Discriminatory Behavior in Nursing Persist Regardless of Antidiscriminatory Legislation.

Discriminatory behavior seems to persist in nursing in South Africa despite the presence of antidiscriminatory legislation. Little is known on the views of nurses on discrimination related to their basic rights in the workplace. The objective of this article is to report findings of discriminatory behavior among nurses regarding race, gender, sexual orientation, age, disability, religion, and marital status. A cross-sectional descriptive survey (containing open- and close-ended questions) was conducted in public and private hospitals in the Western Cape and Gauteng provinces of South Africa and n = 573 (response rate 83%) registered nurses participated in the study. Most participants reported discrimination due to race (n = 97, 17.4%) and age (n = 58,10.4%). Statistically significant differences were found in that African nurses reported more discrimination in relation to religion than other races. A statistically significant difference was found in the responses to gender-more males than female nurses reported discriminatory behavior. Qualitative data reflected suggestions of hetero negativity among male nurses and that sexual orientation might enhance the promotion of those like oneself. Younger nurses are treated less respectful, while older nurses reported reduced developmental opportunities. African nurses described more discrimination due to race and are treated with disdain. Staff shortages, nurse staffing, and shift work seemingly enhance discriminatory practices with off duties. Nurses in the hospital environment seem to experience discrimination in relation to basic human rights resulting from an indifference among nurse management to uphold such rights.

The power of women as nurses in South Africa.

An epistemological analysis of the power of women as nurses in one of the larger and more deprived regions of South Africa, KwaZulu-Natal, was carried out. The premises of the standpoint theory were used as a justificatory strategy for participant selection. A fourth premise of rurality was added to the existing three premises of race, class and gender. A phenomenological research approach incorporating two to three in-depth interviews with each participant following a flexible guideline was utilized. Key concepts and realities such as powerlessness, powerfulness and empowerment were explored and a total of 44 audio-taped interviews was transcribed. Data analysis was aided by a software programme for qualitative data analysis (NUD. IST) and focused on the exploration and development of themes, categories, relationships and condensed forms of outcomes. Detailed attention was given to ethical considerations such as anonymity, freedom of expression and rapport. The credibility of the study was enhanced through prolonged engagement, thick descriptions and the input of three experienced researchers. In reflecting on powerlessness, women as nurses belonging to the enrolled category were alienated as they were severed from the nursing profession and from the ruling gender of men. They were lost in routine activities, were misused, maternalized and domesticated at home and at work. These phenomena were voiced more strongly by the rural group of women. Registered nurses created their own freedom, often away from their men as in divorce, and sought solutions concerning powerlessness in more distant terms. They communicated a sense of empowerment in terms of education and personal qualities. Culture rather than race was emphasized as an essence of women's oppression. Recommendations of the study focused on ways to limit categorial division, of aligning scope of practices with current health care practices in South Africa and further research regarding the value of the fourth premise of the standpoint theory is suggested.

A formative model for student nurse development and evaluation--Part 1--Developing the model.

Preparing student nurses for the profession is a complex task for nurse educators; especially when dealing with the development of personal and interpersonal skills, qualities and values held in high esteem by the nursing profession and the community they serve. These researchers developed a model for formative evaluation of students by using the principles of inductive and deductive reasoning. This model was implemented in clinical practice situations and evaluated for its usefulness. It seems that the model enhanced the standards of nursing care because it had a positive effect on the behavior of students and they were better motivated; the model also improved interpersonal relationships and communication between practising nurses and students. The fact that students repeatedly use the model as a norm for self evaluation ensures that they are constantly reminded of the standards required of a professional nurse.