Curationis最新文献

Background:  Professional nursing started with Florence Nightingale, who opened a School of Nursing in the mid-1800s. Her traditions of cleanliness, caring, peacefulness, charitability, diligence, responsibility, humaneness and compassion are still relevant to modern-day nursing. Uncivilised behaviour of students and nurse educators in professional nursing education is still evident.

Objectives:  The objective of the study was to critically examine the roots of incivility in professional nursing education and to apply the wisdom of Sankofa to propel a renewed South African professional nursing education.

Method:  The study employed a qualitative research method embedded in the interpretive framework, with an exploratory descriptive design. The study was conducted at a university-based nursing school and a nursing college in the Western Cape province. 25 participants (10 nurse educators and 15 nursing students) were recruited through purposive sampling. Data collection was performed through semi-structured individual, face-to-face interviews. The participants consented and volunteered to participate in the study, and all discussions were confidential and private. Elo and Kyngäs data analysis was employed.

Results:  Conflicts with nursing norms, bureaucracy in nursing and professional nursing education, as well as the poor prestige of nursing and institutions of higher learning emerged as roots of incivility in professional nursing education.

Conclusion:  The principles of Sankofaism can be applied to professional nursing education. Students and other key stakeholders can position professional nursing education firmly in Sankofaism.Contribution: The article proposes Sankofaism as a framework to civil professional nursing education.

Background:  Rapid technological advancements, the ageing population and the complex disease management processes significantly change the healthcare environment, fostering a dire need for nurses who can think critically. Critical thinking (CT) is foundational to clinical competency. However, there is a shortage of evidence on the identification of the most suitable pedagogies to promote CT.

Objectives:  This article aims to implement and evaluate the effectiveness of Socratic inquiry, reflection and argumentation as CT facilitation strategies in nursing education.

Method:  A quantitative, quasi-experimental, pretest-post-test research design was used. Thirty-two student nurses were selected through convenience sampling. Data were gathered using the Holistic Critical Thinking Scoring Rubric (HCTSR) and analysed through descriptive and inferential statistics, using the SPSS software version 28.0.

Results:  The results showed that the three strategies were successful in promoting CT. Overall, Socratic inquiry, reflection and argumentation were effective in enhancing students' CT; five of the six domains of CT saw a statistically significant improvement following the implementation of the three facilitation strategies.

Conclusion:  Socratic inquiry, reflection and argumentation are effective pedagogies for the facilitation of nursing students' CT. Evidenced by improved post-test means of all CT attributes and statistically significant improvements in five of the six CT competencies.Contribution: The findings of this study demonstrate the effectiveness of Socratic inquiry, reflection and argumentation in enhancing nursing students' CT. The study also makes recommendations on the improvement of nursing practice, education and policy development, to foster a system that will create nurses who can think critically to enhance patient outcomes.

Background:  Termination of pregnancy has a negative health impact on the lives of youth. Myth and illegal consultation on the termination of pregnancy from unprofessional healthcare personnel, which results in negative consequences on the health and future of youth.

Objectives:  The purpose of this study was to examine healthy sexual practices to lessen the termination of unplanned pregnancies among youth in the Vhembe district.

Method:  A quantitative survey method was used in this study. A stratified random sampling was used to select sample size of 531 participants. Self-structured questionnaires and the SurveyMonkey were used to collect data. Pre-test was used to check the reliability of the instrument in the study. Data were analysed using Stata version 18. The approval to conduct the study was received from the University of Venda and the Department of Basic Education.

Results:  The findings showed that 56% of the participants agreed that the average waiting period at the public health facility is exceedingly long for pregnancy termination. 53.9% of the participants agreed that language used to give instructions by healthcare regarding the termination of pregnancy is a barrier. 48.8% of the participants agreed that the lack of pregnancy termination resources deterred youth from visiting health facilities.

Conclusion:  Promoting healthy sexual practices among youth is vital in lessening the termination of unplanned pregnancies. Education on contraception use, abstinence and open communication between partners can help young people make informed decisions about their sexual health and prevent unintended consequences. Contribution: The study illustrates a good piece of innovative work in health promotion in disadvantaged communities in Vhembe district.

Background:  Adolescents living with HIV (ALHIV) are faced with the hard decision of how to disclose their HIV status to others. Despite this obvious challenge, few HIV self-disclosure models exist.

Objectives:  This study was aimed at developing a self-disclosure model that would assist adolescents with perinatally acquired HIV in Eswatini to share their HIV status with others.

Method:  The explanatory sequential mixed method design was used; therefore, quantitative data were collected first from 361 ALHIV aged 15-19 years using questionnaires and analysed. Qualitative data were collected from 23 ALHIV, 24 nurses and 4 policymakers using 3 focus group discussions and in-depth individual interviews. For quantitative data, statistical analysis was utilised, and grounded theory guided the analysis of qualitative data and the development of the model.

Results:  HIV self-disclosure is the central concept for this model, and it is supported by four major concepts: (1) national HIV strategic framework, (2) enablers, (3) adolescent empowerment and (4) model outcomes. The description of the model was conducted using Chinn and Kramer's stages of model development.

Conclusion:  HIV education and social support are important in reducing stigma and discrimination in communities where adolescents reside. Prioritising the training of nurses and developing self-disclosure guidelines would lead to a remarkably increased level of adolescent HIV self-disclosure. Contribution: The contribution of this study is that it is the first of its kind to develop an adolescent HIV self-disclosure model in Eswatini.

Background:  Most nations are implementing the National Health Insurance (NHI) programme to achieve universal health coverage (UHC). In South Africa, the government is working to ensure everyone has access to healthcare and achieve the UHC goal. Challenges in healthcare facilities include inadequate infrastructure, a lack of personnel and a lack of equipment. Researchers have concentrated on the healthcare practitioner's awareness of the implementation of NHI compared to their state of readiness even though there have been few studies on the readiness for NHI implementation in South Africa.

Objectives:  The study explored the opportunities and challenges for healthcare facilities in the readiness for the implementation of NHI.

Method:  A non-experimental, quantitative, descriptive, cross-sectional design was employed in this study. The researcher utilised a questionnaire with closed and open-ended questions to obtain information about the state of readiness. The Microsoft Excel spreadsheet was imported to STATA 17 SE software for data analysis.

Results:  In total, 352 healthcare practitioners (HCPs) were recruited with a response rate of 93%. The HCPs (36.2%) were skilled and well-trained to function under NHI in their facilities. The main challenges in health facilities were shortage of staff (20.3%), followed by infrastructure (16.3%).

Conclusion:  This study suggests that there is a need for training and information sharing on the NHI policy. Contribution: The study indicates that challenges related to the healthcare system and the success of NHI, among others, are poor infrastructure, shortage of personnel and inadequate resources such as supply.

Background:  Efforts to increase access to palliative care (PC) must consider healthcare providers' level of knowledge and attitude because both affect the quality of services. Nurses play essential roles in the delivery of PC, including end-of-life care.

Objectives:  The study aimed to describe nurses' readiness to provide PC in Oman by measuring PC knowledge and attitudes towards end-of-life care.

Method:  A cross-sectional design was used. The Palliative Care Knowledge Questionnaire and the Modified Frommelt Attitude towards the Care of the Dying Scale were used to collect data from nurses (n = 1469) practising in government tertiary hospitals across Oman.

Results:  The nurses exhibited suboptimal PC knowledge and positive attitudes towards end-of-life care. Significant differences were noted in some domains of knowledge and attitudes of nurses with different levels of professional experience. Attitude towards end-of-life care was associated with experience, caring for a dying family member, education and training in PC, religiosity, spirituality and age, but none was a significant predictor. The predictors of PC knowledge were gender, caring for a dying family member and education and training in PC.

Conclusion:  Nurses in tertiary care settings in Oman have positive attitudes towards end-of-life care, but they lack optimal PC knowledge. The gaps in knowledge could be attributed to professional education, training and experience. Contribution: The identified gaps in nurses' PC knowledge could influence the provision of PC. Interventions are needed to sustain optimal knowledge and competencies to deliver quality PC to patients and their families.

Background:  The criticism levelled against the legacy nursing programmes has transformed the health education and training system and the preparation of nursing students to meet society's needs. The prevailing practice in nursing education (NE) change is orientated towards increasing professionalisation, which necessitates expanding nursing programmes to provide universal health coverage. The South African Nursing Council (SANC) has mandated NE institutions to curriculate and institute the new qualifications in nursing.

Objectives:  This article explores the challenges attendant to the implementation of the new qualifications in nursing at selected public nursing colleges (PNCs) in North-West, Gauteng, Limpopo and Free State provinces.

Method:  A qualitative research design approach was adopted, with semi-structured interviews conducted with 13 purposively sampled participants that were transcribed verbatim. Tesch's eight-step data analysis method was utilised for the development of the study findings framework.

Results:  The findings revealed challenges such as lack of essential human and infrastructural resources, infrastructural and material limitations, logistical and service constraints and mixed perceptions on the support system available to PNCs ahead of implementing the new qualifications in nursing.

Conclusion:  The perspectives of the principals' show various challenges that can be categorised into human, institutional, and structural factors. These challenges suggest a need to strengthen the academic support and collaboration between internal and external stakeholders of NE institutions for effectively implementing the new programmes in nursing.Contribution: The study findings create awareness for the SANC, Council on Higher Education and Department of Health about the progress of the new nursing programme implementation.

Background:  Inaccessibility of healthcare services for children under five contributes to child morbidity and mortality in sub-Saharan Africa. Children are reportedly dying at home from treatable conditions, hence the need for this study.

Objectives:  The study aimed to exploring and synthesising the barriers in accessing under-five child healthcare services through the lens of ubuntu philosophy in sub-Saharan Africa.

Method:  An integrative literature review was conducted. Several databases were searched utilising a combination of phrases such as: 'access', 'barriers', 'child healthcare services' and 'sub-Saharan Africa'. Qualitative and quantitative studies, published between 2014 and 2024 in sub-Saharan Africa, were used.

Results:  Study findings revealed that there were parental- or guardian-related factors, healthcare provider factors and healthcare environment factors that can hinder access to healthcare services for children under the age of five.

Conclusion:  Intervention measures to address the barriers to access of healthcare services by children under five should embed ubuntu values by all healthcare providers and policymakers. Continuous health education to empower parents and guardians on childcare practices is recommended.Contribution: The study provides insights into challenges of accessing child healthcare services. These findings are key for nurse managers, nurse educators and policymakers to better plan for comprehensive quality service provision. Leveraging on Ubuntu philosophy would be pivotal to making a critical analysis of these challenges and how to address them.

Background:  This study examines nurses' attitudes and readiness to integrate digital technologies, particularly electronic medical records (EMR), in a South African private hospital group. Understanding these perspectives is vital as healthcare increasingly digitises.

Objectives:  The research aimed to assess the state of readiness of healthcare professionals before the implementation of an integrated EMR system within a multidisciplinary private hospital environment.

Method:  A qualitative exploratory design was used, with semi-structured interviews conducted with 15 participants. The data were thematically analysed, reaching saturation at 14 participants.

Results:  Six key themes emerged: effective communication, implementation reasons, training support, overall employee perceptions, technology literacy and limitations of EMR. The study highlights the need for targeted interventions to bridge knowledge gaps and foster a supportive environment for digital healthcare integration.

Conclusion:  The shift from manual to electronic health records is crucial for improving efficiency, patient care and sustainability in healthcare. However, this transition requires careful consideration of human factors, such as behaviour, attitudes and readiness.Contribution: The study underscores the need for a strategic approach to technology adoption, emphasising the benefits of EMR implementation, tailored training and continuous communication, alongside addressing emotional support, technology literacy and network stability.

Background:  Students need resources in the clinical areas to integrate theory and practice. When healthcare facilities have limited resources, students encounter momentous challenges that negatively affect their learning and supervision.

Objectives:  To explore the experiences of nursing students during placements in limited-resourced clinical facilities.

Method:  A qualitative approach with a phenomenological design was used. The setting was four hospitals, where students were placed for clinical experience. The population was nursing students in the third and fourth levels of their study who were sampled purposively. Data were collected through face-to-face semi-structured interviews and analysed using a coding method. Thematic analysis was done.

Results:  Limited staff led to poor student supervision and evaluation and absenteeism, and students were used as the working force, whereas limited resources led to the disintegration of theory and practice and procedures flawed.

Conclusion:  Resources in healthcare facilities are significant in student supervision. Therefore, the management in those facilities needs to ensure that the resources are always available.Contribution: The study contributes to bringing to light how the limited resources impact students' learning and how this can impact future nursing practice.