Curationis最新文献

Background:  A national tragedy occurred between October 2015 and June 2016 when psychiatric patients with profound intellectual disabilities were transferred from psychiatric care centres to non-governmental organisations (NGOs). The process of transferring psychiatric patients had severe consequences for psychiatric patients and psychiatric nurses.

Objectives:  The study's objective was to explore and describe psychiatric nurses' experiences after the closure of Life Esidimeni psychiatric care centres.

Method:  A qualitative, exploratory, descriptive and contextual research design was employed. Semi-structured interviews were utilised to collect data. Purposive sampling was utilised to select eight psychiatric nurses to participate in the study. Data were analysed using Tesch's thematic method of coding.

Results:  The analysis of data revealed the following themes: With the closure of the care centres participants experienced (1) shock, dismay and life interruption; (2) trauma related to the disintegration, of psychiatric patients' lives, their own families and work-life and (3) sense of resilience.

Conclusion:  From the findings, it is clear that the psychiatric nurses needed support as evidenced by the challenges they experienced. The healthcare professionals in mental health and mental health nursing post-graduate students could conduct further research focusing on the experiences and the impact that the closure of Life Esidimeni psychiatric care centres have on the psychiatric nurses' mental health.Contribution: This study contributes to the body of knowledge in psychiatric nursing by highlighting the impact of hospital closure on psychiatric nurses.

Background:  Operational Managers (OMs) in primary health care (PHC) experienced new management dynamics during the outbreak of coronavirus disease 2019 (COVID-19). They were not sufficiently prepared to deal with the extraordinary challenges brought by this global pandemic.

Objectives:  The aim of this study was to explore and describe the PHC OMs' experiences of new management dynamics in PHC facilities, created by COVID-19 pandemic.

Method:  This study used a qualitative, exploratory, descriptive and contextual research design and a phenomenological approach. Data were collected using in-depth semi-structured individual interviews. Data saturation was reached by the 7th interview and two more interviews were done to confirm data saturation. Data analysis was conducted using Giorgi's descriptive thematic phenomenological data analysis method. An independent coder was implored to confirm the findings. This study was guided by Rogers Diffusion of Innovation Theory. Ethical considerations were applied throughout the research process.

Results:  One central theme and three main themes emerged as; stretching of inadequate resources. themes; (1) budgetary cuts and increasing demands of resources, (2) insufficient of personal protective equipment, other general supplies and human resources, and (3) compromised service delivery and increased client's dissatisfaction.

Conclusion:  This study revealed that OMs were over stretched and overwhelmed by the management on PHC facilities due to COVID-19 pandemic dynamics.Contribution: The findings of this study can be implemented in PHC facilities to effectively deal with future pandemics of such a nature.

Background:  Several human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) prevention strategies have been implemented to counteract the impact of the disease, including the use of condoms, social marketing, testing, voluntary counselling and education programmes. One of the platforms which has not been fully explored is that of traditional initiation schools.

Objectives:  This study aimed to explore and discuss Vhavenda traditional initiation schools, which can be used as panacea for HIV and AIDS management in the Vhembe district of South Africa.

Method:  This ethnographic study was conducted in the Vhembe district of South Africa, among nine purposively sampled key informants drawn from a cohort of Vhavenda traditional healers and leaders. Data were collected using semistructured face-to-face interviews and analysed using ethnographic content analysis.

Results:  The results indicate that Vhavenda traditional initiation schools positively affect the management of HIV and AIDS. Initiation schools are centres for cultural education and the formation of a cultural identity. During the initiation process, initiates are taught social norms, customs and values which will serve them well in adulthood. They are also taught matters of sexuality, courtship, marriage and respect for others.

Conclusion:  The positive attributes of Vhavenda initiation schools should be accommodated and implemented in curricula from the primary school level up to the tertiary level to reduce and curb the spread of HIV infection.Contribution: Improved expertise at the initiation schools will aid the Department of Health and Education and Training to develop and implement suitable cultural contextualised HIV and AIDS prevention strategies.

Background:  Nurses' training has been mostly face-to-face in the South African context. This mode of delivery was linked to producing nurses who are critical thinkers, problem solvers and competent in practical skills. However, the emergence of coronavirus disease 2019 (COVID-19) accelerated the need for online teaching in nursing. Nurse lecturers were forced to teach online in order to save the academic project, despite concerns about the competencies and calibre of nurses produced through online teaching.

Objectives:  This study aimed to explore and describe nurse lecturers' experiences with online teaching during the COVID-19 pandemic at a public university in Gauteng, South Africa.

Method:  A qualitative, exploratory design was utilised. Six nurse lecturers - two males and four females - were purposefully selected to participate in this study. Data were collected through in-depth interviews to obtain rich, thick descriptions from the nurse lecturers who experienced online teaching. Content analysis was used to analyse the data.

Results:  Five themes emerged as, (1) challenges related to the learner management system; (2) challenges related to competency; (3) factors out of the span of control of the lecturer; (4) indirect benefits of online teaching; and (5) recommendations to facilitate the smooth delivery of online teaching.

Conclusion:  The findings established that nurse lecturers experienced challenges when teaching online, which resulted in frustrations and discomfort for lecturers.Contribution: The study revealed the challenges nurse lecturers faced while teaching online. It highlights the need for nurse lecturers to be trained and supported to enhance online teaching and learning.

Background:  Nursing developed over centuries. Changing practice and education influenced its interpretation and understanding. Its meaning and interpretation may differ amongst education institutions, nurse educators and nurses, particularly student nurses.

Objectives:  The objective was to develop a visual concept map of the concept of 'nursing', allowing nursing education institutions to have a similar approach and understanding in teaching the concept to student nurses.

Method:  The research design was qualitative, explorative, descriptive and contextual. A self-designed, pretested online questionnaire collected data from various categories of nurse participants. An integrative review viewed literature sources published between 2006 and 2016 accessing definitions of 'nursing'. Data analysis involved thematic analysis of narrative data, data coding processes, interpretation and synthesis of data and further analysis using a systematic concept analysis process. The combined analysed data merged, developing a visual concept map of 'nursing'. Expert nurse educators validated the visual concept map of 'nursing' by e-Delphi technique, using an assessment rubric.

Results:  Various definitions of 'nursing' revealed identified themes and categories underpinning the concept. After formulation of connotative, denotative definitions and empirical referents, a visual concept map of 'nursing' was developed and validated to be an educational tool to facilitate the teaching of the concept of 'nursing', enhancing a similar understanding and interpretation thereof.

Conclusion:  A visual concept map of 'nursing', a tool facilitating teaching the concept and promoting similar understanding of its meaning is valuable in an evolving digital era, where visual stimulation enhances teaching and learning.Contribution: The primary contribution of the manuscript provided a developed visual concept map of 'nursing', to use as a tool to stimulate critical thinking and integrate the various aspects outlined in the map. The visual concept map of 'nursing' assists in the education and training of all categories of nurses in the profession, especially student nurses, aiming to support better patient outcomes when the concept of nursing is understood and interpreted in the same way.

Background:  Presence is a therapeutic skill that has a healing effect not only on the mental healthcare user but also the nurse. There was a need to explore nurses' perceptions on factors that limit presence, especially in a public psychiatric hospital in a rural province such as North West, South Africa, where there are limited resources and nurses need to rely heavily on their therapeutic use of self.

Objectives:  To report on nurses' perceptions of factors limiting presence when working in a public psychiatric hospital.

Method:  A qualitative descriptive inquiry was applied, with purposive sampling. Semistructured individual interviews were held with 10 nurses. Thematic data analysis was applied.

Results:  Intrapersonal factors that were found to limit presence arose from the view that mental healthcare users (MHUs) are difficult to engage with; the tendency to view 'good care' primarily as physical care with limited insight into presence was also recognised. Interpersonal and transpersonal factors related to difficulties in communicating with MHUs and in the work environment.

Conclusion:  Addressing factors that limit presence were found to require courage, the overcoming of interpersonal distance and a transformational process.Contribution: This article contributes important insights that can be used by nurse leaders to promote the practice of presence to improve the quality of psychiatric nursing care in developing contexts, such as a rural province in South Africa.

Background:  Comprehensive care means ensuring quality services, protecting rights, promoting available social services and using protocols and standards that emphasise quality assurance for all mental healthcare users (MHCUs). It also involves advocacy, early detection and rehabilitation, as well as encouraging appropriate patient-centred care to ensure adequate psychiatric care. However, according to research, there is a vacuum in the provision of comprehensive mental healthcare to MHCUs. As a result, there is an immediate need to consult healthcare providers on providing comprehensive community-based care to MHCUs.

Objectives:  The purpose of this study was to explore and describe the views of healthcare practitioners on the aspects that hinder providing comprehensive care for MHCUs, the role players needed to execute comprehensive care and what can be done to improve comprehensive care for MHCUs in the community setting in one of the subdistricts of the North West province (NWP), South Africa (SA).

Method:  A qualitative research design that was exploratory, descriptive and contextual was adopted. The healthcare practitioners that took part in the study were chosen through purposive sampling. The sample size was established through data saturation, and 19 telephonic semistructured individual interviews were held with registered nurses and one medical doctor. Tesch's eight steps were used to analyse the data.

Results:  The four main themes identified were: (1) healthcare practitioners' understanding of comprehensive care to MHCUs, (2) factors hindering comprehensive care to MHCUs, (3) stakeholders needed for providing comprehensive care to MHCUs and (4) suggestions for improving comprehensive care to MHCUs.

Conclusion:  Healthcare practitioners in the community advocate for the need for comprehensive psychiatric treatment. They are of the view that greater coordination of psychiatric services will improve mental treatment and minimise relapse in MHCUs. To sustain integrated psychiatry, stakeholders and other psychiatric programmes must be included.Contribution: The findings and conclusions of this study indicated that improvement is needed in mental healthcare in general, and all relevant aspects to improve comprehensive care among MHCUs in a community setting should be given full attention.

Background:  The world has entered the Fourth Industrial Revolution. Utilisation of technology is inevitable. For the past years, the coronavirus disease 2019 (COVID-19) pandemic has halted normal operations, including in the physical classroom for nursing students. Students and facilitators had to move to a remote way of teaching and learning, utilising online teaching and learning. However, students and facilitators were not ready to use online teaching and learning. This not only resulted in numerous challenges, but also became an eye-opener for best practices and intervening strategies.

Objectives:  To explore and describe experiences of students in a nursing college with regard to online teaching and learning during the onset of the COVID-19 pandemic.

Method:  A qualitative, exploratory, descriptive and contextual research design was adopted. A purposive, nonprobability sampling approach was used to select participants from second year, third year and fourth year. First-year student nurses were excluded because they did not commence with classrooms at that time.

Results:  Seven themes emerged, namely knowledge, confidence, training, equipment, clinical exposure, course extension and flexibility, and all themes had subthemes.

Conclusion:  It is evident that students had more negative experiences during online teaching and learning than positive experiences.Contribution: The study contributed enormously to teaching and learning of student nurses in nursing colleges as its results can be used to improve nursing colleges with regard to online teaching and learning.

Background:  When there is a lack of resources in the community to support deinstitutionalisation, family members of a relative diagnosed with substance-induced psychosis disorder (SIPD) are the most affected and vulnerable. Nevertheless, family members' care is still largely unacknowledged in the mental health sector in low- and middle-income countries. Furthermore, no prior research could be found on family members' experiences caring for a relative with SIPD in Giyani, Limpopo province, South Africa.

Objectives:  To explore and describe family members' experiences caring for a relative with SIPD.

Method:  The study employed a qualitative research design using interpretative phenomenological analysis as the research method. Telephonic interviews were conducted and analysed. Eight family members were selected to participate in the study using a purposive sampling technique.

Results:  The analysis of data led to the emergence of the following themes: family members experienced caring for a relative with SIPD as a destabilising responsibility; they experienced acceptance and support from significant others and the community and solace in prayer. Participants also expressed they experienced a need for support from government structures in order to care for a relative with SIPD.

Conclusion:  The study's findings highlighted the family members' experiences of caring for a relative with SIPD and the role of the family, community and government structures in caring for an individual with SIPD. It is evident from the challenges experienced that the family members need external interventions to develop healthy coping strategies.Contribution: This study adds knowledge to nursing practice, nursing education and nursing research by promoting effective coping amongst family members caring for a relative with SIPD.

Background:  The increasing use of technology in nursing practice requires nursing students to be competent in nursing informatics with an attitude of acceptance of technology in the healthcare environment.

Objectives:  The objectives of the study were to determine final year nursing students' perceptions and skills in nursing informatics and their attitudes towards computerisation in nursing practice.

Method:  The study population were 198 final year nursing students from a selected university in the Western Cape, South Africa. All-inclusive sampling was used. A descriptive survey was conducted using a self-administered questionnaire which included two validated scales, namely the validated Nursing Informatics Competency Assessment Tool (NICAT) and the Nurses' Attitudes towards Computerisation scale. Means and 95% confidence intervals (CI) of the ratings of the perceived relevance of nursing informatics skills in nursing practice, perceived levels of competence in nursing informatics skills and attitudes towards computers were calculated.

Results:  A total of 91 undergraduate respondents completed the survey. Computer literacy skills were rated overall as most relevant (4.23, 95% confidence interval [95% CI]: 4.06-4.40) and the skills perceived most competent (4.16, 95% CI: 3.81-4.22). The respondents had an overall positive score for attitudes towards computerisation in healthcare (67.34, s.d. = 10.40, 95% CI: 65.18-69.51).

Conclusion:  The study concluded that computer literacy skills, informatics literacy skills and information management skills were relevant to nursing practice, despite varying levels of competence in these skills among nurses.Contribution: What key insights into the research results and its future function are revealed? How do these insights link to the focus and scope of the journal? It should be a concise statement of the primary contribution of the manuscript; and how it fits within the scope of the journal.