Research Articles (School of Nursing)

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'n Bepaling van die behoefte aan voetversorging by 'n groep bejaardes
(AOSIS, 1985) Bothma, Y.; Botma, Y.; Viljoen, M. J.
A survey was done to determine the demand for foot care amongst groups of elderly people in old age homes. A history was taken and a clinical examination was done according to criteria on an evaluation scale to determine the extent of foot-problems amongst the sample. The results indicated that 93 % of the elderly had foot-problems and that 46,51 % of these people tried to take care of their own feet.
Open Access
Algemene voetversorging van die bejaarde
(AOSIS, 1985) Botma, Y.; Viljoen, M. J.
The role of the nurse in the prevention of problems of the feet in the elderly is discussed, and the common foot problems that could be caused by negligence and ignorance are referred to. Routine foot care including care of the skin, nails, choice of shoes and massaging of the feet is discussed, and exercises that the elderly can do to prevent foot problems are illustrated.
Open Access
Adapting to and implementing a problem- and community-based approach to nursing education
(AOSIS, 2000) Fichardt, A. E.; Viljoen, M. J.; Botma, Y.; Du Rand, P. P.
English: The process of change, implemented by the School of Nursing at the University of the Orange Free State so that a paradigm shift in approaches to nursing education at undergraduate level could be achieved, is outlined. The necessity to change, the identification of external and internal variables that impact on change, the founding of a support system, the process of overcoming resistance to change, the evaluation of the process of change and options for the future, are discussed. The rationale for the implementation of a problem-based teaching strategy and the phasing in of a community-based approach to teaching as the heart of the process of change are discussed.
Open Access
Integration of study material in the problem-based learning method
(AOSIS, 2003) Becker, S.; Viljoen, M. J.; Botma, Y.; Bester, I. J.
English: Throughout the world educators are starting to realise that integrated curricula reflect the “real world”. Students learn how to integrate theory appropriately with practice and it stimulates higher order thinking skills. Problem-based learning (PBL) was used as a learning strategy in an integrated undergraduate programme. A quantatative nonexperimentald design, a survey, was used to determine how problem-based learning influences integration of learning by the students. Using a purposive sampling method all the first-year nursing students (43) at the University of the Free State participating in the programme were included in the study. Data was collected by means of a student perception questionnaire (SPQ). PBL does contribute to an integration of learning. All the students agreed that community problems were brought to the classroom and that theory and practice were complementary. Students also indicated that PBL enhanced gathering of information from various sources and a holistic view of a situation. Problem-based learning also increased the ability to consider problems from various viewpoints and taught students clinical reasoning. Certain aspects of integration still seem to be a problem as 42 % of the students indicated that subjects were not related, 21 % that subjects were not integrated and 37 % that scenarios were not realistic. This might be attributed to the fact that only the nursing subjects were taught by means of PBL. It is recommended that scenarios be revised to make them more realistic and that traditional subjects such as Anatomy, Microbiology and Chemical Science be integrated with nursing subjects by means of problem-solving themes, to form a meaningful core curriculum.
Open Access
Beliefs of grade six learners' regarding adolescent pregnancy and sex
(AOSIS, 2007) Grobler, C.; Botma, Y.; Jacobs, A. C.; Nel, M.
Escalating adolescent pregnancy and risky sexual behaviour is becoming more common amongst young adolescents and especially amongst black adolescents in South Africa. Statistics confirm that South African adolescents as young as fourteen are already sexually active and become pregnant. The decision to become sexually active with resulting adolescent pregnancy whether planned or not, are directly influenced by the teenager’s beliefs. A person’s beliefs consist of a person’ own individual beliefs or attitude as well as what the individual subjective norm which the individual perceive as other people’s beliefs regarding the same object of reason. The aim of the study was to describe the attitude of black grade six learners under the age of fourteen, towards adolescent pregnancy and sex. A quantitative descriptive research design was used. Results were clustered according to demographic variables as well as beliefs that consist of attitude and subjective norm. Findings provided insight into the beliefs of grade six learners regarding sex and adulthood, the roll of peer pressure, relationships of adolescent parents, social interaction of teenage parents, ability of adolescent parent’s ability to provide in the needs of the baby, the adequacy of a child support grant to raise a baby as well as the levels of education of adolescent parents. This article provide a detailed reflection on these results and propose off a doll parenting intervention strategy as means of modification of attitude and subjective norms of grade six learners in order to alter sexual behaviour.
Open Access
Learners' knowledge and perceptions of voluntary counselling and testing for HIV and AIDS in the Free State Province
(AOSIS, 2007) Botma, Y.; Motiki, Z. D.; Viljoen, M. C.
English: The study investigated the perceptions of the youth regarding Voluntary Counselling and Testing (VCT) and sexual aspects related to HIV and AIDS. The study was grounded in qualitative methodology, using 4 focus group interviews for data collection - triangulating the results with field notes and literature. The participants of the four focus groups proved to be well informed on the topic and had clear perceptions concerning several aspects. They were very positive regarding the advantages of VCT for the prevention and management of HIV and AIDS. The participants recognised the need for the youth to be better informed about VCT and HIV and AIDS. They were much concerned by the lack of parental involvement in sexual education as well as the permissiveness o f the youth who partook in alcohol and drug abuse as well as prostitution. Participants o f the study stated that this problem was exacerbated by poverty and poor socio economic conditions.
Open Access
Bridging the gap between self-directed learning of nurse educators and effective student support
(AOSIS, 2015) Van Rensburg, Gisela H.; Botma, Yvonne
Background: Self-directed learning requires the ability to identify one’s own learning needs, develop and implement a plan to gain knowledge and to monitor one’s own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning. Objectives: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students. Method: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature. Results: Nine responses by nurse educators based on the fictitious case were analysed. Analysis showed that readiness for self-directed learning in terms of the identified constructs was interrelated and not mutually exclusive of one other. Conclusion: The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one’s own learning and creativity, is vital to one’s future orientation towards goal-directed learning. Knowledge and understanding of one’s own and students’ selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice.
Open Access
Adult learning: what nurse educators need to know about mature students
(AOSIS, 2015) Spies, Cynthia; Seale, Ielse; Botma, Yvonne
Background: Most nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner. Purpose: This article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students. The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles. Method: Using a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done. Findings: Data either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator. Conclusion: Mature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.
Open Access
Clinical placement models for undergraduate health professions students: a scoping review
(BMC, 2021) Nyoni, Champion N.; Hugo-Van Dyk, Lizemari; Botma, Yvonne
Background: Clinical learning is fundamental to undergraduate health professions students. There are several calls for the transformation of health professions education, which have direct implications on clinical learning. Clinical placement models provide structure to clinical learning. Therefore, this scoping review could contribute to supporting curriculum transformation to enhance learning in the clinical environments for undergraduate health professions students. Objectives: This scoping review identified the characteristics of research evidence related to mapping the purpose, methodologies used, outcomes, and specific recommendations associated with clinical placement models in undergraduate health professions education. Design: A scoping review method was used in this study. A search string developed from the title of the review was used to search online databases to identify research published between January 2000 and March 2020. Results: Forty-eight articles reporting on ten clinical placement models were included in this review. The majority of these articles originated from Australia and predominantly report on nursing. The aims of these articles aligned with the evaluation of the implementation of a clinical placement model. Seven categories of outcomes of the clinical placement models are reported namely, relationships, influence, environment, facilitation, inputs, knowledge scores, and student perceptions. Conclusions: As clinical learning is fundamental to undergraduate health professions education, clinical placement models should prioritise the development of competence among undergraduate students. Insights into outcomes reported in literature could guide educators in fostering optimal learning in students who may then be able to influence community health outcomes positively.
Open Access
Families' experiences on safety needs of children with intellectual disability
(MDPI, 2022) Modula, Mantji Juliah; Sumbane, Gsakani Olivia
Background: Children with intellectual disability (ID) are known to have a deficit in self-care, social interaction, and learning abilities. Families raising these children experience a range of difficulties that require supportive systems to meet the physical, psychological, and social safety rights of children with ID. The study explored the safety of children with ID through the experiences of their families in the rural Capricorn District of Limpopo Province, South Africa. Methods: In-depth individual interviews and focus group discussion were conducted with 26 families directly involved in raising the children with ID. An inductive thematic analysis of data on the experiences of raising children with ID was undertaken with the aid of ATLAS.ti 8 computer programme. Results: The study revealed that children with ID lack safety at home, schools, and day care centre environments due to a lack of active involvement by nuclear family members, neighbours, and communities, including interaction with their peers and professional service providers in facilities. Safety of children with ID is compromised through exploitation and injuries, leading to marginalisation as they feared further humiliation. Conclusion: The study highlighted that active involvement of family members, communities, and governmental and non-governmental organisations is crucial in ensuring safe environments for children with ID.
Open Access
Learning needs of caregivers of older persons in residential care facilities in rural South Africa: Unveiling unrealistic expectations
(Elsevier, 2023) Marais, Cecilia; Van Jaarsveldt, Deirdre Elizabeth; Spies, Cynthia
Introduction: The complexity of the caring needs of older persons in residential care facilities pose challenges for which South African caregivers were found to be underprepared. Their inadequate education and training led to varied quality of care, caregiver stress and burnout. The need was consequently identified to explore and describe the learning needs of caregivers working in residential care facilities in a resource limited setting. Methods: An explorative case study was undertaken and the multiple perspectives of stakeholders within the geographical context were elicited by use of four nominal groups and a small group interview. Results: Following a content analysis, the topics of basic nursing skills, hygiene, Alzheimer’s disease, medication, communication, rights, and responsibilities, as well as staff monitoring, and evaluation were identified. Conclusion: Most of the learning needs were beyond the expected caregiver tasks stipulated by the South African Qualifications Authority. The authors question the unrealistic expectations set before these caregivers.
Open Access
Knowledge, skills, and training community health workers require to contribute to an interprofessional learning initiative
(Elsevier, 2023) Joubert, Annemarie; Reid, Marianne
Background A health sciences faculty established an interprofessional learning initiative in the southern Free State, South Africa. This initiative offers learning opportunities to fourth-year students in health and rehabilitation sciences, nursing, and clinical medicine, whilst supporting rural healthcare services. The role of community health workers in this initiative is often limited to enabling students to enter the community setting. The authors presupposed that these health workers require certain knowledge, skills and training to contribute to this initiative. Aim To describe the knowledge, skills, and training community health workers require to contribute to a faculty of health sciences interprofessional learning initiative. Setting The study was conducted at the rural and university facilities of a health sciences faculty. Methods This qualitative study used five nominal group discussions and purposive sampling to obtain data from community health workers (n = 26), interprofessional learning students (n = 22), interprofessional learning coordinators (n = 3), and interprofessional learning facilitators (n = 5). Analysis of the multiple-group data was done according to accepted nominal group technique practices. Findings Five top priorities related to required knowledge, skills, and training were identified across groups. Knowledge priorities were, for example, the Road to Health chart (average 5.58), danger signs (3.63), and basic knowledge on pertinent conditions (2.82). Skills included wound care (4.17), vital signs (3.09), and communication (2.63), whilst training on health promotion (3.09), emergency (3.00) and wound care (2.92), were listed. Contribution The findings contribute to the development of a facilitator guide containing content tailored to enable community health workers to contribute to this interprofessional learning initiative.
Open Access
Knowledge, skills, and training of community health workers to contribute to interprofessional education: a scoping review
(Taylor & Francis, 2023) Joubert, Annemarie; Reid, Marianne
A scoping review of 32 publications was conducted with the aim of mapping literature to determine what is known about the knowledge, skills, and training of community health workers that could contribute to interprofessional education. Interprofessional education, as a pedagogical approach, prepares health professions students to serve patients in collaboration with other health professionals to improve patient outcomes. All over the world, the role of community health workers is vital for its support of community service and community health outcomes. However, no evidence could be found on the knowledge, skills, and training of community health workers that contribute to interprofessional education. The knowledge that community health workers need to contribute to interprofessional education, as reported by the literature, relates to case management, communication, health education, recordkeeping and referrals. Skills, such as critical thinking, interprofessional collaboration, and various clinical procedures, were noted. Training approaches reported included the use of technology such as mobile phones and web-based learning. The scoping review improved our understanding of the knowledge, skills, and training of community health workers that could contribute to interprofessional education. Applying a fit-for-purpose approach, and building on existing knowledge, skills, and training, could fast-track the contribution of community health workers to interprofessional education.
Open Access
Experiences in learning research methods: recommendations from undergraduate nursing students at two African universities
(Elsevier, 2024) Mbuthia, Florence; Mogakwe, L. J.; Nyoni, Champion; Reid, Marianne; Wambui, Winfred; Githui, Simon
𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱 Globally there is increasing demand for high-quality nursing care driven by research and evidence-based practice. Engagement of undergraduate nursing students in research activities identifies experiences and strategies that bring best outcomes in nursing practice. This study sought to establish strategies that will improve research practices among undergraduate nursing students at two African universities. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀 The study was conducted in University of the Free State (UFS) in South Africa and Dedan Kimathi University of Technology (DeKUT) in Kenya. Nominal group technique (NGT) was used to collect data from 116 undergraduate nursing students (South Africa = 53; Kenya = 63). Participants recruitment involved complete collection sampling with 5 group discussions (South Africa = 2; Kenya = 3). Data analysis involved initial intra-group analysis step done to tally and combine scores for specific ideas. Second step identified top five ideas across groups per institution based on highest scores. Final step compared similarities and differences between the two institutions. Ethical clearance was obtained in both countries. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀 The nominal group results showed top five priorities for the students in Kenya were group work research, calm manner of addressing mistakes, timely feedback from supervisors, standardised assessment, face to face teaching of data analysis software and avoidance of nullification of research projects. South African university students prioritised Student support, knowing expectations, supervisor’s feedback and contact classes, interactive classrooms and breaking down research jargon. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 The participants reported need for creating supportive learning experiences with peer/teacher mentorship. Timely feedback, structured supervision, and student-centred approach to learning new information in research enrich learners’ positive experience.
Open Access
Exploring information needs among family caregivers of children with intellectual disability in a rural area of South Africa: a qualitative study
(BMC, 2024) Modula, Mantji Juliah; Chipu, Mpho Grace
𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱 Globally, families experience challenges caring for and raising children with intellectual disability (ID). Family caregivers in rural states are mostly known for lacking support resources, including information on understanding the care of ID. Lack of adequate information on understanding of ID compromises the provision of life-long care and support of the children with ID’s physical, emotional, psychological and social developmental well-being. The study aimed to explore the information needs of family caregivers regarding the care of children with ID in rural areas of Limpopo Province, South Africa. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀 This qualitative explorative research conducted 16 in-depth individual interviews and one focus group discussion with ten family members. The participants shared their experiences of raising children with ID in rural communities. Inductive thematic analysis using Atlas Ti software categorised emerging themes and subthemes of this study from merged data sets on information needs regarding the care of children with ID among family caregivers. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀 The findings highlighted the need for information regarding ID care among family caregivers raising children with ID in the home environment. The information challenges experienced by family caregivers include caring for the challenging behaviour of children with ID and available support resources and services for the children and their families. These challenges impact the care and support required to meet the developmental needs of children with ID. Furthermore, inadequate information on ID among family caregivers in rural communities with a lack of resources restricts the children from accessing required support services. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻𝘀 Given the information challenges these families face on ID, the stakeholders must develop continuous training programmes that will equip, empower, and further monitor ID care and management among family caregivers to enhance care and the raising of children with dignity.
Open Access
Nursing education leadership strengths in South Africa: an exploratory study
(Elsevier, 2024) Mogakwe, Lebuile John; Van Jaarsveldt, Deirdre
𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻 𝗮𝗻𝗱 𝗯𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱 Numerous multifaceted issues continue to pose a serious challenge to the success of nursing education and training worldwide. In South Africa, distinct situations, such as the transitioning of public nursing colleges to higher education to be part of a unified higher education system, amplify the problems faced by nursing education leaders. To unravel these complexities, an exploration of South Africa’s existing nursing education leadership strengths was undertaken. 𝗣𝘂𝗿𝗽𝗼𝘀𝗲 To describe the leadership competencies deemed as an existing leadership strength in a challenged and transforming South African nursing education context. 𝗠𝗲𝘁𝗵𝗼𝗱 As part of a larger study, embedded in social constructionism, an exploration of the country’s existing nursing education leadership strengths was conducted with the purposefully selected nursing education leadership experts. Qualitative, descriptive, and contextual data yielded by the ten participants were analysed using thematic analysis. 𝗙𝗶𝗻𝗱𝗶𝗻𝗴𝘀 Four main themes emerged namely, leadership competencies; governance, leadership, legislation, and policy; staff development as well as community engagement. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻 The authors propose that the described leadership competencies offered by the nursing education leadership experts as the existing nursing education leadership strengths in the country be considered as a foundational basis to navigate emergent challenges in wider contexts.

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