Abstract
The Department of Health hosted a Nursing Summit in April 2011. The purpose of the Summit was to revitalise the nursing profession for a health life for all South Africans. The Summit afforded the nursing profession an opportunity to reflect on issues of central concern to the profession and health sector where reforms were scheduled to take place. It also was an opportunity to share ideas and energy relating to the long-term challenges confronting the nursing workforce in the health sector. The Summit considered seven themes, namely education and training; resources in nursing; professional ethos; governance, leadership, regulation and policy; positive practice environment; compensation and benefits; and nursing human resources for health. The Summit concluded with a Compact summarising the recommendations made which will be developed into a strategic plan by a Ministerial Task Team appointed to perform this duty.
Highlights
The Department of Health hosted a Nursing Summit in April 2011
Preamble There is global evidence to support the fact that effective clinical education and training contribute to quality nursing education and that both lead to improved patient outcomes (Al Kandari, Vidal & Thomas, 2009; Cowan, Norman & Coopamah, 2009)
Clinical Teaching Associate (CTA): a specialist registered nurse who is appointed in an honorary capacity by an nursing education institution (NEI) based on an MOU with the service facility to enrich the theoretical teaching and assessment of their students and enhance the capacity of the academic staff
Summary
Components of the model for clinical nursing education and training As illustrated in Figure 1, clinical nursing education and training involves four major stakeholders – the student, who is the focus of the activities, the health system in which clinical learning takes place, the nursing education institution responsible for the educational programme of the student, and the regulatory body which sets the standards for practice and education. Organizational structure Clinical nursing teaching and learning involve at least two systems (the health and education systems) working together. Such collaboration is always complex, especially when many NEIs and healthcare settings are involved. A dedicated person should be appointed by the NEI whose only job is to co-ordinate clinical learning experiences: i.e. a Clinical Placement Co-ordinator. This person should have a sufficiently senior position (see job description in Annexure 1). Create positions for preceptors Recruit and appoint a CPC Recruit and train preceptors Establish electronic system for student placement Identify PPEs for clinical placement Identify and recruit CTAs Create a system of honorary appointments, PPE placements and CTAs in terms of MOUs
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