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Background. Scientific advancement, particularly in the area of information communication technology (ICT), challenges the mode of knowledgeadvancement at universities. Such challenges are especially evident in the area of postgraduate (PG) research supervision, particularly in the light of the changing students’ demography, whereby there is a radical shift from full-time campus-based students to part-time students. This challenge is compounded by many countries not considering research competency as a requirement for PG supervision – the result of static and outdated curricula.Objective. To explore the perceptions of PG nursing students with regard to the research supervision process.Methods. A quantitative research study was conducted at the University of KwaZulu-Natal (UKZN), Durban, South Africa using non-convenience sampling.The PG Research Experience Survey questionnaire was adapted for the current study. Ethical clearance was obtained from UKZN’s Ethics Committee.The population consisted of the PG coursework Master’s nursing students who were registered for the research project module during 2012. A total of 56students participated, with a response rate of 70%. Data were analysed using the Statistical Package for the Social Sciences 19 (SPSS 19) (IBM Corp., USA).Results. The findings revealed that more than half of the respondents (66.2%; n=37) rated the level of support from research supervisors as moderateon a scale of low to high. The period of research supervision, mode of attendance and status within the university were identified as factors influencingthe perceptions of support from research supervisors.Conclusion. This study recommends that, to improve the quality of research supervision, there is a need to include a research supervision module inthe curriculum of nurse educators and to adopt online research supervision, underpinned by the extensive use of ICT to accommodate both part-timeand full-time PG students.

Background. The global landscape of higher education has repositioned itself, moving away from insular institutions towards open responsive systems of teaching and learning with an emphasis on cultivating a new mode of knowledge production. The South African higher education system has responded to these global changes by recognising the contribution of research productivity as a commodity within the overall worldwide knowledge economy. These changes have contributed towards an increased intake of candidates in many university faculties, including nursing, to meet the demand of producing highly skilled graduates. Objectives. To explore and describe the current practices and experiences of nurse academics regarding postgraduate research supervision. Methods. A descriptive exploratory design with in-depth interviews was used, and a self-reported questionnaire eliciting information on research supervision practices. Results. Three emergent themes were identified from the results of this study: a lack of standardised guidelines for nurse academics to effectively supervise postgraduate research; the pressure that nurse academics experience regarding postgraduate research supervision; other demanding roles of an academic, such as a high teaching and clinical workload. Conclusion. The study demonstrated gaps in research supervision, shared frustrations such as feelings of isolation, and a lack of support systems.

Background. Community-based education (CBE) serves as a primordial instrument in the implementation of primary healthcare (PHC). Learning experiences in community-based settings provide students with learning opportunities, as they are actively engaged in PHC-associated activities in under-resourced communities. Many nursing schools in higher education integrated and implemented a CBE programme with an end-goal of becoming healthcare practitioners who are responsive to the needs of the community. Objectives. To establish how PHC philosophy is promoted through a community-based nursing education programme. Methods. The study was non-experimental and cross-sectional with a quantitative approach and was done at a selected higher education institution in KwaZulu-Natal, South Africa. A total of 118 participants were selected using the non-probability convenience sampling technique. A self-report questionnaire was distributed to the participants; 91 questionnaires were completed and returned – a response rate of 73.3%. Ethical clearance was obtained from the University of KwaZulu-Natal Ethics Review Committee. Participation was voluntary, informed consent was obtained, and other ethical principles were respected. Data were analysed with the Statistical Package for Social Sciences (SPSS). Descriptive and analytical analysis was used to analyse the data. Results. The participants reported exposure to community-based learning from the first until the fourth year of their study programme. Participants (69.9%) indicated that their learning activities had involved members of the community. The community-based learning projects, which mostly promoted a PHC philosophy, included prevention of illness, injuries and social problems (90.1%), health promotion (89%) and engaging communities in community-based learning activities to promote their self-reliance and self-determination (76.9%). Conclusion. Findings revealed that the community-based learning experiences of students promoted a PHC philosophy and that underprivileged community settings provided a rich learning environment.