Search

Background: Family units can be deeply affected and require nurses' attention and care when their loved ones reach the end-of-life stage. However, the role of the family in end-of-life nursing is under-researched in a tertiary hospital setting., Aim: This study aims to explore and describe nurses' lived experiences of the family's role in end-of-life care at a tertiary hospital in the Western Cape., Setting: The study took place in a tertiary hospital in the Western Cape., Methods: A qualitative hermeneutic design with a phenomenological approach was used. Ten professional nurses were interviewed in person, and two focus groups comprised enrolled and auxiliary nurses (11) with a minimum of 6 months of experience in end-of-life care. Data analysis was conducted by categorising qualitative information into codes and themes, following Creswell's outlined methodology., Results: Three themes emerged: emotional challenges associated with families of end-of-life patients, strategies that assist families and impediments to providing care. Participants experienced challenges managing strong emotions expressed by families and their own, but provided care regardless. Strategies that have been found to be helpful to families include communication, access, and involving them in patient care. Participants experienced the need for emotional support and specialised end-of-life training., Conclusion: Participants strive to provide understanding and support to families despite challenges, but emotional and end-of-life training resources are required to equip nurses to address patients' and families' needs competently., Contribution: This study adds the nurses' experience and understanding of the family's role in providing end-of-life care in a tertiary hospital., Competing Interests: The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article., (© 2024. The Authors.)

Background: During and in the aftermath of the COVID-19, the rate of depression increased globally. A significant number of patients found in a general hospital or ward with physical conditions often have depression., Aim: This study aimed to gain an in-depth understanding of registered nurses' experiences managing patients with depression in a general medical ward., Setting: The study took place in two general medical wards of a private hospital in the Gauteng province, South Africa, in 2021, with COVID-19 lockdown levels three to one prevailing., Methods: A descriptive qualitative design was used, and data were collected through 10 in-depth, face-to-face interviews. Data were analysed using a thematic approach., Results: The COVID-19 pandemic exerted a bidirectional influence, affecting both patients diagnosed with depression while admitted to a general ward and the nurses caring for them. This mutual impact added an additional layer of complexity to patient management., Conclusion: For optimal care of patients with depression in general wards, nurses need comprehensive training, confidence and a safe environment, bolstered by sufficient resources and robust management support., Contribution: The study highlights critical challenges in detecting and caring for patients diagnosed with depression in a general medical ward and the compounding effect of COVID-19. These findings underscore the importance of addressing clinical and psychosocial needs in a healthcare setting, especially amid a global pandemic., Competing Interests: The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article., (© 2023. The Authors.)

Background: Early career health science professionals often find themselves in a transitional space when moving from a health science professional role to academia. The role of a postgraduate supervisor is especially troublesome. Transitional spaces often bring uncertainty and perceived or real threats, fear, worry, anxiety and stress. Without support, the result could be detrimental to the mental health of the early career as postgraduate supervisors, thereby impacting their professional identity formation., Aim: To understand the underlying elements that shaped the early career health science professional as postgraduate supervisors' habitus and how these features play out in their postgraduate supervision practice., Setting: The research study was carried out at an Open and Distance e-Learning University (ODeL) and a residential university., Methods: Visual elicitation methods in the form of seven drawings were used as data. Pierre Bourdieu's concepts of habitus and hexis were used as a theoretical lens, and structural analysis with analytical memoing was used to interrogate the drawings., Results: Early career health science professional as postgraduate supervisors' bodily habitus presented as fragmented or yet to be formed along with other entanglements, such as emotions, language, power and material arrangements., Conclusion: These features enable policymakers, employee assistance practitioners, educational developers and experienced academics to consider the changes and structural forces that need to be addressed to support early career health science professional as postgraduate supervisors., Contribution: A creative means of exploring the inner world of the early career health science professional as postgraduate supervisors is undertaken. In doing so, the research article potentially illuminates what has up to now been 'unsaid'., Competing Interests: The author has declared that she has no financial or personal relationships that may have inappropriately influenced her in writing this article., (© 2021. The Authors.)

Background: One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure their fitness to practise in these environments. Clinical mentoring has shown promise in providing clinical learning support for student nurses. Most approaches are, however, biased towards higher-income settings without giving due consideration to the resources, culture and structures of health systems in resource-limited settings. It is also unclear how qualified nurses who act as nurse teachers experience the clinical mentoring of student nurses in resource-limited settings., Aim: This study aimed to explore and describe the experiences of qualified nurses regarding the clinical mentoring of nursing students in resource-limited settings., Setting: The study took place in Mauritius, a developing country., Methods: A qualitative, exploratory, descriptive approach was used with a purposive sample of eight nurses. Data were collected through face-to-face interviews and thematically analysed., Results: The findings indicated that mentoring per se was not practised, but rather general support, supervision or coaching. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the nursing school concludes the picture., Conclusion: Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment and a clear mentoring approach., Competing Interests: The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article., (© 2020. The Authors.)

Background: Health professionals play a vital role in the stability and sustainability of any healthcare system. However, the well-documented long working hours, lack of wellness support structures, regular occurrence of burnout and low retention rates are concerning., Aim: The aim of this research study was to understand how a group of therapists self-manage their own individual wellness, to provide insight on how other health professionals, working in a demanding environment, could potentially address their individual wellness more effectively., Setting: The research was conducted in a private room at the place of participant employment, in two metropolitans in Gauteng, South Africa., Method: Qualitative, explorative, descriptive and contextual designs were used within the paradigm of constructivism. Purposive sampling was used to select participants. Data were collected through in-depth interviews, field notes and reflective practices, and analysed through open coding., Results: This study revealed disequilibrium between the theoretical knowledge and practical realities of therapists, and indicated that these therapists experience various personal obstacles that hinder the self-management of their individual wellness., Conclusions: Somatology therapists use various personal strategies that allow them to better self-manage their individual wellness. Individual wellness seems to be a personal phenomenon, indicating the need to self-reflect on personal perceptions of wellness, individual wellness obstacles and individual wellness strategies to effectively self-manage individual wellness., Competing Interests: The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article., (© 2019. The Authors.)

Recognition of prior learning (RPL) in South Africa is critical to the development of an equitable education and training system. Historically, nursing has been known as one of the professions that provides access to the training and education of marginalised groups who have minimal access to formal education. The advent of implementing RPL in nursing has, however, not been without challenges. The purpose of this study was to explore and describe the experiences of RPL nursing candidates related to a 4-year comprehensive nursing training programme at a nursing education institution in Gauteng. An exploratory, descriptive and contextual qualitative research design was undertaken. The research sample comprised 13 purposefully selected participants. Face-to-face individual interviews, using open-ended questions, were used to collect data, which were analysed using Tesch's approach. Recognition of prior learning candidates experienced a number of realities as adult learners. On a positive note, their prior knowledge and experience supported them in their learning endeavours. Participants, however, experienced a number of challenges on personal, interpersonal and socialisation, and educational levels. It is important that opportunities are created to support and assist RPL candidates to complete their nursing training. This support structure, among others, should include the provision of RPL-related information, giving appropriate advice, coaching and mentoring, effective administration services, integrated curriculum design, and a variety of formative and summative assessment practices., Competing Interests: The authors declare that they have no financial or personal relationships which may have inappropriately influenced them in writing this article., (© 2018. The Authors.)