Browsing by Author "Marie-Modeste, Regis R."
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Item Identification of HIV and AIDS-related competencies for nurse graduates in South Africa(AFAHPER-SD, 2014) Marie-Modeste, Regis R.; Adejumo, OluyinkaThree decades after the discovery of the human immunodeficiency virus (HIV), the global community has not been able to halt the epidemic of HIV infection. Various organisations have devised a number of policies and guidelines to guide efforts to deal with the epidemic. As nurses make up the bulk of healthcare workers in South Africa, as in many other countries, nurses are crucial in the management of HIV infection. The training of nurses must therefore be in line with such guidelines and policies, so that upon graduation they are able to serve the community. Using a qualitative approach and systematic research synthesis, this study identified core competencies related to HIV and AIDS for nurse graduates. Nominal group technique was used to collect data from nurse educators from various universities in South Africa. Individual interviews were also conducted with registered nurses in clinical practice, representatives from the South African Nursing Council, recent graduates, nurse educators and persons living with HIV infection. Three categories of competencies and seven core competencies were identified. The first category was the foundation that comprises knowledge competency, the second category comprises the supporting pillars of ethics, policies, interdisciplinary approach, personal and professional development, and performance was identified as the third category, comprising holistic safe practice and health education. This article provides an explanation of how each identified competency fits into the nurses’ practice in providing care and management for persons with HIV infection. The identified core competencies will further be integrated into the nursing undergraduate programme at one university in South Africa.Item An investigation into the new graduate nurses’ care and management of patients with HIV and AIDS in two provinces of South Africa(African Association for Physical, Health Education, Recreation and Dance, 2015) Marie-Modeste, Regis R.; Adejumo, OluyinkaThe Human Immunodeficiency (HIV) epidemic has been around for more than three decades and South Africa has more people living with HIV infection than any other country in Africa. Since nurses are the backbone of the healthcare system, they are the most involved in providing healthcare services to people living with HIV. For this reason, their training is expected to equip and enable them to function as soon as they have graduated, congruent to the expectations of the employers. This research investigates how new graduate nurses provide care and management for HIV and AIDS patients in South Africa while emphasising the reported weaknesses in this care. Individual interviews were conducted with 17 participants who included recent graduates, nurse educators, nurses in practice, members of the nursing governing body, and persons living with HIV. The data were analysed by using a deductive thematic content analysis. Shortcomings were reported relating to aspects required by nurses for HIV and AIDS care and management; including areas such as knowledge, holistic safe practice, and policy. The identified shortcomings should be included in the nurses’ pre-service training with the purpose of comprehensively preparing graduates to provide effective care and management for HIV patients and to respond to HIV/AIDS healthcare needs which is a national priority.Item Nurse educators’ experiences of case-based education in a South African nursing programme(AOSIS Open Journals, 2015) Daniels, Felicity M.; Fakude, Lorraine; Linda, Ntombizodwa S.; Marie-Modeste, Regis R.BACKGROUND: A school of nursing at a university in the Western Cape experienced an increase in student enrolments from an intake of 150 students to 300 students in the space of one year. This required a review of the teaching and learning approach to ensure that it was appropriate for effective facilitation of large classes. The case-based education (CBE) approach was adopted for the delivery of the Bachelor of Nursing programme in 2005. AIM: The aim of the study was to explore nurse educators’ experiences, current practices and possible improvements to inform best practice of CBE at the nursing school in the Western Cape. METHODS: A participatory action research method was applied in a two day workshop conducted with nurse educators in the undergraduate nursing programme. The nominal group technique was used to collect the data. RESULTS: Three themes emerged from the final synthesis of the findings, namely: teaching and learning related issues, student issues and teacher issues. Amongst other aspects, theory and practice integration, as well as the need for peer support in facilitation of CBE, were identified as requiring strengthening. CONCLUSION: It was concluded that case-based education should continue to be used in the school, however, more workshops should be arranged to keep educators updated and new staff orientated in respect of this teaching and learning approach.Item Nurses’ knowledge of tuberculosis, HIV, and integrated HIV/TB care policies in rural Western Cape, South Africa(Elsevier, 2018) Phetlhu, Deliwe Rene; Bimerew, Million; Marie-Modeste, Regis R.; Naidoo, Mogasweri; Igumbor, JudeHIV and tuberculosis (TB) co-infection remain the leading causes of mortality in many developing countries. Several policies for their prevention and management exist; however, progress to meet the World Health Organization’s indicators is slow. As nurses in rural areas are the main health care professionals responsible for the implementation of policies, questions arose about nursing knowledge regarding TB and HIV policies. A concurrent mixed method research approach was used to investigate this issue in a rural area of the Western Cape in South Africa. After a two-step sampling process, data were collected through 44 questionnaires and 12 interviews. We used descriptive and inferential statistics as well as content analysis methods. We found that most of the nurses had insufficient knowledge on certain aspects of policy guidelines that included medications, intensive case findings, and management of multidrug-resistant TB. It is recommended that training be intensified to improve implementation of policies.Item Self-care symptom-management strategies amongst women living with HIV /AI DS in an urban area in KwaZulu-Natal(Oasis OpenJournals, 2010) Marie-Modeste, Regis R.; Majeke, S.J.People living with HIV and AIDS experience a number of symptoms such as fatigue, nausea and vomiting, fever and anxiety during the various stages of the illness. This has a negative effect on their quality of life. Women are the most commonly infected group and are at greater risk of acquiring HIV than men. In addition to their vulnerability, women have other responsibilities in society and expectations from society to fulfil. Women’s health-seeking and health practice behaviours are often hindered by a number of factors, including family responsibilities, poverty and fear. This paper presents the findings of a qualitative study aimed at exploring the self-care symptom management strategies used by women living with HIV and AIDS in an urban area in KwaZulu- Natal in 2006. Eleven participants were selected through a purposive sampling method until saturation was reached. Individuals were assessed in depth, using the symptom-management strategy interview. Qualitative content analysis was used to examine the transcribed interviews, using a deductive approach based on the categories of self-care symptom-management strategies. Various physical and psychological symptoms and a number of self-care symptom-management strategies were reported by the participants and these included taking medication and seeking help. The study makes recommendations on how to improve women’s ability to employ a self-care strategy in managing their HIV- and AIDS-related symptoms.Item Sources and types of information on self-care symptom management strategies for HIV and AIDS(Oasis OpenJournals, 2014) Marie-Modeste, Regis R.; Majeke, S.J.Human Immunodeficiency Virus (HIV) has been known to exist for more than three decades now and there are still new infections being documented, with the recent statistics showing that, in the year 2012, there were about 2.3 (1.9–2.7) million new infections worldwide(UNAIDS [Joint United Nations Programme on HIV/AIDS] 2013:4). Prevention programmes such as the LoveLife HIV prevention programme in South Africa that targets the youth have been established and are running effectively. Prevention programmes are involved in a number of initiatives, including voluntary counselling and testing, treatment for sexually transmitted diseases, condom promotion campaigns, abstinence, prevention of mother-to-child transmission (PMTCT) programmes and many more (Global HIV Prevention Working Group 2004:1). It has been documented, however, that the coverage of prevention programmes is low, as only a fraction of people who are at risk of being infected are able to access proven programmes for prevention (Global HIV Prevention Working Group 2004:1). People who are living with HIV have been documented as experiencing a number of related symptoms, such as anxiety and depression as well as other physical symptoms, and they use different strategies in order to manage these symptoms (Marie Modeste & Majeke 2010). Those living with HIV need information on how to manage these symptoms and maintain their health (O’Grady 2008:261; Tsai, Hsiung & Holzemer 2002:301).Item Students’ experiences of the Case-Based Teaching and Learning Approach at a school of nursing in the Western Cape, South Africa(AFAHPER-SD, 2014) Marie-Modeste, Regis R.; Linda, Ntombizodwa S.; Fakude, Lorraine; Daniels, Felicity M.With the increase in nursing students’ enrolments in the first year of the Bachelor of Nursing programme at the University of the Western Cape (UWC) from 150 in 2003 to 300 in 2005, case-based education (CBE) was introduced as one of the innovative teaching strategies and methods more relevant for teaching and learning in large student classes. The CBE was identified and selected as an overarching teaching strategy as it was believed that it would ensure that students were adequately prepared for nursing practice. After more than six years of CBE being implemented at the School of Nursing (SoN) at UWC, its inherent value to teaching and learning had not been established. Answers to whether nursing students, as users, value the CBE approach and whether or not CBE meets the purpose for which it was adopted were sought. This study describes the views of nursing students with regard to implementation of the case-based teaching and learning methodology in large classes to establish whether or not CBE is viewed as beneficial. Qualitative document analysis and a case study design were used. Inclusion criteria were nursing module evaluations and learning portfolios of students registered in first and second year of the Bachelor of Nursing programme at the SoN. The sample consisted of purposefully selected students’ documents. Data were analysed using Tesch’s thematic analysis method. The students had mixed views about their learning experiences, and it was noted that with time they started appreciating CBE.Item Validation of the integration of HIV and AIDS related nursing competencies into the undergraduate nursing curriculum in South Africa(AOSIS Open Journals, 2015) Marie-Modeste, Regis R.; Adejumo, OluyinkaBACKGROUND: Being in its fourth decade, HIV remains an epidemic that requires combined efforts for the global fight. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV, increasing health care access, and strengthening the health care system. South Africa has made the fight one of its top priorities, and has developed plans to increase the role of nurses in the management of HIV, demonstrating its willingness, commitment and progress in the fight against HIV. OBJECTIVE: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa. METHODS: This study adopted a constructivist paradigm, using a qualitative approach, applying the design step of the process model of curriculum development, to validate the integration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum. RESULTS: For each competency, outcomes were developed for each year. Participants confirmed completeness of outcomes and appropriateness of the mapping of the HIV and AIDS related outcomes into the nursing curriculum, as well as the feasibility and practicability of the integration. CONCLUSION: Required resources for integration of HIV and AIDS related nursing competencies, such as human resources and nurse educators’ continued personal development were identified, as well as barriers to integration, and measures to eliminate them were discussed. The importance of integration of HIV and AIDS nursing competencies into the curriculum was reiterated.