methodology used to meet the research purpose and objectives. It outlines the objectives of Phases 1 and 2, including a detailed description of the research design. In discussing the research design, particular attention was given to theory development. The research methods were described with reference to data collection methods and procedures, study samples and sampling methods, data analysis methods and processes, to ensure the trustworthiness of the study. The model is described in Part 2 of the article.

Keywords: specialist nurse education; tertiary education; methodological perspectives; theory generation; relational statements


Die onderrig van verpleegkundiges in gespesialiseerde verpleegpraktyk vind hoofsaaklik in verpleegkolleges plaas. In die lig van die voortslepende debat rondom die toekomstige posisionering van verpleegonderrig is ondersoek na die inkorporering van spesialis vepleegopleiding aan universitieite as noodsaaklik geag. Die doel van hierdie studie was om die model vir gespesialiseerde vepleegopleiding aan universitiete te ontwikkel en te beskryf. Die navorsingsdoelwitte is geformuleer aan die hand van twee fases. Die doelwitte in Fase 1 was ontwerp om die konsepte betreffende universiteitsopleiding te identifiseer. Die doelwitte in Fase 2 was op die ontwikkeling van 'n model vir die onderrig in gespesialiseerde verpleegkunde aan 'n universiteit gerig. Hierdie artikel gee 'n oorsig oor slegs die metodiek wat gebruik is om die doel en navorsingsdoelwitte te bereik. Dit verskaf 'n oorsig oor Fase 1 en 2 en sluit 'n omvattende beskrywing van die navorsingsontwerp in. In die bespreking van die navorsingsontwerp word spesifieke aandag aan teoriegenerering gewy. Die navorsingsmetodes word beskryf met verwysing na data insamelingsmetodes-en-prosedures, die steekproef, en steekproefmetodes, data analiseringsmetodes-en-prosedures wat die betroubaarheid van die studie verseker het. Die model word in Deel 2 van die artikel beskryf.



“Full text available only in PDF format”




Bruce, J.C. & Klopper, H.C., 2008, 'University education for specialist practice: Views of specialist nurse practitioners', Africa Journal of Nursing and Midwifery 10(2), 5-20.         [ Links ]

Burns, N. & Grove, S.K., 2005, The practice of nursing research: Conduct, critique and utilization, WB Saunders, Philadelphia.         [ Links ]

Chinn, P. & Kramer, M., 1995, Theory and nursing: A systematic approach, Mosby, St Louis.         [ Links ]

Council on Higher Education (CHE), 2001, 'The state of higher education in South Africa', Annual Report 2000/2001, CHE, Pretoria.         [ Links ]

Creswell, J.W., 1994, Research design: Qualitative and quantitative approaches, SAGE, London.         [ Links ]

Department of Education, 2001, National Plan for Higher Education, Department of Education, Pretoria.         [ Links ]

Dickoff, J., James, P. & Wiedenbach, E., 1968, 'Theory in a practice discipline. Part 1: Practice oriented theory', Nursing Research 17(5), 415-435.         [ Links ]

Edwards, A. & Knight, P., 1995, Assessing competence in higher education, Kogan Page, London.         [ Links ]

George, J.B., 2002, Nursing theories: The base for professional nursing practice, Prentice-Hall International, London.         [ Links ]

Krefting, L., 1991, 'Rigor in qualitative research: The assessment of trustworthiness', American Journal of Occupational Therapy 45(3), 214-222.         [ Links ]

Krueger, R.A., 1994, Focus groups: A practical guide for applied research, SAGE, Thousand Oaks, CA.         [ Links ]

Lincoln, Y.S. & Guba, E.A., 1985, Naturalistic inquiry, SAGE, Beverly Hills, CA.         [ Links ]

McMillan, J.H. & Schumacher, S., 2006, Research in education evidence-based inquiry, Pearson Education, Boston.         [ Links ]

Reed, J. & Payton, V.R., 1997, 'Focus groups: Issues of analysis and interpretation', Journal of Advanced Nursing 26, 765-771.         [ Links ]

Sandelowski, M., 1993, 'Rigor or rigor mortis: The problem of rigor in qualitative research revisited', Advances in Nursing Science 16(2), 1-8.         [ Links ]

Smith, M.J. & Liehr, P.R., 2008, Middle range theory for nursing, 2nd edn., Springer, New York.         [ Links ]

South Africa, 1997, Higher Education Act, Government Printer, Pretoria.         [ Links ]

South Africa, 2008, Higher Education Amendment Act, Government Printer, Pretoria.         [ Links ]

South African Nursing Council (SANC), 1993, Regulations relating to the course in clinical nursing science leading to registration of an additional qualification, R212, SANC, Pretoria.         [ Links ]

Strauss, A. & Corbin, J., 1990, Basics of qualitative research, SAGE, London.         [ Links ]

Traynor, M. & Rafferty, A.M., 1999, 'Nurse education in an international context: The contribution of contingency', International Journal of Nursing Studies 36, 85-91.         [ Links ]

Walker, L. & Avant, K.C., 1995, Strategies for theory construction in nursing, Prentice-Hall International, London.         [ Links ]

Watson, R., 2002, 'Clinical competence: Starship enterprise or straitjacket?', Nurse Education Today 22(6), 476-480.         [ Links ]



Judith Bruce
Department of Nursing Education, Wits Medical School
7 York Road, Parktown
Johannesburg 2193
South Africa

Received: 01 Sept. 2009
Accepted: 15 Sept. 2009
Published: 30 Mar. 2010

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons