Browsing by Author "Martin, Penelope Dawnette"

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    The development of a model of emotional support for undergraduate nursing students working in mental health care settings
    (University of Western Cape, 2013) Martin, Penelope Dawnette; Daniels, Felicity
    The mental health care environment is a stressful environment because of the environment, perceived unpreparedness of students and the emotional demands placed on the students which are inherent in the nature of the work. The use of the self as a therapeutic tool also presents challenges for students. Whilst researchers have identified supportive interventions and strategies to address students support needs in mental health care settings, these interventions/strategies focus on meeting clinical learning objectives with the assumption that if the student learning needs are met, they will feel emotionally supported. Literature and experience indicates that it is imperative that in this field of study, students should be prepared to cope emotionally with the demands of mental health work. The aim of this research was to develop a model of emotional support for student nurses working in mental health care settings. A theory-generating design based on a qualitative, explorative and descriptive research approach was used to achieve the aim of the study. Purposive sampling was employed to select participants namely: students, educators and clinical staff who met the eligibility criteria. A sample of 40 students, nine educators and nine clinical staff who worked in the four psychiatric hospitals and community mental health clinics in the Western Cape participated in the study. Data collection was by means of focus group interviews (students) and indepth individual interviews (educators and clinical staff). Data was analysed by means of Tesch’s method of content analysis. The model was developed by means of the four steps of the theory generation process. Step one was concept development which consisted of two sub-steps namely concept identification and concept definition. A total of 22 concepts were identified which was further synthesised into six main concepts. The main concepts which were used to develop the model were: positive self-concept; positive work environment; academic and professional development; effective communication; formal and informal supportive interventions and collaboration between the Higher Education Institution and the mental health care setting. Step two of the theory generating process was model development. These main concepts were placed in relation with each other which formed an emotional support model for students working in mental health care settings. Step three was model description. The model was described using the three phases of interpersonal communication namely orientation phase, working phase and the termination phase. A visual application of the model which depicts the main concepts, the process and the context was shown. Step four dealt with the development of the guidelines for the implementation of the emotional support model. A critical reflection of the model was done using five criteria for model evaluation according to Chinn & Kramer. Trustworthiness of the data was ensured by means of applying Guba’ model of truth value, applicability, consistency and neutrality. Reflexivity was used by the researcher to further enhance trustworthiness. Permission to conduct the study was obtained from the relevant authorities. The ethical principles of respect for human dignity, beneficence and justice were applied throughout the study. Limitations were identified and ecommendations for nursing practice, education concluded the study.
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    Mental health literacy of undergraduate nursing students at a university in the Western Cape
    (University of the Western Cape, 2019) Petersen, Cassandra; Martin, Penelope Dawnette
    Background: Mental illness is recognised as a global public health concern due to the significant amount of morbidity and disability accounted for by mental illness. Additionally, the stigma and discrimination towards mentally ill persons are a global concern and have a significant impact on public health. Limited knowledge, negative attitudes and discriminatory behaviours are associated with reduced help-seeking behaviour, under-treatment and social exclusion of mentally ill persons. Ignorance about mental health problems has contributed significantly to stigmatisation resulting in the coining of the term ‘mental health literacy’. Research suggests that nursing students have mental health literacy levels comparable to those of the general public or layperson at the start of their studies, and various other studies report that nursing students have negative attitudes towards, and poor knowledge of, mental illness. It is therefore important to address the mental health literacy of undergraduate nursing students, as a lack of skills and negative perceptions create a barrier to nursing students’ ability to engage with, and care for, mentally ill patients. Aim and objectives: The aim of the study was to determine the mental health literacy of undergraduate nursing students at a selected university in the Western Cape, South Africa. The study had two objectives, which were (1) to determine undergraduate nursing students’ knowledge of mental illness and (2) to determine undergraduate nursing students’ attitudes that promote recognition of mental disorders and help-seeking. Method: A quantitative, descriptive survey design was used to conduct this study at a university in the Western Cape. The target population consisted of 1162 student nurses who were registered in the Bachelor of Nursing programme at the selected university in 2019. The sample for the study was 294 nursing students. The mental health literacy scale (MHLS) was distributed to the participants for data collection and the response rate was 100%. Data analysis was done with the aid of a statistician using the Statistical Package for the Social Sciences, version 25. Nominal as well as ordinal data were analysed using descriptive analysis. The process and purpose of the study were explained to the participants, who gave their consent prior to the distributing of the questionnaires. The researcher obtained permission from the registrar of the university before commencing with the study. Findings: The study found that the nursing students who participated in this study generally had good knowledge of mental disorders and maintained positive attitudes towards mental illness and appropriate help-seeking for mental illness; however, they also maintained some negative attitudes towards mental illness, especially in the aspect of social distance from mentally ill persons. Recommendations: A qualitative approach may provide a better understanding of nursing students’ mental health literacy, especially regarding attitudes towards mental illness and help seeking behaviour.
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    Resilience and coping among nurses working at a psychiatric hospital in the Western Cape
    (University of the Western Cape, 2019) Pakkiri, Tramaine Chriselle; Martin, Penelope Dawnette
    Background: Resilience in nurses plays an important role in caring for mental health care users admitted to psychiatric hospitals, given that the working environment is stressful. Nurses are faced with various challenges on a daily basis; therefore, their ability to overcome a situation, and whether they are able to cope effectively, or develop lasting consequences, could be beneficial, or detrimental to themselves, or the mental health care users, to whom they provide care. Although resilience has been studied in various workplace settings, there is a paucity of literature on resilience among nurses working in psychiatric hospitals, as well as the coping strategies they employ, to enable them to cope with everyday stressors. Aim and objectives: The aim of this current study was to investigate resilience and coping among nurses working at a psychiatric hospital in the Western Cape. The objectives of the study were to determine the nurses’ ability to bounce back, or recover from stress, to describe coping strategies used by nurses in the psychiatric hospital, and to determine the association between resilience and coping strategies of nurses working at a psychiatric hospital in the Western Cape. Method: A quantitative, descriptive survey design was used to investigate resilience and coping among nurses working at a psychiatric hospital in the Western Cape. Convenience sampling was used to secure a sample of 255 respondents from a total population of 382. The Brief Resilience Scale (BRS), which is a 6-item Likert scale, and the Brief COPE scale, which is a 28-item Likert scale, were used to collect data. The Statistical Package for Social Sciences (SPSS), version 25, was used to analyse the data. Findings: The findings of this current study revealed that the overall mean score for the resilience of the respondents was 2.5 (±0.7), out of a possible of 4, which indicates that the level of resilience of the respondents was normal. The most frequently used coping strategies were religion and active coping, followed closely by positive reframing and planning. The coping strategy used least, was substance use. However, humour, denial and behavioural disengagement revealed significant difference between the groups. There was a significant correlation between resilience and active coping, denial and venting. Recommendations: Research studies on resilience and coping of psychiatric nurses in different contexts should be conducted. In addition, the use of the BRS and Brief COPE scales should be used as instruments, when conducting studies on psychiatric nurses.