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The Integrated Management of Childhood Illness Computerised Adaptation and Training Tool (ICATT) is an emergent training tool for improving the efficiency of the Integrated Management of Childhood Illness (IMCI) case management training in an in-service or pre-service context. This article reports on a study that explored nursing campuses' readiness to use ICATT. A qualitative, exploratory, descriptive design was employed at 10 nursing campuses in KwaZulu-Natal (KZN), South Africa. Campus principals, nurse educators and learners were purposively sampled. The inclusion criteria were: for the campus principals - their willingness to participate; for the nurse educators - having received and facilitated IMCI case management training; and for the learners - being either second or third year trainees in the R425 training programme. In-depth semi-structured interviews were conducted to collect data from the seven campus principals, while eight focus group discussions (FGDs) were held with the nurse educators and learners. The interviews were audio-taped and transcribed verbatim. Data analysis was conducted manually, and trustworthiness was ensured. The determinants identified were: a positive attitude; enablers for ICATT implementation; and barriers to ICATT implementation. However, the barriers could have an impact on the adoption of an electronic tool for IMCI case management training. Recommendations include developing the infrastructure at nursing campuses; offering nurse educators training on the implementation of ICATT for teaching; and developing the learners' computer skills. Nurse educators may use ICATT effectively in teaching IMCI case management, while also stimulating independent learning and creativity for the learners involved. [ABSTRACT FROM AUTHOR]

Background: There has been an increase in the use of clinical simulations as instructional tools in healthcare education. This is because of their role in ensuring patients' safety and quality-care provision., Aim: This study investigated the paramedic students' satisfaction and self-confidence in the clinical simulation of an emergency medical care programme., Setting: The study was conducted at the Durban University of Technology in the KwaZulu-Natal Province of South Africa. The paramedic students' satisfaction and self-confidence in the clinical simulation of an emergency medical care programme were the focus of the study., Methods: The study used a cross-sectional research design. A convenience sampling method was used to select the 83-paramedic students who participated in the study. Data were collected between July and September 2017 using a structured questionnaire. Descriptive statistics (frequencies and percentages and Spearman's rank-order correlation coefficient) and an inferential test, ordinal logistic regression analysis, were used for data analysis., Results: High levels of paramedic students' satisfaction and self-confidence in simulation activities were reported. Generally, the paramedic students' demographics were associated with the satisfaction and self-confidence variables with p -values ≤ 0.04. Emergency medical care training undertaken by the paramedic students was significantly associated with self-confidence ( p = 0.00)., Conclusion: Clinical simulation can bridge the theory-practice gap for paramedic students. It is a hands-on approach that promotes students learning of clinical skills through reflection., Competing Interests: The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article., (© 2021. The Authors.)