To disclose or not? Enabling pregnant women to disclose their HIV status to their male partners

Disclosure of HIV status by pregnant women to their male partners is vital to prevent re-infections. The aim of this study was to apply the Health Belief Model (HBM) to enable pregnant women to disclose their HIV positive status to their male partners. The setting included three antiretroviral (ARV) clinics at three hospitals in Limpopo Province, South Africa. A quantitative design was used with non-probability, convenience sampling of 170 respondents aged 18-40 years. A questionnaire was used to collect data that was analysed with the SSPS version 24.0. Results indicated that 20% of respondents had not disclosed their HIV status to their male partners. Barriers included fear of rejection (47.5%), fear of violence from partner (17.5%), blame for HIV exposure by partner (10%) and stigmatisation (25%). The conclusion was that health care workers should address these barriers through disclosure education with pregnant women who are HIV positive to facilitate HIV status disclosure to their male partners

Faculty’s experience of a formal mentoring programme: the perfect fit

Background: The aging academic cohort in the faculty of health sciences necessitates transfer of knowledge and skills as a crucial component of sustainability. Formal mentoring programmes at higher education institutions aim to create a platform where experienced faculty can mentor newly appointed faculty to adjust to the context and gain knowledge and exposure. The formal mentoring programmes’ structure and outcomes can create challenges and prevent the perfect fit between the mentor and mentee.Purpose: The aim is to provide a description of the experiences of mentors and mentees of a formal mentoring programme in a higher education institution. This pilot study strives to provide recommendations to enhance mentorship experiences that facilitate adjustment and knowledge and skill transfer through the perfect fit.Methods: A qualitative, descriptive case study was conducted as a pilot study. The case used was the formal mentoring programme. The unit of analysis was three purposefully selected faculty and researchers who were intimately involved in the mentoring process. Guided narrative reports were used and analysed by Tesch’s content analysis.Results: Three themes emerged namely, knowledge and skills transfer, mentoring programme and mentoring process.Conclusion: The formal mentoring programme contributed positively to professional development, but posed challenges related to structural components. It is recommended that the structured mentoring programme be merged with informal mentoring to make it more authentic.Keywords: Formal mentoring programme, the perfect fit.

Faculty’s experience of a formal mentoring programme : the perfect fit

BACKGROUND : The aging academic cohort in the faculty of health sciences necessitates transfer of knowledge and skills as a crucial component of sustainability. Formal mentoring programmes at higher education institutions aim to create a platform where experienced faculty can mentor newly appointed faculty to adjust to the context and gain knowledge and exposure. The formal mentoring programmes’ structure and outcomes can create challenges and prevent the perfect fit between the mentor and mentee. PURPOSE : The aim is to provide a description of the experiences of mentors and mentees of a formal mentoring programme in a higher education institution. This pilot study strives to provide recommendations to enhance mentorship experiences that facilitate adjustment and knowledge and skill transfer through the perfect fit. METHODS : A qualitative, descriptive case study was conducted as a pilot study. The case used was the formal mentoring programme. The unit of analysis was three purposefully selected faculty and researchers who were intimately involved in the mentoring process. Guided narrative reports were used and analysed by Tesch’s content analysis. RESULTS : Three themes emerged namely, knowledge and skills transfer, mentoring programme and mentoring process. CONCLUSION : The formal mentoring programme contributed positively to professional development, but posed challenges related to structural components. It is recommended that the structured mentoring programme be merged with informal mentoring to make it more authentic.http://www.bioline.org.br/hsam2020Education Innovatio

A conceptual framework to facilitate the mental health of student nurses working with persons with intellectual disabilities

BACKGROUND : Student nurses (SNs) experience emotional discomfort during placement in the clinical psychiatric learning environment. This may negatively influence their mental health. Limited support is available to assist both SNs working with persons with intellectual disabilities and nurse educators during clinical accompaniment. OBJECTIVES : This article aims to discuss the generation of this framework to enhance student support. METHOD : A theory-generative, qualitative, exploratory, descriptive, contextual design was utilised to develop the framework by applying four steps. In step 1 concept analysis identified the central concept through field work. Data were collected from 13 SNs purposively selected from a specific higher educational institution in Gauteng through two focus group interviews,reflective journals, a reflective letter, naïve sketches, drawings and field notes and analysed with thematic coding. The central concept was identified from the results, supported by a literature review and defined by essential attributes. The central concept was classified through a survey list and demonstrated in a model case. In step 2 the central concepts were placed into relationships with each other. The conceptual framework was described and evaluated in step 3 and guidelines for implementation were described in step 4. The focus of this article will be on generating the conceptual framework. RESULTS : The central concept was ‘the facilitation of engagement on a deeper emotional level of SNs’. The conceptual framework was described and evaluated. CONCLUSION : The conceptual framework can enhance the educational practices of nurse educators and can SN’s practices of care for persons with intellectual disabilities.http://www.curationis.org.zahb201

A conceptual framework to facilitate the mental health of student nurses working with persons with intellectual disabilities

BACKGROUND : Student nurses (SNs) experience emotional discomfort during placement in the clinical psychiatric learning environment. This may negatively influence their mental health. Limited support is available to assist both SNs working with persons with intellectual disabilities and nurse educators during clinical accompaniment. OBJECTIVES : This article aims to discuss the generation of this framework to enhance student support. METHOD : A theory-generative, qualitative, exploratory, descriptive, contextual design was utilised to develop the framework by applying four steps. In step 1 concept analysis identified the central concept through field work. Data were collected from 13 SNs purposively selected from a specific higher educational institution in Gauteng through two focus group interviews,reflective journals, a reflective letter, naïve sketches, drawings and field notes and analysed with thematic coding. The central concept was identified from the results, supported by a literature review and defined by essential attributes. The central concept was classified through a survey list and demonstrated in a model case. In step 2 the central concepts were placed into relationships with each other. The conceptual framework was described and evaluated in step 3 and guidelines for implementation were described in step 4. The focus of this article will be on generating the conceptual framework. RESULTS : The central concept was ‘the facilitation of engagement on a deeper emotional level of SNs’. The conceptual framework was described and evaluated. CONCLUSION : The conceptual framework can enhance the educational practices of nurse educators and can SN’s practices of care for persons with intellectual disabilities.http://www.curationis.org.zahb201

Student nurses' experiences of the clinical psychiatric learning environment in an education institution

This study investigated lived experiences of student nurses working in a clinical psychiatric learning environment in South Africa. Participants were 29 fourth-year student nurses in the clinical psychiatric learning environment at a nursing education institution (females = 27; males =2). They engaged in focus group discussion on their experiences of the clinical psychiatric learning environment. The data were thematically analyzed using Tesch’s method of open coding. The student nurses experienced the environment as growth enhancing on a professional and personal level.http://www.elliottfitzpatrick.com/jpa.htmlam2014ay201

Factors contributing to relapse of mental health care users treated for substance-induced psychotic disorder in a psychiatric hospital in Gauteng, South Africa

This study explored the factors contributing to relapse of mental health care users (MHCUs) treated for substance-induced psychotic disorder in a public psychiatric hospital in Gauteng, South Africa. A qualitative, explorative, descriptive and contextual research design was followed. The study was conducted at the outpatient department of the hospital. Participants were selected purposefully from MHCUs visiting the outpatient department for follow-up. Ten semi-structured interviews were used to collect data until data saturation occurred. The transcribed interviews and field notes were analysed using Tesch's method of qualitative data analysis. The researcher and an independent coder reached consensus on the categories, sub-categories and themes. Trustworthiness was ensured through application of the strategies of dependability, transferability, conformability, credibility and authenticity. The findings explicated the factors contributing to relapse of MHCUs treated for substance-induced psychotic disorder in a psychiatric hospital. These factors included psychological, physical and social factors. Recommendations were provided for psychiatric nurses in terms of therapeutic programme planning and involvement of the community and family in the management of MHCUs treated for substance-induced psychotic disorder.http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=24782http://reference.sabinet.co.za/sa_epublication/ajnmam201

Strategies to sustain a quality improvement initiative in neonatal resuscitation

BACKGROUND : Many neonatal deaths can be prevented globally through effective resuscitation. South Africa (SA) committed towards attaining the Millennium Development Goal 4 (MDG4) set by the World Health Organization (WHO). However, SA’s district hospitals have the highest early neonatal mortality rates. Modifiable and avoidable causes associated with patient-related, administrative and health care provider factors contribute to neonatal mortality. A quality improvement initiative in neonatal resuscitation could contribute towards decreasing neonatal mortality, thereby contributing towards the attainment of the MDG4. AIM : The aim of this study was, (1) to explore and describe the existing situation regarding neonatal resuscitation in a district hospital, (2) to develop strategies to sustain a neonatal resuscitation quality improvement initiative and (3) to decrease neonatal mortality. Changes that occurred and the sustainability of strategies were evaluated. SETTING : A maternity section of a district hospital in South Africa. METHODS : The National Health Service (NHS) Sustainability Model formed the theoretical framework for the study. The Problem Resolving Action Research model was applied and the study was conducted in three cycles. Purposive sampling was used for the quantitative and qualitative aspects of data collection. Data was analysed accordingly. RESULTS : The findings indicated that the strategies formulated and implemented to address factors related to neonatal resuscitation (training, equipment and stock, staff shortages, staff attitude, neonatal transport and protocols) had probable sustainability and contributed towards a reduction in neonatal mortality in the setting. CONCLUSION : These strategies had the probability of sustainability and could potentially improve neonatal outcomes and reduce neonatal mortality to contribute toward South Africa’s’ drive to attain the MDG4.C.v.H. was the main researcher as doctoral candidate at the time of the study and main author of this study. C.M. was the supervisor and E.v.R. was the co-supervisor for the study.http://www.phcfm.orgam2016Nursing Scienc

Emergency nurses' experiences of caring for survivors of intimate partner violence

AIM : To report a study of emergency nurses’ experiences of caring for survivors of intimate partner violence. BACKGROUND : Emergency nurses have the opportunity to intervene during the period following exposure to intimate partner violence when survivors are most receptive for interventions. The confrontation with the trauma of intimate partner violence can, however, affect emergency nurses’ ability to engage empathetically with survivors, which is fundamental to all interventions. DESIGN : The research was guided by the philosophical foundations of phenomenology as founded by Husserl. METHOD : A descriptive phenomenological inquiry grounded in Husserlian philosophy was used. The phenomenological reductions were applied throughout data collection and analysis. During 2010, concrete descriptions were obtained from interviewing 11 nurses working in emergency units of two public hospitals in an urban setting in South Africa. To arrive at a description of the essence, the data were analysed by searching for the meaning given to the experience of caring for survivors of intimate partner violence. FINDINGS : Emergency nurses in South Africa are often witnesses of the emotional and physical effects of intimate partner violence. Exposure to the vulnerability and suffering of survivors elicits sympathy and emotional distress. Emergency nurses are left with the emotional impact and disruptive and recurrent memories. CONCLUSION : Exploring the tacit internal experiences related to caring for survivors of intimate partner violence revealed emergency nurses’ vulnerability to the effects of secondary traumatic stress. The findings generated an opportunity to develop guidelines through which to support and empower emergency nurses.A UNEDSA project grant through the Community-Oriented Nursing Education for Women and Child Health Programme: A joint collaborative initiative of the University of Pretoria and the University of Limpopo (Medunsa Campus).http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2648hb2016Nursing Scienc

Emergency nurses’ ways of coping influence their ability to empower women to move beyond the oppression of intimate partner violence

BACKGROUND : Millennium Developmental Goal 3 (MDG 3) aims at enhancing gender equity and empowerment of women. Emergency nurses who often encounter women injured by their intimate partners are at risk of developing vicarious traumatisation, which may influence their ability to empower women to move beyond the oppression of intimate partner violence. AIM : This article aims to, (1) describe emergency nurses’ ways of coping with the exposure to survivors of intimate partner violence, and (2) recommend a way towards effective coping that will enhance emergency nurses’ abilities to empower women to move beyond the oppression of intimate partner violence to contribute to the achievement of MDG 3. SETTING : The study was conducted in emergency units of two public hospitals in an urban setting in South Africa. METHOD : A qualitative design and descriptive phenomenological method was used. Emergency nurses working in the setting were purposively sampled and interviewed. The data were analysed by searching for the essence and meaning attached to the exposure of emergency nurses to survivors of intimate partner violence. RESULTS : Emergency nurses’ coping responses were either aimed at avoiding or dealing with their exposure to survivors of intimate partner violence. Coping aimed at dealing with the exposure included seeking support, emotion regulation and accommodative coping. CONCLUSION : Emergency nurses employ either effective or ineffective ways of coping. Less effective ways of coping may increase their risk of vicarious and secondary traumatisation, which in turn may influence their ability to empower women to move beyond the oppression of intimate partner violence.The authors wished to thank the UNEDSA project grant through the Community-Oriented Nursing Education for Women and Child Health Programme: A joint collaborative initiative of the University of Pretoria and the University of Limpopo (Medunsa Campus) for the scholarship and support.http://www.phcfm.orgam2016Nursing Scienc