Types of ICT applications used and the skills’ level of nursing students in higher education: A cross-sectional survey

Background: The healthcare system is increasingly becoming technology dependent; consequently, nurses in all regions of the world are expected to develop their information and communication technology (ICT) skills, and integrating ICT in the nursing curriculum is fundamental. Aim: This study aims to explore the types of ICT applications used and the skills level of nursing students at a selected university in South Africa. Methods: A non-experimental, descriptive quantitative research design was used in this study, and it was conducted at a selected university in South Africa. A total number of 150 nursing students participated in this study. Data were collected using a structured questionnaire and were analysed using SPSS version 25. Findings: The majority of the respondents reported being skilled in using Word processing application (Ms Word) (86.7%), Ms PowerPoint (70.7%), Moodle (81.3%), and online resources (74.7%). However, 82% reported not being skilled to use SPSS for data analysis, and 65.3% were not skilled in using reference manager applications (EndNote). Data indicated that there was a progressive increase in skills with the level of the study, with upper levels being more skilled than the lower levels (K = 22.625, p = .001). The ownership of digital devices, such as laptops and tablets, was significantly associated with the skills level of using ICT applications (p < .05). Conclusion: The use of technology in nursing education is essential to prepare future nurses for the information technology-rich workplace

The Quality of Life of Patients with End-Stage Renal Disease on Dialysis in South Africa: A Grounded Theory Analysis

Introduction: End-stage renal disease (ESRD) is a global health problem with increasing prevalence worldwide. The number of patients with ESRD will increase to almost 60% by 2020, with the potential to greatly impact patients’ quality of life (QOL). This study aimed to explore and analyze QOL in patients with ESRD on dialysis. Methods: Grounded theory, under pinned by a social constructivism paradigm, was used. Data collection occurred simultaneously in the natural settings of four selected public hospitals. A coding process was used to analyze rich data and generate findings from three focus group discussions. Results: Results revealed that some participants scheduled for hemodialysis three times a week and others performing peritoneal dialysis four times a day lost their jobs. Young participants in the study worried about changes in body image due to dialysis and reported psychological discomfort. Others felt that they were a burden to their families as they sought transportation assistance at all times for hospital visits and dialysis. Most participants no longer engaged in social activities because of restrictions imposed by their dialysis schedules. However, good social support enabled participants to survive the challenges they encountered on dialysis. Discussion: Three overarching categories emerged from this study, living in fear causing stress and depression, dependency, and geographical remoteness, which contributed to poor QOL in participants with ESRD

Measuring perceived learning gains of undergraduate nursing students in ICT skills: One group pre-test and post-test design

Purpose: This study aimed to measure learning gains during an ICT training intervention in first-year students completing a four-year undergraduate nursing degree. Methodology: This study adopted a quasi-experimental, one group pre-test and post-test design. The intervention effectiveness was measured using individual single-student normalised gains, g; class average normalised gain, 〈g〉; and average single-student normalised gain, g(ave). Results: In this study, the class average normalised gains, 〈g〉 ranged from 34.4% to 58.2%, and the average of single student normalised gains, g(ave) ranged from 32.4% to 50.7%. The overall class average normalised gain 〈g〉 was 44.8%, and the average of the single student normalised gain was 44.5%, with 68% of students having a normalised gain of 30% and above, indicating that the intervention was effective. Conclusion: Similar interventions and measurements are recommended to all health professional students during their first academic year to pave a foundation for ICT usage for academic purposes

Academic monitoring and support of undergraduate nursing education programme: A middle-range theory

Background: Globally, there is consensus on the need for student support to address high student attrition and low throughputs, especially in nursing and midwifery programmes. Objectives: This study analysed the implementation of academic monitoring and support (AMS) in an undergraduate nursing programme to generate a context-informed academic monitoring and support middle-range theory. Method: An ethnographic design and grounded theory approach were adopted in this study. Data sources included individual and focus group interviews, observations, reflective conversations and document analysis. Ethical clearance was obtained from the University Research Ethics Board, and ethical principles were maintained throughout the study. Results: The country’s contextual conditions emerged as conditions that necessitated a comprehensive approach to student support to increase throughput in a nursing programme that attracted students from diverse backgrounds. A shared common vision, supportive leadership, collaboration and investing resources in a student support programme that uses a comprehensive and holistic approach emerged as key to an AMS model that will yield the desired outcomes. Major concepts in an AMS middle-ranged theory generated included education for social justice, visionary leadership, comprehensive, holistic and intentional student support, AMS pillars, AMS threats and process and goal-oriented consequences. Conclusion: Academic monitoring and support is a tool used to facilitate access of all deserving students to an undergraduate nursing programme and to ensure that they all have an equal chance to succeed academically, resulting in improved throughput rates. Strengthening support in clinical settings is recommended and further research to improve effectiveness of AMS programmes is suggested

Lived experiences of a community regarding its involvement in a university community-based education programme

BACKGROUND: Community involvement is one of the crucial principles in the implementation of successful community-based education programmes. However, a gap continues to exist between the rhetoric of this principle and the reality of involving or engaging communities in the education of health professionals. OBJECTIVES: This study investigated the experiences of a community regarding its involvement in a community-based education programme offered by a university nursing school in Durban, South Africa. METHODS: An interpretive existentialist-phenomenological design was employed for its richness in extracting human experiences. Individual interviews were held with school teachers and coordinators from non-government organisations, whilst focus groups were used for school children and community health workers. Although focus group discussions are not well suited for phenomenological studies, they can promote active participation and reduce possible intimidation by providing support through group interaction. Analysis of data was guided by Schweitzer’s model for analysing phenomenological data. RESULTS: Themes that emerged from the data include: (1) Community experience of unmet expectations; (2) Benefits to the community from its involvement in the University Nursing School community-based education programme; (3) Existing partnership between the community and the university; (4) Sharing in the case-based learning activities; (5) Awareness of available services, human rights and self-reliance.CONCLUSION: The researched community indeed benefited in its participation in the University Nursing School (UNS) CBE programme. However, there is a need to improve the communication between partners to make the partnership more sustainable through close relationships and interaction. There is also a need for further research on related aspects of the community’s involvement. Introduction Community involvement is one of the crucial principles in the implementation of community basedDepartment of HE and Training approved lis

Exploration of the Organisational Conditions that Influence the Utilization of Student Support Services in South African Nursing Colleges

The recent migration of public nursing colleges from the Department of Health to the higher education sector in South Africa has compelled nursing institutions to ensure that their programs meet the Council of Higher Education requirements. One of these requirements is comprehensive student support services in line with the prerogative to widen access and success in higher education. Public Nursing Colleges have reported having systems to provide academic and non-academic support to their students. However, there is limited empirical research on lecturers' and students' perspectives on conditions that influence the utilization of available student support services in nursing colleges. Hence, this research explores organisational conditions that influence the utilization of student support services from the perspectives of lecturers and students at three selected campuses in the province of KwaZulu-Natal in South Africa. The research methodology is qualitative, in which a purposive sampling of 21 participants involved individual interviews. The interview of lecturers was due to their expected role in identifying and implementing some of the student support services. The students were involved in the study because they are the ones who benefit from the existence of such services and should therefore be in a better position to report on organisational conditions that enable utilization. Data analysis was thematic as guided by the academic and non-academic areas of student support services expected of nursing colleges. There was high agreement on the availability of systems to provide academic and non-academic student support services. However, there were limited coordinated, standardized, and structured efforts to implement them at different colleges. More so, lecturers reported a shortage of critical resources. The findings suggest improving conditions to utilize student support services effectively. It should help ensure that student support activities are well-coordinated, comprehensive, and aligned with policy

Establishing the context for a Master degree programme in Nursing at the National University of Lesotho

The National University of Lesotho Nursing Department, in implementing the first Master degree programme in Nursing, conducted a rapid needs assessment to understand the nursing education status in the country, establish the nature of the Master degree programme suitable to meet needs of the country and identify the core competencies expected from the graduates produced from the Master degree programme. A quantitative survey was administered to registered nurses and/or midwives who were selected conveniently and 93 returned completed questionnaires. Data were analysed using Microsoft Excel Software and the SPSS (v23). Permission was sought from the Nursing Directorate at the Ministry of Health (Lesotho), participants gave informed consent and ethical principles were adhered to throughout the project.Pre-service Nursing and Midwifery Programmes were perceived as adequately preparing graduates for the health care system in Lesotho. The Master degree programme was perceived as necessary to strengthen the Nursing and Midwifery workforce and, specialisations to be prioritised were in line with the country’s health agenda and national health priorities. Clinical specialisation with an option of a minor in nursing education or clinical leadership was identified as necessary. A number of competency areas were identified to serve as a guiding framework in competency-based curriculum development.Establishing the context is key in developing continuing education programmes that are relevant and responsive to needs of the population and health care system. Continued stakeholder input is necessary to ensure that the programme developed produces specialist nurses that add value to the nurse-driven health care system in Lesotho

A descriptive analysis of Emergency Department overcrowding in a selected hospital in Kigali, Rwanda

IntroductionEmergency Centre (EC) overcrowding is a global concern. It limits timeous access to emergency care, prolongs patient suffering, compromises quality of clinical care, increases staff frustration and chances of exposing staff to patient violence and is linked to unnecessary preventable fatalities. The literature shows that a better understanding of this phenomenon may contribute significantly in coming up with solutions, hence the need to conduct this study in Rwanda.MethodsA quantitative descriptive design, guided by the positivist paradigm, was adopted in this study. Self-administered questionnaires were distributed to 40 nurses working in the EC. Only 38 returned questionnaires, thus making the response rate 95%.ResultsThe findings revealed that EC overcrowding in Rwanda is characterised by what is considered as reasonable waiting time for a patient to be seen by a physician, full occupancy of beds in the EC, time spent by patients placed in the hallways waiting, and time spent by patients in waiting room before they are attended. Triggers of EC overcrowding were classified into three areas: (a) those associated with community level services; (b) those associated with the emergency centre; (c) those associated with inpatient and emergency centre support services.DiscussionA number of recommendations were made, including the Ministry of Health in Rwanda adopting a collaborative approach in addressing EC overcrowding with emergency trained nurses and doctors playing an active role in coming up with resolutions to this phenomenon; conducting research that will lead to an African region definition of EC overcrowding and solutions best suited for the African context; and increasing the pool of nurses with emergency care training

“Sisonke - Together We Canâ€: Conceptualisations of Critically Reflective Communities of Practice Nurses Caring for Women Living with HIV

The dynamic nature of HIV care in the context of South Africa challenges nurses to continually keep abreast of changes in treatment and care policies.  Communities of practice (CoPs) are considered an effective method of promoting lifelong learning, enhancing professional development and clinical reasoning through reflective practice. This paper reports on the conceptualisations and meanings that emerged from a critically reflective CoP established among nurses caring for women living with HIV. Based on social constructivismand underpinned on grounded theory, four themes emerged which conceptualised the meaning of a critically reflective CoP, namely: (i) a practice and learning community, (ii) a support network, (iii) collaborative, purposive-driven working to make a difference and (iv) a space that fosters self-determination. The findings of this paper enhance the understanding of organisational learning strategies that can support nurses working in various settings through ongoing learning embedded in evidence-based practice through critical reflection and CoPs

Implementation of competency based curriculum in pre-service nursing education: Middle range theory

Background: Competency Based Curriculum is acknowledged as the benchmark for transforming and up scaling the education and training of the health workforce for improved population and health outcomes. It was adopted in pre-service nursing education in Rwanda in 2007, when it switched from a content-driven curriculum to align education with the demands of the working environment. Although this approach is recommended in national health policies, there is no clear guide for its implementation at the nursing school level. Aim: To develop a middle range theory that guides the practice of competency based curriculum in pre-service nursing education. Method: The grounded theory of Corbin and Strauss was followed. After obtaining ethical approval, data was collected through individual interviews with the staff and focus group interviews with the students that were triangulated by observations and document analysis. Results: Two main categories emerged: (a) Process of implementing Competency based curriculum which generated two sub-categories: (1) Implementation, (2) monitoring and evaluation; (b) outcome based education generated three subcategories: (1) health care system, (2) graduates, and (3) nursing education system. Discussion: In this context, competency based curriculum entails the processes used to achieve learning outcomes. These processes student-centered implementation, and monitoring and evaluation that result in the accreditation of curriculum at the end of the cycle. The outcomes of these processes lead to the production of competent graduates qualified as agent of change, lifelong students and independent practitioners. Conclusion: A middle range theory serves as a guide to implement competency based curriculum in pre-service nursing education. Keywords: Competency based curriculum, Pre-service education, Nursing, Middle range theory, Rwand