Peter Thomas Sandy

The Experiences of HIV-serodiscordant Couples at the Perinatal HIV Research Unit in Soweto, South Africa

Abstract The incidence of HIV-sero-discordancy among heterosexual couples is estimated between 30 to 50%. This poses great risk to increased spread of HIV as seronegative partners in a sero-discordant relationship have higher risk of HIV infection compared to negative serocordant couples. This paper reports on the experiences of HIV sero-discordant couples at the Perinatal HIV Research unit in Gauteng Province, South Africa. A qualitative approach was adopted, underpinned by interpretative phenomenological analysis. Data were collected using semi-structured interviews of seven couples (N=14). The data were thematically analysed using interpretative phenomenological analysis framework.Three superordinate themes emerged as the experiences of couples after receiving HIV sero-discordant diagnosis namely: psychosomatic responses to HIV serodiscordant results, Impact of serodiscordancy on the couples’ relationship and support for serodiscordant couples.The main source of the negative experiences were mainly indicating inadequate information and counselling offered to serodiscordant couples after receiving serodiscordant diagnosis. The findings of this study have both practice and policy development implications. Recommendations have been put forward for development of contextual relevant HIV Serodiscordant Couple Counselling and Support guidelines focusing on enhancing knowledge and skills of health care professionals responsible for counselling and supporting HIV sero-discordant couples.

Factors Affecting Assessment of Student Nurses' Clinical Practice: A Phenomenographic Exploration of the Experiences and Understanding of Mentors of a Mental Health Service in England

Abstract Clinical learning is an important aspect of pre-registration nursing programmes. It enables students to acquire skills and knowledge required for quality care provision. Newly registered nurses do not always have adequate practical skills. This is attributed to inconsistencies in assessments. Yet, research relating to factors affecting clinical assessments of students is limited. This study explored mentors‘ experiences and understanding of factors that may affect students‘ assessments. The study utilised a phenomenographic methodology and was conducted in a mental health Trust. Thirty mentors participated in the study. Data were collected using five focus group interviews of six participants each. Data were analysed using Sjostrom and Dahlgren approach to analysis. There are multiple factors that may affect assessment of students‘ clinical performance. Examples of these include anxieties of assessment and placement duration. Mentors need ongoing training and support to improve the quality of students‘ assessments.