Programme Annual Nursing Education Conference 5 - 7 September 2018 - Fundisa
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Annual Nursing Education Conference
5 - 7 September 2018
Programme
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2018 Annual Nursing Education Conference (ANEC) Programme
Published by
FUNDISA & NEA
PO Box 35763
Menlo Park
Pretoria
0102
Tel: +27 12 333 1415
Fax: +27 12 333 4970
Email: ke.mokoka@fundisa.ac.za / info@fundisa.ac.za
First published by FUNDISA and NEA 2018
© FUNDISA – Forum for University Nursing Deans in South Africa
NEA – Nursing Education Association
ISBN 978-0-6399538-0-9
Conference proceedings
Concept, design and printing FUNDISA, NEA and Media Chef, Pretoria
Table of Contents
5 Message from the Chairpersons
6 Delegates Message
8 Keynote Speakers
10 Sponsors
11 Programme
14 Acknowledgements
15 List of Oral Presenters
17 Abstracts: Oral Presentations
37 List of Poster Presenters
38 Abstracts: Poster Presentations
4 Annual Nursing Education Conference Programme 2018Message from the Chairpersons
Prof Nokuthula Sibiya
FUNDISA Chairperson
On behalf of FUNDISA, it is my pleasure to welcome you to the 2018 ANEC Conference. This year, the theme is Innovation in Education:
Teaching is what we do. As nurse educators, our core business is teaching. In order for us to be able to successfully offer new nursing
programmes that are aligned to the Nursing Act and the HEQSF, we need to be innovative. UNICEF argues that innovation does not just
mean new technology. Educational innovation can be found in processes, services, programmes and partnerships. Education has seen
more innovation in its methods, practices, tools and philosophies in the past few years. I sincerely hope that the conference will provide
a unique environment that can, albeit indirectly, contribute to improving education, research, community engagement and practice in
improving teaching and learning through innovative ways of teaching.
The conference consists of plenary presentations, poster presentations, gala dinner and an exhibition. Through these dynamic scientific
and social events, you will have many opportunities to network and to form potential collaborations to identify, assess and incubate
promising innovations with participants. I wish you a very productive and fruitful conference.
Dr Sue Armstrong
NEA Chairperson
It is with great pleasure that NEA co-host the Annual Nursing Education Conference, an event that has become a highlight in the annual
nursing education calendar. While all groups represented at the conference have their own defined membership and objectives, this
event allows everyone to jointly address the challenges facing the profession and nursing education. The profession is undergoing
change in many areas – the implementation of the new nursing education and training programmes are due to be implemented in 2020;
the amendments to the Higher Education and Training Act to include all NEIS; the Nursing Strategy on Nursing Education, Training and
Practice as well as the Human Resources for Health Strategy are under revision, we await the appointment of new Nursing Council and
an amended Nursing Act.
Therefore there is work to be done and all of us as stakeholders have a role to play. Our theme for 2018, Innovation in Education, creates
opportunity for us to reflect on the successes of previous collaboration with a variety of partners and plan for exciting innovative
initiatives for the future. The future of nursing is in the hands of nurse educators as we transform nursing one nurse at a time. The
implementation of the new nursing qualifications and the development of professional nurses at graduate level are going to raise the
bar in nursing and will elevate the profession while at the same time translate to improved patient outcomes.
We will make this journey by walking reflectively remembering our successes of the past and taking bold steps as we eliminate the
barriers that divided us at so many levels in the past.
Annual Nursing Education Conference Programme 2018 5Delegates Message
It is our pleasure to welcome you to the Hilton Conference Centre, Sandton for the 2018 Annual
Nursing Education Conference to consider how innovation can assist educators to provide the
education that will inform quality and safe practice for the future of South Africa.
It was Madiba who said "When learning and teaching continually improves, everything improves. Quality is never an accident; it is always
the result of intelligent effort.” We invite you to join us in engaging with our professional future as we give life to our conference theme
“Innovation in Education. Teaching is what we do”. This theme urges us to take hands on our journey to create a new legacy for nursing
in our quest to discover new ways to work together as leaders, educators and practitioners. There is no doubt that we are dependent
on our shared knowledge, skills and energy to undertake this journey. We therefore believe that we have put together a programme
that will provide you with the intellectual and personal stimulation and motivation for the journey into new territory as December 2019
approach.
We wish you a successful and pleasurable engagement with the conference programme as you engage and network with each other as
well as all our sponsors and exhibitors during the next two and a half days. Remember to complete the conference evaluation form to
tell us what you enjoyed and what you would like to see at future conferences.
Dr Elizabeth Mokoka Dr Nelouise Geyer
CEO FUNDISA CEO NEA
012 333 1415 012 333 1415
ke.mokoka@fundisa.ac.za n.geyer@edunurse.co.za
6 Annual Nursing Education Conference Programme 2018Learning shapes our future
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Annual Nursing Education Conference Programme 2018 7
Image by Christof van der WaltKeynote Speakers
Dr Hanne Helleshoej
President of the Basic Health Care College Fredericia-Vejle-Horsens, Denmark
President Dr. Hanne Helleshoej has many years of experience within the Health Care field
and has held numerous important senior positions eg. as President at the school for dental
assistants and dental care at Copenhagen University, President at University College South,
President at the Froebelseminariet, President at the Nursing Professional Diploma Studies at
the National Nursing School and President at the Nursing School in Silkeborg. In addition,
Dr. Hanne Helleshoej attends a number of boards and committees and has also been a member
of the Danish government’s health education council under the Ministry of Education. Hanne
Helleshoej is a trained nurse and also holds a Ph.D. degree in education and psychology.
ƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũ͕WƌĞƐŝĚĞŶƚWŚ͕͘͘D͕͘^Đ͕͘ZE
Frances Ganges
dŚĞWƌĞƐŝĚĞŶƚŽĨƚŚĞĂƐŝĐ,ĞĂůƚŚĂƌĞŽůůĞŐĞ&ƌĞĚĞƌŝĐŝĂͲsĞũůĞͲ,ŽƌƐĞŶƐƌ͘,ĂŶŶĞ
,ĞůůĞƐŚŽĞũŚĂƐƉƵďůŝƐŚĞĚŶƵŵĞƌŽƵƐĂƌƚŝĐůĞƐĂŶĚƉƵďůŝĐĂƚŝŽŶƐ͘
Johnson and Johnson
WƌĞƐŝĚĞŶƚƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũŚĂƐŵĂŶLJLJĞĂƌƐŽĨĞdžƉĞƌŝĞŶĐĞ ϰ͘ ĚƵĐĂƚŝŶŐEƵƌƐŝŶŐWĞƌƐŽŶĞů–ǁŚŽƐĞŶĞĞĚƐĚŽĞƐŝƚƐĞƌǀĞ͍
ǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞĨŝĞůĚĂŶĚŚĂƐŚĞůĚŶƵŵĞƌŽƵƐŝŵƉŽƌƚĂŶƚ tŚŽĚĞĨŝŶĞƐƚŚĞŶĞĞĚƐ͍>ĞĂƌŶŝŶŐŽŐEƵƌƐŝŶŐWƌĂĐƚŝĐĞǁŝƚŚ
ƐĞŶŝŽƌ ƉŽƐŝƚŝŽŶƐ ĞŐ͘ ĂƐ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ ƐĐŚŽŽů ĨŽƌ ĚĞŶƚĂů ZĞƐƉĞĐƚ ƚŽ WĂƚŝĞŶƚ ŶĞĞĚƐ͘ ŽŶĨĞƌĞŶĐĞ ƌĞƉŽƌƚ͘ ƵƌŽƉĞĂŶ
Frances Ganges is a nurse, midwife and public health professional with more than three
ĂƐƐŝƐƚĂŶƚƐ ĂŶĚ ĚĞŶƚĂů ĐĂƌĞ Ăƚ ŽƉĞŶŚĂŐĞŶ hŶŝǀĞƌƐŝƚLJ͕ ŽŶĨĞƌĞŶĐĞŽŶEƵƌƐŝŶŐĚŵŝŶŝƐƚƌĂƚŝŽŶ͘dƵƌŬƵ͕&ŝŶůĂŶĚ͘
decades’ experience in over 20 countries.
WƌĞƐŝĚĞŶƚ Ăƚ hŶŝǀĞƌƐŝƚLJ ŽůůĞŐĞ ^ŽƵƚŚ͕ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ
&ƌŽĞďĞůƐĞŵŝŶĂƌŝĞƚ͕ WƌĞƐŝĚĞŶƚ Ăƚ ƚŚĞ EƵƌƐŝŶŐ WƌŽĨĞƐƐŝŽŶĂů
Currently the Scientific Engagement Leader for Baby
ϱ͘ dŚĞƉĞĚĂŐŽŐŝĐĚŝŵĞŶƐŝŽŶŝŶŶƵƌƐŝŶŐ͘
and Feminine Care at Johnson andZĞĚ͗͘
ŝƉůŽŵĂ^ƚƵĚŝĞƐĂƚƚŚĞEĂƚŝŽŶĂůEƵƌƐŝŶŐ^ĐŚŽŽůĂŶĚWƌĞƐŝĚĞŶƚ Johnson Consumer,
:ĂŶŶĞ >LJŶŐĂĂ͘ Inc., Frances
WƵďůŝƐŚĞƌ DƵŶŬƐŐĂĂƌĚ͘ tŝůů ďĞ is also the immediate past
ĂƚƚŚĞEƵƌƐŝŶŐ^ĐŚŽŽůŝŶ^ŝůŬĞďŽƌŐ͘ ƉƵďůŝƐŚĞĚŝŶ^ĞƉƚĞŵďĞƌϮϬϭϱ͘
Chief Executive of the International Confederation of Midwives (ICM). Her background also
/ŶĂĚĚŝƚŝŽŶ͕ƌ͘,ĂŶŶĞ,ĞůůĞƐŚŽĞũĂƚƚĞŶĚƐĂŶƵŵďĞƌŽĨďŽĂƌĚƐ ϲ͘ ĂůĞ͕ ƌůŝŶŐ>ĂƌƐĂŶĚ,ĂŶŶĞ,ĞůůĞƐŚƆũ͗ŝƌĞĐƚŝŽŶƐĨŽƌŐŽŽĚ
includes roles as educator, project director,
ĂŶĚĐŽŵŵŝƚƚĞĞƐĂŶĚŚĂƐĂůƐŽďĞĞŶĂŵĞŵďĞƌŽĨƚŚĞĂŶŝƐŚ advisor and technical writer. Frances holds an MPH
ĞĚƵĐĂƚŝŽŶǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞƐĞĐƚŽƌ͘
from Johns Hopkins University
government’s health education council under the Ministry of
ĚƵĐĂƚŝŽŶ͘
and is
ZĞĚ͗͘pursuing doctoral
:ŽŚŶ :ƵƵů ƌŝŬƐĞŶ
'LJůĚĞŶĚĂů͘
studies
ŽŐ >ŝƐĞ ,ŽƵŶƐŐĂĂƌĚ͘ in health sciences.
WƵďůŝƐŚĞƌ
,ĂŶŶĞ ,ĞůůĞƐŚƆũ ŝƐ Ă ƚƌĂŝŶĞĚ ŶƵƌƐĞ ĂŶĚ ĂůƐŽ ŚŽůĚƐ Ă WŚ͘͘ ϳ͘ dŚĞŬĞLJƚŽĚĞǀĞůŽƉŵĞŶƚŽĨ ƚŚĞ,ĞĂůƚŚĂƌĞ ĞĚƵĐĂƚŝŽŶƐ͘
ĚĞŐƌĞĞŝŶĞĚƵĐĂƚŝŽŶĂŶĚƉƐLJĐŚŽůŽŐLJ͘ dŚĞĂŶŝƐŚDŝŶŝƐƚƌLJŽĨ ĚƵĐĂƚŝŽŶ͘
ŝďůŝŽŐƌĂƉŚLJ ϴ͘ WƌŽĨĞƐƐŝŽŶ ŽŐ ƉƌŽĨĞƐƐŝŽŶĂůŝƐŵ WƵďůŝĐĞĚ ŝŶ ƚŚĞ DĂŐĂnjŝŶĞ
ϭ͘ ZĞĂƐŽŶĂŶĚĞŵŽƚŝŽŶĂŶĚƉĞĚĂŐŽŐŝĐĂůƉƌĂĐƚŝĐĞ ĚƵĐĂƚŝŽŶϯ͘dŚĞĂŶŝƐŚDŝŶŝƐƚƌLJŽĨ ĚƵĐĂƚŝŽŶ͘
DĂƐƚĞƌdŚĞƐŝƐdŚĞWĞĚĂŐŽŐŝĐĂůhŶŝǀĞƌƐŝƚLJŽĨĞŶŵĂƌŬ͘
Ϯ͘ ƵƐďŝůĚƵŶŐƐŐćŶŐĞ ŝŶ WĨůĞŐĞtŝƐƐĞŶƐĐŚĂĨƚĞŶ ƵŶĚ Prof Ethelwynn L Stellenberg
ϵ͘ dŚĞhƐĞŽĨ^ŝŵƵůĂƚŝŽŶǁŝƚŚŝŶƚŚĞ,ĞĂůƚŚĂƌĞĞĚƵĐĂƚŝŽŶƐ͘
WƵďůŝƐŚĞƌDƵŶŬƐŐĂĂƌĚ;ϮϬϭϱͿ
WĨůĞŐĞƉćĚĂŐŽŐŝŬŝŶćŶĞŵĂƌŬ͘/͗
Ƶƌ WƌŽĨĞƐƐŝŽŶĂůŝƐŝĞƌƵŶŐ ĚĞƌ WĨůĞŐĞ͘ >ĞƵĐŚƚƚƵƌŵͲsĞƌůĂŐ͕ Stellenbosch University
ϭϬ͘ η^hE^DD EͲ,ĞĂůƚŚLJdŽŐĞƚŚĞƌͲĂŬŽĨ,ĞĂůƚŚ͕
dLJƐŬůĂŶĚ͘ ŽŵŵƵŶŝƚLJĂŶĚŽŽƉĞƌĂƚŝŽŶ͘^K^h&s,͕ϮϬϭϴ͘
ϯ͘ dŚĞƉĞĚĂŐŽŐŝĐĂůĚŝŵĞŶƐŝŽŶŽĨƚŚĞŶƵƌƐŝŶŐƉƌŽĨĞƐƐŝŽŶ͘ZĞĚ͘
:ĂŶŶĞ>LJŶŐĂĂ͘WƵďůŝƐŚĞƌDƵŶŬƐŐĂĂƌĚ Prof Ethelwynn Stellenberg is an Associate Professor in Nursing at Stellenbosch University. Her
focus research area is safe quality patient care, specifically malpractice litigation in nursing practice.
She recently obtained a NRF competitive award for national research in malpractice litigation
in nursing practice in South Africa (2016-2018). Obtained a Discovery award for a social impact
project with emphasis on building capacity in leadership and management of PHC operational
managers in Mpumalanga and Northern Cape (2018-2020). Her qualifications include a Doctorate,
Master’s, Honours (Nursing Education and Community Health Nursing Science) and Bachelor’s
degrees in Nursing. Post graduate diplomas include Nursing Administration, Psychiatry and
Intensive Care Nursing. Achievers’ Awards include three Rector’s awards.
She is a National Ministerial appointment of the first board of the Office of Health Standards
Compliance (OHSC) (2014-2016) and reappointed for a second term (2017 - 2019). She serves on
the Board of COHSASA and Board of George & Annie Starck Homes for the Elderly. She delivered
numerous papers both nationally and internationally, undertook study tours internationally with
the emphasis on quality assurance and international collaboration. She has published articles,
chapters and is the chief editor of a Medical-Surgical Nursing: Hospital and Community textbook
(2007) for Africa. She has extensive experience in clinical management, teaching and learning,
research, community engagement and medico-legal litigation. Member of various professional
organizations which include Academy of Nursing of South Africa, Sigma Theta Tau International,
DENOSA and Nursing Education Association.
8 Annual Nursing Education Conference Programme 2018Keynote Speakers
Prof Judith Bruce
University of Witwatersrand
Professor Judith Bruce is an academic and researcher, with more than 30 years’ experience
in nursing education. She joined Wits University in 1993 where she was responsible for the
postgraduate education of nurse educators. She obtained her PhD in 2003. In 2012 she
was appointed onto the Ministerial Task Team for Nurse Education and Training and on the
Health Portfolio of the Academy of Science of South Africa. In recognition of her education
scholarship she was inducted as a Fellow into the Academy of Nursing of South Africa and the
Hall of Fame for Research Excellence in Nursing. Professor Bruce is currently the Head of the
School of Therapeutic Sciences at Wits University.
Ms Gloria Ash
South African Nursing Council
Joined SANC in 2010 as a professional advisor: Education and Training.
Currently a manager for Professional Practice: Preliminary Investigation and Impairment
section. Before joining SANC, she was in the United Kingdom where she practiced as a critical
care nurse.
Education: General and Midwife Diplomas, BA cur Unisa, Honors degrees Professional Practice
and Adult Critical Care.
Dr Jabulile Nonhlanhla Makhanya
Chief Nursing Officer
Dr Makhanya started her professional nursing career as a community health nurse and
educator. She joined the Durban University of Technology as a lecturer and then Head
of Nursing Studies in the Faculty of Health Sciences in 2004. Dr. Makhanya was the Head
of Ministry in an advisory portfolio to the Provincial Ministry of Health for the Provincial
Department of Health in the KZN whereafter she was appointed as the first Government Chief
Nursing and Midwifery Officer for South Africa.
Within this portfolio, her responsibility specific to nursing education relates to development
of national policy frameworks harnessing intra- and inter-professional collaboration to ensure
that nursing education and training is harmonised with population health needs.
Dr Makhanya represents the nursing sector on health on a national, regional and global level.
She is a former President of the South African Nursing Council (2004-2008) and a former
Chairperson (2008-2013).
Ms Winnie Moleko
Office of Health Standards
Winnie is currently employed by the Office of Health Standards Compliance (OHSC) as the Executive Manager. She holds a Diploma
in General Nursing and Midwifery from Baragwanath Nursing College, a Degree in Nursing Education and Management (MEDUNSA);
Master’s in Education (MeD) for Primary Health Care (University of Manchester –UK); Post Graduate Diploma in HIV/AIDS Management
(University of Stellenbosch), Advance Course in Health Management (FPD and YALE University) and Master’s in Philosophy from
University of Stellenbosch. She was employed by Wits Reproductive Health and HIV Institute (WRHI) for 18 years. From May 2011
was seconded to the National DOH as Quality Improvement: Senior Technical Advisor to assist with quality improvement/quality
assurance work. She played a pivotal role in the establishment of the OHSC an independent entity mandated to promote quality and
patient safety. She gained extensive QI knowledge and expertise through coaching and mentoring from Quality Assurance Project
and Institute for Health Care Improvement (US based organisations). She has presented in conferences at local and international level
on quality since 2001.
Annual Nursing Education Conference Programme 2018 9Sponsors We thank the following donors and sponsors for their generous support: Platinum: Excellence Awards: Silver: Bronze: Gifts and Donations: 10 Annual Nursing Education Conference Programme 2018
Programme
Registration: Tuesday, 4 September 2018
15:00 – 17:00 Registration Hilton Hotel Foyer, Sandton
Day 1: Wednesday, 5 September 2018
Plenary Session - Chair: Dr Elizabeth Mokoka, Ceo Fundisa
07:00 – 08:25 Registration Hilton Hotel Foyer, Sandton
Dr Elizabeth Mokoka
08:30 – 08:40 Welcome address
FUNDISA
Wolters Kluwer, Lippincott Williams
08:45 – 09:00 Word from the sponsors
and Wilkins
A Pedagogical Model – Students´ Meaningful Involvement in Health Care Education based Dr Hanne Helleshoej
09:00 – 09:45 on a mutual understanding of challenges among faculty members – and development of President of the Basic Health Care
engaging and innovative methods in education College Fredericia-Vejle-Horsens
Ms Francis Ganges
09:45 – 10:30 Innovate Yourself
Johnson and Johnson
10:30 – 11:00 Refreshment break
Breakaway sessions
Session 1: Session 2: Session 3: Session 4:
Clinical Teaching and Learning Community Nursing Positive Practice Environments Nurse Educator Development
Venue Ballroom 2 and 3 Kwena Suite 1 Kwena Suite 2 Li-Duba Room
Session Chair Prof Kefiloe Maboe Ms Madeleen Jooste Mrs Magda Cunze Dr Memme Makua
Experiences of Learner Nurses Perceptions of Nurses of their
Experiences of Community
During Simulated Clinical Roles and Responsibilities Experiences of Newly
Health Nurses in the
Assessment in the Skills in Realisation of the “Back to Employed Nurses Educators at
11:05 – 11:25 Tuberculosis Work
Laboratory at an Institution of Basics Nursing Care” Quality a Nursing College in Gauteng
Environment
Higher Learning Improvement Initiative Mrs M Tshabalala
Mrs GTM Motswasele
Mrs GO Sumbane Mrs R Els
Experiences of Newly
The Intergenerational
Employed Academics
Simulation Debriefing and Silence Regarding Sexual Perceptions of Nurses in
Regarding Induction and
the Development of Clinical and Reproductive Health a Private Hospital Group
Mentoring in the Nursing
11:30 – 11:50 Judgement of Student Nurses Promotion in Families: Regarding Continuing
Department at a University
at a University in Gauteng An Integrated Literature Professional Development
in the Gauteng Province,
Mrs MP Dubula Review Dr S Vasuthevan South Africa
Dr MS Mataboge
Ms FM Mkhonto
Mental Health Symptoms
The Perceptions of Newly
The Promotion of Experienced by Patients A Research-Training
Qualified Nurses of Their
Metacognition During Awaiting a Kidney Transplant Programme for Self-Leadership
11:55 – 12:15 Readiness to Practice in an
Simulation Debriefing at a Public Hospital in Tshwane, of Nurse Educators
Academic Hospital in Gauteng
Mrs A Welman South Africa Prof K Jooste
Mrs SS Shongwe
Mrs PG Ndimande
Factors influencing clinical
Community Service Nurses’
learning experience of nursing Health-Support Needs of Why Should the Journey of
Experiences Regarding Health
students at clinical learning Widows in South Africa: A Every Clinical Facilitator Start
12:20 – 12:40 Care Services in a Public
environment in Limpopo Phenomenological Inquiry with Mentoring?
Hospital in Tshwane District
province, South Africa Dr GL Sekgobela Mrs I Loots
Ms NL Nkoane
Prof ML Mangena-Netshikweta
An Exploration of Clinical
Caregivers’ Experiences on Professional Nurses’
A Preceptorship Model to Support to Nursing
the Transition of Adolescents Perceptions of Their Role as
Facilitate Clinical Education Community Service
12:40 -13:00 with Intellectual Disabilities Mentors for Novice Nurses in
in Botswana Practitioners in UGU District,
into Adulthood the Operating Room
Prof MA Rakhudu KwaZulu-Natal
Dr RG Malapela Mrs M Liebenberg
Mrs IT Malunga
13:00 – 14:00 Lunch break
Workshops
Venue Li-Duba Room Kwena Suite Ballroom 2 and 3
Scientific Writing Research Ethics Education: Resilience in Nursing Education
14:00 – 16:00 for publication A value-based approach Dr Sue Armstrong and
Prof Gisela van Rensburg Dr Retha Visagie Mrs Caroline Maloney
16:00 – 16:30 Refreshment break
16:30 – 17:30 NEA Annual General Meeting
Annual Nursing Education Conference Programme 2018 11Programme
Day 2: Thursday, 6 September 2018
07:30 – 08:15 Registration Hilton Hotel Foyer, Sandton
Plenary Session - Chair: Dr Nelouise Geyer, CEO NEA
Prof Ethelwynn L Stellenberg,
Investigation into malpractice litigation in nursing practice in private health care in Ms Yashmin Samlal and
08:15 – 09:00 Ms Amy Williams
South Africa
Stellenbosch University
09:00 – 09:30 South African Neonatal Skincare Guideline Core Working Group
09:30 – 10:00 Refreshment break
Venue Ballroom 1
10:05 – 10: 55 Poster sessions Poster presenters
Breakaway sessions
Session 5: Session 6: Session 7: Session 8:
Teaching and Learning Teaching and Learning Education Research Midwifery Practice
Experiences Strategies
Venue Kwena Suite 2 Ballroom 2 and 3 Li-Duba Room Kwena Suite 1
Session Chair Mrs Izelle Loots Mrs Lize van Niekerk Mrs Toy Vermaak Mrs Zodwa Mphego
The Effectiveness of the 20
Nursing Student’s Experiences Student Engagement in a
Leaving the past behind – Hour Lactation Management
of Transition from High Post-Basic Programme in a
teaching the future generation Course (LMC) in Improving
11:00 – 11:20 School to a Tertiary Institution: Nursing Education Institution
of health professionals Breastfeeding Knowledge of
A Case Study in KwaZulu-Natal
Dr S Armstrong Professional Nurses
Mrs B James Prof NG Mtshali
Mrs N Makhudu
Analysing Cognitive Levels on
Strategies to Reduce High
Final Examination Questions
Academic Support Programme Perinatal Morbidity Rates
Engaging the Mind – From for the Diploma Nursing
for Nursing Students at a in Mankweng-Polokwane
Classroom to Technology: Programme Using Revised
11:25 – 11:45 Public College in the Eastern Complex of the Capricorn
A Case Study Bloom’s Taxonomy at a
Cape Province, of South Africa District, Limpopo Province,
Mrs L Crous Selected Nursing College in
Dr NI Senti South Africa
the Eastern Cape
Mrs MG Mathebula
Ms NI Fayilane
The Experiences of Nursing When eLearning Becomes
Compulsory: ICT Adoption Measuring and Building
Students Regarding Nurse Labour Support Practice
by Student Nurses Despite a Resilience in Undergraduate
Educators as Role Models in a by Nurses and Midwives:
11:50 – 12:10 Digital Divide Nursing Students in
Military Teaching and Learning A Scoping Review
South Africa
Environment Mrs K Smit Ms MC Uwimana
Mrs C Maloney
Dr K Zagenhagen
Reflections of Nursing Engaging adult learners in a Factors Affecting Experiential
distance learning programme An Assessment of Eating
Students Regarding Online Learning for Midwifery
through technology Behaviours of Nursing
12:15 – 12:35 Portfolios in a Health Sciences Students at the Public College
Students in Gauteng
Education Module Mrs KD Shopo of Nursing
Mrs M Mare and Mrs J Jones
Dr MG Makua Mrs N Pama
Factors Contributing to
Narrative of Undergraduate
Teaching Pharmacology Sub-Standard Utilization of
Students on Clinical
to Nursing Students at a Appreciative Feedback Partograph By Midwives in
Accompaniment at a
12: 40 – 13:00 Rural University Using Coggle Practices for Educators Greater Tzaneen Municipality,
Nursing Education Institution
(Mind Maps) Prof I Coetzee Mopani District, Limpopo
in North West
Mrs AS Joubert Province
Mrs PT Motsilanyane
Ms SA Malatji
13:00 – 14:00 Lunch break
Workshops
Venue Kwena Suite Li-Duba Room Ballroom 2 and 3
Innovative teaching Inspiring the use of
Forensic Nursing
and learning Technology in the Classroom
14:00 – 16:00 Ms Jeanette Sebaeng and
Prof Yvonne Botma and Pearson
Prof Sinegugu Duma
Dr Idalia Venter
16:00 – 16:30 Refreshment break
18:30 – 22:00 GALA DINNER: NEA Awards and Researcher’s Hall of Fame
12 Annual Nursing Education Conference Programme 2018Programme
Day 3: Friday, 7 September 2018
07:30 – 08:10 Registration Hilton Hotel Foyer, Sandton
Plenary session chair: Dr Elizabeth Mokoka, CEO FUNDISA
Mr Stephan Terblanche
08:30 – 08:40 Word from the sponsors
Cengage
Prof Judith Bruce
08:45 – 09:30 Innovation in Health Science Education
University of Witwatersrand
Ms Gloria Ash
09:35 – 10:05 Unfitness to Practice Nursing
South African Nursing Council
Ms Elaine le Roux
10:05 – 10:30 Launch of hand hygiene campaign
B. Braun
10:30 – 11:00 Refreshment break
Plenary session chair: Dr Nelouise Geyer, CEO NEA
Dr Jabulile Nonhlanhla Makhanya
11:00 – 11:45 Transformation of Nursing Education
Chief Nursing Officer
Using National Core Standards as a Catalyst for Quality Improvement in South African Health Ms Winnie Moleko
11:45 – 12:30
Establishments Office of Health Standards
12:30 – 13:00 Conclusion and lucky draws
13:00 – 14:00 Lunch and departure
Annual Nursing Education Conference Programme 2018 13Acknowledgements
Our gratitude to the following individuals for their assistance with ANEC 2018 arrangements:
Scientific Committee
Prof Jennifer Chipps (Chairperson)
Prof Anita S van der Merwe
Prof Yvonne Botma
Prof Karen Minnie
Prof Lizeth Roets
Mrs Lizelle Crous
Prof Salaminah Moloko-Phiri
Office staff
Dr Elizabeth Mokoka (CEO FUNDISA)
Dr Nelouise Geyer (CEO NEA)
Mrs Judy Thompson (Programme Manager)
Mr Lebohang Khonke (Finance Officer)
Ms Patricia Mbongo (Administrative Assistant)
Ms Terecia Bosoma (Administrative Assistant)
Mrs Johanna Mapokane (Office Assistant)
Conference Organiser
Mrs Carina Young
14 Annual Nursing Education Conference Programme 2018List of Oral Presenters
Presenters in Title of presentation Session
alphabetical order
Armstrong, S
Leaving the Past Behind – Teaching the Future Generation of Health Professionals 6
WITS
Coetzee, I
Appreciative Feedback Practices for Educators 7
UP
Crous, L
Engaging the Mind – from Classroom to Technology: A Case Study 6
WITS
Dubula, MP Simulation Debriefing and the Development of Clinical Judgement of Student Nurses at a
1
Life Healthcare/WITS University in Gauteng
Els, R Perceptions of Nurses of their Roles and Responsibilities in Realisation of the “Back to Basics
3
Life Healthcare/UNISA Nursing Care” Quality Improvement Initiative
Fayilane, NI Analysing Cognitive Levels on Final Examination Questions for the Diploma Nursing Programme
7
LCoN/UKZN Using Revised Bloom’s Taxonomy at a Selected Nursing College in the Eastern Cape
James, BC Nursing Student’s Experiences of Transition from High School to Tertiary Institution: A Case
5
LCoN/UFH Study
Jooste, K
A Research-Training Programme for Self-Leadership of Nurse Educators 4
CPUT
Joubert, AS
Teaching Pharmacology to Nursing Students at a Rural University Using Coggle (Mind Maps) 6
UZ
Liebenberg, M Professional Nurses’ Perceptions of Their Role as Mentors for Novice Nurses in the Operating
4
SUN Room
Loots, I
Why Should the Journey of Every Clinical Facilitator Start with Mentoring? 4
NEA: Pretoria Chapter/UNISA
Makhudu, N The Effectiveness of the 20 Hour Lactation Management Course (LMC) in Improving
8
WITS Breastfeeding Knowledge of Professional Nurses
Makua, MG Reflections of Nursing Students Regarding Online Portfolios in a Health Sciences Education
5
UNISA Module
Malatji, SA Factors Contributing to Sub-Standard Utilization of Partograph by Midwives in Greater
8
UL Tzaneen Municipality, Mopani District, Limpopo Province
Malapela, RG Caregivers’ Experiences on the Transition of Adolescents with Intellectual Disabilities into
2
UNISA Adulthood
Maloney, C
Measuring and Building Resilience in Undergraduate Nursing Students in South Africa 7
WITS
Malunga, IT An Exploration of Clinical Support to Nursing Community Service Practitioners in UGU
3
KZNCN/DUT District, KwaZulu-Natal
Mangena-Netshikweta, ML Factors Influencing Clinical Learning Experience of Nursing Students in the Clinical Learning
1
UNIVEN Environment in Limpopo Province, South Africa
Mare, M and Jones, J
An Assessment of Eating Behaviours of Nursing Students in Gauteng 7
NEA: Johannesburg Chapter
Mataboge, MS The Intergenerational Silence Regarding Sexual and Reproductive Health Promotion in
2
UP Families: An Integrated Literature Review
Annual Nursing Education Conference Programme 2018 15List of Oral Presenters
Presenters in Title of presentation Session
alphabetical order
Mathebula, MG Strategies to Reduce High Perinatal Morbidity Rates in Mankweng-Polokwane Complex of the
8
UL Capricorn District, Limpopo Province, South Africa
Mkhonto, FM Experiences of Newly Employed Academics Regarding Induction and Mentoring in the
4
SMU Nursing Department at a University in the Gauteng Province, South Africa
Motsilanyane, PT Narrative of Undergraduate Students on Clinical Accompaniment at a Nursing Education
5
UP Institution in North West
Motswasele, GTM
Experiences of Community Health Nurses in the Tuberculosis Work Environment 2
SG/UP
Mtshali, NG Student Engagement in a Post-Basic Programme in a Nursing Education Institution in
7
UKZN KwaZulu-Natal
Ndimande, PG Mental Health Symptoms Experienced by Patients Awaiting a Kidney Transplant at a Public
2
UP Hospital in Tshwane, South Africa
Nkoane, L Community Service Nurses’ Experiences Regarding Health Care Services in a Public Hospital in
3
UNISA Tshwane District
Pama, N Factors Affecting Experiential Learning for Midwifery Students at the Public College
8
LCoN/UFH of Nursing
Rakhudu, MA
A Preceptorship Model to Facilitate Clinical Education in Botswana 1
NWU
Sekgobela, GL
Health-Support Needs of Widows in South Africa: A Phenomenological Inquiry 2
UP
Senti, NI Academic Support Programme for Nursing Students at a Public College in the Eastern Cape
5
LCoN/UFH Province, of South Africa
Shongwe, SS The Perceptions of Newly Qualified Nurses of Their Readiness to Practice in an Academic
3
WITS Hospital in Gauteng
Shopo, KD
Engaging Adult Learners in a Distance Learning Programme Through Technology 6
NWU
Smit, K When eLearning Becomes Compulsory: ICT Adoption by Student Nurses Despite a
6
NWU Digital Divide
Sumbane, GO Experiences of Learner Nurses During Simulated Clinical Assessment in the Skills Laboratory
1
UL at an Institution of Higher Learning
Tshabalala, M
Experiences of Newly Employed Nurses Educators at a Nursing College in Gauteng 4
UJ
Uwimana, MC
Labour Support Practice by Nurses and Midwives: A Scoping Review 8
WITS/UR
Vasuthevan, S Perceptions of Nurses in a Private Hospital Group Regarding Continuing
3
Life Healthcare/NMU Professional Development
Welman, A
The Promotion of Metacognition During Simulation Debriefing 1
UFS
Zagenhagen, Z The Experiences of Nursing Students Regarding Nurse Educators as Role Models in a
5
SAMHS/UNISA Military Teaching and Learning Environment
16 Annual Nursing Education Conference Programme 2018Abstracts: Oral Presentations
Session 1: Clinical Teaching and Learning
Title: Experiences of Learner Nurses During Simulated Clinical Assessment in the Skills Laboratory at an Institution of
Higher Learning
Presenter: Mrs Gsakani O Sumbane
Co-author(s): Prof TM Mothiba
Institution: University of Limpopo (UL)
Email address: gsakani.sumbane@ul.ac.za
Aim and objectives Results
The study determined, described and explored the experiences Three themes and seven subthemes were identified from the
of learner nurses during simulated clinical assessment in a skills content analysis, namely (i) assessment processes logistics, (ii) the
laboratory at an institution of higher learning. use of mannequins as patients and (iii) questionable allocated
time for skills performance.
Methodology
A qualitative, explorative and descriptive research design was Discussion
used. The population included all learner nurses registered for Learner nurses expressed more negative than positive
Bachelor of Nursing Science at the selected institution of higher experiences regarding simulated clinical assessments. Negative
learning. Forty seven (47) participants were selected through experiences signify reduction in performance quality. These
non-probability purposive sampling to participate in five focus included: inadequate space, equipment and materials; fellow
group interviews. Data were analysed using Tesch’s open coding learner nurses utilised as patients; anxiety related to clinical
data analysis method. Trustworthiness criteria adhered to were assessment; lack of response from mannequin patients and
credibility, dependability, transferability and confirmability. insufficient time allocated during clinical assessment. While the
positive feeling was provision of safer learning environment.
Ethical clearance was sought with the relevant research and ethics
committee and permission to collect data was obtained from the Recommendations
Director of School of Health Care Sciences. Informed consent was Provision of enough space for circuit running, equipment and
obtained from participants. Confidentiality and anonymity were materials, and guidance of simulated patients on the presentation
maintained. of a clinical problem. Perform drills with all learner nurses to
ensure that skills can be completed in allocated time and for
acquaintance with the assessment processes.
Title: Simulation Debriefing and the Development of Clinical Judgement of Student Nurses at a University in Gauteng
Presenter: Mrs Mapule P Dubula
Co-author(s): Dr CH Thurling and Dr S Armstrong
Institution: Life College of Learning - East Rand Learning Centre / University of the Witwatersrand (WITS)
Email address: pamella.dubula@lifehealthcare.co.za
Aim and objectives Discussion
This study sought to test the effect of debriefing after simulation Debriefing is a critical element of simulation-based learning for
on the development of clinical judgement in second and fourth- the development of clinical judgement as it gives the students
year nursing students in a university in Gauteng. the opportunity to reflect on their actions during the simulation
action, and plan for improvement.
Methodology
A quantitative, one group pre-test/ post-test quasi-experimental Recommendations
design was utilised in this study to examine the effects of The findings from this study support the inclusion of debriefing in
simulation debriefing on the development of students’ clinical all simulation learning experiences; it is therefore recommended
judgement skills. The target group was Bachelor of Nursing that nursing education institutions train educators on debriefing
students (n=56). following simulation. It is also recommended that further studies
be carried out comparing students’ self-evaluation and faculty
The Lasater Clinical Judgment Rubric (LCJR) was adapted and evaluation of students’ clinical judgement using the LCJR to
used as a self-administered questionnaire to collect data pre- and eliminate related to self-evaluation.
post debriefing. The debriefing method used in this study was
Debriefing for Meaningful Learning.
Results
An independent t-test indicated that the mean clinical judgment
scores (M= 38.02) post debriefing were significantly higher than
the pre-test scores (M=34.75) for both second and fourth year
participants.
Annual Nursing Education Conference Programme 2018 17Session 1: Clinical Teaching and Learning
Title: The Promotion of Metacognition During Simulation Debriefing
Presenter: Mrs Anne-Marie Welman
Co-author(s): Prof M Mulder and Prof Y Botma
Institution: University of the Free State (UFS)
Email address: welmana@ufs.ac.za
Aim and objectives thinking and reflection-on-action. Metacognition in students
The aim of this research is to recommend strategies that will is associated with action-, transformative- and self-regulation
promote metacognition during simulation debriefing. learning theories. Debriefing for meaningful learning, the OPT,
the ALACT and 3D frameworks are associated with the promotion
Methodology of metacognition development.
A librarian searched two scientific platforms, including 12
databases, which yielded 265 results. Thirty-seven publications Discussion
that answered the research question were included in the With metacognition, students understand how their emotions
literature review. A qualitative analysis of the data led to the influenced their actions and critically reflect on their assumptions
identification of five themes related to metacognition and and thinking processes. Students reflected beyond their actions,
simulation debriefing, which included definitions of both the promoting the development of self-regulation. The widely used
concepts, applicable learning theories, simulation debriefing Plus/Delta framework does not allow students to explore their
frameworks, requirements for effective debriefing and the individual mental frames.
measurement of metacognition.
Recommendations
Results Debriefing facilitators should use higher-level Socratic and
Patient simulation with debriefing allows educators to create epistemic questioning during the analysis phase and students
student-centred, self- regulated and significant learning should be given the opportunity to apply their newly formed
opportunities for students. Research on reflection associated with mental frameworks during a similar simulation experience.
simulation debriefing and metacognition, has included aspects
of self-monitoring, self-evaluation and goal-orientated behaviour
but the link between these processes is not clear. Simulation
debriefing is associated with the release of emotions, critical
Title: Factors Influencing Clinical Learning Experience of Nursing Students at Clinical Learning Environment in
Limpopo Province, South Africa
Presenter: Prof Lizzy ML Mangena-Netshikweta
Co-author(s): JL Mafumo
Institution: University of Venda (UNIVEN)
Email address: lizzy.netshikweta@univen.ac.za
Background the type of interpersonal relationships they had with the clinical
Awareness of any issue that may affect the learning process staff and preceptors affected their learning experiences. Almost
of nursing students in the clinical area is essential to ensure (75.8%) of the respondents were of the opinion that there were
that maximum benefits are gained from this aspect of nursing reasons to be anxious in the clinical area.
education. Factors which influenced learning in the clinical areas
among students at clinical learning environment located in Conclusion
Limpopo province were studied. Positive interpersonal relationships and the use of demonstration
and return demonstration were identified as being influential
Methodology to learning in the clinical area. These factors should inform the
A descriptive cross-sectional study with stratified random teaching of nursing students through preceptorship in the clinical
sampling of 200 level 2 and 3 students enrolled in a four year area.
baccalaureate nursing programme (R425) was conducted. Data
were collected using a 32-item self-administered questionnaire
and analysed using SPSS version 23 computer program.
Results
All selected respondents in level 3 and 70.3% of level 2 recruits,
participated in the study; mean age was 23.9 ± 4.52 years
(range 19-42 years) and 80.3% were females. The majority of the
respondents, identified preceptorship (89.6%), support from
the clinical staff (58.4%), ratio of preceptor to students (64.8%)
and the quality of pre-clinical conferences (49.5%) as having the
greatest impact on learning. Over 70% of students indicated that
18 Annual Nursing Education Conference Programme 2018Session 1: Clinical Teaching and Learning
Title: A Preceptorship Model to Facilitate Clinical Education in Botswana
Presenter: Prof Hunadi MA Rakhudu
Co-author(s): Mrs A Dube
Institution: North West University (NWU)/ Kanye SDA College of Nursing: Botswana
Email address: hunadi.rakhudu@nwu.ac.za
Aim and objectives Conclusion
Preceptors constitute an indispensable cadre of human resource Implementation of the model will be helpful can be a functional
through their contribution to the clinical teaching and learning reality in the delivery of quality educational experiences and has
process for nursing students. However, despite the wide use of far-reaching implications for the institutions and students.
preceptorship there is evidence that preceptorship and the role of
preceptor in clinical nursing education is not clearly understood Recommendations
or supported resulting in several challenges associated with the Collaboration among the key role players in nursing education
implementation of preceptorship. and managerial commitment are critical for the success of the
model. More research is required to pilot and evaluate the model
Purpose at different levels campuses of the health training institutions in
The purpose of this study was to develop a preceptorship model Botswana.
to facilitate clinical nursing education in Botswana.
Methodology
A convergent mixed method was used to measure, explore
and describe the perceptions of nurse educators regarding
preceptors. Subsequently a model of preceptorship using Dickoff
et al survey list and chin and Kramer’s approach.
Results
The results indicated the need for the model. The model has six
elements, namely, context, agent, recipients, process, dynamics
and terminus.
Session 2: Community Nursing
Title: Experiences of Community Health Nurses in the Tuberculosis Work Environment
Presenter: Mrs Granny TM Motswasele
Co-author(s): Prof MD Peu and Prof SS Moloko-Phiri
Institution: SG Lourens Nursing College (SG) / University of Pretoria (UP)
Email address: tshabanemotswasele14@gmail.com
Aim and objectives Discussion
To explore and describe the experiences of community health The community healthcare nurses should be in position to
nurses in the TB work environment to ensure safe practices and identify health risks related to TB to reduce the severity of the TB
excellent service delivery. infection and prevent new TB cases.
Methodology Recommendations
A qualitative descriptive phenomenological design was used Community health nurses should be conversant with current
to describe the experiences of community health nurses in the policies and guidelines related to TB and be trained on how to
TB work environment. A purposive sampling method was used utilise personal protective equipment to ensure safe practices and
to select twenty nurses. Ethical principles were adhered to and excellent service delivery.
trustworthiness strategies were applied throughout the study.
Data were collected through individual in-depth interviews and
were analysed using the seven steps of the Colaizzi process of
data analysis.
Results
The essence of the experiences deduced four themes: fear
of being infected with TB, control of infection, defaulting TB
treatment and screening services.
Annual Nursing Education Conference Programme 2018 19Session 2: Community Nursing
Title: The Intergenerational Silence Regarding Sexual and Reproductive Health Promotion in Families: An Integrated
Literature Review
Presenter: Dr Sanah MS Mataboge
Co-author(s): N/A
Institution: University of Pretoria (UP)
Email address: sanah.mataboge@up.ac.za
Aim and objectives Instances where grandparents are heading families the age gap is
The aim of this paper was to explore and describe the wider which exacerbate the transgenerational silence. In addition
intergenerational silence regarding Sexual and Reproductive parents assume that educators are open with their children at
Health (SRH) promotion in families. school on SRH. Meanwhile children get SRH information using
technology with no guidance from an adult as most parents
Methodology cannot catch up with the advancement.
An integrated literature review was conducted. The primary
concepts used during literature review were: silence on SRH, Recommendations
communication on SRH, predisposing factors of teenage, It is recommended that a family centred SRH promotion
unintended and unwanted pregnancy, sexually transmitted programme to initiate family dialogues on SRH be developed as
infections and HIV and AIDS. Secondary concepts were: it will address all the barriers and support adults. Parents support
Technology advancement, media, educational institutions, health should include the use of technology and facilitation of dialogue
institutions and parent and child communication on SRH. Sites referring to specific issues discussed on SRH.
used for searching included Google Scholar, CINAHL, Medline.
Results
Three themes that emerged were: Culture of silence within
families on SRH, technological advancement and the inclusion of
SRH in school curriculum.
Discussion
Parents based their silence on how they were raised as they
observed parental silence on SRH issues when growing up.
Title: Mental Health Symptoms Experienced by Patients Awaiting a Kidney Transplant at a Public Hospital in Tshwane,
South Africa
Presenter: Mrs Phumzile G Ndimande
Co-author(s): Dr MS Mataboge and Dr AE Van der Wath
Institution: University of Pretoria (UP)
Email address: ndimandephumzile51@gmail.com
Aim and objectives Results
The aim of the study was to explore and describe the mental The symptoms of mental illness as experienced by participants
health symptoms experienced by patients awaiting a kidney emerged as emotional symptoms related to physiological
transplant in a selected public hospital in Tshwane, South Africa. changes and functional impairment.
The kidneys may slowly stop working over 10 - 20 years before
end-stage renal disease results. The patients undergo a period Discussion
of heamodialysis and peritoneal dialysis until they come into The study confirms that participants developed mental health
consideration for a kidney transplant. This period of dialysis is symptoms such as fear, anger, and suicidal ideas. Related
characterised by many stressors and patients experience a lot of physiological changes included loss of energy, loss of libido that
restrictions that may affect their mental health. resulted to functional impairment.
Methodology Recommendations
The study used a qualitative design. A purposive sampling Recommendations were made to support these patients
method was used and the sample consisted of 16 patients with and ensure that they have quality life until they get a kidney
chronic kidney disease who were undergoing heamodialysis and transplant.
peritoneal dialysis in academic hospital. Individual qualitative,
unstructured interviews were conducted in 2016. Trustworthiness
was ensured. Data were analysed using qualitative data analysis
by Tesch. Ethical principles were adhered to.
20 Annual Nursing Education Conference Programme 2018Session 2: Community Nursing
Title: Health-Support Needs of Widows in South Africa: A Phenomenological Inquiry
Presenter: Dr Gopolang L Sekgobela
Co-author(s): Prof MD Peu and Dr AE van der Wath
Institution: University of Pretoria (UP)
Email address: gopolangsekgobela@gmail.com
Aim and objectives socially disruptive experience; the need for person-centred care;
To explore and describe the health-support needs of widows that the need for appropriate referral and peer support.
can be addressed by primary health care services.
Discussion
Methodology Nurses in primary health care services should be in a position to
A qualitative, descriptive phenomenological approach grounded identify and effectively manage widows who are experiencing
in Husserl’s philosophy (1859-1938) was followed to explore the health risks. This will assist in reducing the severity of health
health-support needs of widows that can be addressed by nurses problems related to widowhood and to prevent new health
in the primary health care services. The population was widows conditions from occurring.
from Sepedi, Sotho and Tswana ethnic groups residing in the City
of Tshwane, Gauteng Province, South Africa. Purposive sampling Recommendations
was used until data saturation was reached. The sample size Training should be provided to all primary health care nurses with
was 12 widows aged between 25-65 years. Data were collected regard to the health support needs of widows and management
through unstructured individual phenomenological interviews thereof to ensure continued excellence in service delivery.
and analysed using a qualitative descriptive phenomenological
method.
Results
The essence of the experience of widowhood deduced eight
constituents that emerged from the data analysis: widowhood as
an embodied experience; widowhood as an intense emotional
experience; cognitive impact related to the effects of widowhood;
widowhood experienced on an existential level; widowhood as a
Title: Caregivers’ Experiences on the Transition of Adolescents with Intellectual Disabilities into Adulthood
Presenter: Dr Rakgadi G Malapela
Co-author(s): Prof GB Thupayagale-Tshweneagae
Institution: University of South Africa (UNISA)
Email address: gmalapela@gmail.com
Aim and objectives NGOs and prospective participants. Credibility, dependability,
To explore and describe the caregivers’ experiences on the transferability and conformability were observed to enhance
transition of adolescents with Intellectual Disabilities (IDs) into trustworthiness.
adulthood and to recommend a strategy for the transition of
adolescents with IDs into adulthood as informed by findings. Results
Five themes emerged from the initial phase namely: caring
Methodology experiences; needs of intellectually disabled adolescents,
The exploratory sequential mixed method for this study was done emotions toward teaching intellectually disabled adolescents,
in three phases. The primary focus of this abstract is on the initial factors influencing the transition into adulthood and
phase which followed a qualitative descriptive and explorative recommendations to transit into adulthood.
approach. Non-probability, purposive and snowballing sampling
methods were used to select participants. Parents, teachers, Discussion
health care workers and occupational therapists participated in There is a need for caregivers to facilitate the transition process
this study. The study was conducted in Special schools, Non- for adolescents with intellectual disabilities into adulthood.
Governmental Organisations (NGOs) and Care and Rehabilitation
Centres situated in the Tshwane Metropolitan Municipality of Recommendations
Gauteng Province in South Africa. Narratives and individual, and Informed the nurses, teachers, parents, policy-makers and
focus group interviews were used for data collection. other stakeholders in supporting transition possibilities for
the adolescents with intellectual disabilities into adulthood.
Interpretative analysis proposed by Terrablanche, Durrheim and Collaboration of various departments is necessary in order
Kelly (2006) was used limited to a sample of N=29 participants. to facilitate transition possibilities for the adolescents with
Ethical clearance was granted. Permission was obtained from intellectual disabilities into adulthood.
the Department of Education, Department of Health, various
Annual Nursing Education Conference Programme 2018 21Session 3: Positive Practice Environments
Title: Perceptions of Nurses of their Roles and Responsibilities in Realisation of the “Back to Basics Nursing Care”
Quality Improvement Initiative
Presenter: Mrs Roelien Els
Co-author(s): Prof GH van Rensburg
Institution: Life Healthcare/University of South Africa (UNISA)
Email address: roelien.els@lifehealthcare.co.za
Aim and objectives management; and patient care responsibilities. For each theme
The study aimed to gain an in-depth understanding of how various categories and subcategories were identified.
nurses perceive their roles, responsibilities and challenges in
delivering basic nursing care, linked to the organisational quality Discussion
improvement (QI) initiative “Back to Basics”. From the findings The participants perceived their roles and responsibilities in the
recommendations were made regarding practical ways to QI initiative as overwhelming. An imbalance in the distribution
enhance QI initiatives at the bedside of the patient. between administrative and managerial responsibilities and
direct patient care was highlighted as a challenge. The study
Methodology identified several organisational challenges that nurses face to
A qualitative study, utilising an explorative and descriptive meet stakeholder expectations. A concern was that rendering
contextual study design, was conducted. basic nursing care is no longer considered to be the responsibility
of the registered nurse.
Data was collected by means of focus groups with registered
nurses. Data analysis was done using Creswell’s data-analysis Recommendations
cycle. Ethical principles were maintained to safeguard the rights Innovative ways of distributing administrative tasks could
of the institution, including the research sites, and the rights of alleviate the high load that recordkeeping brings and thus
the study participants. To ensure trustworthiness the consistent affecting the available time for patient care. In-service training
employment of the underpinning principles of credibility, and continuous professional development programmes should
dependability, transferability, authenticity and confirmability be provided with a focus on the development of sustainable
were adhered to. competence to meet the diverse and complex demands and
expectations in terms of nursing care. Commitment to the QI
Results initiative is necessary to ensure the success thereof.
The themes that emerged from the data were: managerial
responsibilities; administrative responsibilities; expectation
Title: Perceptions of Nurses in a Private Hospital Group Regarding Continuing Professional Development
Presenter: Dr Sharon Vasuthevan
Co-author(s): Prof EJ Ricks and Mrs L Fletcher
Institution: Life Healthcare / Nelson Mandela University (NMU)
Email address: sharon.vasuthevan@lifehealthcare.co.za
Aim and objectives An important finding was a strong conviction by some
The aim of this study was to establish the perceptions of nursing participants that nurses should participate in decision making
staff regarding the Continuing Professional Development (CPD) regarding the content of a CPD programme.
programme implemented in a private hospital group so that the
findings could be used to assist management in reviewing and Discussion
adapting the programme. CPD is an important intervention in the quest for promoting
competence, keeping abreast with evidence based practice and
Methodology personal growth.
A descriptive, cross section study design was used to conduct
this study. The research population comprised all nursing staff If an organisation intends making a CPD programme compulsory,
employed at the private group’s hospitals throughout South it is important that nurses working in the organisation participate
Africa. Stratified random sampling was used to select a sample in identifying content specific to their needs and that the
of 800 respondents. Data analysis was conducted with the programme makes a meaningful contribution to uplifting
assistance of a statistician. Descriptive and inferential statistics standards in the fields in which they work.
were used to analyse the data.
Recommendations
Results The design of a compulsory CPD programme must be a
The main findings indicated that nurses found the CPD collaborative effort between all stakeholders.
programme to be valuable in increasing their professional
knowledge, updating their skills and refreshing their memories
on what they had learned during training. They felt completion of
the CPD programme allowed them to provide better care to their
patients.
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