Students’ voices on spiritual care at a Higher Education Institution in the Western Cape

BACKGROUND: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme. OBJECTIVES: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme. Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied. RESULTS: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care. CONCLUSION: There is a need for formal education regarding spiritual care in nursing.Department of HE and Training approved lis

Significance of literature when constructing a theory: a selective literature review

The issues around use of literature in theory construction are often a source of confusion, especially for novice researchers. The very nature of the process of theory construction remains blurred due to lack of consensus among researchers. Novice researchers are often confronted with questions of whether or not a literature review should be conducted when constructing a theory. These questions seeking to justify what a credible methodology is when constructing a theory not only challenge novice researchers but also experienced researchers. This article explores different perspectives regarding the significance of literature review in theory construction. A selective literature review was used to access and interrogate selected arguments from published peer-reviewed work. Narrative analysis was used to analyse selected text. It is concluded that literature plays a pivotal role in theory construction, whether by active review in the case of novice researchers or being sensitised by virtue of discipline interest and prolonged exposure in experienced researchers. However, it is important not to disregard the view that it is not necessary to incorporate literature review in certain specific designs due to assumed influence on the outcome of the new theory.Department of HE and Training approved lis

Leadership, job satisfaction and intention to leave among registered nurses in the North West and Free State provinces of South Africa

Background: The nurse leadership of a hospital is identified as the single most important aspect of the practice environment that impacts nurse outcomes. When nurses are satisfied with their jobs, they tend to remain with their employers and become more productive in their workplaces. Objectives: This study aimed to investigate the relationship between leadership, job satisfaction and intentions to leave among registered nurses (RNs) working in hospitals in the North West and Free State provinces of South Africa. Methods: A cross-sectional survey design was adopted. The population (N = 680) with the sample (n = 204) included RNs in medical–surgical units in both private and public hospitals in the two provinces. Data were collected using the RN4CAST questionnaire. Results: RNs were satisfied with the items pertaining to leadership except for praise and recognition (55.7%). They also indicated high levels of overall job satisfaction (70.5%) but were dissatisfied with wages (50%), study leave (40.9%) and opportunities for advancement (40.1%). Furthermore, 46.1% of the RNs intended to leave their current hospitals. The results indicated a relationship between leadership and job satisfaction (r = 0.47; p = 0.00) and between intention to leave and job satisfaction (d = 0.50). Conclusion: The nurse managers played a significant role influencing RN’s level of job satisfaction, while job satisfaction was highly correlated with intention to leave. The nurse leadership can improve job satisfaction by giving praise and recognition to the RNs for jobs well done, and RNs should be afforded the opportunity to advance their careers through further studies. Keywords: Leadership,  job satisfaction, intention to leave, Nurs

Leadership In Learning And Teaching In Higher Education: Perspectives Of Academics In Non-Formal Leadership Roles

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication and funding metrics are evidence of leadership and success in research. Metrics in learning and teaching exist, but are less well accepted and valued. We undertook a qualitative descriptive study to examine how academics in non-formal leadership roles at an Australian university understood leadership and described their leadership in teaching. Following ethical approval, eight participants were interviewed using a semi-structured format. Thematic analysis revealed four themes: leadership is the ability to influence direction; all about the culture; becoming visible and speaking up; and learning leadership together. Participants said leading teaching teams effectively and influencing quality learning experiences for students and colleagues is ‘evidence’ of leadership in learning and teaching. Some said a few research colleagues and formal leaders did not accept such ‘evidence’ and continued to favour leadership of research teams. This paper contributes new strategies as possible ways forward to facilitate cultural change in higher education institutions that include: a need for formal leaders and academics to reach agreement about evidence of effective leadership in learning and teaching; academics sharing innovations to effectively lead teaching teams and to promote quality teaching experiences for students; and mentoring colleagues in learning and teaching

Leadership In Learning And Teaching In Higher Education: Perspectives Of Academics In Non-Formal Leadership Roles

Developing leaders and leadership are key factors to improve learning and teaching in higher education. Despite the abundance of literature concerning developing formal leadership, fewer studies have been conducted with academics in non-formal leadership roles that focus on how they develop their leadership in learning and teaching. Publication and funding metrics are evidence of leadership and success in research. Metrics in learning and teaching exist, but are less well accepted and valued. We undertook a qualitative descriptive study to examine how academics in non-formal leadership roles at an Australian university understood leadership and described their leadership in teaching. Following ethical approval, eight participants were interviewed using a semi-structured format. Thematic analysis revealed four themes: leadership is the ability to influence direction; all about the culture; becoming visible and speaking up; and learning leadership together. Participants said leading teaching teams effectively and influencing quality learning experiences for students and colleagues is ‘evidence’ of leadership in learning and teaching. Some said a few research colleagues and formal leaders did not accept such ‘evidence’ and continued to favour leadership of research teams. This paper contributes new strategies as possible ways forward to facilitate cultural change in higher education institutions that include: a need for formal leaders and academics to reach agreement about evidence of effective leadership in learning and teaching; academics sharing innovations to effectively lead teaching teams and to promote quality teaching experiences for students; and mentoring colleagues in learning and teachin

The impact of leadership hubs on the uptake of evidence-informed nursing practices and workplace policies for HIV care: a quasi-experimental study in Jamaica, Kenya, Uganda and South Africa

Sherpa Romeo green journal. Open access article. Creative Commons Attribution 4.0 international License (CC BY 4.0) appliesBackground: The enormous impact of HIV on communities and health services in Sub-Saharan Africa and the Caribbean has especially affected nurses, who comprise the largest proportion of the health workforce in low-and-middle-income countries (LMICs). Strengthening action-based leadership for and by nurses is a means to improve the uptake of evidence-informed practices for HIV care. Methods: A prospective quasi-experimental study in Jamaica, Kenya, Uganda and South Africa examined the impact of establishing multi-stakeholder leadership hubs on evidence-informed HIV care practices. Hub members were engaged through a participatory action research (PAR) approach. Three intervention districts were purposefully selected in each country, and three control districts were chosen in Jamaica, Kenya and Uganda. WHO level 3, 4 and 5 health care institutions and their employed nurses were randomly sampled. Self-administered, validated instruments measured clinical practices (reports of self and peers), quality assurance, work place policies and stigma at baseline and follow-up. Standardised average scores ranging from 0 to 1 were computed for clinical practices, quality assurance and work place policies. Stigma scores were summarised as 0 (no reports) versus 1 (one or more reports). Pre-post differences in outcomes between intervention and control groups were compared using the Mantel Haenszel chi-square for dichotomised stigma scores, and independent t tests for other measures. For South Africa, which had no control group, pre-post differences were compared using a Pearson chi-square and independent t test. Multivariate analysis was completed for Jamaica and Kenya. Hub members in all countries self-assessed changes in their capacity at follow-up; these were examined using a paired t test. Results: Response rates among health care institutions were 90.2 and 80.4 % at baseline and follow-up, respectively. Results were mixed. There were small but statistically significant pre-post, intervention versus control district improvements in workplace policies and quality assurance in Jamaica, but these were primarily due to a decline in scores in the control group. There were modest improvements in clinical practices, workplace policies and quality assurance in South Africa (pre-post) (clinical practices of self—pre 0.67 (95 % CI, 0.62, 0.72) versus post 0.78 (95 % CI, 0.73–0.82), p = 0.002; workplace policies—pre 0.82 (95 % CI, 0.70, 0.85) versus post 0.87 (95 % CI, 0.84, 0.90), p = 0.001; quality assurance—pre 0.72 (95 % CI, 0.67, 0.77) versus post 0.84 (95 % CI, 0.80, 0.88)). There were statistically significant improvements in scores for nurses stigmatising patients (Jamaica reports of not stigmatising—pre-post intervention 33.9 versus 62.4 %, pre-post control 54.7 versus 64.4 %, p = 0.002—and Kenya pre-post intervention 35 versus 51.6 %, pre-post control 34.2 versus 47.8 %, p = 0.006) and for nurses being stigmatised (Kenya reports of no stigmatisation—pre-post intervention 23 versus 37.3 %, pre-post control 15.4 versus 27 %, p = 0.004). Multivariate results for Kenya and Jamaica were non-significant. Twelve hubs were established; 11 were active at follow-up. Hub members (n = 34) reported significant improvements in their capacity to address care gaps. Conclusions: Leadership hubs, comprising nurses and other stakeholders committed to change and provided with capacity building can collectively identify issues and act on strategies that may improve practice and policy. Overall, hubs did not provide the necessary force to improve the uptake of evidence-informed HIV care in their districts. If hubs are to succeed, they must be integrated within district health authorities and become part of formal, legal organisations that can regularise and sustain them.Ye

Guidelines to facilitate self-care among older persons in South Africa

Background: The number of older persons is growing at an alarming rate, yet the South African healthcare sector is not giving this issue the required attention. Moreover, the healthcare sector serves four-fifths of the country's population and primary healthcare (PHC) facilities are overcrowded, and thus professional nurses are prevented from providing sufficient self-care health education to older persons. Aim: To develop guidelines for the three role players – the public health sector, professional nurse and older person – to facilitate self-care among older persons in South Africa. Design: Quantitative, descriptive, explorative and contextual research design. Methods: A literature review followed by a self-care assessment of a sample of older persons using the Appraisal of Self-care Agency (ASA-A) and Exercise of Self-care Agency (ESCA) questionnaires which led to the identification of conclusions and self-care deficits. Results: Based on Menon's psychological health empowerment model, and from the conclusions and self-care deficits, nine self-care guidelines were developed for the public health sector, professional nurses and older persons. Conclusion: This is the first systematic development of guidelines to facilitate self-care among older persons in South Africa. Implications for practice: The implementation of the self-care guidelines by the public health sector, professional nurses and older persons will improve the healthcare of older persons at home which will in turn improve their quality of life, reduce unintentional self-neglect, as well as assist in alleviating overcrowding in clinics because unnecessary visits to the clinic will drop