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As the capacity for saving smaller and smaller infants increases, the ethical dilemmas experienced by neonatal nurses who care for the smallest and most fragile of human beings will also increase. The current approaches to the resuscitation and management of extremely premature infants (24 weeks gestation and less) has resulted in the survival of infants with far less than optimal outcome. Neonatal nurses have begun to question saving the lives of extremely premature infants just because the technology exists to do so. This study explores the ethical issues faced by neonatal nurses caring for infants of 24 weeks gestation and less. The research question arose out of the need for neonatal nurses to articulate the ethical issues that they face in clinical practice when caring for extremely premature infants. The study design takes a dual approach to the research question, namely, a survey questionnaire and a qualitative analysis informed by phenomenology. Given the complexities of the issues within the topic, this combination of methods was deemed to be the most appropriate in gaining a convincing and authentic result. The results of this research are not generalisable to the experience of other nurses, or nurses caring for other groups of premature infants. In the first stage of the study neonatal nurses, members of the Australian Association of Neonatal Nurses (ANNA), were surveyed using a self-completion questionnaire. Then, in the qualitative component of this study fourteen (14) interviews with neonatal nurses were undertaken. These were either single or focus group interviews. In all, twenty four neonatal nurses from the state of New South Wales (NSW) and the Australian Capital Territory (ACT) were interviewed about their experiences of caring for infants of 24 weeks gestation and less. The questions asked during the interviews were based on findings from the questionnaire. The interview data was analysed using a qualitative approach informed by interpretative phenomenology. The qualitative analysis revealed that the ethical dilemmas faced by the nurses existed within four themes. The four themes are: • It’s all about this baby • Having a voice • Dealing with awfulness • Reflecting on the outcome. The qualitative description as given in the four themes reveals structures and meanings about what it is to be the neonatal nurse who experiences ethical dilemmas when caring for extremely premature infants. The study and its findings are a written account of the experiences of neonatal nurses and their ethical dilemmas in caring for infants of 24 weeks gestation and less. The meanings within the nurses’ experiences are offered and the final phenomenological description, Balancing hope with reality, is given. Hope has a buffering effect on the nurses. The nurses inspire and instil hope in themselves and a baby’s parents until the reality of a poor outcome dawns. Each time an extremely premature baby is born the nurses are hopeful for a good outcome, but the reality is that they have experienced many instances in which babies die or have a poor outcome. The neonatal nurses, affected by their experiences of ethical distress, attempted to find a pathway to achieve a balance between their emotions and caring for the baby. In doing so the nurses were able to remain productive the neonatal intensive care unit, and give high quality care to the baby and compassion to the parents. This study makes an important contribution to neonatal nursing knowledge and practice by exploring the ethical dilemmas and complexities associated with extremely premature infants. This study also makes a unique contribution to the body of literature on ethical dilemmas experienced by neonatal nurses.

The purpose of this research was to offer a description of the complexity of nurses’ medication administration practices in relationships with technology. The clinical situations and circumstances in which nurses administer medications today are comprised of rapidly changing technological initiatives that are intended to support safe, efficient care. Nurses’ medication administration practices are not immune to a rapidly changing technological health care environment. Research and literature has documented medication administration occurs in complex situations and nurses apply particular knowledge that supports decision-making and clinical practices for patient safety. Praxiographic methodology was used to describe deeply embedded knowledge and values that shape and guide contemporary nursing practice. Lack of attention to knowledge and values that shape and guide nursing practice and care, may contribute to the risk that those practices may be lost as nurses retire amongst a rapidly changing healthcare environment. A highly technical Neonatal Intensive Care Unit (NICU) was the location for the study. Participants included twelve NICU nurses and a pharmacist. The research findings included the significance of understanding NICU nurses’ use of local and universal maps to navigate the complexity of medication administration. Furthermore, the research documented NICU nurses’ medication administration practices as inseparable from technology. Further practice-based research is recommended to support the development of technologies that incorporate nurses’ medication administration practices. / Graduate

In post-basic education of neonatal nurses the challenge is in how to prepare reflective practitioners for their role in neonatal nursing practice. Generic outcomes from SANC and higher education are available that promote the education of reflective neonatal nurses, but do not give much clarity on exactly how this is to be achieved. This prompted the research question: ‘How can professional nurses in a South African context be educated to become reflective neonatal nurses?’ This study aims to develop a model for the education of reflective neonatal nurses in a South African context. To achieve the aim of the study, an exploratory and descriptive design was used, which was in essence qualitative and contextual in nature, to develop the model. The model was developed following the process for developing nursing theory: a topic of interest was selected, which was a framework of several concepts; relationships between the concepts supported by evidence was identified and clarified; and relational statements were organised to describe the components of the conceptual model. The structural components of the model were identified as a purpose (specific learning-, critical- and end-product outcomes of education of reflective neonatal nurses); a framework (higher education, nursing education and neonatal nursing practice in a South African context); dynamics (reflective learning); a recipient (neonatal nurses as students); an agent (neonatal educator); and a procedure (education programme). The study had three phases that had different goals, but occurred simultaneously, overlapping and interrelating in the process of developing the model. The first phase was identifying and clarifying the concepts related to educational aspects of importance in education of reflective neonatal nurses. It was based on theoretical inquiry, concept analysis and inductive and deductive reasoning to describe the framework of education (higher- and nursing education), reflective learning, neonatal nursing students, role of the educator and educational approaches. The second phase was identification and clarification of concepts in neonatal nursing practice related to education of reflective neonatal nurses. This was done by means of inductive and deductive reasoning, based on the extensive experience and knowledge of the researcher in the field, followed by literature control and confirmed by peer review of neonatal nursing Model for education of reflective neonatal nurses in a South African context experts and/or educators. As a result the competences and professional characteristics expected of reflective neonatal nurses were synthesised and the content outline of an educational programme was deduced. The third phase was constructing and describing a model for educating reflective neonatal nurses in a South African context, which involved developing relational statements linking the concepts clarified in the previous two phases. Experts in model development, higher education, nursing education and / or neonatal nursing practice evaluated the model in this phase. Ethical considerations of relevance in this study were especially informed consent by the participants (peer- and expert review), and to give credit to all sources used. Strategies to enhance trustworthiness included triangulation of sources, prolonged engagement of the researcher, clarification of the underlying assumptions of the study, thick description of the process, and validation by means of peer- and expert review. Recommendations were made regarding dissemination of the model, practice, education and further research. / Thesis (PhD)--University of Pretoria, 2009. / Nursing Science / unrestricted