Self-care symptom-management strategies amongst women living with HIV /AI DS in an urban area in KwaZulu-Natal

People living with HIV and AIDS experience a number of symptoms such as fatigue, nausea and vomiting, fever and anxiety during the various stages of the illness. This has a negative effect on their quality of life. Women are the most commonly infected group and are at greater risk of acquiring HIV than men. In addition to their vulnerability, women have other responsibilities in society and expectations from society to fulfil. Women’s health-seeking and health practice behaviours are often hindered by a number of factors, including family responsibilities, poverty and fear. This paper presents the findings of a qualitative study aimed at exploring the self-care symptom management strategies used by women living with HIV and AIDS in an urban area in KwaZulu- Natal in 2006. Eleven participants were selected through a purposive sampling method until saturation was reached. Individuals were assessed in depth, using the symptom-management strategy interview. Qualitative content analysis was used to examine the transcribed interviews, using a deductive approach based on the categories of self-care symptom-management strategies. Various physical and psychological symptoms and a number of self-care symptom-management strategies were reported by the participants and these included taking medication and seeking help. The study makes recommendations on how to improve women’s ability to employ a self-care strategy in managing their HIV- and AIDS-related symptoms.Web of Scienc

Sources and types of information on self-care symptom management strategies for HIV and AIDS

Human Immunodeficiency Virus (HIV) has been known to exist for more than three decades now and there are still new infections being documented, with the recent statistics showing that, in the year 2012, there were about 2.3 (1.9–2.7) million new infections worldwide(UNAIDS [Joint United Nations Programme on HIV/AIDS] 2013:4). Prevention programmes such as the LoveLife HIV prevention programme in South Africa that targets the youth have been established and are running effectively. Prevention programmes are involved in a number of initiatives, including voluntary counselling and testing, treatment for sexually transmitted diseases, condom promotion campaigns, abstinence, prevention of mother-to-child transmission (PMTCT) programmes and many more (Global HIV Prevention Working Group 2004:1). It has been documented, however, that the coverage of prevention programmes is low, as only a fraction of people who are at risk of being infected are able to access proven programmes for prevention (Global HIV Prevention Working Group 2004:1). People who are living with HIV have been documented as experiencing a number of related symptoms, such as anxiety and depression as well as other physical symptoms, and they use different strategies in order to manage these symptoms (Marie Modeste & Majeke 2010). Those living with HIV need information on how to manage these symptoms and maintain their health (O’Grady 2008:261; Tsai, Hsiung & Holzemer 2002:301).Department of HE and Training approved lis

An investigation into the new graduate nurses’ care and management of patients with HIV and AIDS in two provinces of South Africa

The Human Immunodeficiency (HIV) epidemic has been around for more than three decades and South Africa has more people living with HIV infection than any other country in Africa. Since nurses are the backbone of the healthcare system, they are the most involved in providing healthcare services to people living with HIV. For this reason, their training is expected to equip and enable them to function as soon as they have graduated, congruent to the expectations of the employers. This research investigates how new graduate nurses provide care and management for HIV and AIDS patients in South Africa while emphasising the reported weaknesses in this care. Individual interviews were conducted with 17 participants who included recent graduates, nurse educators, nurses in practice, members of the nursing governing body, and persons living with HIV. The data were analysed by using a deductive thematic content analysis. Shortcomings were reported relating to aspects required by nurses for HIV and AIDS care and management; including areas such as knowledge, holistic safe practice, and policy. The identified shortcomings should be included in the nurses’ pre-service training with the purpose of comprehensively preparing graduates to provide effective care and management for HIV patients and to respond to HIV/AIDS healthcare needs which is a national priority.Department of HE and Training approved lis

Identification of HIV and AIDS-related competencies for nurse graduates in South Africa

Three decades after the discovery of the human immunodeficiency virus (HIV), the global community has not been able to halt the epidemic of HIV infection. Various organisations have devised a number of policies and guidelines to guide efforts to deal with the epidemic. As nurses make up the bulk of healthcare workers in South Africa, as in many other countries, nurses are crucial in the management of HIV infection. The training of nurses must therefore be in line with such guidelines and policies, so that upon graduation they are able to serve the community. Using a qualitative approach and systematic research synthesis, this study identified core competencies related to HIV and AIDS for nurse graduates. Nominal group technique was used to collect data from nurse educators from various universities in South Africa. Individual interviews were also conducted with registered nurses in clinical practice, representatives from the South African Nursing Council, recent graduates, nurse educators and persons living with HIV infection. Three categories of competencies and seven core competencies were identified. The first category was the foundation that comprises knowledge competency, the second category comprises the supporting pillars of ethics, policies, interdisciplinary approach, personal and professional development, and performance was identified as the third category, comprising holistic safe practice and health education. This article provides an explanation of how each identified competency fits into the nurses’ practice in providing care and management for persons with HIV infection. The identified core competencies will further be integrated into the nursing undergraduate programme at one university in South Africa.Department of HE and Training approved lis

Validation of the integration of HIV and AIDS related nursing competencies into the undergraduate nursing curriculum in South Africa

BACKGROUND: Being in its fourth decade, HIV remains an epidemic that requires combined efforts for the global fight. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV, increasing health care access, and strengthening the health care system. South Africa has made the fight one of its top priorities, and has developed plans to increase the role of nurses in the management of HIV, demonstrating its willingness, commitment and progress in the fight against HIV. OBJECTIVE: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa. METHODS: This study adopted a constructivist paradigm, using a qualitative approach, applying the design step of the process model of curriculum development, to validate the integration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum. RESULTS: For each competency, outcomes were developed for each year. Participants confirmed completeness of outcomes and appropriateness of the mapping of the HIV and AIDS related outcomes into the nursing curriculum, as well as the feasibility and practicability of the integration. CONCLUSION: Required resources for integration of HIV and AIDS related nursing competencies, such as human resources and nurse educators’ continued personal development were identified, as well as barriers to integration, and measures to eliminate them were discussed. The importance of integration of HIV and AIDS nursing competencies into the curriculum was reiterated.Department of HE and Training approved lis

Nurse educators’ experiences of case-based education in a South African nursing programme

BACKGROUND: A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. AIM: The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. METHODS: A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. RESULTS: Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. CONCLUSION: It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.Department of HE and Training approved lis

Students’ experiences of the Case-Based Teaching and Learning Approach at a school of nursing in the Western Cape, South Africa

With the increase in nursing students’ enrolments in the first year of the Bachelor of Nursing programme at the University of the Western Cape (UWC) from 150 in 2003 to 300 in 2005, case-based education (CBE) was introduced as one of the innovative teaching strategies and methods more relevant for teaching and learning in large student classes. The CBE was identified and selected as an overarching teaching strategy as it was believed that it would ensure that students were adequately prepared for nursing practice. After more than six years of CBE being implemented at the School of Nursing (SoN) at UWC, its inherent value to teaching and learning had not been established. Answers to whether nursing students, as users, value the CBE approach and whether or not CBE meets the purpose for which it was adopted were sought. This study describes the views of nursing students with regard to implementation of the case-based teaching and learning methodology in large classes to establish whether or not CBE is viewed as beneficial. Qualitative document analysis and a case study design were used. Inclusion criteria were nursing module evaluations and learning portfolios of students registered in first and second year of the Bachelor of Nursing programme at the SoN. The sample consisted of purposefully selected students’ documents. Data were analysed using Tesch’s thematic analysis method. The students had mixed views about their learning experiences, and it was noted that with time they started appreciating CBE.Department of HE and Training approved lis

Social support and health behaviour in women living with HIV in KwaZulu-Natal

The article explores the relationship between social support and health behaviour of rural and urban women who are living with HIV in South Africa. Our study was a descriptive survey of a group of pregnant and non-pregnant women living with HIV.The sample size was 262 women, 165 from urban area and 97 from rural area. Data were collected using 3 instruments, namely a demographic questionnaire, the health behaviour schedule and the Medical Outcomes Study (MOS) Social Support Survey. Significant findings indicate that in the urban area 71% of women had disclosed their HIV status to someone, while in the rural area 49% had done so.A total of 77% of the women indicated that they were sexually active – 21% had 2 partners and 20% indicated that they had at least one episode of a sexually transmitted disease since finding out their HIV status. A total of 16% said that they currently received counselling, which was significantly more frequent in the rural sample (27%) than the urban (11%).The membership of support groups is at 12% among the participating women, and social support as well as membership of a support group was higher in the rural group than the urban group. Good social support showed an association with condom use, support group attendance and taking vitamins. However, receiving counselling as well as membership of a support group showed stronger association with positive health behaviour than social support on its own.The higher social support was not associated with increased disclosure. Keywords: HIV, health behaviour, social support, rural/urban, women. Résumé Cet article va à la découverte de la relation entre le soutien social et le comportement sanitaire des femmes rurales et urbaines qui vivent avec le VIH en Afrique du Sud. Notre étude était une enquête descriptive d'un groupe de femmes enceintes et non enceintes vivant avec le VIH. L'échantillon était de 262 femmes, 165 originaires d'un milieu urbain et 97 d'un milieu rural. Les données ont été recueillies par le biais de trois utiles, notamment un questionnaire démographique, un barème du comportement sanitaire et l'Enquête du Soutien Social de l'Étude Médicale de Résultats. Les résultats significatifs de recherche démontrent que dans le milieu urbain 71% de femmes avaient révélé leur statut séropositif à quelqu'un alors que seulement 49% du milieu rural l'ont fait. 77% de femmes ont signalé qu'elles avaient des rapports sexuels – 21% avaient deux partenaires et 20% ont signalé qu'elles ont eu au moins une épisode de maladies sexuellement transmises depuis qu'elles ont découvert leur statut séropositif. 16% de ces femmes ont dit qu'elles sont actuellement en consultation psychologique. Les consultations se sont passées plus fréquemment auprès de l'échantillon rural (27%) par rapport à l'échantillon urbain (11%). 12% de femmes participantes fait partie des groupes de soutien. Le soutien social ainsi qu'appartenir à un groupe de soutien étaient plus importants dans le groupe rural que dans le groupe urbain. Un bon soutien social a démontré un lien avec l'utilisation de préservatifs, l'assister au groupe de soutien et la prise des vitamines. Cependant, être en consultation psychologique et appartenir à un groupe de soutien ont démontré une association forte à un comportement sanitaire positif beaucoup plus que le soutien social en tant que tel. Le soutien social plus élevé n'a pas été associé aux révélations augmentées. Mots clés:VIH, comportement sanitaire, soutien social, rural/urbain, femmes

Student nurses’ practices and willingness to teach relatives breast self-examination in Nigeria

Background: Breast cancer is the most common cancer and the leading cause of cancer-related death for women worldwide. Breast self-examination (BSE) is an essential, low-cost, and simple tool for detecting breast cancer early. Employing the idea of ‘charity begins at home’ by involving student nurses in teaching BSE to relatives will improve early detection. Aim: To assess nursing students’ practice and willingness to teach BSE to their relatives. Setting: A college of nursing and midwifery in one state under North-Central Nigeria. Methods: A cross-sectional descriptive design was employed. Through incidental sampling technique 197 respondents were selected from the first to the third year. Data were collected using a structured questionnaire. Descriptive and inferential analyses, with a p-value of 0.05 were conducted. Results: Respondents indicated where they learned about BSE. There were 98.5% respondents who had heard about BSE, and 89.8% of them had good practice of BSE. However, a quarter did not teach BSE to relatives. There were no statistically significant associations noted. Conclusion: Most of the nursing students were aware of BSE and knew how to perform it, although a quarter did not teach BSE to their relatives. Therefore, it may be necessary to sensitise nurses to cultivate the habit of teaching BSE to relatives and women in the community. Contribution: It is crucial to provide nurses with the skills and knowledge required to carry out BSE effectively, as well as teach women how to perform it on themselves, to improve breast cancer detection rates in Nigeria