'Hard-pressed on every side': Christian women's experiences of intimate partner violence in two provinces of South Africa.

Background: Women in South Africa are battling the scourge of intimate partner violence (IPV), and men are usually responsible. Despite this, no studies have been carried out to specifically explore and describe Christian women's IPV first-hand experiences in the Limpopo and Gauteng provinces. Aim: This study explored and described lived experiences with regard to IPV among women attending Pentecostal churches in Limpopo and Gauteng provinces. Setting: The study was conducted in the Makhado Local Municipality, City of Tshwane and Johannesburg metropolitan municipalities. Methods: The study utilised a qualitative research method, using interpretative phenomenological analysis. Sampling was purposeful. Semi-structured individual interviews were conducted to collect data among women attending Pentecostal churches in Limpopo and Gauteng provinces. Data saturation was achieved after 10 survivors were interviewed. Results: Two themes surfaced from the analysis: the experience of various forms of IPV by survivors and the hardships survivors encountered when seeking help after IPV. Conclusion: In spite of the salient role Christian belief played in survivors' lives, the expected support from family, pastors and law enforcement officers after disclosing IPV was non-existent. The survivors were stranded, frustrated and displayed symptoms of depression and anxiety. Contribution: This study revealed survivors' need for comprehensive, multidisciplinary, and transdisciplinary collaborative support by strengthening partnerships with church leaders to protect Christian women against IPV.

Technology usage for teaching and learning in nursing education: An integrative review.

BACKGROUND:  The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today's teaching and learning and has noticeably improved higher education, including nursing education. OBJECTIVES:  The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education. METHOD:  A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use. RESULTS:  Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19. CONCLUSION:  Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend.Contribution: The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.

Information technology for teaching and learning in a multi-campus public nursing college.

Background: Technologies, such as the use of information technology for teaching and learning, e-learning and virtual learning, are commonly used terms in today's education system. These ever growing and developing modes of teaching and learning have changed the landscape of higher education, in general. As a result, nursing education has equally responded positively to the use of information technology for teaching and learning. Aim: The aim of this study was to describe and compare the readiness to use information technology for teaching and learning for both nursing students and nurse educators in the two campuses of a North West public nursing college. Setting: The study was conducted in a multi-campus North West public nursing college in South Africa. Methods: A quantitative approach of a comparative descriptive design was followed in this study. Descriptive statistics was analysed using the Statistical Package for the Social Sciences (SPSS) Version 27. Results: A total of 285 (254 nursing students and 31 nurse educators) respondents completed the online questionnaires. Both nurse educators and nursing students were in agreement with the information technology use readiness construct (83.9% and 77.9%, respectively). For all the variables with significant (< 0.05) p-values from the Mann-Whitney U test, the mean ranks were higher for the Ngaka Modiri Molema District (NMMD) campus. Conclusion: When comparing the two campuses, conclusion can be drawn that the campus at NMDD is more ready to use information technology for teaching and learning than the campus at Dr Kenneth Kauda District. Contribution: The results of this study contribute to the body of knowledge on technology use for teaching and learning in nursing education.

A preceptorship model to facilitate clinical nursing education in health training institutions in Botswana.

BACKGROUND: Despite the wide use of preceptorship, there is evidence that preceptorship and the role of preceptor in clinical nursing education are not clearly understood or supported. OBJECTIVES: To develop a preceptorship model to facilitate clinical nursing education in Botswana. METHOD: The model development in this study followed the steps of theory generation as described by Chinn and Kramer. These four steps are concept analysis, relationship statements, description and critical reflection of the model. RESULTS: Four main themes emerged from the empirical study that formed the basis for key concepts and model development. The model has six components, namely, agent, recipient, context, procedure, dynamics and terminus. The description of the model is based on Chinn and Kramer. CONCLUSION: The need for a preceptorship model to facilitate preceptorship cannot be overemphasised in this regard. This model will guide the planning and implementation of preceptorship procedures by different stakeholders to improve its effectiveness in clinical nursing education.

Dissemination and implementation of a policy on school health in public schools: A systematic review.

BACKGROUND: The need to achieve school health and promote well-being that would transcend children's school life has been highlighted in several studies. Promotion of health and well-being of children has not been achieved despite the prescripts of the World Health Organization and national mandates. OBJECTIVES: The purpose of this systematic review was to explore and describe the current evidence on the dissemination and implementation of a policy on school health in public schools. METHODS: Five steps of a systematic review were used to achieve the purpose of the study. The steps include framing a clear review question, developing a search approach through gathering and classifying evidence, conducting a critical appraisal, evidence summary as well as the results. Ebscohost, SAE publications, Web of Science and JSTOR databases were used to identify articles written between 2013 and 2018 and to enable access to current studies on the promotion of school health. Keywords included the following: dissemination; implementation; school health policy; and public schools. The search yielded n = 1995 articles. From this figure, 1976 articles were ineligible and only 19 articles met the inclusion criteria. RESULTS: Seven themes emerged from the findings of this systematic review as follows: shared information, training and development of key role-players, programme development and research, commitment from key role-players, monitoring activities, executive support and collaborative partnerships. CONCLUSION: The findings show that it is possible for a policy on school health to be disseminated and implemented effectively in public schools.

A conceptual framework for effective dissemination and implementation of a policy on school health in rural Nigeria.

BACKGROUND: There is a marked inequality between children in public schools and their counterparts in private schools in terms of school healthcare in rural Nigeria. This is because of the ineffective dissemination and implementation of a policy on school health in public schools. Effective dissemination and implementation of such policy can reduce the prevalence of risky health behaviours amongst young people and have a positive effect on academic performance. OBJECTIVES: The purpose of this study was to develop a conceptual framework for the effective dissemination and implementation of a policy on school health in rural Nigeria. METHODS: This study consisted of four phases as follows: an empirical phase, concept classification, framework development and critical reflection on the conceptual framework. An exploratory, descriptive and contextual research design was used to develop the framework. The work of Dickoff et al. was used to classify concepts from the empirical phase. Chinn and Kramer's nursing theory on generative method was used for the development of the conceptual framework and for critical review. RESULTS: The framework consisted of six components, namely, departments of health and education (context); health or educational professionals in the ministries (agents); health or educational practitioners, pupils, parents and communities (recipients); ratification of a policy on school health, stakeholder engagement, training as well as monitoring and evaluation (process); communication, collaborative partnership, commitment and support (dynamics); and effective dissemination and implementation of a policy on school health. CONCLUSION: The framework would be a firm foundation and contribution to improve the health of children in public schools, and well-being and academic performance that would be a good feat towards the future endeavour. The findings of the study are pertinent to school health nursing practice, education and research.

A model of collaboration for the implementation of problem-based learning in nursing education in South Africa.

BACKGROUND: The idea of collaboration between key stakeholders in nursing education for the implementation of problem-based learning (PBL) may have far-reaching implications for the institutions and students. MAIN OBJECTIVE: To develop a model of collaboration to facilitate the implementation of PBL in nursing education. METHODOLOGY: An exploratory sequential design was used. Qualitative data were collected from purposively recruited nurse educators from three universities in South Africa offering PBL and nurse managers from all the three hospitals in North West Province where PBL students are placed for clinical learning. A questionnaire was used to obtain data from respondents who were conveniently recruited. Model development, concept analysis, construction of relationships, description and evaluation were followed. RESULTS: This model has six elements: higher education and nursing education (context), institutions initiating PBL, clinical services, colleges affiliated to PBL universities, students and healthcare users (recipients), champions in PBL (agents), effective implementation of PBL (terminus), collaboration (process) and commitment, communication, trust and respect (dynamics). CONCLUSION: Collaboration in implementing PBL can be a functional reality in the delivery of quality educational experiences and has far-reaching implications for the institutions and students. The implementation of the model in South African nursing education institutions may be necessary for the light of the revision of the preregistration qualifications. RECOMMENDATIONS: Managerial commitment, training of collaborators on PBL and collaboration skills, memorandum of agreement, monitoring and evaluation are critical. More research is required to pilot the model and evaluate collaboration in implementing PBL at different levels of operations.

Concept analysis of collaboration in implementing problem-based learning in nursing education.

OBJECTIVES: The purpose of this concept analysis was to better understand and define collaboration as it relates to the implementation of problem-based learning (PBL). METHODS: The process of concept analysis was conducted in three phases; namely, theoretical or literature review, empirical or fieldwork; and analysis phases. Rodgers' evolutionary approach was used to clarify the attributes, antecedents, surrogate, related terms and consequences of collaboration in implementing PBL. The search key terms were 'collaboration', 'problem-based learning', 'nursing' and 'nursing education'. The search was performed in the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline and PsycINFO databases. The articles were reviewed for trends that would reflect the current knowledge for collaboration as a concept. Descriptive qualitative study was used to collect data purposively from participants of three universities offering PBL in Republic of South Africa and three hospitals where PBL students are placed. RESULTS: Collaboration in implementing PBL is described as using the following terms: interpersonal, interactive and personal process, shared goal and governance. The antecedents of collaboration include commitment and support; common goal; formal agreement; training and development; and monitoring and evaluation of tools and mechanisms. Consequences of collaboration in implementing PBL are as follows: information, resource and expertise sharing; personal development and mentoring; creation of supportive and nurturing environment; professional socialisation; improved students' outcomes; and effective utilisation of resources. CONCLUSION: Effective collaboration within nursing education and with other healthcare professionals to achieve quality outcomes in an increasingly interdependent higher education system continues to grow in importance.