Incorporation of nurse initiated management of antiretroviral treatment course within the undergraduate nursing programme North West province

Background: According to the 90-90-90 strategy, the focus is on 90% of people living with HIV and/or AIDS knowing their HIV status, initiated on antiretroviral treatment and achieving viral suppression. The challenge is that only 74% of people living with HIV and/or AIDS are on antiretroviral treatment, and HIV mortality still occurs. Literature recommends the incorporation of a Nurse Initiated Management of Antiretroviral Treatment (NIMART) course within the undergraduate nursing programme to capacitate new nurses to manage people living with HIV and/or AIDS immediately after completion of their training. However, the NIMART course is still not incorporated, and there is dearth of information on this topic in North West Province (NWP). Aim: To explore and describe nurse educators' perceptions regarding the incorporation of NIMART course within the undergraduate nursing programme in NWP. Setting: The setting of this research study was nursing education institutions of the NWP. Methods: Phenomenography qualitative research design was followed. Twelve nurse educators underwent purposive selection and unstructured individual interviews were conducted. The research co-coder verified the findings. There were ethical considerations and trustworthiness maintained throughout the study. Results: Main themes that emerged in this study depicted benefits and challenges associated with NIMART course incorporation within the undergraduate nursing programme as stated in Table 1. Conclusion: This study concluded that NIMART course incorporation within the undergraduate nursing programme is a good and relevant idea, which requires human and non-human resources.

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

Preceptor support during the COVID-19 pandemic: Recommendations for continuing development

Background: Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective: The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method: A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semi structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.

COVID-19 as an enabler for enhancing online learning and teaching skills for nurse educators at the University of Namibia: Prospects and challenges

Background: The coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches. Aim: The purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges. Setting: Semi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia. Methods: A qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data. Results: The study revealed three themes: nurse educators' experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning. Conclusion: Internet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators. Contribution: These findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.

Experiences of psychiatric nurses caring for mental healthcare users with a comorbid disorder

Background: Caring for mental healthcare users (MHCUs) with a comorbid disorder of human immunodeficiency virus (HIV) and schizophrenia has always been challenging and requires expertise, skill, intuition and empathy. Objectives: The objective of this study was to explore and describe the experiences of psychiatric nurses caring for MHCUs with a comorbid disorder of HIV and schizophrenia. Method: A qualitative, exploratory, descriptive and contextual research design was used. Eight participants were selected through purposive sampling for individual in-depth interviews to collect data. Thematic analysis was used to analyse data. Results: Three themes emerged from this study. The first theme is that the psychiatric nurses experienced deep frustration because they were capable but unable to manage MHCUs with HIV and schizophrenia because of poor infrastructure and other contributing barriers. The second theme identified that the psychiatric nurses experienced discrimination against MHCUs compromising their holistic recovery. Lastly, the psychiatric nurses identified the need for health care workers in general hospitals and communities and families of MHCUs with a comorbid disorder to be educated in mental health issues to ensure continuous medical care. Conclusion: The results of this study showed that psychiatric nurses became exhausted when trying to cope with difficult nursing situations. The challenges they faced had negative consequences for the mental health of the psychiatric nurses and compromised patient care. Contribution: This study adds knowledge to nursing practice, nursing education and nursing research by implementing recommendations to mitigate the challenges of psychiatric nurses caring for MHCUs with HIV and schizophrenia.

The use of the socratic inquiry to facilitate critical thinking in nursing education

Background: Critical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students' critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method.Aim: This article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education.Setting: This study took place in a nursing department at a university in Johannesburg.Methods: A qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña's methodology of qualitative data analysis was used. Lincoln and Guba's strategies for trustworthiness and Dhai and McQuoid-Mason's principles of ethical consideration were used.Results: Three main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.Conclusions: Socratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems

Experiences of student nurses regarding the bursary system in KwaZulu-Natal province, South Africa

Background: During 2010, the South African nursing education system was restructured, changing student nurses from having supernumerary status to being bursary holders. Changes with the introduction of this new bursary system included institutional factors and benefits that could be removed from the students, potentially hampering students' sense of belonging.Aim: This study aimed to describe the experiences of students receiving bursaries in KwaZulu-Natal (KZN) province and to make recommendations for improving the system to bursary providers, educational institutions and practical settings based on these students' experiences of the bursary system.Setting: The experiences of student nurses regarding the bursary system are described within a specified setting comprising two nursing campuses in KZN.Method: A qualitative study design was used and seven focus group interviews were conducted with purposively selected participants, representing the target population of first-, second- and third-year male and female nursing students registered for the Diploma in Nursing (General, Psychiatric, Community) and Midwifery.Results: Two main themes and eight subthemes were identified. The findings indicated that some of the bursary system's experiences were negative as opposed to students having supernumerary status. These experiences had negative socio-economic, psychological, clinical, academic and family impacts. Many concerns related to staff members' attitudes, shortages of nurses and service demands during students' clinical practice assignments.Conclusions: The bursary system was not viewed as being beneficial to students as they did not receive all the benefits from being bursary holders. Support in clinical and academic areas was lacking as they were considered to be employees during their clinical assignments. There is an urgent need to review the bursary system

The use of the Socratic inquiry to facilitate critical thinking in nursing education

Background: Critical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students' critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method. Aim: This article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education. Setting: This study took place in a nursing department at a university in Johannesburg. Methods: A qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña's methodology of qualitative data analysis was used. Lincoln and Guba's strategies for trustworthiness and Dhai and McQuoid-Mason's principles of ethical consideration were used.Results: Three main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.Conclusions: Socratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems

Information needs and information resources availability for nursing students in mission-Owned schools of nursing in Imo state

This study investigated the information needs and information resources availability for nursing students in mission-owned schools of nursing in Imo State. The study adopted the descriptive survey research design and five research questions guided the study. All the 416 second and third year nursing students were used for the study. Questionnaire on Information Needs of Nursing Students and a Checklist on Information Resources Availability were the instruments used to collect data. A total of 397 copies of the questionnaire were completed and returned for analysis representing 95.4% of the total population. All the head- librarian of the schools of nursing complied with the checklist. The findings showed that the students need varieties of information. It also showed that the students consulted different sources, mainly textbooks and internet to meet their information needs. Print information resources were available in the libraries and only few electronic information resources were available. The study recommended that the nursing school authorities should be updating their print resources since students were observed to rely more on textbooks. Also the libraries should upgrade to higher bandwidth so as to have easier and faster access to more e-books and e-journals.Keywords: Information, Information needs, Print and Electronic Information Resources Availability, Nursing Education

A model of collaboration for the implementation of problem-based learning in nursing education in South Africa

Background: The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students.Main objective: To develop a model of collaboration to facilitate the implementation of PBL in nursing education.Methodology: An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed.Results: This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics).Conclusion: Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary for the light of the revision of the preregistration qualifications.Recommendations: Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations

Problems and challenges of school health nursing in Akwa Ibom and Cross River States, Nigeria

Purpose: This study evaluated the problems and challenges associated with school nursing in Cross River and Akwa Ibom States of Nigeria in terms of coverage; services rendered; adequacy of equipments and supplies; and involvement of other relevant professionals in school health programmes. Materials and methods: A descriptive design was adopted; and sixty schools were randomly selected from the two states. In each school; one nurse was conveniently selected to give a total of sixty respondents from a population of 171 school nurses from both states. Rustia's school health promotion model guided the study. Validated questionnaire; interviews and review of records were the instruments for data collection. Research questions were analyzed using frequencies and percentages while the Pearson Moment Correlation Coefficient Statistics was used to test the hypotheses determined at a significant level of 0.05. Results: Results showed low coverage of school health programme in Cross River (3) and Akwa Ibom (7.2) states. The scopes of the practice were limited to treatment of minor ailments (100); referral services (81.7) health education (41.7) and first aid (16.7). Only (18.3) of the respondents were satisfied with equipments available for school health programme. Furthermore; health services provided by the nurses were positively and significantly related to their knowledge of roles (r=.532; df=59; p0.05) but not on availability of material resources r0.05). Recommendations: It was recommended that school nurses should be well educated on the roles expected of them