Browsing by Author "Buthelezi, Sibusiso"

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    Clinical learning experiences of male nursing students in a Bachelor of Nursing programme" Strategies to overcome challenges
    (AOSIS Publishing, 2015) Buthelezi, Sibusiso; Fakude, Lorraine; Martin, Penelope D.; Daniels, Felicity M.
    BACKGROUND: Male nursing students are faced with more challenges in the clinical setting than their female counterparts. The ways in which male nurses are viewed and received by nursing staff and patients have an impact on how they perceive themselves and their role in the profession. These perceptions of self have a significant impact on their self-esteem. This study was conducted to explore the clinical learning experiences of male nursing students at a university during their placement in clinical settings in the Western Cape Province, and how these experiences impacted on their self-esteem. OBJECTIVES: To describe the learning experiences of male nursing students during placement in clinical settings, and how these impact on their self-esteem. METHOD: A qualitative, exploratory study was conducted. Purposive sampling was used to select participants. Three focus group (FG) discussions, consisting of six participants per group, were used to collect data. Data analysis was conducted by means of Coliazzi’s (1978) seven steps method of qualitative analysis. STUDY FINDINGS: The following three major themes were identified: experiences that related to the constraints in the learning environment, the impact on the self-esteem, and the social support of students working in a female-dominated profession. CONCLUSION: Male nurses should be supported in nursing training, as the rate at which males enter the profession is increasing.
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    Clinical learning experiences of university male student nurses during their placement in a clinical setting
    (University of the Western Cape, 2014) Buthelezi, Sibusiso; Fakude, L; Daniels, Felicity
    An increasing number of males is entering the nursing profession. The researcher in his position as a clinical supervisor at the School of Nursing at the University of the Western Cape (UWC), through informal ward rounds with student nurses in the wards, has received concerns raised by male student nurses regarding their dissatisfaction with their clinical learning. Given the paucity of literature about the experiences of males working in a profession dominated by females, the researcher embarked on this study to understand how male student nurses experienced the clinical learning environment. The aim of the study was to explore and describe the lived clinical learning experience of male student nurses during their experiential learning in the clinical setting. A descriptive phenomenological design was used. Purposive sampling was used to select participants from the second, third and fourth year of their study. Three focus group discussions, consisting of six participants per group were used to collect data. One open-ended question guided the interviews. Focus group discussions were audio-recorded and transcribed verbatim. Data analysis was conducted by means of Colaizzi`s (1978) seven steps method of qualitative analysis. Three major themes identified focused on the experiences regarding the constraints in the learning environment, the impact on the self and social support of students working in a female dominated profession. The participants in this study were male students only, but after looking at the findings and literature, the problem of not being given opportunities to practise clinical skills in a clinical learning environment, particularly according to their level of study, is a problem that faces both male and female students. The findings indicate that male nurses do have different experiences compared to female nurses because of their masculinity, hence they are limited in the care that they can provide to female patients.
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    Intervention strategy to improve pmtct programme implementation for HIV-exposed children in a rural sub-district in North West province
    (University of the Western Cape, 2022) Buthelezi, Sibusiso; Phetlhu, Deliwe
    Despite the remarkable general decrease of mother-to-child transmission in the global HIV response, a high number, 84%, of child HIV infections are occurring in Sub-Saharan Africa, particularly in rural areas. Mother-to-child transmission in rural areas persists owing to several factors including inadequate implementation of prevention of mother-to-child transmission programmes. In order to achieve a target of zero new HIV infection in children born from women living with HIV, the involvement of professional nurses and mothers of children exposed to HIV in developing new intervention strategies that would improve the implementation of the prevention of mother-to-child transmission programme is undeniable.