Estrategias y programas para una correcta intervención

3.7.1.1 Setting

As the integration model was being developed for the nursing programme at UWC, the workshop was planned to be held at UWC, the same setting used for the second phase of the study.

3.7.1.2 Population

For this study the population was lecturers and clinical facilitators at the School of Nursing at UWC, nurse educators from the various universities that were involved in the first phase of the study, nurses working in clinical settings in the Western Cape, recent graduates from UWC, the representative from the organization that provides care and support to people living with HIV and AIDS, and nurses with expertise in HIV and AIDS.

104 3.7.1.3 Sampling

Using volunteer and purposive sampling, one recent graduate, one registered nurse, nurse educators at the various universities involved in the first phase of the study and lecturers and clinical facilitators from the School of Nursing at UWC that had participated in the first two phases of the study were invited to participate in the workshops. In addition, one registered nurse and two people from the community that were not part of the first study were invited to participate. This was done to expose the work to people that have expertise with regard to HIV and AIDS, but had not participated in the first two phases, so that they could bring a fresh perspective with the potential to increase the quality of the work. A nurse educator and manager with expertise in HIV and AIDS were identified purposefully; due to various work commitments she was invited to review the product of phase 2 of the study and provide feedback electronically.

Due to work commitments and limited financial means, only one nurse educator from outside the Western Cape Province attended the workshop, while another provided electronic feedback. Furthermore, the recent graduate could not attend the workshop, and instead another registered nurse from the same workplace attended. In total, eight of the participants in the third phase had participated in one or two of the first phases, while the other seven participants were not part of the first two phases of the study. This was done to expose the work to people that have expertise with regard to HIV and AIDS, but had not participated in the first two phases and could bring a fresh perspective with the potential to increase the quality of the work.

3.7.2 Workshop process

The workshop was planned for the whole day, and two main activities were conducted. The researcher facilitated the workshop, and after introducing the study and requesting consent forms and biographical details to be completed, a presentation on the study and the outcomes of the first two phases was given. The participants were informed about the objectives of the workshop and the documents to be used were explained. Having applied the process model for curriculum development, discussions and deliberations about the work done in the previous phases took place in this workshop, as curriculum work is not a linear but a process that requires regular checks on what has been done previously as part of continued evaluation of the process (de Villiers, 2001). Furthermore, the workshop provided the opportunity for

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discussions that fit the constructivist philosophical approach applied in the study as a basis for the work on the curriculum as well as the research process (Denzin & Lincoln, 2003; Wheelahan, 2010).

Three documents1 were provided and used for the review, namely ‘List of HIV and AIDS core competencies and related outcomes for the four-year nursing programme 19 May 2014’ (document 1); ‘Specific competencies for each year level – 19 May 2014’ (document 2), and ‘Are the competency statements allocated to each year level appropriate? – Questions for the workshop on 22 May 2014’ (document 3). The first session of the workshop involved a review of the list of competencies, sub-competencies and related exit outcomes for the four- year undergraduate nursing programme, as presented in document 1 provided in the workshop and the participants were requested to check for completeness, accuracy and appropriateness. In addition to that, participants looked at the flow of outcomes within each competency. After feedback and reaching agreement on suggestions, the second session was used by participants to look at the outcomes that have been mapped over the four-year undergraduate nursing programme, as presented in documents 2 and 3 provided in the workshop. Again the participants checked for completeness, accuracy, flow, appropriateness for each year level and whether the vertical integration is maintained for each competency. After discussion in small groups, the participants gave feedback and the whole group gave comments to reach agreement.

3.7.3 Workshop evaluation

An evaluation of the workshop2 was done by the participants, and comments were requested on the feasibility and appropriateness of the developed integration model of core competencies related to HIV and AIDS into the four-year undergraduate nursing programme. For comfort participants were provided with refreshments, and appropriate breaks were given. The workshop was conducted in English, as all the participants were fluent in that language.

3.7.4 Expert reviews

Due to logistic and financial limitations, none of the invited participants for the last phase of the study were able to participate in the workshop. In this regard, two participants were asked

1

Questions for validation workshop attached in Appendix 5.

2 _{Workshop evaluation form attached in Appendix 6.}

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to review the mapped competencies and provide feedback electronically. They were given the same documents and questions for consideration as what was used in the workshop, and the comments they gave were incorporated with the comments obtained in the workshop to develop the final list of competencies and map them into the curriculum.