Magdalena P. Koen

The strengths of families in supporting mentally-ill family members.

Background Although families caring for a mentally-ill family member may experience challenges, some of these families may display strengths that help them to overcome difficulties and grow even stronger in caring for their family member. In cases where these families are unable to cope, the mentally-ill family member tends to relapse. This indicated the need to explore the strengths of families that cope with caring for mentally-ill family members. Objective The purpose of this study was to explore and describe the strengths of families in supporting mentally-ill family members in Potchefstroom in the North-West Province. Method A qualitative, explorative, descriptive and contextual design was employed, with purposive sampling and unstructured individual interviews with nine participants. Teschs eight steps of thematic content analysis were used. Results Twelve themes emerged from the data. This involved strengths such as obtaining treatment, utilising external resources, faith, social support, supervision, calming techniques, keeping the mentally-ill family member busy, protecting the mentally-ill family member from negative outside influences, creative communication, praise and acceptance. Conclusion Families utilise external strengths as well as internal strengths in supporting their mentally-ill family member. Recommendations for nursing practice, nursing education and for further research could be formulated. Psychiatric nurses should acknowledge families’ strengths and, together with families, build on these strengths, as well as empower families further through psycho-education and support.

The Stories of Resilience in a Group of Professional Nurses in South Africa

The objective of this study was to identify resilient characteristics, strengths, and other protective factors in professional nurses by means of validated questionnaires measuring aspects of resilience, as well as written narratives and focus group discussions from resilient nurses. Professional nurses (N = 312) completed validated questionnaires and were identified as resilient (N = 133) based on their scores. From these, 35 resilient professional nurses participated voluntarily and wrote their narratives on how they manage to stay resilient and compassionate in the profession. Thereafter, six focus group interviews were conducted with a group of resilient nurses (N = 32) at public and private facilities. Rich data on resilience in professional nurses were obtained, and consequently resilience as an enabling factor emerged. Resilience in these participants seemed to flow from—and be nurtured by—everyday resources in their lives, such as daily activities, family life, and cultural aspects. Resilience was also the outcome of reciprocal, dynamic, and context-bound interaction between the nurses and their environments, both in the nursing workplace and also in their personal lives.

Guidelines with strategies for enhancement of resilience and psycho-social well-being in professional nurses

There are currently no guidelines available for enhancement of resilience in professional nurses. This study aims to provide broad guidelines with specific strategies that may enhance resilience and psycho-social well-being in professional nurses. These guidelines are based findings from previous qualitative research on resilience in professional nurses in the public and private sector in South Africa. We used Kumpfers (1999) theoretical model of resilience to frame the guidelines. Resilience among professional nurses appears to vary in manifestation across settings of practice.

Effective educator-student relationships in nursing education to strengthen nursing students' resilience

Background Little research has been conducted in private nursing schools with regard to the educator–student relationship to strengthen the resilience of nursing students and to improve the educator–student relationship. An effective educator–student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened. Purpose The purpose was to explore and describe nursing students’ view on the basic elements required for an effective educator–student relationship to strengthen their resilience and the educator–student relationship. Method This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis. Results The following five main themes were identified and included: (1) teaching–learning environment, (2) educator–student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Conclusion Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to ‘go the extra mile’ and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator–student relationship to strengthen the resilience of students include the environment, interaction, educator and student’s qualities and resilience.

Increasing coping and strengthening resilience in nurses providing mental health care: Empirical qualitative research

Background Research on coping and resilience is on the rise. However, there is a paucity of information addressing strengths, assets, competence or resilience that enable nurses to remain committed and cope in their profession despite the adversities they face in their working environment. Objective The purpose of this research was to explore and describe how to strengthen the resilience of nurses in a work environment with involuntary mental health care users. Method An exploratory and descriptive research design, which is contextual in nature, was used. Results Narrative responses to two open-ended questions (How do you cope with providing mental health care to involuntary admitted mental health care users? and; How can your resilience be strengthened to provide mental health care to involuntary mental health care users?) yielded coping mechanisms and resilience strengthening strategies. Conclusion Nurses caring for involuntary mental health care users are faced with challenging situations while they themselves experience internal conflict and have limited choices available to be assertive. To strengthen their resilience, the following factors should be taken into account: support, trained staff, security measures and safety, teamwork and in-service training and education.