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1
Mthethwa, Kholekile F. "Training and localisation policy: a case study of Swaziland." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The aim of the study was to investigate why it was deemed necessary to train and localise the public and private sectors by the Swaziland government. The efforts began shortly before Swaziland attained independence in 1968. Many of the initiative to localisation started in pre-colonial Swaziland in 1966 leading to independence. The study also examined the drawbacks to training and localisation and how these were overcome. Swaziland inherited and was strongly dependent upon a strongly entrenched cadre of top-level public service and private administrators who were expatriates. The study also examined how far localisation has gone to date.
2
Young, Joyce. "Nurses Aides' Perspectives on Training." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/367.
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In 2008, the Institute of Medicine recommended increasing CNA training programs to 120 hours of training. In accordance with that change, the Pennsylvania Department of Education recommended that the Pennsylvania's CNA training program of a required 80 hours be increased to 120 hours of training. This increase was intended to improve CNA job performance and job satisfaction, as well as the quality of patient care. The purpose of this phenomenological research study was to understand how Certified Nurse's Aide (CNA) graduates of 100-hours or fewer training programs in Lancaster, Pennsylvania, perceived their clinical training as related to effectively performing clinical duties in a skilled nursing facility. Roger's learning theory served as a basis for analysis due to its approach of student-centered learning. Through the voices of seven CNA participants, data were collected through the implementation of in-depth interviews, surveys, and observation field notes. Data were analyzed through manual coding of themes combined with peer reviewers and record review to triangulate data. Three themes emerged: (a) CNAs perceived they were inadequately prepared to effectively complete clinical tasks, (b) a mentoring or shadowing program prior to employment reduced the physical and mental stressors and improved the quality of patient care they provided, and (c) CNAs voiced little desire to attend continuing education courses other than those provided by the nursing facility. These results may improve state curricular standards, provide insight for skilled nursing facility administrators relative to effective CNA patient care, and facilitate increased CNA job satisfaction and retention.
3
Lindop, Edward. "Individual stress among nurses in training." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319205.
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Arubayi, Odamaro Damis Feyisayo. "An evaluation study of technoserve's small business training probramme in Swaziland." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/6432.
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Moore, Sheila Marjean. "Impact of Simulation Training on Novice Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3114.
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In 1999, the Institute of Medicine released its report on building a safer health system. Since then, safety in patient care has become a paramount interest. Given the growing support for increasing patient safety, simulation training has become a common part of novice nurses' orientation program. This simulation training is designed to mimic situations in the acute care setting where novice nurses can practice in a patient safe environment. In this DNP project, a stroke simulation scenario and supporting patient chart was developed as an addition to a novice nurses' orientation program. The National League for Nursing simulation template was used to ensure successful incorporation of the League's standards and evidence-based practices. Five local experts were chosen to review the developed stroke simulation and corresponding patient chart. After reviewing, the experts were given a Likert-types evaluation survey to complete. The results of these surveys revealed that all experts strongly agreed that the simulation scenario was easy to follow and that the simulation patient chart provided the supporting information needed for the scenario. All experts strongly agreed that the simulation scenario would be easy to incorporate into the existing simulation programs and that the simulation scenario would enhance the critical thinking and decision making of the novice nurse. Lastly, all five of the participants strongly agreed the simulation scenario would increase patient safety when novice nurses are faced with similar situations in the acute care setting. The products of this project have been made available to the local healthcare facility for incorporation into its existing orientation program for novice nurses. The purpose of developing this simulation training is to improve the novice nurse ability and confidence to make a positive social change.
6
Sandberg, Maria, and Karin Zetterberg. "Contributing and protecting factors to moral distress : A qualitative study amongst nurses meeting patients with HIV/AIDS in primary healthcare in Swaziland." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-3995.
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Background: Swaziland, a country in Sub-Saharan Africa, with an HIV prevalence of 26 % amongst 15-49 year olds. The nurses work conditions are heavily affected by the high prevalence of HIV/AIDS and of the increasing workload. Moral distress can have implications on the nurse’s social, physical, emotional and psychological wellbeing and can also serve as a wake-up call in morally questionable situations. Aim: To describe moral distress among nurses working with people living with HIV/AIDS in Swaziland. Method: A qualitative semi-structured interview study was carried out at two health clinics in Swaziland. Five nurses who in their daily work interact with patients living with HIV/AIDS were interviewed. Data was analysed using content analysis with an inductive approach as presented by Elo and Kyngäs. Results: The results were divided into two main themes of contributing and protecting factors. Contributing factors were: strain of heavy workload and shortages, powerless over ones work situation, guilt over not doing enough, expectations on being the perfect nurse and work not being recognised. Protecting factors were: providing beneficial care brings meaning and having a supportive and appreciative work environment. Discussions: The results of the study are reviewed in the light of the lifeworld perspective theory. Nurses’ sense of identity is discussed as well as experiences of high expectations, powerlessness and protecting factors such as meaningfulness and peer support.<br>Bakgrund: Swaziland är ett land söder om Sahara som har en HIV-prevalens på 26 % bland 15-49 åringar. Sjuksköterskors arbetsvillkor har påverkats markant av den höga HIV/AIDS-prevalensen och den höga arbetsbelastningen. Moralisk stress kan påverka sjuksköterskans sociala, fysiska, emotionella och psykiska välbefinnande och kan fungera som en väckarklocka i moraliskt svåra situationer. Syfte: Att beskriva moralisk stress bland sjuksköterskor som arbetar med personer som lever med HIV/AIDS i Swaziland. Metod: En kvalitativ semi-strukturerad intervjustudie genomfördes på två hälsokliniker i Swaziland. Fem sjuksköterskor intervjuades som i sitt dagliga arbete kommer i kontakt med patienter som lever med HIV/AIDS. Innehållsanalys med induktiv ansats enligt Elo och Kyngäs användes för att analysera data. Resultat: Resultatet delades upp i bidragande och skyddande faktorer. Bidragande faktorer var: påfrestning av tung arbetsförda och bristande resurser, maktlöshet över ens arbetssituation, skuld över att inte göra tillräckligt, förväntningar att vara den perfekta sjuksköterskan och att inte uppskattas för sitt arbete. Skyddande faktorer var: att ge gynnsam vård skänker mening samt att ha ett arbetsklimat som stöttar och uppmuntrar. Diskussion: Studiens resultat diskuteras utifrån ett livsvärldsperspektiv. Sjuksköterskornas upplevelse av identitet, höga förväntningar, maktlöshet samt skyddande faktorer såsom meningsskapande och stöd från kollegor diskuteras.
7
Jeffree, Pauline. "The education and training needs of practice nurses." Thesis, University of Surrey, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336545.
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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.
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Theriaque, Tina June. "Educational Training of Staff Nurses for Evidence-Based Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5275.
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Translating research into practice takes 10 to 20 years or more. Evidence-based practice (EBP) integration remains at 10% to 20%, despite recommendations requiring EBP-guided decisions. Up to 30% decreases in health care system spending, improved quality outcomes, and increased staff satisfaction result from EBP integration. Nurse leaders, who rate quality and safety as the highest priority but EBP as the lowest, are accountable for EBP enculturation; a desire to support bedside registered nurses in EBP exists, yet this EBP use knowledge gap supersedes this goal. The purpose of this project was to provide an EBP education program introducing the use of evidence to guide nursing practice. The project question addressed whether an education program for staff nurses on introduction to EBP would increase nursing staff perception of the value of EBP and their interest in implementing EBP. Knowles's theory of adult learning and the nursing process guided this project. The 36 participants completed the16-question EBP Beliefs Scale before and after the education program on introduction to EBP. Results from the paired samples t tests showed there was a significant difference in each response on the survey, indicating an increased understanding of the fundamental value of EBP, as well as the participant's individual ability to implement EBP within clinical practice. The limited findings contribute to the existing body of knowledge, while positive social change implications include resolving public health and safety issues, reversing fiscal irresponsibility, and overcoming resistance to change, which is at the heart of implementing and enculturating EBP.
10
Cook, Peggy Hutton. "Coping resources for stress and assertiveness training for nurses." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1233602271.
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Simelane, Nomcebo Barbara. "HIV/AIDS knowledge, attitudes and risky sexual behaviours of college students at Nazarene Teacher Training College in Swaziland: A descriptive study." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_9865_1178277811.
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The aim of this study was to describe the knowledge and attitudes of college students of the Manzini Nazarene Teacher Training College with regard to HIV/AIDS. The aim was to identify risky sexual practices of the college students as well, which may require redress in order to enhance their effectiveness in combating the spread of HIV.
12
Ndlangamandla, Khosie Constance. "Provision of library and information management higher education and training in Swaziland: a feasibility study." Thesis, University of Zululand, 2011. http://hdl.handle.net/10530/1086.
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Dissertation submitted in partial fulfillment of the Masters Degree in Library and Information Science at the University of Zululand in the Department of Library and Information Science, South Africa, 2011.<br>This study investigated the feasibility of providing Library and Information Management higher
education and training locally in Swaziland. It aimed to determine if it is possible and necessary for
Swaziland to be involved in the education and training of its own Library and Information
Management professionals within the country. The study was centered on two major concerns facing
the country with respect to Library and Information Management practice. These were the
dependence of the country on foreign schools to acquire higher education and training, and the
required funding to import such education and training into the country. Also highlighted were issues
of the relevance of the imported education and training and major concerns concerning funding for
higher education and training in other countries.
The study had seven objectives as follows:
• To investigate the state of Library and Information Management higher education and training
in Swaziland
• To determine if there is a need for the local higher education and training of candidates to the
profession and existing professionals in Swaziland
• To investigate whether or not there is a market for Library and Information Management
professionals to be educated and trained in Swaziland
• To investigate the availability of infrastructure that is required for providing higher education
and training in Library and Information Management in Swaziland
• To establish the challenges and opportunities of providing Library and Information
Management higher education and training in the country
• To determine the feasibility of providing Library and Information Management higher
education and training in Swaziland with respect to cost, relevance and human resources
• To determine the role of major stakeholders, such as the government and the Library and
Information Professional Association, in providing local higher education and training in
Library and Information Management
The study targeted five population groups as follows:
• Prospective entrants to the Library and Information Management profession
• Existing and practicing Library and Information Management employees
• Job advertisements for Library and Information Management personnel
• Existing and potential employers of Library and Information Management employees
• Training institutions likely to host Library and Information Management higher education and
training
In this study, both qualitative and quantitative data was obtained using survey questionnaires,
interviews, content analysis, and observation. Questionnaires gathered data from prospective entrants
to the profession of Library and Information Management and existing employees in the profession.
Semi-structured interviews were conducted with current and potential employers in the government
and major Library and Information Management service organizations. Content analysis of newspaper
advertisements for the job market in Library and Information Management was performed on two
v
local dailies spanning a period of four years (2005 - 2008). Observation was conducted in two higher
education institutions to check whether or not they were capable of hosting Library and Information
Management education.
Prospective entrants, employees, employers and the training institutions highly favoured higher
education in Library and Information Management within the country. 155 (64 %) of the prospective
entrants expressed their willingness to join the profession of Library and Information Management
and pursue higher education, and this could increase to 196 (81 %) with effective marketing
campaigns that would woe the 41 (17 %) who were undecided / flexible prospective entrants. Many
employees also expressed their desire for local higher education in Library and Information
Management. The employees – most with foreign-acquired qualifications – desired to further their
higher education and training in the local environment. Employers also continuously emphasized the
feasibility of hosting higher education in Library and Information Management in Swaziland. The
employers suggested that Swaziland must first introduce diploma programs before proceeding to
degree levels.
The government as a stakeholder ensured its financial support in sponsoring the pursuit of local higher
education in Library and Information Management by local candidates. Both of the visited higher
education institutions were suitable in terms of infrastructure. The University of Swaziland displayed
more infrastructure and resources and is suitable for both graduate and postgraduate programs.
Mananga’s infrastructure and resources could host a diploma and certificate program in Library and
Information Management.
Content analysis was performed on 98 newspaper advertisements obtained from 2084 papers. The
percentage of the obtained advertisements against the total number of papers scanned was low at 9 %.
This would suggest low feasibility, but only if the expectation is that job advertisements for a
profession would run every day in a local newspaper. Employers in Library and Information
Management, however, insisted on the availability of jobs in the local market and highlighted several
positive indicators of a growing market in this profession.
It was recommended that in hosting programs, the duplication of hosting institutions should be
avoided for a small country like Swaziland, and stakeholder participation and involvement should be
maintained for the continued success of the education programs. Relevance should also be fairly
addressed and balanced for the local, regional and international applicability of locally acquired
qualifications. Tracer studies on the usefulness of the educational programs against changing needs of
the market would be necessary, and within the first five years, assessments should be conducted in
order to positively influence the programs.
13
Crossland, Jill. "Training nurses to deal with aggressive encounters with the public." Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:0fd667ff-3b29-4d32-9c6f-1a33f662318b.
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Chapter one reviews the literatures on psychological studies of aggression, problems of aggression within the Social Services and the National Health Service, and nurse-patient communication. A number of issues are raised which are addressed by the current research. In chapter two nurses' theories about what defuses and what aggravates aggression are explored. It was found that nurses believe that by remaining calm, gentle and firm they will defuse both physical and verbal aggression. In the case of physical aggression they believe it to be aggravated by being authoritarian, demeaning and defensive, while in the case of verbal aggression they believe it to be aggravated by becoming angry or attempting to deflect it. In chapter three nurses' real-life experiences of what defuses and what aggravates physical and verbal aggression are compared with their theories. The nurses' experiences largely support their theories. It was also found that there are very few methods for dealing effectively with physical aggression, while there are a relatively large number of methods for dealing effectively with verbal aggression. Moreover, those nurses who believe themselves to be more capable of dealing with aggression suffer fewer emotional after-effects than those nurses who do not. Chapter four examines individual differences between nurses and relates these differences to their ability to recover from the emotional aftermath of aggression. It was found that nurses who are highly stressed and who bottle-up their feelings of anger suffer emotionally after aggressive incidents. In contrast, nurses who are assertive, extravert and who exercise interpersonal control are not so distressed by aggressive incidents. In chapter five nurses' attributions are related to their ability to select effective methods of dealing with aggression as well as their ability to recover from it emotionally. It was found that those nurses who have a tendency to blame themselves are both emotionally vulnerable and less capable of selecting effective methods of responding to aggression. In addition, a new method of measuring attribution was developed and tested, and was found to be preferable to the usual method of measuring attribution. Chapter six presents the two-day aggression training programme. The training was designed to incorporate the findings of the current research as well as theoretical issues. The training was carefully evaluated with a control group, pre-post measures of both subjective and objective change, and a seven week follow-up. The aggression training group was no different to the control group before training, but was different on all measures after training. It was concluded that the training model has been shown to make a significant difference to objective skills and subjective evaluations, and that the causal influence of some of the findings described in chapters two to five has been demonstrated. Chapter seven summarises the findings of the research, explores their theoretical and practical implications, and suggests directions for future research.
14
Chiu, Michelle. "The Effectiveness of Disaster Surge Training for Public Health Nurses." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275063213.
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Gray, Morag A. "The professional socialisation of Project 2000 student nurses : a longitudinal qualitative investigation into the effect(s) of supernumerary status and mentorship on student nurses." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364087.
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Holm, Malin. "Simulating Dialysis : Concept Evaluation of a PC Training Simulator for Nurses." Thesis, Uppsala universitet, Avdelningen för visuell information och interaktion, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-209641.
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Nurses at a haemodialysis clinic are required to handle complex technological equipment in a stressful environment, with the patients’ lives at risk. A training needs analysis (TNA) that was made at Karolinska University Hospital Huddinge in 2010 identifies the nurses’ need to practice alarm situations in the safe environment of a computer-based training simulator. This project builds on the conclusions of the TNA and the aim is to evaluate the concept of a training simulator by developing and evaluating a prototype program. The simulation model used is the prototype is based on a problem solving approach with virtual patient scenarios. During the entire development process continuous input has been gathered from nurses who work with dialysis. The project was completed by structured user test focusing on evaluating the usability and realism of the prototype. The conclusion of the project is that nurses working with dialysis need to practice alarm situations and that a training simulator could meet this need. The report is written in English.
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Rickenbach, Christina. "School Nurses' Role During Disease Outbreak." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9055.
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Background and Purpose: School nurses have the critical task of overseeing the health and wellness of school-aged students. Utah is 1 of 17 states which allow parents to exempt their children from vaccines. The most common parental reason for exempting children from vaccines is personal choice. With the number of students without vaccinations on the rise, school nurses are tasked with responsibilities related to the spread of vaccine-preventable diseases. However, few studies have explored the role of school nurses in managing a disease outbreak. Therefore, the purpose of this study was to 1) explore the responsibilities of Utah school nurses during a disease outbreak; 2) review disease outbreak training for Utah school nurses; 3) identify groups with which the Utah school nurse would collaborate during a disease outbreak; and 4) identify Utah school nurse concerns while attempting to manage a disease outbreak. Methods: A qualitative descriptive design was used with a semi-structured interview guide for focus groups (3 focus groups, 24 total participants) of Utah school nurses. Qualitative analysis of content and themes was utilized. Results: School nurses' responses revealed their collaborative role and cited strong teamwork with the local health department; lack of standardized disease outbreak training; high student-to-nurse ratios; and concerns with communication with parents and community. Thematic descriptions with illustrative quotes are presented as well as perceived challenges and barriers Utah school nurses faced during a disease outbreak. Conclusion: Utah school nurses face barriers that prevent them from working effectively during a disease outbreak. Most barriers are due to communication difficulties and lack of training for school nurses. Findings of this study have implications for standardized training, funding to decrease the high nurse-to-student ratio and for further education in the community to raise awareness of outbreak guidelines.
18
Battle, Sandra. "A study of curriculum innovation in district nurse education and training." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/2143/.
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Gray, Richard John. "A randomised controlled trial of medication management training for CPNs." Thesis, King's College London (University of London), 2001. https://kclpure.kcl.ac.uk/portal/en/theses/a-randomised-controlled-trial-of-medication-management-training-for-cpns(34bd9a07-da06-41f0-9002-222233ef3eba).html.
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Thornley, Carole. "Pay determination for nurses : pay review, grading and training in the 1980s." Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36141/.
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This thesis develops a policy-oriented account and evaluation of pay determination and associated employment changes for U.K. nursing staff in the 1980s, within an analytical framework for understanding nursing pay processes and outcomes over longer time horizons and with greater generalisability. In particular, an analysis is conducted of the Pay Review Body for Nurses and Midwives and of the interlinkages between pay determination, grading and training at different levels of aggregation. The study is multidisciplinary, employing a wide range of primary documentation, and findings from national-level interviews and local case studies at eight district health authorities in the West Midlands region. The thesis divides into three parts. The first locates nursing pay determination in historical context. Structural characteristics in the health division of labour and in the wider political economy lend a degree of apparent continuity to nursing pay levels. However, this appearance masks important change which must also be understood. The second evaluates the origins of nursing pay review, its processes and outcomes. The conflicting bargaining positions and power relations between the 'Sides' in pay review are noted, together with the continued importance of negotiation and of 'non-pay' issues. The role of the Pay Review Body is considered alongside nursing pay outcomes. Although the Review Body could be seen as contributing to conservative outcomes for nurses' pay, there are complex feedbacks within the system which must also be understood. The third section considers 'non-pay' issues and tne interplay of national and local forces in an evaluation of local managerial perspectives on nurse resourcing and employment changes in the 1980s. It is argued that a 'crisis' occurred in the late 1980s, rooted in history and political economic circumstance, and that the process of pay deceritralisation should be understood in this light. This process, however, is a risky and uncertain one.
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Munnings, Persephone Annis. "Developing a Preceptor Training Program for Registered Nurses in a Teaching Hospital." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6931.
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In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles's adult learning theory and Benner's theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.
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Yeung, Hiu-hung. "From hospital based training to tertiary education : issues concerning an initial implementation of new nursing education policy /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22967710.
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Gregory, Josephine M. "A grounded theory study of the education of hospital nurses : how education for interpersonal relating influences the way nurses relate to each other in the college and on the ward." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/844361/.
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This study was initiated as a result of a concern that the philosophy and practice of facilitative interpersonal relating espoused in pre-registration nurse education was not transferring with ease into educational interactive teaching and learning processes nor to the practice of nursing, particularly between nurses themselves. Working from one of the premises of humanistic education which is that people will integrate professional and personal learning so that they can be 'enabling' for others in professional practice, and combining this with the definition of nursing which nurses themselves gave in this study, which centred on the quality of their interpersonal relationships with patients, this research focused on:a) what constituted interpersonal relationships for the nurses studied, b) how the education of nurses addressed interpersonal relationships in teaching and nursing practice, c) how the development of interpersonal relationships as therapeutic enabling behaviour was practised among nurses themselves in educational and hospital ward practice. A Grounded Theory approach (after Glaser and Strauss 1967) was used to discover what were the sociopsychological processes guiding how nurses related to each other. A total of 176 nurses were sampled in this research. There was an initial purposive sample of 31 nurses from student nurses to tutors in the School of Nursing and trained nurses on some of the wards of a general hospital engaged in the study. This was followed by theoretical sampling with those same nurses and with other nurses outside the research site. The main method used was unstructured intensive interviews, many informal interviews, group discussions with some non-participant observations and use of curriculum documents. The main findings were that nurses felt emotionally and behaviourally ill equipped to form enabling (socio-psychological) relationships with each other, and for the most part unwilling to be 'enabling' to each other. In nurse education socio-psychological training was given, little priority over the 'clinical' curriculum and most tutors felt unable to teach the interpersonal curriculum experientially. Students recognised the need to develop interpersonal "enabling" skills; however, most did not demonstrate an investment in learning 'how to be enabling' in experiential education. The possible reasons for the lack of ability or lack of investment in developing "enabling" interpersonal relating were identified as core processes of personal vulnerability and fear of intimacy. These fears were shielded by the basic sociopsychological process of With-holding Self as a Strategy for Selfmanagement in which nurses seemed to be engaged. This was 'a holding back' from intimacy; that is being honest, spontaneous and creative as defined by Berne (1972) (Appendix H) Aligned with the 'With-holding' and in some cases a manifestation of 'with-holding' was the other basic sociopsychological process identified, which was: the 'Professional shield' as a self-protective sociopsychological mechanism protecting against personal rejection, (real or imagined) and its auxiliary category: 'Conformity to try to belong to the ward team' as a strategy to counteract the perceived overuse of hierarchical power and control mainly within the ward team. Fear of rejection and fear of intimacy were core categories which gave rise to the defensive strategies which nurses used in their interpersonal relationships with each other. As a result of these findings, some more definite questions could be asked which would form the bases of further research. One question addressing the sociopsychological relationships among nurses could be: What is the investment for nurses (as a profession) in maintaining unsatisfactory interpersonal relations which maintain a state of dis-empowerment? There is a recommendation for nurse educators generally to work within an educational psychological learning contracting for interpersonal skills training, and that such training be called psychosocial education to give it more prominence and status in the curriculum.
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Kite, Katherine. "Learning to doubt : the professional development of nurses in an intensive therapy unit." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389276.
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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.
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New research findings, changes in legislation and the use of information technology in nursing,
requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller,
2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging
knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on
the importance of in-service training, and authors agree that in-service training improves the
quality of nursing care. However few studies on in-service in South Africa and psychiatric
nursing science have been conducted, of which the last study conducted on psychiatric nursing
science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some
psychiatric hospitals in Gauteng do not conduct in-service training at all and informal
discussions held with nursing managers highlighted that when in-service training programmes
are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are
in terms of in-service training to keep them updated and empowered to perform to the best of
their ability.
The objectives of the study were to explore and describe the needs and benefits of in-service
training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate
recommendations for in-service training for psychiatric nurses in this hospital.
The research project followed a qualitative, explorative, descriptive and contextual approach.
Six focus group interviews were conducted and relevant data obtained. The findings of this
research included seven main themes, namely the need for in-service training, career
advantages, social advantages, physical advantages, psychological advantages of in-service
training, recommendations regarding in-service training and factors that hinder in-service
training. These findings were enriched with direct quotations from the transcriptions as
verbalized by psychiatric nurses during focus group discussions. The findings were compared
with available relevant literature for confirmation.
Recommendations were formulated for nursing education, nursing research and nursing
practice that focus on in-service training for psychiatric nurses.<br>Thesis (MCur)--North-West University, Potchefstroom Campus, 2012
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Michaels-Strasser, Susan D. "The impact of care competency training for primary care nurses in South Africa." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/7440.
Full textAbstract:
Includes bibliographical references (leaves 184-200).<br>To effectively support the primary health care transformation of the South African health system, human resource development is needed. Nurses, at the forefront of primary care service delivery, urgently need support and advancement to fulfill their role. This study aimed to investigate the impact of core competency training on primary care nurse competence. To begin this investigation, a framework or core competencies was generated through two reference group meetings. This work was followed by a Delphi study to further define core competence in primary care nursing and how best to measure such competence. Nine core competencies were defined which led to the development and piloting of a core competency evaluation tool including a self-lest and observation tool. This early work was followed by the implementation and evaluation of a novel core-competency training program. This program was implemented within district health systems with working clinic nurses. It involved tour distinct sites in three different provinces. A total of 162 nurses took part in the study, including an intervention and reference group. The goal was to assess the impact of training in a real world setting. Using the self-lest and observation tools, this study showed that competence does improve with this type of training. Additionally, competence is most reliably assessed through observation since test familiarity and possible contamination decrease the usefulness of repeated self-test measures. Further assessment or this novel training program and ref1nement of the measurement tool are recommended. This study can serve to inform health policies, particularly regarding human resource development within emerging district health systems. It provides a practical and effective training approach for increasing nurse performance of primary care core competencies.
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Trepanier, Edna. "Impact of Communication Training on Nurses' Verbal and Nonverbal Skills and Patient Satisfaction." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606592.
Full textAbstract:
<p> Effective nurse communication correlates with favorable patient experiences and outcomes. Communication training programs are insufficient, although they do improve nurses’ communication skills. The purpose of this quantitative, pretest-posttest quasi-experimental study was to examine the impact of a communication training intervention on nurses’ perceptions of verbal and nonverbal skills, patient satisfaction with nurses’ communication, and the overall rating of the hospital. The Nurse Self-report Verbal and Nonverbal Communication Skills Survey (NSVNCSS) was the tool employed to collect data from 103 nurses to investigate the changes in nurses’ perception of their own verbal and nonverbal scores from pretest to posttest. The analysis of historical satisfaction surveys from 81 inpatients before and 71 after the communication training was necessary to investigate the changes in relevant scores theorized to accompany the increases in communication ratings. Statistical findings suggested that a communication-training program for nurses demonstrated increased level of nurses’ self-reported verbal and non-verbal skills, as well as for inpatients’ level of satisfaction with nurse courtesy and respect. Other findings revealed that the implementation of a nurse communication-training program showed increased inpatients’ perceived levels of satisfaction on nurses’ listening skills, explaining things clearly, and the overall rating scores for the hospital but were not statistically significant. There was not much room for growth since the average pre-intervention communication score was 3.74 or more out of 4 and an average of 9.2 out of 10 for the overall hospital rating. The results provide valuable evidence that the developed communication skills program is effective in improving nurses’ perception of their communication skills.</p><p>
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Mndebele, Comfort Baphumuze Sikhumbuzo. "Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-163822/.
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Jordan, S. E. "An impact evaluation of bioscience teaching to post-registration nurses using an educational methodology." Thesis, University of the West of England, Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390188.
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Wickenden, S. A. "Self-directed learning in nurse education : a case study on an orthopaedic ward." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/848566/.
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The study reported in this thesis is concerned with the education of basic general nurses whilst they are working in the clinical setting. Set against a system where the position of the student is essentially that of an apprentice, previous studies have demonstrated that theory is often divorced from practice and any teaching which does take place is frequently sparse and erratic. In an attempt to alleviate this situation, this study examines the circumstances surrounding the introduction of a scheme of self-directed learning (in the form of learning packages) into two orthopaedic wards in a District General Hospital. Using a case study approach to educational research, the techniques of illuminative evaluation are used to monitor the project in all its phases (planning, production and implementation). Throughout the study the effects of this educational innovation are viewed from three main perspectives: i) the student and pupil nurses ii) the permanent, qualified staff on the wards; iii) the nurse teachers. Findings from the study demonstrate that although the planning and production of learning packages which are appropriate for use in clinical areas is both time-consuming and initially expensive, their use in promoting learning and in helping students (and pupils) from a wide range of educational abilities to apply theory to practice is effective. Since the learning package was introduced, i) the students' motivation to learn increased, their study habits improved and they became generally more questioning; ii) the quality of teaching by both the qualified ward staff and the nurse teachers improved in a variety of ways. The total effect was therefore one of a generally enhanced teaching/learning milieu within the clinical areas concerned. There was some definite evidence to suggest that this change of circumstances had a beneficial effect on patient care. The need for a "partnership approach" to nurse education between the nurse teachers and the clinical staff was highlighted by the findings from every stage of the study, as was the changing role of the teacher who employs methods of self-directed/ distance learning. In the last chapter of the thesis certain conclusions are drawn from these findings and they are examined alongside those from other studies which have investigated the teaching and learning of nurses in the clinical areas. The external validity (generalizability) of small, predominantly qualitative studies of this nature is also discussed. Finally several recommendations are made and suggestions are put forward for further research in similar areas.
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Bhoyrub, Jeewan Prasram. "An investigation of continuing education needs of community nurses and of appropriate continuing education strategies." Thesis, Queen Margaret University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316619.
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Schild, Randolph William. "Transformational learning experiences of perioperative registered nurses who have completed a perioperative training program." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605266.
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<p> The purpose of this case study was to determine which activities factor into transformational learning that may occur as a result of completing a perioperative preparation program for registered nurses. Through the process of describing the lived experiences of the participants who have completed a perioperative nurse training program, it also assisted in informing pedagogical practice by helping to establish the extent of transformational learning that occurs. The role of a perioperative nurse is one that is demanding, knowledge intensive, and highly collaborative. Perioperative nurse educators need to understand the process of transformation in order to assist new perioperative nurses in successfully completing a perioperative nurse-training program. The Learning Activities Survey, a follow-up survey, and individual interviews were used to accomplish a mixed method sequential study design. The research established that half of the participants had experienced transformational learning while half did not.</p>
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Kaddoura, Mahmoud. "New graduate nurses' perception of critical thinking development in critical care nursing training programs /." Access online resource, 2009. http://scholar.simmons.edu/bitstream/handle/10090/9655/Mahmoud%20Dissertation%207%20%20JULY.pdf?sequence=1.
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Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study." Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.
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Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse. Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.
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Davis-Patrick, Daphne Marjorie. "An RN Sepsis Training Program That Supports Registered Nurses in the Emergency Room Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3556.
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Sepsis is a severe blood stream infection that claim the lives of almost 220,000 Americans annually. Delayed patient treatment results in multi-organ failure, morbidity, mortality, and increased hospital length of stay. Timely sepsis management enables hospitals to have decreased expenses, increased patient survival, and judicious interventions. The problem addressed in this project was the lack of sepsis- training for registered nurses (RNs) working in the emergency department (ED) of a 628-bed hospital in the southeastern United States. Under the direction of the director of the ED, 269 patient charts were reviewed during 2014 to February 2015 for data related to a sepsis diagnosis. Data showed that 19.4% (n = 103) of patients diagnosed with sepsis had the sepsis order set implemented by the ED nurse. The purpose of this project was to create an educational sepsis-training program for ED nurses. The program included a 2-hour educational module on signs and symptoms of sepsis, including guidelines from the Surviving Sepsis Campaign and the Emergency Nurses' Association. Stetler's Model of Research Utilization and Benner's Novice to Expert conceptual frameworks supported the project. The director of professional practice provided formative feedback on module content and the program evaluation tool. Director feedback indicated that content was beneficial in educating ED nurses on the signs and symptoms of early sepsis recognition. The ED director has now mandated that all ED nurses take the training module and posttest. The project has the potential to improve early sepsis recognition by ED staff and to improve patient outcomes, thus promoting positive social change for patients, families, and nurses.
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Lemma, Alessandra. "Containing the containers : the effects of training and support on burnout in psychiatric nurses." Thesis, University of Surrey, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301329.
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Spouse, Jenny. "Understanding learning in the professional context : 5 case studies of nurses from a pre-registration degree course." Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245883.
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Mathers, William Eathorne. "The use of cognitive behavioural therapy (CBT) based on psychosocial skills by nurses in acute mental health inpatient settings : an evaluation of nurses' training." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10020602/.
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This thesis evaluates two short teaching modules which are managed by the author. The modules are convened for qualified mental health nurses who are working in acute adult inpatient wards in several London mental hospitals. The main purpose of the modules is to teach trainees psychosocial interventions (PSI) based on Cognitive Behavioural Therapy (CBT) to equip them to care for patients with severe mental illness. PSI has been found to be helpful for patients with psychotic symptoms in community contexts. In this study, the implementation of PSI in acute inpatient mental health settings is explored. In order to evaluate the effectiveness of the modules, a questionnaire was administered to each trainee (experimental group) before and after the modules to elicit their opinion of their ability in caring for patients with these psychotic symptoms. Their responses 'pre module' were then compared to their responses 'post module'. The same questionnaire was also given to colleagues matched for length of service and experience who had not undertaken the modules (reference group).The effectiveness of the modules was further evaluated by comparing the experimental group's post module responses to the responses of the reference group. The thesis also examines the aids and barriers to implementing the skills which trainees learned on the modules in their clinical practice. To achieve this, a focus group and semi- structured audio taped interviews were carried out with the experimental group. For the same purpose, a questionnaire was administered to the patients for whom they acted as 'primary nurse' throughout their stay on the ward. Their responses were compared to patients for whom the reference group acted as 'primary nurse'. The conclusion from the study was that the modules were effective in teaching trainees these skills, but that they found it difficult to implement them in practice.
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Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.
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Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.
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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.
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Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.
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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.
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Wishart, James. "Producing nurses, nursing training in the age of rationalisation at Kingston General Hospital, 1924-1939." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20713.pdf.
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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.
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Vognsen, Julie Dawn. "Nurses' Attitudes Toward Death: Examining the Relationship with Background and Palliative Education and Training Variables." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6774.
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The purpose of this study was to describe Registered Nurses’ attitudes toward death and their perspectives on education and training related to death and end-of-life patient care. A complementary goal was to determine whether nurses’ attitudes and perspectives are associated with background variables. The three attitudes toward death included anxiety, escape, and neutral attitudes. The background variables of the nurses included formal educational level, age, gender, ethnicity, years of nursing practice, state of residence, and area of nursing practice.
A survey including four sections was used for data collection. The first section of the survey utilized an established 32-item survey based on the Death Attitude Profile Revised survey developed by Wong, Reker, and Gesser in 1994. The questions asked how nurses felt about the topic of death. The second section of the survey was about the extent of palliative care education and training, while the third section was concerned with the demographics of the respondents. Part four of the survey included two open-ended questions regarding attitudes toward death and how prepared respondents felt in meeting their patients’ end-of-life needs.
The survey was sent to state nurses’ associations across the United States in 2015. Survey Monkey was the link for the survey and it was opened for a three-week period. The original responses totaled 248 participants. Responses with any missing values were excluded. The final dataset included 167 total responses. Data was analyzed using descriptive statistics and regression analysis to determine the association between the variables of interest.
The results of the study were most significant in relation to anxiety toward death. Nurses who were more experienced on the job, female, and with more formal education had lower anxiety levels, as did nurses with a higher confidence level in dealing with death. For the neutral attitudes, the best predictor was the rating of the nurses’ end-of-life preparation. The best predictor of the escape attitude was years of nursing experience. The results supported the need for college level end-of-life education and the significance role of nursing experience in relation to less anxiety towards death. The surprising result was that post-college end-of-life education actually increased the anxiety attitude toward death. More research is needed to ascertain if these results could be replicated. There is a need to determine what type of post-collegiate education would decrease death anxiety in nurses.
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Dlamini, Shokahle R. "The Church of the Nazarene, the state, and gender in the evolution and development of nursing training in Swaziland, 1927 – 2007." Thesis, 2015. http://hdl.handle.net/10210/15003.
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D.Litt. et Phil.<br>In an examination of the training of nurses in Swaziland from 1927 – 2007, this study argues that the actions of the Church of the Nazarene (CON) and the state, as well as local conceptions of gender, contributed to the introduction and advancement of training of young Swazi women as nurses at the Ainsworth Dickson Nurses’ Home. Aiming at opening a medical mission at Bremersdorp in the Manzini District in Swaziland in 1925, the CON entered into an agreement with the British Colonial government, whereby the latter provided the CON with a piece of land on which to establish the first hospital in Swaziland, which it would staff with a British physician and white nurses. This agreement began an enduring relationship between the CON and the Swaziland government, which saw not only the establishment of the Raleigh Fitkin Memorial Hospital (RFM) but also the inauguration of nursing training in 1927. This study argues that the endurance of this training programme was largely dependent on the government’s financial support and on the provision of medical workers by the CON. From the 1930 onwards, the government not only paid salaries for the teaching staff, but also provided funding for nursing students. Following the example of Florence Nightingale, the CON and the Swazi government agreed, in the 1930s, to train only Swazi girls as nurses on the job, using the RFM as the teaching hospital. This agreement proved very suitable to the Swazi context, where cultural understandings precluded the training of boys as nurses, yet, from the beginning, marking the training of nurses in terms of gender...
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Mathunjwa, Murmly D. "A continuing education programme for family nurse practitioners in Swaziland." Thesis, 2000. http://hdl.handle.net/10500/18167.
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Text in English<br>In Swaziland, family nurse practitioners (FNPs) are professional nurses who have undergone preparation as general nurse, midwife and FNP. These nurses play an important role in the delivery of primary health care (PHC). Family nurse practice is an evolving concept introduced in Swaziland in 1979. It is a means of exploring nursing roles and primary health care services for deployment in under-served areas and to enable nurses to serve as the primary providers of health care services in clinics, health centres and in the outpatient
departments of hospitals.
Changing responsibilities within the health care setting require different skills and more knowledge. The expansion and extension of the nurses' role, including the techniques of diagnosing and treating, was a priority of the Ministry of Health and Social Welfare (MOH&SW) in Swaziland's five-year development plan for 1978-1983. It was regarded as a necessary component for raising the quality and effectiveness of PHC services.
Some of the major and urgent challenges that confront FNPs today are the advent of the human immune virus/acquired immuno-deficiency syndrome (HIV/AIDS) scourge and the re-emergence of the tuberculosis epidemic. Both these health problems require proficient diagnosis and case management skills as well as new approaches. If FNPs are to remain relevant and to continue to provide quality services in spite of prevailing challenges, they have to engage in continuing education (CE). The main aim of this study was to investigate the perceptions of the FNP role, CE needs and issues relevant to the current practice of FNPs in Swaziland. A further aim was to establish a structure or framework for a CE programme that would contribute to the strengthening of CE for FNPs and identify enabling factors and barriers in the practice and
education ofFNPs.
Both quantitative and qualitative research methods were used for data collection. A survey was conducted to collect data from 5 7 FNPs and 11 nurse managers and nurse educators. The transcript from the questionnaires was subjected to quantitative-based content analysis. A total of thirty nurse managers, nurse educators and MOH&SW nurse executives participated in the focus group interviews. The collected data was subjected to qualitativebased content analysis. The findings identified the role of the FNP as manager, clinical practitioner, educator and researcher. The analyses highlighted the CE needs of FNPs, and the question of updating and upgrading the skills of practising FNPs. The identified enabling factors and barriers, although perceived as issues that are peripheral and auxiliary to the curriculum, appeared to have a strong bearing on programme planning. The findings from this study have implications for a structured CE programme for FNPs at the University of Swaziland.<br>Health Studies<br>D. Litt et Phil. (Nursing Sciences)
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Motsa, Glory Ncamsile. "Professional nurses expectations regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland clinical facilities." Thesis, 2014. http://hdl.handle.net/10210/9689.
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M.Cur. (Nursing Education)<br>The competence of the newly qualified comprehensive diploma nurses has been a cause for concern to professional nurses in Swaziland. Once the diploma graduate nurses are deployed in the clinical health facilities, they tend not to display the expected competence when providing care to patients. This compromises the quality of care given to patients. The purpose of the study is to explore and describe the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in Swaziland rural clinical health facilities, in order to formulate strategies to improve their competence and subsequently improve nursing practice in general. A contextual, qualitative, exploratory, and descriptive research design was employed to explore the expectations of professional nurses regarding the competence of the newly qualified comprehensive diploma nurses in the Swaziland rural clinical facilities, thereby formulating strategies to improve practice. A purposive sampling method was used to select professional nurses in the rural clinical facilities of Swaziland who meet the inclusion criteria. The data was collected through focus group interviews. The focus group interviews were directed by the research questions. Data was analysed using the open coding qualitative method of data analysis as described by Tesch (in Creswell, 2007: 154 – 156). This method of data analysis was applied to reduce data from interview transcriptions into themes and categories. Trustworthiness was ensured by using the four criteria described by Lincoln and Guba’s model (1985), namely: credibility; transferability; dependability; and confirmability. Ethical considerations were in accordance with the Faculty of Health Science Committee for Academic Ethics (2005). The researcher obtained approval to conduct the study from the University Higher Degree and Ethics Committee, Scientific and Ethics Committee in Swaziland.
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Hlatshwayo, Makhosazana Zanele. "Mental health care provided by nurses in the primary health care clinics in Swaziland." Thesis, 2000. http://hdl.handle.net/10413/5611.
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The study was designed to examine and describe mental health care provided by the
nurses in the primary health care settings of Swaziland. The study sought to answer one main
questions namely:
• what was the nature of mental health care provided by nurses in the primary health care
clinics?
A sample of 31 primary health care clinic nurses was used to generate data for the study.
The sample consisted of registered nurses with only one having a mental health qualification.
The study used both qualitative and quantitative methods for data collection. Data analysis
involved simple frequency and percentage counts using SPSSmanual as well as descriptive
narratives using NVIVO computer analysis methods.
Findings revealed that mental health care in the primary health care clinics was mainly
traditional involving immunizations, family planning and antenatal services, Limited mental
health care was provided by the only mental health nurse involved in the study, Nurses stated
that the care they provided was in line with their job descriptions,
The study concluded that the mental health care provided at the primary health care
clinics was based on the traditional approach that did no encompass mental health care,
Recommendations made were related to the promotion of the integration of mental health care
into the services provided in the primary health care scttings with nurses being prepared for the
role.<br>Thesis (M.Cur.)-University of Natal, Durban, 2000.
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Jonasi, Solomon. "Attitudes of doctors and nurses towards task-shifting of male circumcision to nurses in Swaziland." Thesis, 2014. http://hdl.handle.net/10539/17326.
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A research report submitted to the School of Public Health, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Public Health
24th October, 2014<br>Background: Male circumcision (MC) has a substantial effect in reducing HIV infections in men by 60 -70% making it one of the best available evidence-based biomedical HIV prevention interventions. Swaziland included Voluntary Medical Male Circumcision (VMMC) as part of its comprehensive HIV prevention package but the national scale up has been constrained by the limited availability of trained physicians, who are the only professionals permitted to perform the surgery. Task-shifting has been proposed as a possible strategy to increase service providers in the face of HIV and AIDS and the human resource for health crisis.
Study Aim: The aim of this study was to determine the attitudes of doctors and nurses towards task shifting of male circumcision procedures to nurses in 2012.
Methodology: A cross-sectional, descriptive survey was carried out. A self-administered questionnaire with close-ended rating and reverse coded questions was distributed to all nurses and doctors affiliated to the non-governmental organization (NGO), governmental, missionary and privately-run VMMC clinics nationwide. Data from returned questionnaires were entered, cleaned and analyzed using Statistical Package for Social Science (SPSS) version 22 and Microsoft Excel. Analysis of the internal reliability of the questionnaire scale and sub-scales was conducted. The main statistical procedures were descriptive statistics and tests of association.
Results: The study recruited 398 participants (25.4% doctors and 74.6% nurses), of which 44.2% were male and 56% were Swaziland nationals. This study found that 80.4% of the participants (doctors and nurses) had a positive attitude towards the reform of task-shifting VMMC to nurses. Nurses had a more positive attitude than doctors (p<0.001), while male nurses had a significantly more positive attitude than female nurses (p<0.001).However, there was no significant difference between the attitudes of male and female doctors (p=0.130). The study found that sex (p=0.001), profession (doctor vs. nurse) (p<0.001), nationality (expatriate vs. local) (p<0.001) and having ever practically performed the surgical procedure (p<0.001) were significantly associated with the participants attitude. However, their primary role (administrator vs. clinician) (p=0.059) and time spent in the VMMC programme (p=0.112) did not significantly influence the participants’ attitude towards the task-shifting policy reform.
Conclusions and Recommendations: Doctors and nurses in Swaziland generally have a positive attitude towards task-shifting of male circumcision to nurses. Nurses, males, participants with longer exposure and practical experience in VMMC, older participants and expatriates had even more positive attitudes
towards the reform than their counterparts. The findings of the study suggest that the government should consider development of a task-shifting policy after further research that looks into determining attitudes of other stakeholders in VMMC and should also consider strategies to address the special groups that had lower or negative attitudes towards the reform than their counterparts, such as through sensitization campaigns. Feasibility, cost-effectiveness and other practical issues in our setting also need to be taken into consideration, including a possible trial (pilot). The reform should, however, be introduced with consideration of aspects of adequate training, development, supervision and support, administrative regulation, staff motivation and recognition.