Student nurses' utilisation of self-directed simulation learning at a University in Gauteng.

BACKGROUND:  Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses. OBJECTIVES:  This study aimed to explore and describe the experiences of student nurses' utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. METHOD:  A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses' experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch's method of data analysis was used to analyse, organise and interpret data. RESULTS:  Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. CONCLUSION:  Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses.Contribution: Evidence-based recommendations to enhance the utilisation of SSL at a University.

Facilitating Holistic Nursing Through the Development of Mindfulness: A Model for Student Nurses.

Holistic nursing should be a goal for all nurses. Patients that receive holistic nursing feel acknowledged, valued, and appreciated. Caring for patients holistically requires student nurses to possess and display attributes of mindfulness and Ubuntu. Student nurses therefore need to be supported and taught how to provide caring holistically to patients while being aware, being present, and conscious in the caring moment. The purpose of this article was to describe the model developed as a frame of reference to facilitate holistic nursing through developing mindfulness and Ubuntu. A theory generative, exploratory, and contextual research design was followed. A diagrammatic structure was constructed after the concept analysis was conducted. The model consisted of three phases with an outcome of a student nurse who is caring holistically and mindfully. The model provides a framework of reference to facilitate holistic nursing through the development of mindfulness. This study adds a model of mindfulness and a lens of looking at mindfulness through an African philosophy of Ubuntu.

Students' self-perception of empathy in caring.

BACKGROUND: The attribute of empathy leads to more desired patient outcomes. A patient who experiences empathy from student nurses will feel important and cared for. It is vital to know how student nurses perceive themselves in terms of empathy in caring. Thus, self-reflection is a requirement on the part of student nurses in a caring relationship. OBJECTIVES: This study aimed to determine student nurses' self-perceptions of empathy in caring and compare the third- and fourth-year student nurses' self-perceptions of empathy in caring. METHOD: A quantitative, descriptive and comparative approach was employed in the study. The population was undergraduate student nurses in their third- and fourth-year level of study (n = 77), while 56 respondents participated in the study. Ethical approval was obtained prior to commencing with the study. Data were collected by way of the Consultation and Relational Empathy measure questionnaire that consisted of 10 items responded to by using the 5-point Likert scale. Data were analysed by means of descriptive statistics, inferential statistics and t-tests. RESULTS: All the student nurses perceived themselves to have empathy in caring. There was no significant difference in perceptions of empathy in caring by the nurses in their third- and fourth-year level of study. CONCLUSION: The results of the study provide insights for nursing education and training to shape and mould the empathy perceived by the student nurses. Future research could focus on the patients' perspective coupled with the student nurses' perspective to prevent bias.Contribution: This paper contributes by adding self perceptions of empathy by student nurses to support best practice in nursing.

Student Nurses' Caring With Awareness in a Higher Education Institution in South Africa.

PURPOSE: To elicit the importance of caring with awareness in order to facilitate student nurses' caring toward patients. HYPOTHESIS: There is a positive relationship between student nurses acting with awareness and caring. METHOD: A quantitative, descriptive, correlational, and contextual research design with a purposive sampling method was used in the study. Respondents (n = 56) were student nurses in their third- and fourth-year level of study. Data were collected by use of a self-administered questionnaire. FINDINGS: There was a negative correlation between acting with awareness and caring. There was no difference in caring among third- and fourth-year students. CONCLUSION: Student nurses may be caring for patients, but it does not necessarily mean they act with awareness in caring. Awareness should be cultivated among student nurses for them to be present in caring and provide holistic caring.