Jeffrey C. Hoffman

Bio: Jeffrey C. Hoffman is an academic researcher from University of the Western Cape. The author has contributed to research in topics: Higher education & Nurse education. The author has an hindex of 2, co-authored 6 publications receiving 22 citations.

The academic transitional experiences of masters’ students at the University of the Western Cape

Abstract: Transition has been a major focus of educational institutions. However, most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate to postgraduate studies, despite the steadily increasing postgraduate enrolment rates in higher education institutions. The discrepancy between the enrolment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters' students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services at UWC. A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters' students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor's degree. The primary reasons listed as motivation for master's study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established.

The meaning of self-leadership for nursing academics of a research programme in the context of a higher education institution in the western cape

Abstract: Background: A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape.Objectives: This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing.Methods: A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data.Results: The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011).Conclusion: Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic’s role.Keywords: Higher education, leadership programme, nursing academics, self-leadership.

Stress and coping – perceptions of final year nursing students returning to clinical practice during the covid-19 pandemic, South Africa

Abstract: Background: The novel nature of the coronavirus disease 2019 (COVID-19) pandemic places challenges on nursing students as they try to complete the clinical requirement of their training. Nursing faculties need to understand these challenges to support and equip nursing students to enter the workforce. Aim: To explore and describe the anticipated and subsequent perceptions of final year Bachelor of Nursing students returning to clinical practice during the COVID-19 pandemic in South Africa. Setting: The study was conducted at two universities in the Western Cape and KwaZulu-Natal, South Africa. Both universities offer 4-year Bachelor of Nursing programmes accredited by the South African Nursing Council and were in ‘hot spot areas’ for SARS-CoV-2. Methods: A qualitative study with focus groups discussions of final year undergraduate nursing students from both universities were conducted. Data were analysed through content analysis using Lazarus and Folkman’s Stress Appraisal Coping Model. Results: Five focus groups discussions with a total of 25 participants were conducted. Three themes with eight sub-themes emerged, the key themes being: primary appraisal and anticipation of returning to clinical practice; contextual influence on primary appraisal and reappraisal to facilitate positive return to clinical practice. Conclusion: Primary perceptions of returning to clinical practice revolved around uncertainty and stress. However, through preparation and the process of reappraisal, participants were able to adapt and cope with the challenges in returning to clinical practice during the pandemic. Contribution: It is important to recognise the role of faculty in supporting nursing students’ transition into situations of uncertainty such as the pandemic.

Exploring development of leadership capacities in undergraduate nursing students through transformative learning : a narrative review : leadership and management

Abstract: Transformative learning (TL) is seen as an instructional reform in health professions education to develop leadership capacities and eventually produce change agents. This article explores the development of leadership capacities of nurse practitioners at an undergraduate level through TL practices. This exploration is based on an exploratory narrative review of literature on TL and leadership capacities. The potential contribution of this exploration of literature can be to raise consciousness among nursing academics about TL with the aim of engendering leadership capacities in their students. This article therefore poses the following question: What is TL and how can it be utilised in the development of leadership capacities in undergraduate nursing students? TL is an adult learning theory that involves an ongoing dialogical process towards self-actualisation and social empowerment of others. It proposes that human beings should expand their consciousness through critical reflection and discourse and, more importantly, act on the new assumptions and perspectives they attain. The preliminary review suggests that TL practices can be used to cultivate leadership capacities in undergraduate nursing students. It is proposed that application of the principles of TL theory be translated into an empirical study to provide evidence-based guidelines on developing leadership capacities in undergraduate nursing students.

Exploring development of leadership capacities in undergraduate nursing students through transformative learning: A narrative review

Abstract: Transformative learning (TL) is seen as an instructional reform in health professions education to develop leadership capacities and eventually produce change agents. This article explores the development of leadership capacities of nurse practitioners at an undergraduate level through TL practices. This exploration is based on an exploratory narrative review of literature on TL and leadership capacities. The potential contribution of this exploration of literature can be to raise consciousness among nursing academics about TL with the aim of engendering leadership capacities in their students. This article therefore poses the following question: What is TL and how can it be utilised in the development of leadership capacities in undergraduate nursing students? TL is an adult learning theory that involves an ongoing dialogical process towards selfactualisation and social empowerment of others. It proposes that human beings should expand their consciousness through critical reflection and discourse and, more importantly, act on the new assumptions and perspectives they attain. The preliminary review suggests that TL practices can be used to cultivate leadership capacities in undergraduate nursing students. It is proposed that application of the principles of TL theory be translated into an empirical study to provide evidence-based guidelines on developing leadership capacities in undergraduate nursing students.

Ethics and education

Abstract: Though C. J. Ducasse was a systematic philosopher who made significant contributions to almost all areas of philosophy, normative ethics is an apparent exception. He published much in meta-ethics, but there is little, if any, of his published work directed explicitly to the question what good ia, or what one ought to do, whatever these evaluative terms might mean. Some philosophers have inferred from this fact, plus the nature of his “skeptical” meta-ethics, that he held no normative view of his own. But such an inference is mistaken. To think that Ducasse espoused no normative view is to miss one whole dimension of his systematic thought — one that knits together firmly certain of his views on education, art, and religion. The latter are not only individual areas interesting in their own right to Ducasse, but seen in certain ways they are part and parcel of his moral philosophy. The purpose of this chapter is to make clear the nature of his “progressive and universal hedonism” by examining carefully his published articles on education and, even more importantly, by drawing upon his unpublished notes on moral philosophy. Though a major point of this chapter is to fill in a gap in Ducasse’s systematic philosophy, we will also offer criticisms of both his meta-ethics and progressive hedonism in the hope of throwing additional light on his ethical views as a whole. One particularly interesting point, as we shall see, is that Ducasse can rebut an objection to hedonism by applying his adverbial analysis of ‘seeing this color’ to ‘experiencing this pleasure’. We will conclude with a discussion of other aspects of Ducasse’s philosophy of education, including his concept of “wisdom.”

Challenges of academic healthcare leaders in a higher education context in South Africa

Abstract: Universities are in a highly competitive environment, needing strong academic leadership. Some heads of departments have been appointed into leadership positions in a healthcare faculty after having been mere academics for a few years. They are more likely to experience challenges.This study aimed to explore the views and understanding of heads of departments in a healthcare faculty on being appointed as academic leaders in a higher education context in South Africa. A qualitative design using 12 individual unstructured interviews was conducted with all the heads of departments in a health sciences faculty. Open coding was conducted and two themes emerged, focusing on the varied skills needed for academic leadership positions and developing leadership skills amongst senior academics. The findings indicated that development of senior academics in leadership should be undertaken by a knowledgeable professional in formal or informal settings, to encourage mentorship and more regular group meetings, while add...

Measurement of nurses' perceived responsibilities and skills for healthcare quality

Abstract: Nurses’ professional responsibilities encompass practices and behaviours that are critical to the provision of high quality and safe healthcare. An instrument was developed to measure changes in nurses’ perceptions of their roles in healthcare quality when undertaking postgraduate education. Findings inform curricula and professional programs designed to develop quality related knowledge, skills and attitudes.