Annie Temane

A model for the facilitation of effective management of aggression experienced by Psychiatric Nurses from patients in a psychiatric institution

Background ‘The time I was hit nobody helped me. They (psychiatric nurses) just said: “you do not have to worry, you are not bleeding … in time you will see more”’. The core of the nursing profession is caring for those in need. However, when the psychiatric nurse (PN) is overwhelmed by aggression from the person cared for, the ideal of rendering quality patient care is compromised. There has to be a way to assist the PNs to manage aggression effectively in order to render quality patient care and improve PNs mental health. Objectives The purpose of this article is to describe the process that was followed in developing, describing and evaluating a model that could be used as a framework of reference to facilitate the effective management of aggression as an integral part of the mental health of PNs. Methods A theory-generative, qualitative, exploratory, descriptive and contextual study design was used to develop the model. The central concept was derived from the Masters’ research ‘The lived experience of aggression and violence by PNs in a Gauteng psychiatric institution’. The process entailed the identification of the central concept, the definition of the central concept and other essential criteria and the classification of the central and related concepts. The conceptual framework was then described and evaluated. Results The central concept was identified and the ‘facilitation of effective self-management of aggression’ was described and evaluated. Conclusion The conceptual framework may be able to assist PNs in managing aggression effectively, taking control of workplace environment.

Ethics in Nursing – A South African Perspective

Ethics and health care in South Africa is largely influenced by biomedical ethical principles and Western values, concepts and theories. The history and highlights in nursing ethics in South Africa has not been well documented. Colonising thinking and actions are spread throughout the nursing profession with the indigenous worldview under-examined in ethics in nursing. There is minimal incorporation of postcolonial concepts, specifically about ethics and indigenous knowledge in health care. For nursing to remain relevant in South Africa decolonisation is critical. The decolonisation process involves, among others asserting and stimulating discussions about indigenous knowledge to reveal the abundance and richness of indigenous languages, worldviews, teachings and experiences. Decolonising of nursing, health care and nursing ethics within the context of the nursing profession is critical to address the current health challenges faced by the population of South Africa.

Birth stories from South Africa: Voices unheard

BACKGROUND The manner that birth events unfold can have a lasting impact on women. Giving voice to womens experiences is key in the creation of care that embodies humanistic, family-centred service. AIM The aim of this research was to describe the experiences of women receiving care during childbirth. METHODS The design was qualitative and descriptive using thematic analysis to analyse womens birth stories. A purposive sample of women (N=12) who had recently given birth in South Africa was selected. Participants were recruited who had delivered across a variety of settings: public, private, and maternity hospital, as well as at home. Data were collected using in-depth interviews and field notes. FINDINGS Four themes were noted: cocoon of compassionate care, personal regard for shared decision-making, beliefs about birth, and protection. Themes demonstrated both caring and non-caring behaviours including feelings of sadness, loneliness and being unwanted, being scared and uncertain, and overall dissatisfaction with the birth experience. Irrespective of setting, patients felt the absence of shared decision-making; the exception was where care was with midwives in an independent maternity hospital or at home. DISCUSSION A period of high vulnerability, birth is often met with care perceived as non-caring and lacking in compassion. Many women reported failure to be included as a partner in decision-making where birth occurred in private or public hospital settings. Where a midwifery model of care was in place, experiences were uniformly positive. CONCLUSIONS Fundamental change is needed in midwifery education and scope of practice, with overhaul of health system resourcing.

Ethical obligations of mental health practitioners towards psychiatric patients: A case study analysis

Statement of the Problem: The resilience process has been considered a learning process. Researchers indicated that resilience is developed in the process of individual-environment interactions. The ability to learn from individual-environment interactions (life experiences) may play an important role in developing resilience. Few if any studies have empirically explored the relationship between life experience-learning (LEL) and resilience. This study addressed this gap in the literature.

Lived experiences of student nurses caring for intellectually disabled people in a public psychiatric institution

Background Caring for intellectually disabled people can be demanding for student nurses who are novices in the nursing profession. To ensure that quality nursing care is provided, student nurses should have an understanding of and a positive attitude towards intellectually disabled people. Nursing intellectually disabled people can be a challenge for the student nurses. Therefore, student nurses need to be able to deal with challenges of caring for intellectually disabled people. Objective This article aims to explore and describe experiences of student nurses caring for intellectually disabled people in a public psychiatric institution. Design and method A qualitative, exploratory, descriptive and contextual research design was used. Data were collected through individual in-depth phenomenological interviews, naïve sketches and field notes. Thematic analysis was utilised to analyse the collected data. Results were contextualised within the literature and measures to ensure trustworthiness were adhered to. Ethical principals were also applied throughout the research process. Results Five themes emerged from the data. Student nurses experienced a profoundly unsettling impact on their whole being when caring for intellectually disabled people; they developed a sense of compassion and a new way of looking at life, and experienced a need for certain physical, mental and spiritual needs to be met. Conclusion From the results, it is evident that student nurses were challenged in caring for intellectually disabled people. However, they developed a sense of awareness that intellectually disabled people have a need to be cared for like any other person.

Factors affecting the availability of the prevention of mother to child transmission of HIV programme at rural health care facilities of Madibeng sub-district

The study determined the factors influencing the availability of the prevention of mother-to-child transmission (PMTCT) programme of the Human Immunodeficiency Virus (HIV) in positive pregnant women at the rural health care facilities of the Madibeng sub-district. A qualitative, explorative and descriptive research was conducted. Non-probability purposive sampling technique was utilized to identify research participants. Data were collected through semi-structured individual interviews. Data were analyzed using Teschs steps. Emerging themes from data analysis were lack of and shortage of resources. Results revealed that HIV positive pregnant women experienced PMTCT programme services that were poor and of low standard. Lack of resources results in low standard service. Recommendations were made for HIV-positive pregnant women to receive PMTCT programme services in the rural health care facilities.