High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

Background. The clinical skills development of student nurses is one of many challenges facing nursing education owing to a lack of available clinical placements and learning opportunities. Simulation training as an optional teaching-learning method creates an environment where clinical skills are developed and students are prepared for the nursing profession. The successful implementation of high-fidelity simulation (HFS) strategies as part of the nursing curricula requires nurse educators to have knowledge and skills. At the South African private higher education institution (SAPHEI) where the research for this study was done, it became evident that nurse educators do not have the required knowledge, skills or support to implement HFS. The absence of evidence in the literature of a practice model for a SAPHEI to facilitate the implementation of HFS reveals a gap in the practice base of nursing education.Objective. To develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS.Methods. The researcher used a theory-generative research design. The study was conducted in two phases, with two steps in each phase, to address four objectives in all.Results. Phase 1 identified and described the main and related concepts. A resulting conceptual framework was used for the development of the practice model. Phase 2 addressed the relational meaning of the main and related concepts, as well as the construction of the practice model through theory synthesis.Conclusion. The main aim of this research study was to develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS as part of the clinical skills development of student nurses. The practice model offers a schematic outline that represents HFS as a teaching-learning method. The importance of the outline lies therein that it specifies the context and situations in which the model is useful

The Emotional Well-Being of the Nurse within the Multi-Skill Setting

The emotional well-being of nurses working in a multi-skill setting may be negatively influenced by their challenging work environment. A qualitative; explorative; descriptive and contextual study was conducted to investigate this phenomenon. The purpose of this study was to explore and describe the experience; as well as perceptions of coping mechanisms; of nurses working in the multi-skill setting; and to formulate recommendations to promote their emotional well-being. The population consisted of nurses working in a multi-skill setting (a Level-2 hospital) and included professional nurses; enrolled nurses and nurse assistants. An all-inclusive sample was used. Semi-structured interviews were conducted with three professional nurses; six enrolled nurses and one nurse assistant. These interviews were analysed according to the method described by Creswell (2003:192). The findings indicated that nurses have positive as well as negative experiences of the multi-skill setup. They cope by means of prioritising tasks; faith; self-motivation and mutual support. They also made suggestions for the promotion of their emotional well-being; on personal as well as managerial levels. Recommendations for further research; nurse education and practice were formulated. Recommendations for practice include 'on-the-spot' in-service training; appropriate task allocation; clearly defined scope of practice; time for rest and debriefing; strengthened relationships with management; promotion of strengths and creating a support system