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- 2023| African Online Scien...Background: The Objective Structured Clinical Examination (OSCE) is widely accepted as an effective means of assessing clinical competence and nursing skills. There is, however, little existing knowledge on how first-year nursing students perceived stress during their first OSCE. Objectives: To determine the perception of stress; to identify the perceived factors causing stress; and to determine the perceived incidence of stress. Method: A descriptive, survey was conducted on a sample of 82 first-year nursing students using the Perceived Stress Scale (PPS). Results: The results showed that more than half (n = 54) of students perceived stress at moderate levels. Students not having sufficient time to complete the OSCE was perceived as the main factor causing stress (mean = 22.04; standard deviation [s.d.] = 6.21). The correlation between perception of stress and perceived factors causing stress showed a significant weak positive linear correlation among the variables (r = 0.45; p < 0.05). Conclusion: The study findings are important as the data determining the first-year nursing students’ perception of stress were collected immediately after their first OSCE, which may indicate that perception of stress was related to the actual event rather than the preparation for the OSCE. A follow-up qualitative research study should be conducted, preferably in the same setting, so that the students’ experiences of stress during the first OSCE can be explored in depth. Contribution: The OSCE environment is perceived as stressful for nursing students and will need careful support from academic and clinical teaching staff
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- The article provides findings of understanding of clinical supervisors (CSs) on spirituality and spiritual care in nursing practice. These participants who taught nursing skills to nursing students who were registered for R425 SANC Nursing Curriculum. Revealed uncertainties regarding their implementation of spiritual care in clinical nursing. They expressed concerns that despite South African Nursing Council’s espoused holistic approach to nursing, a gap still exist in SANC’s holistic philosophy. This view is supported and by the lack of guidelines from the SANC. According to the participants lack of guidelines indicates failure of SANC in embracing spiritual care as a vital component of “holistic nursing”. An exploratory interview-based qualitative design was used to explore understanding of spiritual care by CSs. The certificate no: 13/4/22 was granted by the University Higher Degrees Committee. Nine (n = 9) CSs were purposively selected to respond to one open-ended question, “what is your understanding of spiritual care in nursing”. Participants were included if a written consent was obtained, had facilitated clinical learning for two or more semesters. Data were analysed using Tesch. Emerged themes from in-depth interviews with the clinical supervisors include: (i) defining spiritual care; (ii) current status of spiritual care in teaching and learning; (iii) benefits of spiritual care; and (iv) need for spiritual care. Each theme is described below to show how it contributed to the objectives of the study. Spiritual care is needed not only to demonstrate the nurses’ morality. But more importantly nurses are obliged to alleviate deep human suffering which are met possible through spiritual care on one hand. On the other hand they questioned “how holistic” is "holistic nursing care" without attending to the spiritual health of the patient or client.
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- Introduction: The nurse educators’ (NE’s) expressed lack of confidence to facilitate spiritual care when teaching undergraduate nursing correlates conversely to reported lack of formal integration due to slow uptake of spiritual care in most nursing schools in South Africa. In this study, “spiritual care” relates to holistic care which is designed to reach the invisible, deep human needs that are important to meet personhood needs such as good health, search for meaning, hope, inner strength and peace. “Spirituality” refers to ‘inherent-inborn-inner motives that give meaning and hope in one’s life; and the essence that gives meaning and purpose to one’s very existence. Objective: The purpose of the study was to explore and describe the understanding of spiritual care in nursing practice by nurse educators. Methods and procedures: A qualitative approach using an exploratory and descriptive design was used to explore and describe the understanding of “spirituality” and “spiritual care” by the NEs. In-depth structured interviews were conducted. A sample of (n = 10) NEs who were purposively selected responded to the open-ended question “what is your understanding of spiritual care in nursing education and practice”? Findings: Three themes emerged include: (i) defining “spirituality” within a nursing context; (ii) spiritual care as a missing component in the curriculum and (iii) perceived challenges and constraints in the teaching and learning of spiritual care. Conclusion: Despite lack of spiritual care guidelines posing a problem, NEs unequivocally exemplified their willingness to teach students how to engage with patients’ spiritual needs. A need for a guiding theory and philosophy to formalised teaching of spiritual care in nursing education was acknowledged.
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