A more recent (early eighties, according to Motlhale, 1999) concept in nursing education is accompaniment. She indicates that the divide that was developing between theory and practice in nursing necessitated the introduction of an accompanist. “Accompaniment of the student means to escort, attend, guide and to coexist” (Motlhale, 1999, p. 5) and is derived from the French word ‘accompagner’, which has both an instrumental and expressive meaning. The accompanist is a creator of a learning environment (Klopper, 1999) with a deliberate goal in mind, namely accompanying the student on her learning path of self-reliance and independence. Accompaniment includes a number of clinical teaching activities. Motlhale (1999, pp. 99-105) presents 15 guidelines — see first table below, under five sub-headings, for effective accompaniment of students. Klopper (1999, pp. 28-30) presents six principles — see second table below, a learning accompanist should keep in mind to achieve deep-holistic learning.
Klopper, H. 1999. Nursing education: a reflection. Pretoria: Amabhuku.
Motlhale, L. M. 1999. Guidelines for effective student accompaniment during community health nursing science clinical practice. M Cur dissertation, Rand Afrikaans University, Johannesburg.
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