The Experiential World of the Oncology Nurse

In her1 experiential world; the oncology nurse experiences unique; challenging and rewarding relationships in a multidimensional; dynamic way. The aim of this study was to describe; from her viewpoint and perspective; how she experiences and reacts to this world. Through this study the researcher wants the oncology nurse's voice to be heard; the richness of her story acknowledged and the derived data to be applied to the benefit of the field of oncology. In-depth; unstructured phenomenological interviews provided the saturated data from which the uniqueness of the world of the oncology nurse unfolded as the uniqueness of the oncology patients and their world emerged clearly. Findings show that the oncology nurse; attending to the cancer patients and their family; experiences many different relationships. The uniqueness of the oncology nurse-patient relation-ship is described as unlike any other nurse-patient relationship. The challenging interpersonal relationships with management and other members of the multiprofessional team; as experienced from the perspective of the oncology nurse; are also highlighted. Furthermore; a unifying intrapersonal relationship with the self was identified. This enables the oncology nurse to be both on the giving and receiving end of the intensely emotional environment she works in; explaining; at least partly; the high job satisfaction that permeated the interviews in this study. Recommendations for nursing practice; education and research were formulated

A comparison of microleakages of five different recent bonding agents/systems in enamel and dentine.

UNLABELLED: This study compared the microleakages in enamel and dentine of newly developed bonding systems from different manufacturers. Fifteen or more extracted non-carious human premolars were used for each dental material system. The bonding systems were used with their respective composites. Cylindrical cavities were prepared in enamel (scored as a separate entity 0-3) and cementum/dentine (scored 0-4) on the buccal surface at the cemento-enamel junction and restored. The specimens were thermocycled, cut into slices and the depth of dye penetration scored. For enamel, the microleakage values of Clearfil Protect Bond (CPB; median = 1.0) and Xeno III (2.3) did not differ statistically (p > 0.05, Chi-square test), while the microleakage of CPB (1.0) was significantly better than that of GC Unifil Bond (GC; 3.0), Prime & Bond XP (P & B; 3.0) and Adper Prompt L-Pop (APL; 3.0), p < 0.05. At the cementum/dentine side significantly (p < 0.05) more microleakage for CPB (2.0) was found than for GC (0.0), P&B (0.5), APL (0.5), and Xeno III (0.5). CONCLUSION: Enamel was most effectively sealed by CPB and cementum/dentine by GC, P&B, APL and Xeno III. The chemical composition perse did not seem to determine the amount and location of microleakage.

The experience of childbrith in first-time mothers who received narcotic analgesics during the first stage of labour.

This research has focused on the birthing experience of first-time mothers who received the narcotic analgesic combination of Pethidine and Hydroxyzine during the first stage of labour. A qualitative research methodology was used to collect data. Unstructured interviews were held with first-time mothers to obtain accounts of their experience of childbirth. These narrations were audio-taped while the participants were still being cared for in the postnatal ward of the hospital where delivery took place. Nine interviews were conducted with first-time mothers who gave birth normally vaginally after a normal pregnancy and who received a narcotic analgesic in the first stage of labour. The transcribed interviews were analyzed using Tesch's method of descriptive analysis (in Creswell, 1994:115). Four themes with sub-themes emerged from the analysis. The participants reported on the physical experience of labour and described experiencing a lot of pain for which analgesics were given. They also described how these drugs dulled the pain but made them sleepy and unable to cooperate with the midwives. They described their emotional experiences, which included joy and happiness as well as anxiety, anger and despondence. They also reported that they were not sufficiently informed about labour and child-birth. In the last theme they described the methods they used to help them cope with labour including distracting techniques, leaning on a supportive person or praying. Guidelines to help midwives overcome these problems were developed.

Guidelines to Facilitate the Nursing Accompaniment of Mothers with in a Neonatal Intensive Care Unit

To be the mother of a premature infant in a neonatal intensive care unit can sometimes be overwhelming. The hospital environment and the sound made by the life support apparatus in the unit may be terrifying for persons who are unfamiliar with this environment. An observation of the researcher; who practises in a neonatal intensive care unit; was that mothers were often very distressed after the admission of their infants. It also appeared as if health care practitioners were failing to provide for the needs of these mothers. The objectives of the research on which this article is based were: firstly; to acknowledge and describe the experiences of the mothers with regard to the hospitali- sation of their infants in the neonatal intensive care unit and secondly; to utilise the information obtained to develop guidelines to assist registered nurses accompanying mothers throughout their infants' stay in the neonatal intensive care unit. The conclusion was reached that mothers whose infants are admitted to the neonatal intensive care unit have a need for compassionate accompaniment by registered nurses during the period of hospitalisation of their infants

A self-management model towards professional maturity for the practice of nursing.

A theory-generative, qualitative, explorative, descriptive and contextual research design for theory generation was used to develop a self-management model towards professional maturity for the practice of nursing. It became evident throughout the research study that the final year nursing students needed to become independent in the management of their practice. Classification of main concepts self and management was made according to the methods of theory generation of Mc Kenna (1998), Walker and Avant (1995), Chinn and Kramer (1995) and Dickoff, James and Wiedenbach (1968). Dickoff, James and Wiedenbach's (1968:422) survey list was utilized to classify the concepts of the model. Concluding relationship statements were inferred through deductive analysis and synthesis after each concept was conceptualized. The relationship statements provided a basis for the model description. A description is given of the model evaluation utilizing the criteria of Chinn and Kramer (1995:119). To ensure trustworthiness of the study, Guba's model in Krefting (1991:215) was utilized. Guba's four criteria for trustworthiness were ensured, namely truth value, applicability, consistency and neutrality. The researcher, throughout the study, considered ethical issues discussed in the previous article, as were the recommendations and limitations.

Accompaniment needs of nursing students related to the dying patient.

Nurse educators are responsible for accompanying students towards becoming capable, competent professional nurses who are a credit to themselves, their patients, colleagues and profession. Student nurses need, therefore, to be taught to render comprehensive nursing care to patients in all stages of their lives, including when they are dying. Being confronted with human suffering and death is challenging and traumatic. Those exposed to such events on a daily basis need to have a solid foundation of self preservation to see past the pain of suffering and to bring light and hope to those in need. A young student nurse will only experience positive growth and development in these circumstances if she is also cared for and guided with understanding. The researcher utilized a qualitative, explorative, descriptive and contextual design based on the phenomenological approach to enquiry. The following question was asked at the beginning of each unstructured phenomenological interview: "How was if for you to care for a dying or deceased patient?" The central theme identified that student nurses experience turmoil in their different relationships in their accompaniment of the dying patient. Guidelines based on the central theme and sub-themes that emerged from raw data, as well as literature, are offered as strategies to promote/enhance optimal accompaniment of student nurses caring for the dying patient.

Experiences of final year nursing students in their preparedness to become registered nurses.

The objectives of this study were: firstly, to explore and describe the experiences of final year nursing students relating to how they experience their preparedness to fulfil the role of professional nurse; secondly, to explore and describe the experiences of novice professional nurses in the role of professional nurse; finally, to generate a model which will assist the final year nursing student to become a professional nurse. A theory-generative, qualitative, explorative, descriptive and contextual research design was utilized to reach the objectives of the study. Results indicated that final year nursing students experience a lack of confidence to take on the responsibilities of professional nursing. The results are displayed in table form and discussed in the article. This abstract forms part of a bigger study that addresses the professional maturity of the novice professional nurse for the practice of nursing.

The Relationship Experiences of Professional Nurses with Nurse Managers

This qualitative study was undertaken to explore and describe the experiences of professional nurses in their relationships with nurse managers. Concerns about declining nursing care standards have been expressed in radio newsbulletins; television interviews and newspapers. This decline is thought to come from the pressures brought about by rapid changes in political; socio-economic and technological spheres. It therefore became important to the researcher to acquire knowledge about the manner in which nurses support each other during these times of change. Data were collected by means of individual interviews. Interviews were audiotaped and field notes were taken to provide the researcher with complementary information. Data analysis was done using the data analysis method described by Tesch (in Creswell; 1994:155). Results revealed that professional nurses experience a breakdown in their relationships with nurse managers and that the professional nurses' expectations relating to the work environment are not being met. The experiences manifested in feelings of anger; pain and disillusionment and led to demotivation of the professional nurses. Guidelines were proposed to address the aforementioned experiences

Accompaniment needs of first year nursing students in the clinical learning environment.

The clinical learning environment creates many opportunitics for student learning and the development of critical competencies in the nursing profession. The learning that takes place in this environment, however, confronts the first year nursing student with challenges that are absent from the classroom situation and causes the student to experience a significant amount of uncertainty and anxiety. The study revealed that the students experience uncertainty due to the lack of opportunities to develop competence in providing nursing care. The contributing factors towards this experience are: unavailability and inaccessibility of staff due to time constraints; shortage and/or absence of equipment to fulfil nursing duties and meet the needs of patients; conflict in the expectations of nursing school personnel and clinical nursing personnel in hospitals, as well as a lack of awareness among senior professionals of the needs and problems of first year nursing students in the clinical health care environment. Furthermore the students experienced the nature of the clinical learning programme as disrupting the continuity in patient care learning experiences, and the guidance and support by nursing personnel in the clinical learning environment as inadequate. The aim of this study was to reflect the importance of effective accompaniment by tutors/mentors, personnel in the clinical environment and any other person involved in the education of the first year nursing student, to prepare and enable him/her to become a knowledgeable, safe, competent nursing practitioner.

[Competency of newly qualified nurses following completion of the 4-year diploma program]. / Die mate van bevoegdheid van nuut-gekwalifiseerde verpleegkundiges na voltooiing van die 4-Jaar Diploma Kursus.

The purpose of this study was to determine the competency of newly qualified nurses practitioners in a curative setting after completion of the 4 Year Diploma Course at Otto du Plessis Nursing College. The respondents evaluated their skills and abilities by completing a questionnaire which was developed by the research committee after consultation with the services. The need to assess competency comes from the desire to have a relevant curriculum enabling the newly qualified nurse to practice in a variety of health settings at all levels of care. The degree of competency related to practice in a curative setting was selected for particular attention because most newly qualified nurses in the target group were still employed in a curative milieu. Findings revealed various deficits or inadequacies in competency levels and recommendations were made to adapt the curriculum.

The postnatal review: the task of the midwife.

There is growing realization that women's health and involvement in health care are essential keys to health for all. One way in which the midwifery profession can contribute to women's health is by providing high quality care during the six week postnatal review/checkup. A study in three provincial hospitals in the Port Elizabeth area showed that the actual structure of the postnatal review fell far short of the ideal as specified by the literature. Of all the elements included in the ideal postnatal review, only 23.5% of these were performed or supervised by the midwife. Seventy percent (70%) of these elements were not performed at all, thus emphasising the fact that a comprehensive health service is not being provided at the postnatal clinics in Port Elizabeth.