Evalution of the knowledge and skills of the professional nurses regarding IMCI service delivery, including HIV/AIDS case management in primary health care facilities in Buffalo City Sub-District, Eastern Cape Province, South Africa
- Noluvuyo, Leonelle Gosangaye
- Authors: Noluvuyo, Leonelle Gosangaye
- Date: 2013
- Subjects: Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape , AIDS (Disease) -- South Africa -- Eastern Cape , Prenatal diagnosis -- South Africa -- Eastern Cape , Primary health care -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11903 , http://hdl.handle.net/10353/d1006782 , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape , AIDS (Disease) -- South Africa -- Eastern Cape , Prenatal diagnosis -- South Africa -- Eastern Cape , Primary health care -- South Africa -- Eastern Cape
- Description: An increase in diarrhoea and upper respiratory tract infection has been noted for the past five years and this is associated with the prevalence of Human Immune-deficiency Virus and Acquired Immune Deficiency Syndrome. HIV infection is an increasingly common cause of childhood morbidity and mortality in South Africa. In some areas of the country, like the Eastern Cape, more than 30 percent of the women attending antenatal clinics are HIV infected. Without intervention, approximately one third of the babies born to these HIV infected mothers will get infection from their mothers (WHO, 2003). Aim and Objectives of the study: The study was meant to assess the specific knowledge and skills of professional nurses at the primary health facilities regarding management and integration of childhood illnesses, evaluate the quality of training of professional nurses on aspects of IMCI including integration of HIV within IMCI programme for children under five years in Primary Health Care facilities in Mdantsane Township. Methods: A quantitative descriptive method was used for this study. The questionnaire developed by the researcher was used for data collection. The items on the questionnaire were divided into four (4) subsections. The questionnaire was administered to all professional nurses on duty and those available at the time of data collection. A checklist for IMCI was used to collect data from Road to Health files of children who were HIV positive admitted in the pediatric ward at Cecilia Makhiwane Hospital. Results: The results of this study for all the variables examined showed that the highest score was 56 percent and the lowest was18 percent.These results indicated that the knowledge and skills of professional nurses were inadequate.
- Full Text:
- Authors: Noluvuyo, Leonelle Gosangaye
- Date: 2013
- Subjects: Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape , AIDS (Disease) -- South Africa -- Eastern Cape , Prenatal diagnosis -- South Africa -- Eastern Cape , Primary health care -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11903 , http://hdl.handle.net/10353/d1006782 , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape , AIDS (Disease) -- South Africa -- Eastern Cape , Prenatal diagnosis -- South Africa -- Eastern Cape , Primary health care -- South Africa -- Eastern Cape
- Description: An increase in diarrhoea and upper respiratory tract infection has been noted for the past five years and this is associated with the prevalence of Human Immune-deficiency Virus and Acquired Immune Deficiency Syndrome. HIV infection is an increasingly common cause of childhood morbidity and mortality in South Africa. In some areas of the country, like the Eastern Cape, more than 30 percent of the women attending antenatal clinics are HIV infected. Without intervention, approximately one third of the babies born to these HIV infected mothers will get infection from their mothers (WHO, 2003). Aim and Objectives of the study: The study was meant to assess the specific knowledge and skills of professional nurses at the primary health facilities regarding management and integration of childhood illnesses, evaluate the quality of training of professional nurses on aspects of IMCI including integration of HIV within IMCI programme for children under five years in Primary Health Care facilities in Mdantsane Township. Methods: A quantitative descriptive method was used for this study. The questionnaire developed by the researcher was used for data collection. The items on the questionnaire were divided into four (4) subsections. The questionnaire was administered to all professional nurses on duty and those available at the time of data collection. A checklist for IMCI was used to collect data from Road to Health files of children who were HIV positive admitted in the pediatric ward at Cecilia Makhiwane Hospital. Results: The results of this study for all the variables examined showed that the highest score was 56 percent and the lowest was18 percent.These results indicated that the knowledge and skills of professional nurses were inadequate.
- Full Text:
Learner nurses experiences regarding clinical supervision at private hospitals in East London in the Eastern Cape
- Authors: Vos, Porsha
- Date: 2013
- Subjects: Nurses -- Supervision of -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Hospitals -- Employees -- In-service training -- South Africa -- Eastern Cape , Hospitals -- Personnel management
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11906 , http://hdl.handle.net/10353/d1006824 , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Hospitals -- Employees -- In-service training -- South Africa -- Eastern Cape , Hospitals -- Personnel management
- Description: The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.
- Full Text:
- Authors: Vos, Porsha
- Date: 2013
- Subjects: Nurses -- Supervision of -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Hospitals -- Employees -- In-service training -- South Africa -- Eastern Cape , Hospitals -- Personnel management
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11906 , http://hdl.handle.net/10353/d1006824 , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Hospitals -- Employees -- In-service training -- South Africa -- Eastern Cape , Hospitals -- Personnel management
- Description: The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.
- Full Text:
Reasons for failure of students nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern cape province
- Senti, Nomandithini Innocent
- Authors: Senti, Nomandithini Innocent
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11907 , http://hdl.handle.net/10353/d1006828 , Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Description: The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.
- Full Text:
- Authors: Senti, Nomandithini Innocent
- Date: 2013
- Subjects: Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11907 , http://hdl.handle.net/10353/d1006828 , Nursing students -- South Africa -- Eastern Cape , Nurses -- Attitudes -- South Africa -- Eastern Cape , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nurses -- Supervision of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- Examinations , Nursing -- Standards -- South Africa -- Eastern Cape , Nursing assessment -- South Africa -- Eastern Cape
- Description: The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.
- Full Text:
The newly qualified professional nurses' proficiency in utilizing psychiatric nursing skills in mental health institution and community health care facilities
- Authors: Zonke, Lulama Henrietta
- Date: 2012
- Subjects: Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Psychiatric nursing -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape , Mental health -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11898 , http://hdl.handle.net/10353/d1001098 , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Psychiatric nursing -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape , Mental health -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Description: The aim of this study was to determine the ability and proficiency of the newly qualified professional nurses in utilising psychiatric nursing skills at Chris Hani District Psychiatric Health Care Services in the Eastern Cape, South Africa. The research method was a qualitative, phenomenological approach. A purposive sample of newly qualified professional nurses and supervisors participated in the study. The data were collected through interviews and focus group discussions, using semi – structured interview guides. Interviews responses were recorded on the interview guide. Data were analysed using the computer software Atlas ti and manually. Positive and negative themes were identified. Ethical considerations were ensured by means of privacy, anonymity and confidentiality. Ethical clearance was obtained from the University of Fort Hare and permission from the Provincial Department of Health and Chris Hani District Health and Mental Health Institution at Queenstown was sought. The findings revealed that newly qualified professional nurses performed well, according to the perception of their supervisors. Newly qualified professional nurses were faced with challenges such as shortage of resources, mental illness not considered as a priority and lack of skills development. The study also revealed that newly qualified professional nurses focussed on the curative aspect of ailments, rather than preventive care. However community health workers (CHW) focussed on the preventive aspect of care. Limitations and recommendations based on the findings of the study are presented.
- Full Text:
- Authors: Zonke, Lulama Henrietta
- Date: 2012
- Subjects: Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Psychiatric nursing -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape , Mental health -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc (Nursing Science)
- Identifier: vital:11898 , http://hdl.handle.net/10353/d1001098 , Nurses -- In-service training -- South Africa -- Eastern Cape , Nurses -- Rating of -- South Africa -- Eastern Cape , Nursing -- Ability testing -- South Africa -- Eastern Cape , Nursing -- Standards -- South Africa -- Eastern Cape , Psychiatric nursing -- South Africa -- Eastern Cape , Caregivers -- South Africa -- Eastern Cape , Mental health -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Description: The aim of this study was to determine the ability and proficiency of the newly qualified professional nurses in utilising psychiatric nursing skills at Chris Hani District Psychiatric Health Care Services in the Eastern Cape, South Africa. The research method was a qualitative, phenomenological approach. A purposive sample of newly qualified professional nurses and supervisors participated in the study. The data were collected through interviews and focus group discussions, using semi – structured interview guides. Interviews responses were recorded on the interview guide. Data were analysed using the computer software Atlas ti and manually. Positive and negative themes were identified. Ethical considerations were ensured by means of privacy, anonymity and confidentiality. Ethical clearance was obtained from the University of Fort Hare and permission from the Provincial Department of Health and Chris Hani District Health and Mental Health Institution at Queenstown was sought. The findings revealed that newly qualified professional nurses performed well, according to the perception of their supervisors. Newly qualified professional nurses were faced with challenges such as shortage of resources, mental illness not considered as a priority and lack of skills development. The study also revealed that newly qualified professional nurses focussed on the curative aspect of ailments, rather than preventive care. However community health workers (CHW) focussed on the preventive aspect of care. Limitations and recommendations based on the findings of the study are presented.
- Full Text:
- «
- ‹
- 1
- ›
- »