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Exploring critical care nurses' perceptions of their educational preparedness in managing people living with HIV/AIDS admitted to critical care units in KwaZulu-Natal.Kutoane, Mahlomola. 17 December 2013 (has links)
Introduction. The use of Highly Active Antiretroviral Therapy (HAART) has shown to reduce the
morbidity and mortality and prolongs survival, improving quality of life restoring and
preserving immunologic function, maximizing antiretroviral activity and durably suppressing
viral load and further preventing vertical HIV transmission. However, their use in Critical
Care Units CCU is still controversial as there are still no set standards for how HAART
should be applied in these settings (Anderson, 2009). This study was aimed at exploring the
perceptions of critical care nurses towards their educational preparedness in managing
HIV/AIDS patients admitted to CCU in KwaZulu-Natal. Methodology. Quantitative descriptive research design was used and data collection included a structured
questionnaire and open ended questions. Results. The findings of this study indicate that of the critical care nurses who were sampled for this
study and had undergone training in HIV/AIDS management, 45% and 25% respectively
perceived that they were not educationally prepared to provide services for people living with
HIV/AIDS admitted to CCUs. Almost all N=50 (94%) critical care nurses reported that
HIV/AIDS management should be incorporated into the critical care nursing programme.
Their universal perception N=42 (75%) is that this will improve the standards of nursing care
in the critical care field. Over and above lack of training and updated information reported by
the respondents, they are still challenged by factors such as advanced level of HIV disease,
confidentiality about the disease, knowledge about a HIV/AIDS treatment regimen and
emotional challenges. However, there are guiding policies within critical care settings for nurses to utilise in the management of HIV/AIDS and in the care of people who have already
been infected. Conclusion and recommendations. In conclusion, more research with a larger scale sample is required to provide appropriate
generalisation of the findings of the study. Alternatively a qualitative research study which
may provide richer data on the lived experiences of the critical care nurses regarding care of
people living with HIV/AIDS is suggested. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.
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Investigation of educational preparation and practice of ICU nurses in providing psychosocial support to families of ICU patients in two educational institutions in KZN .Khan, Thazaya. January 2010 (has links)
Aim: The aim of this study was to investigate the educational shortcomings as evident in the literature reviewed with the intention of developing intervention/s thus contributing to practice, management, research and education.
Background: Literature identifies many limitations in psychosocial support to families of patients in ICU. Little is known about the continued educational support the ICU nurses receive, formally and informally, to empower them to provide psychosocial support to the families of ICU patients.
Methodology: The mixed method (concurrent triangulation design), was adopted using the survey for both the quantitative and qualitative approach. In-depth interviews, conversations, participative observation and the review of documents were used to collect data. Collection of data occurred simultaneously. A research instrument and guide were used to obtain quantitative and qualitative data respectively.
Setting: Purposive sampling was used for the selection of hospitals within which the chosen ICUs were located and the educational institutions which provided the formal education and training to ICU nurses who worked in these hospitals.
Participants: The qualitative arm involved interviews with a purposively selected sample of critical care nurses. Saturation was reached after nine interviews. A sample size of 34 (n=34) was used in the quantitative arm of the study. Convenience sample was used.
Data Analysis: A mixed method approach was adopted. The study applied a thematic analysis according to the qualitative analysis described by Creswell 2007. Descriptive statistics were used to summarize data and findings were presented in tables and graphs. The SPSS version 15.0 and STATA statistical package calculate non – parametric tests between selected study variables.
Findings: The main themes derived from the qualitative analysis and confirmed by the statistical data demonstrated the manner in which continued education preparation was inadequate, the lack of specific clinical accompaniment, the lack of direction in terms of the philosophy of the units, ICU nurses being left on their own to obtain educational preparation. The results indicated that the lack of continued informal education at the unit and hospital level influenced the ICU nurses’ lack of implementation of psychosocial support to families of ICU patients. Statistical results and qualitative themes were converged and integrated during data analysis. Jamerson et al.’s (1996) model of family experience was used to contextualise the findings.
Recommendations: Recommendations arising from the study were made for improvements in nursing practice, nursing management, nursing education and future nursing research. A practice checklist was formulated and expert opinion was sought using the Nominal Group Technique. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2012.
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Critical care nurses' perceptions and attitudes on the use of the objective structured competence examination (OSCE) in critical care education in two hospitals in eThekwini, Durban, South Africa.Maphumulo, Winnie Thembisile. 30 October 2014 (has links)
Intensive care units in South Africa have been faced with various challenges which in turn
affect the working condition of critical care nurses, thus leading to poor productivity.
Nurses in the work environment blame this poor work quality of nursing to the way critical
care nurses are trained and assessed in nursing schools. There is general concern that
graduate nursing students lack the knowledge and skills necessary to equip them to work in
intensive units.
Objectives: To measure the perceptions of critical care nursing students as well qualified
critical care nurses on the use of OSCE as a valid and reliable tool to assess clinical
competence in critical care nursing students.
Methods: A quantitative approach and descriptive survey was administered to critical care
nursing students and qualified critical care nurses who had participated in OSCE
examination. The intensive care departments of two provincial (states) hospitals and
(provincial) nursing college that trained critical care nurses were used.
Results: The findings revealed that OSCE was still overwhelmingly accepted as a relevant
tool for assessing clinical competencies in Critical Care courses by both students and staff. It
was also clear that the students did not believe that all the competencies required in the
ICU environment can be assessed using the OSCE method.
Discussion: Critical care nursing educators are facing a challenge to develop more
comprehensive method for assessing clinical skills in critical care students nurses since OSCE
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examination cannot assess all the skills that are necessary in intensive care environment. In
order for effective learning to take place during assessment, it is extremely important for
nurse educators to give formative feedback in OSCE. / M.N. University of KwaZulu-Natal, Durban 2012.
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