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1.
BMC Res Notes ; 12(1): 486, 2019 Aug 06.
Artículo en Inglés | MEDLINE | ID: mdl-31387628

RESUMEN

OBJECTIVE: In South Africa, appropriate criteria to measure the professional standing of professional nurses are essential. Internationally, there are professionalism scales by which to measure professionalism, but none could be identified that were particular to the South African context. Hall's Professionalism Scale consists of 50 items and was specifically developed to measure the attitudes and ideologies held by professionals in various professional occupations by measuring five attitudinal components of professionalism, namely: Sense of calling to the field; Autonomy; Using professional organisation as major referent; Belief in self-regulation; and Belief in public service. In this study, the construct validity and internal consistency of the constructs of Hall's Professionalism Scale were assessed among professional nurses in the South African context. RESULTS: Originally Hall's Professionalism Scale comprises 50 items. This scale was reassessed by Snizek, who retained only 25 items of the original scale to measure professional standing. During preliminary analysis of the South African data, 23 items were included.


Asunto(s)
Actitud del Personal de Salud , Enfermeras y Enfermeros/estadística & datos numéricos , Profesionalismo , Encuestas y Cuestionarios , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Enfermeras y Enfermeros/normas , Reproducibilidad de los Resultados , Sudáfrica , Adulto Joven
2.
J Interprof Care ; 33(3): 298-307, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-30777493

RESUMEN

The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multi-layered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences. The aim of this research was to determine the dynamics between the different health professions by exploring and describing the students' experiences of the IPE process. Theoretical case studies were presented to third-year students, who were grouped into interprofessional teams from the six different health professions at the Higher Education Institute's health sciences faculty. Data were gathered from reflective journals over a five-week period and a questionnaire was administered at the end of the project. Data were analysed and evaluated based on the interprofessional learning domains listed in the IPE framework of the World Health Organization. All participating health professions students felt positive about the project and agreed that it provided them with valuable IPE experiences. However, their long-term participation and commitment presented difficulty in an already demanding curriculum. The interprofessional dynamics were influenced by the relevance of the scenarios presented in the case studies to the different professions, the students' personalities and their previous experiences. Although the nursing students took initial leadership, contributions from the other professions became more prominent as the case studies unfolded. The findings indicated that the inclusion of different health professions in an interprofessional team should be guided by the specific scenarios incorporated to simulate interprofessional cooperation. The availability of the students and their scope of practice at third-year level should also be taken into account.


Asunto(s)
Empleos en Salud/educación , Relaciones Interprofesionales , Curriculum , Proyectos Piloto , Estudiantes del Área de la Salud , Encuestas y Cuestionarios
3.
Int J Nurs Pract ; 23(4)2017 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-28556407

RESUMEN

AIM: The aim of this study was to explore and describe the perceptions of nurse managers, nurses, and a physician in the community health centre with the most positive practice environment in a province of South Africa. METHODS: Ten (N = 10) semistructured individual interviews were conducted with personnel of the community health centre with the most positive practice environment. RESULTS: Personnel cited the following as the most important characteristics of a positive practice environment in a primary health care setting: support, leadership and governance, collegial nurse-physician relationships, and quality of care. CONCLUSION: In a primary health care setting, it is important to train, appoint, and support managers who in turn will be able to train and support their personnel. Furthermore, reciprocal community involvement must be encouraged between personnel of the community health centre and stakeholders in the community to improve the health status of the community. Finally, group cohesions between all health care workers and managers at different organisational levels should be encouraged, as this enhances teamwork and a culture of teaching-learning and improves the competence of all staff.


Asunto(s)
Actitud del Personal de Salud , Centros Comunitarios de Salud , Ambiente de Instituciones de Salud , Atención Primaria de Salud , Adulto , Femenino , Humanos , Liderazgo , Masculino , Sudáfrica
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