D.Cur. / The overall objective of this research study was to develop a model of emotional intelligence for the facilitation of wholeness in critical care nurses in South Africa. Critical care nurses often nurse three or more critically ill patients during one shift (Fiakus, 1998). The environment in the critical care unit is highly stressful, highly emotionally charged and emotionally demanding for the nurses that work there. This can lead to the nurse developing burnout (Coates, 2001 ). Burnout in a critical care nurse can have devastating consequences such as decreased well-being of the nurse, decreased quality of care, poor communication and increased costs to the employer related to absenteeism and high staff turnover (Poncet, Toullic, Papazian, Kentish-Barnes, Timsit, Pochard, Chevret, Schlemmer & Azoulay, 2006). In a study by Shipley, Jackson and Segrest (2004), it was found that staff with increased emotional intelligence enjoyed better emotional health and more satisfaction both at home and at work. The question that arose was what is the emotional intelligence of critical care nurses in South Africa. A theory-generative, exploratory, descriptive and contextual research design was used. The research study was carried out using a modification of the method of theory generation as described by Chinn and Kramer (1985). Step one dealt with the empirical phase in which the main concept was distilled from the results of the data analysis. The quantitative research design used for this phase was a typical descriptive survey design. The entire accessible population (N=380) consisted of registered nurses that attended the Critical Care Congress in 2009. They represented a wide range of registered nurses that worked or had worked in critical care in both the private and public health sectors in South Africa. The data collection instrument consisted of a biographical datasheet from which the sample (n=220) was divided into various context groups. Participation was voluntary and all participants signed a consent form. The second part of the data collection instrument consisted of the Trait Emotional Intelligence short form (TEIQue-SF). The data was analysed using SPSS. The sample consisted mainly of a group of mature, female and professionally experienced critical care nurses. They held a variety of job descriptions in critical care nursing. Nurses who are older and have more experience in critical care appear to have a higher range of emotional intelligence. This was also confirmed in a study by Shipley et al. (2004) in which emotional intelligence was associated with work experience. Based on the tests of normality, there was no significant difference in the emotional intelligence of the various context groups that were identified from the single sample (n=220). The exploratory factor analysis identified eight factors as having eigenvalues greater than 1. The statistical evidence pointed to concentrating on factors 1 and 2, and pragmatically these two factors became the focus of the model, as they form the central essence of emotional intelligence of the critical care nurse. The facilitation of inherent affective and mental resourcefulness and resilience was the main concept of the model. Step two comprised the definition and classification of the central and related concepts. This was achieved by finding dictionary meanings and their subject usage. The attributes identified were synthesised to form a definition in chapter five. Step three provided a description of the model. A visual application of the model was shown in chapter six, which highlighted the concepts as proposed by Dickoff, James and Wiedenbach (1968). Three stages of the process of facilitation of emotional intelligence were used to develop the inherent affective and mental resourcefulness and resilience of the critical care nurse. Step four entailed the description of guidelines for operationalising the model in practice to facilitate the emotional intelligence of the critical care nurse in South Africa. Evaluation of the model was undertaken according to Chinn and Kramer (1991 ). To ensure valid results a model of trustworthiness proposed by Guba (1981, in Krefting, 1999) was utilised for the macro argument for the total model. In this study ethical conduct was applied as described by Burns and Grove (2009). The limitations of the research study are highlighted in chapter seven and recommendations of the model for nursing practice, nursing research and nursing education are also made.

M.Cur. (Nursing Science (Critical Care)) / Qualified critical care nurses are under internal and external stresses in the workplace, relating to role conflict, role ambiguity, increased workloads, the need for rapid decision making and the speedy delivery of care. However, having inexperienced students in critical care units put responsibility and additional stress on the qualified critical care nurses within the units. This may result in some of these qualified nurses not being willing to help with the education of the students. The purpose of the study was to explore and describe the experiences of QCCNs regarding students working in CCUs in a Gauteng Academic Hospital and to describe the recommendations to support the QCCNs in the critical care units. The research question asked was: What are the experiences of the QCCNs regarding students working in the CCUs? A qualitative, exploratory, descriptive and contextual design was followed to provide an in depth description and understanding of the experiences of QCCNs regarding students in critical care units. The study followed a hermeneutic approach. The accessible population was QCCNs currently working in the CCUs in a Gauteng Academic Hospital. A purposive sampling method was followed. Focus group interviews were conducted to collect data. The participants were asked these questions: ‘How do you experience the students working in your unit?’ The follow up question was: ‘What can be done to help you?’ Data saturation occurred on the fourth (4) focus group interview. Data collection took place on field trips and was transcribed verbatim from a tape recorder. Ethical considerations were upheld at all times during the study. Data was analyzed using Tesch method. The results comprised of a central theme, namely, qualified critical care nurses experience working with students in critical care units as stressful, increasing workload and a burden. The four (4) themes that emerged were: stress and increased workload, emotions about working with students in critical care units, attitude of qualified critical care nurses towards working with students and recommendations for CCUs to handle stress. From the findings and the main themes that emerged, recommendations to support the QCCNs were described. Trustworthiness of the data collected was upheld at all times during the study.

M.Cur. / The purpose of this study is to explore and describe the experiences of patients with Guillain-Barré syndrome whilst being nursed in intensive care units, in order to set guidelines for nursing. The researcher made use of the phenomenological approach within the paradigm of qualitative research. The target population consisted of 70 patients of which seven complied with the selection criteria: In-depth interviews, which were taped, were conducted with the patients. Validity and reliability were ensured by using measures as stated by Woods and Catanzaro (1988). Data-analysis was executed by means of Giorgi's method (Omery,1983) and after clearance with an external decoder, it was categorized according to the patients' internal and external environment. The Nursing Theory for the Wholeperson had been used to this purpose. The conclusions of this study indicate that patients with Guillain-Barré syndrome in intensive care units experience deprivation of sleep, pain and fear. Limited communication and loss of autonomy create frustration. Patients become lonely and bored and have a need for constant support from their family and others. Consequent upon the conclusions the researcher developed nine guidelines for the nursing of patients with Guillain-Barré syndrome. These guidelines are in support of the functional approach of the researcher and may be considered an attempt to provide research findings that are applicable to the practice of nursing.

M.Cur. (Nursing Management) / The largest and most expensive asset of any health care institution is its human resources. Mol [1984 : 1J quite correctly says that no organization can reach its full potential when these resources are not utilized effectively. The researcher has noticed certain behavior patterns amongst the nursing staff in intensive care units. These behaviour patterns include an increase in staff turnover and absenteeism. The question that arose was whether it could be ascribed to professional burnout and whether nursing managers could be contributing to the cause thereof. Th. burnout syndrome is a slowly developing psychologically destructive process, which is in relation to the effect the work environment· has on the individual. The consequences of professional burnout has many negative effects on the nurse, ·the patient, the profession and the health care delivery system. The concept of professional burnout is described with reference from the literature and by means·of a survey the following was determined, that:- all nurses working in intensive care units in the hospital were the research was conducted, had experienced symptoms of professional burnout; the majority of these nurses perceive their work situation as severely stressful; and - nursing managers are overwhelmingly applying the autocratic leadership style. Some of the important conclusions culminating from this study are that:- all these nurses experience one or other degree of professional burnout as a result of experiences resulting from unresolved stress in the work environment; and the nursing manager possibly uses ineffective management strategies due to a lack of management training, thus contributing to professional burnout.

The literature and available studies have long attributed mentoring to the empowerment of nurses and their professional identity. When mentoring becomes part of an organization’s culture, professional identity development can improve nurse retention and patient care outcomes. Mentoring takes different forms, including formal and informal connections with experienced peers or leaders. However, variations in definitions and applications provide a meaningful opportunity to wonder about what mentoring truly is like for bedside nurses in the acute care setting. This qualitative study used a hermeneutic phenomenological method to give insight into bedside nurses' experiences of being mentored in clinical practice. Eleven nurse leaders were interviewed about their experiences of being mentored as bedside nurses with the aim of bringing the phenomenon’s essence to light. Findings were analyzed, and the five essential themes revealed from those shared experiences were: (a) Evolving Mentor Role, (b) Creating a Safe Space for Change, (c) Pearls in Clinical Practice, (d) Transitioning from the Nest to Flight, and (e) Honoring the Transformative Experience. The findings from this study will contribute to the body of knowledge about the experience of being mentored within the context of the nursing profession and organizational leadership.

M.Cur. / Nursing practitioners working in the critical care unit are responsible for quality nursing care of the patient on pressure-controlled ventilation. Pressure-controlled ventilation is a high-risk interaction, with potential life-threatening complications, for example barotrauma.There are, however, in the South-African context no standards for pressure-controlled ventilation with which quality nursing of the patient on pressure-controlled ventilation can be evaluated. The following question is then asked in this study: Which standards should be formulated for the adult patient on pressure-controlled ventilation incritical care units? The goal of this study is then to formulate standards for the adult patient on pressure-controlled ventilation in critical care units. An explorative, descriptive and modified standard-generating research design is followed in this study. The research methodology as suggested by Muller (1998a:606-609; 1998b:636-637) for standard development during the quality improvement process is used in this study. Standard formulation consists out of three phases, namely a development phase, a quantifying-/ validation phase and a testing phase. During the development phase of this study, a literature study is conducted after which concept standards for the adult patient on pressure-controlled ventilation in critical care units are formulated. During the validation phase of this study, the concept standards are validated by means of a consensus debate session with clinical domain experts. Seventeen standards in total were formulated. Standard one to fifteen are structure standards. These standards address the ethico-legal, philosophical and management framework according to which the nurse practitioner functions during the nursing of the adult patient on pressure controlled ventilation in critical care units. It also includes the fascilitating context, as well as facilities, equipment, stock and medication, procedures and protocols and aspect of personnel development necessary to nurse the patient on pressure-controlled ventilation. Lastly in this group of standards the knowledge and skills which the critical care nurse requires for nursing the patient on pressurecontrolled ventilation are described. Standard sixteen is the process standard for nursing the patient on pressure-controlled ventilation.This standard is described as one comprehensive standard to facilitate easy use in practice and to address the nursing process holistically. Standard seventeen can be described as the outcome standard for the nursing of the adult patient on pressure-controlled ventilation and describes the expected aspects of quality improvement.

M.Cur. / The intensive care nurse practising respiratory nursing care, is responsible for giving high quality nursing care. Due to the rising cost of health care more pressure is placed on the nurse to provide a high quality nursing care (Sanazaro, 1986:27) Bruwer (1986:220-245) states that there is a need for an orderly, methodical qua l Ity assurance approach on all nursing levels in South Africa, based on a South African model, as well as the development of nursing standards for public and private hospitals. Mechanical ventilation forms an important part of the nursing of the adult critically ill patient in the intensive care unit. To ensure that the patient benefits from mechanical ventilation and does not suffer from complications due to mechanical ventilation, standards must be developed to ensure the giving of a high quality of nursing care. Without these standards it is impossible to determine the quality of their nursing care given. The quality can furthermore,only be questioned and not be determined scientifically. Standards for providing high quality nursing care to mechanically ventilated patients do not exist in South Africa. The quality of the nursing care that these patients receive is therefore questioned.

The objective of this study was to describe the lived experience of caring for persons who had a peaceful death in the intensive care units in Thailand. A qualitative research design informed by hermeneutic phenomenology was used to analyze data. Participants were 10 intensive care nurses working at adult intensive care units in south Thailand. A snowball purposive sampling method was used to select the participants. Participant inclusion criteria were at least six months' critical care nursing experience, experience in caring for a person who had peaceful death, able to describe peaceful death, and willing to participate in this study. Participants who met the inclusion criteria were interviewed. Face-to-face individual verbal interviews were conducted in the Thai language. These interviews were audiotape recorded. Descriptions were transcribed and translated for data analysis. Van Manen's (1990) hermeneutic phenomenological approach was used to analyze and interpret the data. The findings of this study were presented in each of 4 categories of the lived world of temporality, of spatiality, of corporeality, and of relationality. The description of the lived experience of caring for persons who had a peaceful death in ICU was, "understanding the other through the valuing of experience and enhancing relations with others by recognizing time is short and is a priority." This study may contribute to nursing knowledge of the end-of-life care to enhance a peaceful death in intensive care units congruently with Thai culture and society. In addition, this study directs the translations of its knowledge into implications that will benefit in helping Thai nursing to move forward. The implications of this study in advance will benefit terminally ill persons and family members regarding receiving good quality end-of-life care. / by Waraporn Kongsuwan. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

patients and their families. The purpose of the study was firstly, to explore and interpret the meaning of the experiences of critical care nursing students about clinical accompaniment in open distance learning (ODL). This aspect has not been researched before and as such, there is no empirical data about the clinical accompaniment of the critical care-nursing students in ODL. Secondly, to develop guidelines for facilitation of clinical accompaniment in critical care nursing in ODL. A qualitative hermeneutic phenomenological study was conducted. Non-probability purposive sampling was used to select participants to provide information about clinical accompaniment in ODL. Data was obtained through in-depth interviews supplemented by field notes compiled during fieldwork. The study findings revealed that participants regard relationships and communication as important for clinical accompaniment. The distance factor inherent in distance learning was problematic for student’s motivation and support. The presence and visibility of the lecturer was pivotal for the students. Of importance also were the relationships with the managers and colleagues. The perception of participants was that managers of clinical facilities were not as readily accessible as would have been the lecturer. Although negative experiences were described, paradoxically these experiences seemed to have empowered the student to develop survival skills, patience and assertiveness to take action on how to deal with the situation. From the findings the researcher was able to develop guidelines the implementation of which, is hoped to ensure effective clinical accompaniment of critical care nursing students in ODL. / Health Studies / D. Litt. et Phil. (Health Studies)

Dissertation submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2015. / Introduction Critical care nursing is one of the most stressful specialities in the nursing profession that involves caring for patients who are suffering with life threatening illness or injuries. The highly technological environment where critical care nursing is rendered is associated with a great amount of stress, frustration and burnout. The critical care nursing student needs to be prepared, mentored and supported for the role transition from student to professional nurse. Nursing education and training cannot succeed without proper theory and practice integration. Therefore, the critical care nursing environment should be supportive of the improvement of teaching and learning. Peer mentoring is one important strategy to help foster an environment that is supportive of the critical care nursing student, allowing them to grow and succeed as experts within the speciality of critical care nursing. Aim of the study The aim of the study was to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units in KwaZulu- Natal. Methodology A qualitative exploratory research design was used to conduct the study. Ten nurses were recruited from the critical care units in five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews. The broad question to the participants was: “What influence does peer mentoring have on the critical nurses’ learning outcomes in the critical care unit?” iii Results The findings of the study revealed that peer mentoring is a vital strategy in helping the critical care nursing students to attain their learning outcomes so that they will be proficient in the critical care unit. Peer mentoring was however, not consistent in all hospitals and the critical care nursing students were not given the necessary support and supervision. There were no structured support systems in place to ensure that peer mentoring was formalized and that all required nursing personnel took on the responsibility to teach and facilitate learning for critical care nursing students. Recommendations Recommendations were made with regards to policy development, service provision, nursing education and research. These include that a formalized mentorship programme should be incorporated into the core competencies of all qualified critical care nurses, and to be reflected in their performance appraisal in order to motivate the registered nurses to fulfil their independent function as teachers. Each unit mentor should familiarize him/herself with the prescribed learning objectives of the critical care nursing student in order to be able to delegate appropriately so that learning outcomes are achieved by the mentee. There should be an allocation of supernumerary time for the critical care nursing student and their mentor to allow time for formal mentoring responsibilities to take place away from the clinical area, to facilitate assessment and feedback, and enhance consolidation. Ongoing evidencebased practice research should be conducted on this topic, to provide more information on how peer mentoring effects the mentee, nursing education and retention of skilled staff.