Secretariat Bureau locator Acute Term
College of Nursing Academic College
Dr Katoti Tshinabwane
First year Students in Nursing Sciences are teaching female learners, who are predominantly bright intellectually disabled
Whilst raising the assets for the second year of the programme are very few and not fully supported. Hence teacher training materials which are provided to the learners are of inadequate quality as compared to the prior academic year.
4 core values which drive our teaching are but nothing on paper, that is, the following are embodied and talked about
1. Convenience of learners
2. Ability to survive in course-work period
3. Ability to serve the learners
However, in this course, these are put into practice in different ways as our curriculum and teaching methodologies have not been repeated at this level before
In present context, the learners in the second semester of the second course of the second year are the impressionable youths who are not actively studying and are nevertheless trying to gain a foothold to education and attainment. Students from the first year have graduated early due to personal savings.
Most importantly in a nursing setting, “Healing Hands” are the front line decision makers.
Therefore, firstly, if we want to better equip the students to face the future with the confidence that their lifelong educational and future health outcomes are sustainable and one does not run the risk of becoming a chronic or terminal disease patient.
Secondly, we have to ensure that the resources we have are made available, utilised and harnessed for our learners and the overarching objective of this school.
How are such financial resources utilised for the benefit of learners?
All the faculty, hospital staff (including nurses) pay for transport and meal tickets (as needed) so that they are not required to pick up and drop-off learners during their working day. Faculty members work tirelessly in order to be there for learners and save learners additional time and resources thereby lowering their chances of malnutrition and becoming chronic and terminal disease patients.
First College of Nursing (FCN) is collaborating with other University to pursue an Early/late diagnosis programme. Our belief is that, starting in the 4th year, we can target and reduce the number of chronic patients to the extent that we can be a proactive partner for our partners that are working to reduce mortality mortality, morbidity and education in general. Therefore, the school should remain a vital player in this project.
Developing a concept of “Cost Effectiveness” and “Early Curing/Early Curing”. Our thought processes regarding assessing the need to use a “central call centre” (Voicemail or SMS) was based on how the learners use technology and what the early approaches to delivery of information ought to be. Therefore, the idea is that, if we can effectively communicate with our students using technology then we should put systems in place to collect data to support and validate our efforts.
Right now, one thing that needs to be urgently addressed is the Omicron Variant SPX outbreak, thus related information needs to be deployed, thus reducing the cost of the initial outbreak and subsequently increasing the chance of these students to fully participate. Thus, there are several interventions that could be integrated into our curriculum to make the students better able to identify, monitor and treat sickle cell disorder, the risks of which includes higher morbidity and mortality, and reduced quality of life. So, from inception, the core curriculum is to increase and entrench student autonomy within the academic framework. The Omicron specimen sequence for our second year students was set up. Students choose the predefined name for the sequence.
When choosing the name, they are supposed to think about things that they like, if that helps them in terms of moving forward or even doing a certain thing faster.
Also, students are made to write short personal essays when they wish to make a comment on the characteristics or performance of either their current classmates or the instructor, specifically. These essays are posted on the web page. In subsequent years, students have to repeat the examination parts and the personal essay for their third and fourth years. We are looking to ramp up and maintain this tempo by building on this original curriculum formulation.
With students working with novel projects in the big picture this approach (choosing your own name and then choosing the part you want to work on that you like the best) will allow students to have a good intellectual exchange that is beneficial to all!