Student nurses lived experiences of strikes at a College in the Western Cape

by Lynette Cicilia Botha Student number: 14497778 A proposal submitted in partial fulfilment of the requirement for the degree of Magister Curationis

University of Stellenbosch

Supervisor: Professor L. King

2011 Student nurses lived experiences of strikes at a College in the Western Cape

KEY WORDS Student nurses Strikes Nursing college Lived experiences Equity Theory Justice

ABSTRACT In the field of nursing education, like in any other profession, there are sets of standards and norms at which students are expected to abide with. They are expected to behave in a manner which is acceptable for the institution and for the society in general. However, it is inevitable that there are disruptions from such required behaviour, such as in case of participating in strikes and protests to voice out their insights and be heard. In this paper, the author provides a proposal which seeks to investigate the lived experiences of student nurses in strikes and protests at an educational institution. Such will be carried out in the form of a descriptive research and with the use of phenomenological approach. The respondents will include third and fourth year nursing students who have had experiences in strikes and protests while schooling. It is expected that the proposed research will allow the author to examine the perceptions and experiences of nursing students in strikes, as well as the provision of recommendations to the concerned authorities in order to remedy such problem and minimise its impact on educational institutions.

TABLE OF CONTENTS ABSTRACT -------------------------------------------------------------------------------------------------- 3 1. INTRODUCTION --------------------------------------------------------------------------------------- 5 1.2. Background to the Research --------------------------------------------------------------- 5 2. LITERATURE REVIEW ------------------------------------------------------------------------------- 7 3. STATEMENT OF THE RESEARCH PROBLEM ------------------------------------------------- 8 4. RESEARCH SIGNIFICANCE ------------------------------------------------------------------------- 9 5. PURPOSE OF THE STUDY -------------------------------------------------------------------------- 9 6: OBJECTIVES OF THE STUDY ---------------------------------------------------------------------- 9 7: RESEARCH QUESTION -----------------------------------------------------------------------------10 8: RESEARCH METHODOLOGY --------------------------------------------------------------------- 10 8.1. Research Design ------------------------------------------------------------------------------ 10 8.2. Theoretical Framework ---------------------------------------------------------------------- 11 8.3. Sampling Technique ------------------------------------------------------------------------- 12 8.4. Pilot Study ------------------------------------------------------------------------------------ 12 8.5. Collection and Analysis of Data ----------------------------------------------------------- 13 9: SCIENTIFIC RIGOUR OF THE STUDY ----------------------------------------------------------- 13 9.1. Trustworthiness of Qualitative Inquiry --------------------------------------------------- 13 9.1.1. Credibility -------------------------------------------------------------------------- 14 9.1.2. Dependability ---------------------------------------------------------------------- 14 9.1.3. Confirmability --------------------------------------------------------------------- 14 9.1.4. Transferability -------------------------------------------------------------------- 15 10. RESEARCH ETHICS --------------------------------------------------------------------------------- 15 11. RESEARCH LIMITATIONS ------------------------------------------------------------------------ 16 12. RESEARCH BUDGET ------------------------------------------------------------------------------- 16 13. RESEARCH TIMEFRAME ------------------------------------------------------------------------ 16 14. PROVISIONAL CHAPTERISATION ------------------------------------------------------------- 17 REFERENCES --------------------------------------------------------------------------------------------- 18

1. INTRODUCTION Throughout the quest of individuals for nursing education, there are different events and factors which can have a significant influence on the level of knowledge and expertise which will be acquired. Nurses are expected to behave in such a way that it is in accordance with the standards set by the profession and in a manner in which it can enhance such. However, as inevitable as it is, it cannot be denied that there are various occurrences which show the deviance of some nursing students and professionals from the adherence to the behaviour which is expected from them. One good example of such would be in the case of strikes facilitated by nursing students. The Western Cape College of Nursing (WCCN) is one example of an institution in which student strikes is a common occurrence and will be the subject of the research which will be proposed in the remaining sections of this paper. Since 2002, annual strikes have been recorded in the college and its management have been more concerned not only on its implications on the lives of the students but on the school as a whole as well. The propose research is to be carried out because of the concerns of the researcher regarding how such strikes can have a positive impact not only specific to the case of nursing education, but to the entire education system. As it is known to many, although student strikes and protests serve as a good avenue for the voices of students to be heard, there are times that they do not results into the positive anticipated outcomes, and at times, they rather lead into violence and disruption in the operations of the educational institution, just like what has happened in the case of the WCCN. It is a demonstration of the freedom of expression on the part of the students, to air their side and make it known to the management their demands and needs but often do not end up as peaceful as and as successful as expected (Kaplin & Lee, 2009: 478). 1.2. Background to the Research The WCCN has been formed in 2000 as a product of the unification of four of the nursing institutions in Western Cape, including the following: the former Carinus Nursing Colleague under auspices of Groote Schuur Hospital, Sharley Dollie Nursing College and Otto Du Plessis Nursing College both from Tygerberg Academic Hospital and Nico Malan under Somerset Hospital (Harmse 2006: 1). This new nursing college which has been formed with the 5

combination of the four institutions earlier mentioned was governed by the Cape Peninsula University of Technology, as a result of an agreement with the provincial government of Western Cape. Through the years at which it has been governed by CPUT, there agreements that there has been a presence of grey areas in the governance of the institution and has resulted into some confusions and misunderstandings within its operations. The nursing students who will enrol in the said institution and who will finish a four-year education will receive a B TECH degree, as a result of the permission from the National Education to grant such degree and make the students be able to start their career path as professional nurses (Jephta, 2008). One of the most severe problems which have been encountered in the operations of the nursing college would be the presence of recurring strikes and protests initiated by its students. There are various reasons behind the strikes which were initiated by the students of the WCCN. For instance, they do not feel that justice is being served to them and that their needs are being addressed by the governing body of the institution. Many of the students in the college have families and financial obligation, making it apparent that they rely on the bursaries for the funding of their study. Financial support is given for their different needs. In 2010, the Provincial Strategic Planning has expressed its willingness for increasing student enrolment. However, this has just given the students another reason for protest basically because they believe that there is no sufficient resources and infrastructures to support such goal for an increase in the rate of enrolment. As it has been mentioned, the involvement of the CPUT at the WCCN has resulted into some grey areas in relation to the management of the institution. Whenever there are problems which are being encountered by the students, they often do not know who they will approach and who will help them to solve their predicaments. The composition of the employees of the school is also mixed. Some are from the CPUT while there are some who are appointed by the provincial government of Cape Town. Because of these factors, a confusion has been created and resulted into almost an inadequacy towards listening to the needs of the students and has been also another reason for fuelling the occurrences of student strikes and protests. The occurrence of the repeated strikes at the WCCN has resulted into a number of negative impacts on the lives of the students and the curriculum of the school. Annually, the number of the students of the school is increasing, while there is a failure on the part of its 6

management to be engaged in careful planning practices in order to deal with problems associated with this increase in student population. The facilities and training capacities of the school is also not enough in order to supply the demand arising from the students. Students cannot be placed on different training programs because of the inadequacy of such. Because of the strikes which have happened in the past years, it was not only the image of the institution which has been put into the bad light but also the image of the nursing profession in general. This basically arises from the negative perceptions which the public has regarding the nurses because of the behaviours which they have demonstrated during such strikes and protests. Aside from negatively affecting the image of the nursing profession, this has also led into the disruption of the operations of WCCD. In cases of strikes, there is a need for rescheduling of some of the activities at the school such as lectures, trainings, and exams. More importantly, it has created a ripple effect, with consequences extending beyond the schools and its students, and creating an impact even on the health systems of the entire province. 2. LITERATURE REVIEW One of the reasons for the conduct of the research is the assumption that there is currently a gap in knowledge about the issue. It is a fact that there is an insufficiency in literatures providing discussions about the lived experiences of student nurses in relation to the strikes which have happened in the past at WCCD. This limitation in studies can be considered as a factor limiting the amount and coverage of data which can be used to further explore the mentioned research topic. This is also under the view that although student strikes have been a common occurrence, it is not widely documented and studied. Like in the case of other careers, nursing is no exception when it comes to the expectations regarding their behaviours. It is anticipated that the nurse must be able to demonstrate a kind of behaviour which is expected from them and suited for their profession. They are expected to behave in a certain way (Mulaudzi, Mokoena, & Troskie, 2000: 6). This is true even in the case of student nurses. There is a formal specification of the behaviour which should be shown. It is paramount concern for institutions to train student nurses in such a way that their behaviours and act will fit the need of the society and will not be detrimental for its general welfare. In a contemporary nursing world, it becomes quite harder to instil discipline to the students and make them behave in a manner which is more socially-acceptable and right. In 7

the quest towards the improvement of the nursing profession, it is apparent that nursing schools have the responsibility to provide a good training ground for future professionals in order to make them more competent (Crigger & Godfrey, 2011). In spite of the assertions that student nurses are expected to behave in a certain manner, it has been inevitable that there are disruptions in their social behaviours, such as what has been shown by the execution of various student strikes and protests at WCCN. In an article at the Eye Witness News written by September (2010), it has been reported that the strikes made by the students caused numerous problems for the school such as the disruption of lectures and trainings. There were various demands made by the student, such as the revision of policies for the in-training requirements. Students were firm on their demands and they did not expressing themselves through such protests even if they have been previously warned that such actions can lead into expulsion, and worst, the shutting down of the operations of the nursing school. There were vandalisms and absences made on lectures and classes as a demonstration of the participation of the students on the strikes which were ongoing. The provincial government as left with no option to have the institution closed as the problem has escalated and its impacts have spread through other campuses as well. The South African Communist Party (SACP) has expressed its support to these activities made by the students because of the belief that it is an effective way of being heard and in airing their concerns to the authority. They condemn, among others, the fact that some students are being used in order to fill-up the fulltime vacancies in the public health system (SACP, 2012). 3. STATEMENT OF THE RESEARCH PROBLEM Since 2002, the educational institution which serves as the subject of the proposed research, the WCCN, has experienced numerous strikes and protests initiated by students who are wishing to air their concerns and make known some of the problems which are being encountered at the school. Since the time these strikes have started, even the members of the school management are in concurrence with admitting that no sustainable solution has been developed and executed to provide a remedy for the problem. In 2010, another student strike has happened and it has been reported that it has occurred for the same reason. Students have been protesting for the same cause over the period of almost a decade. With this, the researcher has developed a high level of curiosity and willingness to investigate further the occurrences of such 8

strikes and how it has been managed, especially by the school administration. To some extent, the management has demonstrated some efforts to address the issue, such as allowing students to sign an agreement regarding specifications on their expected mode of conduct to help prevent the occurrences of similar strikes and protests. However, such has not been enough as over time, the grievances of the students were still not appropriately heard by the management of the school. 4. RESEARCH SIGNIFICANCE Addressing the problems which are related to the student strikes and protests is an essential activity for the school management. It is important that factors such as advocacy and activism, common grounds for strikes and protests, should be accepted by the educational institution. Educators should be worried about how they are supposed to deal with such activism and ensure that the rights of the students are not suppressed while their operations are not also disrupted as the students practice their rights (Rogers, 2009: 34). However, it is also important that the school management should have a concrete framework on how to address these issues when it confront them, to avoid disruption in operations and other negative impacts which such may have for the school. The significance of the proposed research lies on the fact that it is anticipated to provide significant insights and recommendations which can be useful for the school to help them plan their strategies and to improve the education and training which they provide to their students. This will help the school have a better management skill to deal with student strikes. Most importantly, it is significant because it will take into consideration the perspectives of the students regarding their participation on such protests and how it is creating an impact on their respective lives. 5. PURPOSE OF THE STUDY The main purpose of the study which is to be completed is the exploration and interpretation of the experiences of the student nurses in cases of strikes and protests. As it has been earlier mentioned, this proposed investigation has the purpose clearly identifying these experiences, recognising their potential to be beneficial for the school, in terms of improving its capacity to deal with such problem, should it arise anytime in the future. 6: OBJECTIVES OF THE STUDY The following are the general objectives of the proposed research: 9

The investigation of the perceptions and experiences of the students in relation to student strikes and protests.

To provide recommendations for the school administration and other concerned parties on how the institution can be better managed in light of these strikes and protests.

7: RESEARCH QUESTION The research question which will be explored in the proposed research is: What are the perceptions of students and school managers regarding the strikes and protests at WCCN? In answering this research question, through a methodology and design which will be outlined in the rest of this proposal, the researcher will be directed towards identifying the insights of people regarding these strikes and protests, including factors such as what initiates such occurrences, how it is dealt with by the concerned authorities, and the impacts which it create for both the school and the students. 8: RESEARCH METHODOLOGY 8.1. Research Design The identification of the research design is one of the most important components in the completion of a proposed study. It provides an outline of what the researcher will do in the process of collecting and analysing information in the best possible way so that it can be used in order to achieve the objectives of the research and have answers to the research questions. It is a logical outline of the strategies and activities which will be executed by the researcher to bring the proposed work into completion (Gupta & Gupta, 2011). In the case of the proposed research, a qualitative study with a descriptive design will be used. Rather than questioning why things are like that, the descriptive research deals with an identification of what things actually are. It is a good methodology which can be used in instances where there is little which is known about the topic or when there is a commitment from the researcher to further elaborate knowledge about a certain subject. It is exploratory in nature (Powers & Knapp, 2011: 44-45).

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In order to perform an investigation of the phenomenon of interest to the researcher, the phenomenological approach will be used. It is said that the core focus of phenomenology is the intentionality of the consciousness or having a consciousness which is directed towards having a better understanding of the world (Martins, 1992 cited in Sadala & Adorno, 2002). It is seen as the explication of the situation as they are presented into consciousness. It is focused on the lived experiences, as they will be outlined and identified by the participants who have actually experienced those which they are describing (Holloway & Wheeler, 2010: 220). This is an appropriate method for the proposed research as it will explore the actual or lived experiences of nursing students in strikes and protests. An investigation of these experiences will allow the researcher to be provided with a broader knowledge on the topic and can help in completing a well-informed research about the inquiry planned. 8.2. Theoretical Framework The theoretical framework which will be used by the researcher for the completion of the study is the equity theory which has been introduced by Bies & Moag (1986). It will also be guided by the concepts of organisational justice, interactional justice, distributive justice, and procedural justice, as they are held applicable in understanding the lived experiences of student nurses regarding strikes and protests at WCCN. The equity theory postulates that when people are confronted with situations in which they perceive they are experiencing inequality or unfairness in treatment, they become motivated to be engaged in an action which can repel such experience and have it improved. It is a good way to explain organisational issues and to understand the fundamentals of their presence (Mosley, Pietri, & Mosley, 2011: 209). It is said to be held as applicable in any situation where there is an exchange, such as in the relationship between the student and the teacher (Aries, 2009: 1480). In this case, equity theory can be held as applicable in the occurrence of strikes and protests. The students may not feel that they are not treated in a manner which is fair and equal, especially noting that their needs are not being addressed by the concerned authorities, and forming grounds for them to stage such demonstrations of the expression of what they feel. Aside from equity theory, the different forms of justice can also be taken into account as a component of the theoretical framework of the proposed work. For instance, organisational justice refers to the perceptions regarding the fairness and appropriateness on workplace 11

procedures (Hubbel and Chorry-Assad, 2005:1). On the other hand, interactional justice would refer to the fairness and equality which is being received by people when the right procedures are being implemented, such as within the work environment (Hubbel and Chorry-Assad, 2005, Bies and Moag 1986). Distributive justice is fairness in organisational outcomes received in a transaction while procedural justice refers to the perceptions regarding the fairness of a process in order to arrive at specific outcomes (Hubbel and Chorry-Assad, 2005:1). In the case of the WCCN, the students might have not felt like they were able to experience any of these forms of justice and which led them into the initiations of strikes and protests. 8.3. Sampling Technique To successfully complete the research which is being proposed, purposive sampling will be used in gathering respondents who will be able to share their lived experiences. Purposive sampling is a non-probability sampling technique by which the researcher makes use of own judgment in order to evaluate the fitness of the respondents to the investigation at which they will be participating (Adler & Clark, 2011: 123). With the knowledge of the researcher about the topic, it will be possible to form judgment regarding the respondents who will meet the inclusion criteria for participation in the study. In the case of the proposed research, the researcher will; choose those who are either in their third or fourth year of education in nursing and those who have already participated or been involved in student strikes and protests. 8.4. Pilot Study In order to be assured that the chosen methodology for data collection and analysis will yield results which will be useful for the completion of the research, a pilot study will be conducted. According to Polit & Beck (2004: 77), a pilot study is a small scale version or a trial run of the actual study which will be completed by the researcher. This will be carried out to a smaller number of participants in order to test the chosen methodology. A pilot study can prove to be an effective tool which can aid in the elimination of the ambiguities which might arise in the future through the process of accomplishing a study. It reduces the errors in research into a minimum or into none at all. Even those who are already considered as expert in the field of research carry out a pilot study, or pilot studies, before commencing the actual experiment for the purpose of refining the methodologies and have it adjusted based on the results which will emanate from the pilot testing. This will lead into the lesser tendency for the results to be 12

questionable or invalid as it provides a validation of research methodology and testing its effectiveness in delivering the required results (Lindgaard, 1994:214). 8.5. Collection and Analysis of Data Data collection and analysis is an important component of the proposed research as it will give the researcher an assurance that the right information is gathered and that they are interpreted in the right manner. The main method of data collection which will be used to retrieve the required information from the participants will be a semi-structured interview in which they will be allowed to narrate their lived experiences with regards to strikes and protests during their lives as a nursing student. This kind of technique for data collection proves to be useful in instances wherein there is a need for an assurance that all relevant information will be gathered while leaving some degree of flexibility to the respondents and giving them enough time and freedom to narrate their answers (Morse & Field, 1996: 76). The interviews will be tape-recorded for the purpose of ease in analysis. Since the interview is semi-structured, it is more open to changes and the respondent and the researcher will have more flexibility to clarify any insight which will be revealed during the process. Discussions on the observation of ethics during this procedure will be provided in the latter section of this proposal. Once the interview has been finished, the researcher will proceed to the analysis of the data which has been gathered. Data analysis refers to bringing order, structure, and meaning to the information which has been previously collected (Polit & Beck, 2004: 571). A software package from Atlas Ti will be used in order to make the analysis easier. It is acknowledged that one of the difficulties which might arise from semi-structured interviews is that data analysis can be difficult, time consuming, and non0standard (Denscombe, 2007: 203). It is anticipated that the said software will ensure the rigour of the data and that it will be analysed in the best possible way. 9: SCIENTIFIC RIGOUR OF THE STUDY 9.1. Trustworthiness of qualitative inquiry The trustworthiness of the information which will be completed, specifically those which will be gathered through the semi-structured interviews, is important to be maintained to be assured that the findings will be reflective of the actual insights and experiences of the respondents. This will be ensured through an assurance that the following factors will be satisfied: credibility, conformability, dependability, and transferability. The completion of the 13

study will not be directed towards accepting or rejecting a specific hypothesis. Rather, it will be directed towards the investigation of essential truths about the lived experiences. 9.1.1. Credibility The aspect of credibility of the trustworthiness of the qualitative inquiry refers to the confidence that the information collected from the respondents is true, including their interpretations. In order to ensure that the credibility of the data is maintained, there is a need to make the findings believable and to make them credible even in the minds of the external readers of the study which will be completed (Polit & Beck, 2008). One of the things which will be done by the researcher to make sure that credibility is present is the simultaneous taking down of notes on the interviews while it is also being tape-recorded. This will give the researcher the opportunity to validate any information which might be unclear during the process of interpreting their meanings. In addition, bracketing is also another tool which can help the researcher increase the credibility of the research. This would call for the need to delaying the knowledge of the researcher about the phenomenon which is being investigated (Burns & Grive, 2005: 729). This can help in preventing any prejudice on the collection of insights from the participants. 9.1.2. Dependability This characteristic of the qualitative research means that eh information which is collected must prove to be reliable over time and under a variety of conditions. This means that the inquiry will have the same findings, or will develop the same set of conclusions, even if it is replicated in the future. It is also one of the requirements to make the data more credible (Polit & Becks, 2008: 539). In this case, the proposed research will be made more dependable by carefully identifying and stipulating the methods which will be used for the collection and analysis of data. This will make sure that the same finings will prevail if the research is to be done again by different researchers. 9.1.3. Confirmability This would call for the need for the qualitative research to be objective enough to reflect the true insights of the people who have participated in the inquiry. This would mean that the research findings should be reflective of only the representation of the opinions provided by the 14

respondents, including the fact that it does not include the insights of those who do not have a direct participation in the study. Its interpretation should be also completed with care and it is critical to ensure that it is not bound by the personal insights of the researcher. Rather, it is a representation of actual data gathered (Polit & Beck, 2008: 539). To make sure that this criterion will be met, it is important that the researcher will be objective in the analysis of data. The use of a software package can be helpful in having a more objective analysis of information. Its interpretation will not be subjected to the personal motivations and biases of the researcher. 9.1.4. Transferability Lastly, the data gathered must also be generalisable or applicable in conditions which are different from those which have limited the inquiry performed. To make this possible, the research will be required to provide readers with more than enough descriptive data to provide explanations on the research topic and to help them evaluate its applicability in other constructs (Polit & Beck, 2008: 539). Other measures which will be observed by the researcher to ensure the transferability of the qualitative study will include having an appropriate description of the experiences which will be revealed by the participants, an accurate description of the descriptive data, and identification of supporting evidences to help support the claims which are being asserted by the author of the research. 10. RESEARCH ETHICS Another important thing which should be ensured by researchers is that the inquiry performed must pass ethical standards as such will increase the worth and believability of the conclusions which are reached. There are different ways to ensure the ethical completion of a research project. For instance, respecting the participants, including all of their rights are humans, should be demonstrated into order to satisfy the ethicality of a study. By making sure of the integrity of the project, the research makes the study more credible and its findings more valid and reliable (Gerrish & Lacey, 2010: 27). In the case of the proposed research, one of the ethical standards which will be satisfied would be the having an informed consent. This will make sure that the participation on the research is a personal choice of the participant and that it was not done with any form of coercion. According to the Nuremberg Code (1942, cited in Burns & Grove, 2005: 192) informed consent can take the form of a letter in which permission is asked from the participants 15

and the purpose and significance of the study to be conducted is fully disclosed to them. Moreover, another thing which will be assured by the researcher would be the right to autonomy, anonymity, and confidentiality of the data which will be obtained. This would mean the use of codes for the participants and not revealing any sensitive personal information which has been revealed to the researcher. The recorded interviews will be kept in a safe storage and the researcher has the responsibility to ensure that it will not be revealed to anyone who does not have a connection to the project undertaken. The identity of the participants will not be exposed and the findings will be used solely for the purpose which has been identified (Burns & Grove, 2005). 11. RESEARCH LIMITATIONS There are some limitations of the research which is proposed. For instance, because the participants are in their last years of schooling, they might be busy for their training programs that they might not give the researcher consent for their participation. They might be busy with their training and it would be hard for the researcher to keep in touch with them and obtain the required information. Lastly, changing insights about strikes and protests can also limit the study. For instance, because of professional growth, there might be variations regarding their views on the research topic. 12. RESEARCH BUDGET
ITEM Stationary (Paper, Printing, Ink, etc,) Tape Recorder and Data Storage Phone Calls Internet Access for 3 Years Data Transcription Fees (R600 per hour) Course Attendance for Data Analysis Travel Expenses (R7 per litre) TOTAL AMOUN T R2500 R1000 R3000 R1200 R9000 R1800 R2000 R20500

13. RESEARCH TIMEFRAME Ethical Approval of Research and Obtaining Consent from Authorities September 2011 Pilot Study and Completion of the First Chapter October 2011 Data Collection and Analysis November 2011 February 2012 16

Writing of the Research March June 2012 Editing and Revisions August 2012 Hand-in Final Copy September 2012

14. PROVISIONAL CHAPTERISATION Chapter I: Introduction Chapter II: Literature Review Chapter III: Research Methodology Chapter IV: Data Analysis and Interpretation of Findings Chapter V: Conclusion and Recommendations

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REFERENCES: Adler, E.S., & Clark, R., 2011. An invitation to social research: How its done. Belmont: Wadsworth. Aries, E.J., 2009. Nursing ethics. London: Sage Publications Burns, N., & Rogers, S.K., 2003. Understanding nursing research. Maryland Heights: Elsevier Saunders Crigger, N., & Godfrey, N., 2011. The making of nurse professionals: A transformational, ethical approach. London: Jones & Bartlett Learning International Denscombe, M., 2007. The good research guide. England: Open University Press Gerrish, K., & Lacey, A., 2010. The research process in nursing. Oxford: Blackwell Publishing Gupta, M., & Gupta, D., 2011. Research methodology. New Delhi: PHI Private Learning Harmse, E., 2006. South African Migration Programme. Available at:

<http://www.queensu.ca/samp/> [Accessed 19 April 2012]. Holloway, I., & Wheeler, S., 2010. Qualitative research in nursing and healthcare. London: John Wiley and Sons. Hubbel, A.P., & Chory-Assad, R.M., 2005. Motivating factors: Perceptions of justice and their relationship with managerial and organizational trust. Communication Studies, Jephta, I.D., 2008. Throughput rates of nursing students at the Faculty of Health and Wellness Sciences at a university of technology. Ma. Cape Peninsula University of Technology Kaplin, W.A., & Lee, B.A., 2009. A legal guide for students affairs professionals. San Francisco: John Wiley and Sons Lindgaard, G., 1994. Usability testing and system evaluation: A guide for designing useful computer systems. London: Chapman & Hall Morse, J.M., & Field, P.A., 1996. Nursing research: The application of qualitative approaches. Cheltenham: Nelson Thornes Mosley, D.C., PIetri, P., & Mosley, P., 2011. Supervisory management. Mason: South-western Cengage Learning 18

Mulaudzi, F.M., Mokoena, J., & Troskie, R., 2000. Basic nursing ethics in practice. Sandtown: Heinemann Publishers Polit, D.F., & Beck, C.T., 2004. Nursing Research: Principles and methods. Philadelphia: Lippincott Williams & Wilkins Powers, B.E., & Knapp, T.R., 2011. Dictionary of nursing theory and research. New York: Springer Rogers, R., 2009. Designing socially-just learning communities: Critical literacy education across the lifespan. Oxon: Routledge Sadala, M.L., & Adorno, R., 2002. Phenomenology as a method to investigate the experience lived: A perspective from Husserl and Merleau Ponty;s thought. Journal of Advanced Nursing, 37(3), pp.282-293 September, C., 2010. Strike divides W. Cape nursing students. Eye Witness News South African Communist Party, 2012. SACP Provincial Lekgotla Declaration. Available at: <http://www.sacp.org.za/main.php?ID=3160> [Accessed 19 April 2012].

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