Experiences and challenges of enrolled nurses undertaking a Bachelor of Nursing Science programme in Namibia

BACKGROUND

 Globally, enrolled nurses (ENs) are embarking on an educational journey to become registered nurses (RNs) in order to enhance their knowledge and career opportunities. However, their aspiration is not without challenges. In Namibia, the experiences of these nurses have not been extensively researched.

OBJECTIVES

 This study aims to explore and describe the experiences and challenges of ENs undertaking a Bachelor of Nursing Science at the University of Namibia.

METHOD

 A qualitative, exploratory, descriptive and contextual research strategy was followed as the basis of conducting the study. A sample of 15 nursing students was purposively selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The collected data were analysed thematically using an inductive approach.

RESULTS

 Three main themes subsequently emerged from the study: ENs' positive experiences advancing in the Bachelor of Nursing Science (BNSc) programme; nurses' negative experiences advancing in the BNSc programme; and recommendations to ensure effective advancement in the BNSc programmeConclusion: The findings of this study revealed that ENs positively experience becoming a RN when it comes to self-development; however, they have negative experiences such as not receiving exemptions for prior learning and having to learn a new curriculum.Contribution: These findings may be used by the Faculty of Health Sciences, School of Nursing and Public Health management in order to develop targeted interventions and ongoing strategies during their curriculum review cycles to ensure positive student experiences and success within the programme.

Association of mode of entry to a nursing programme and student success: A two-year retrospective multi-cohort study

Background

The issue of the mode of entry to nursing programmes and its effect on student success is a key concern among researchers globally. Identifying the mode of entry, which has the potential to improve academic success, decrease the failure rate and lead to the successful completion of a degree, is crucial to increase the nursing workforce.

Aim

The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students.

Setting

The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia.

Method

A retrospective multi-cohort study was conducted to assess the association of mode of entry on student success. Academic outcomes were analysed, observing two cohorts of nursing students.

Results

Results show that 76.2% (f = 16) of mature-age entry students and 53.7% (f = 29) of direct entry students completed their programme on time. However, 42.1% (f = 8) of access students were expected to return. Female students 56.8% (f = 25) and male students 56.0% (f = 28) completed on time. There was no significant relationship between the mode of entry and completion status with p > 0.05, respectively.

Conclusion

A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students.

Contribution

These findings could be used in the revision of student recruitment strategies to select nursing students who are more likely to achieve the best academic outcomes.

Exploring challenges and improvement strategies of adolescent-friendly health services in the northwest region of Namibia: A qualitative descriptive study

Despite global agreements on adolescents' sexual and reproductive health and rights, access to and the utilisation of these services by the adolescents remain underutilised in low and middle-income countries. The aim of the study was to explore challenges and improvement strategies of adolescent-friendly health services in the northwest of Namibia. This study employed a qualitative approach utilising an explorative strategy. Semi-structured interviews were used to collect the data. Fifteen nurses were selected using a convenience sampling technique. The interviews were audio recorded, transcribed verbatim and the data were analysed using thematic analysis. The data analysis led to the emergence of the following three themes: Challenges affecting the delivery of Adolescent Friendly Health Services, Challenges affecting participation of adolescent to AFHS and strategies to improve the provision of adolescent-friendly health services. Findings from this study revealed several barriers reportedly faced by adolescents in accessing AFHS as including a lack of comprehensive sexual reproductive health (SRH) services in many healthcare facilities, a lack of trained staff, unfavourable environments for adolescents, a lack of information about the services provided, and recruitment of providers who are not friendly to young people and adolescents. This study findings may lead to an improvement in the provision of such services in healthcare settings. The study can lead to an improvement in the provision of adolescent-friendly services in health care settings. It can help the Ministry of Health and Social Services, along with its agencies, to formulate strategies that can be used to mitigate the challenges d in the provision of adolescent-friendly services.

Experiences of nursing students preparedness to migrate to online learning during COVID-19 lockdown in Namibia

Background

COVID-19 made it mandatory for Namibian education institutions to transition from traditional face-to-face classroom learning to online learning. Minimal time was available to prepare nursing students to adopt this model of learning, which subsequently influenced their learning experiences.

Aim

The aim of the study was to explore and describe nursing students' experiences regarding their preparedness to migrate to online learning during the COVID-19 lockdown at a public university in Namibia.

Setting

Semi-structured interviews were conducted in English at the public university in Kavango East, Namibia.

Methods

A qualitative approach utilising an exploratory and descriptive design was used. Convenience sampling and a semi-structured interview guide was used to assess the experiences of undergraduate nursing students. Data saturation was achieved after 15 interviews. ATLAS.ti 8 software assisted with management of data that was analysed inductively following the six steps of thematic analysis.

Results

The following themes emerged from analysis of the data: (1) students' readiness to migrate to online learning; (2) challenges faced by nursing students during the migration to online learning; and (3) strategies to support the transition from face-to-face to online learning.

Conclusion

The study's findings show that the student nurses were unprepared for online learning due to lack of skills and the ability to use technology to navigate online learning platforms. Access to online learning was also hampered by poor Internet connectivity and unreliable electronic devices.

Contribution

These findings may be used to develop targeted interventions and strategies to mitigate challenges faced during transition from face-to-face to online learning.

Experiences of nursing students during their mental health clinical training at a general hospital in Namibia

BACKGROUND

 Clinical training is important because it constitutes more than half of the formal courses in nursing education. Accordingly, it is important for institutions of higher learning to continually explore the experiences of nursing students during their clinical placement. These experiences can be used to promote a positive clinical learning environment for students. However, the experiences of nursing students during their mental health clinical training in Namibia have not been extensively researched.

OBJECTIVES

 The aim of this study was to explore and describe the experiences of nursing students during their mental health clinical training at a general hospital in Namibia.

METHOD

 A qualitative, exploratory, descriptive and contextual research design was followed as the basis for conducting the study. A sample of 15 nursing students was conveniently selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes.

RESULTS

 The following three themes emerged: collating theory and mental health practice experiences, facing challenges in clinical placements, and recommendations to ensure effective learning about mental health.

CONCLUSION

 The use of a general hospital for clinical placements within an undergraduate nurse training course led to some concerns regarding the relevance and appropriateness of such experience within a nursing programme.Contribution: The findings have important implications for the training of undergraduate nursing students in general hospitals. It can be utilised to develop strategies to improve positive clinical practice placement and develop clinical skills for undergraduate nursing students in general hospitals.

A tribute to Dr Naftali Tuyoleni Hamata

No abstract available.

Facilitators and barriers to voluntary medical male circumcision as an HIV prevention strategy in Kavango East, Namibia

BACKGROUND

 Voluntary medical male circumcision (VMMC) is a strategy used to try to limit new human immunodeficiency virus (HIV) infections, as it has the potential to reduce HIV and/or AIDS transmission from women to men by up to 60%. However, in spite of efforts by the Ministry of Health and Social Services, only a few men in Namibia have been circumcised. The objective of this study was to explore and describe the facilitators of, and barriers to, medical male circumcision for HIV prevention in Kavango East, Namibia.

METHODS

 A qualitative, explorative, descriptive and contextual design was employed. The accessible population in this study comprised 18 health professionals who were selected for the study using a purposive sampling technique.

RESULTS

 Participants reported numerous barriers to VMMC in Namibia. Barriers to VMMC included 'myths' and misconceptions attached to VMMC, age limitations, fear of pain and stigma associated with HIV, small VMMC team and long distances from health facilities. Facilitators to VMMC included family support, having experienced genital sores and genital warts or phimosis and paraphimosis.

CONCLUSION

 The study revealed that a number of barriers must be overcome before VMMC before the desired number of men take advantage of VMMC. Multiple factors act as constraints to VMMC, including fear, myths and misconceptions, small VMMC teams and the long distance between clients' homes and VMMC services.Contribution: The study's findings can be used to develop targeted interventions and strategies that can be used by VMMC providers to address the identified barriers.

Factors contributing to the low number of blood donors among employed residents in Oshatumba village, Namibia

BACKGROUND

Blood transfusion plays a significant role in maternal and child-care interventions, as well as by saving lives following natural disasters. Ignorance and fear among the general population in Namibia limit the numbers of blood donors, leaving the Namibian Blood Transfusion Services (NAMBTS) with insufficient donations for hospital patients. A review of the literature did not disclose publications on the factors that contribute to the low number of blood donors in Namibia, despite the urgent need for an increased pool of blood donors.

AIM

The aim was to explore and describe the factors contributing to the low number of blood donors among the employed residents of the Oshatumba village, Oshana Region, Namibia.

SETTINGS

Interviews were conducted at a peri-urban village located in the eastern part of the Oshakati District in the Oshana Region.

METHODS

A qualitative methodology utilising explorative, descriptive and contextual strategies. Data were collected by means of individual, in-depth, semi-structured interviews with 15 participants, who were selected through convenience sampling.

RESULTS

The study discovered three themes: (1) the concept of blood donation; (2) factors contributing to low blood donations and (3) practical suggestions to increase the low uptake of blood donations.

CONCLUSION

The findings of this study revealed that individual health status, religious beliefs and misconceptions associated with blood donations are among the factors that cause a low level of blood donations.Contribution: The research findings can be used to develop strategies and targeted interventions to increase the number of blood donors.

Facilitators and barriers to professional nurses implementing integrated services in urban primary health care clinics in Kavango East region, Namibia

BACKGROUND

 The World Health Organization (WHO) has advocated for the implementation of people-centred and integrated health services. Although there is growing evidence of integration's benefits for sexual and reproductive health, human immunodeficiency virus (HIV) and rights, health services face tremendous resource constraints when it comes to integrating these services.

AIM

 The aim of study was to explore and describe the facilitators and barriers to professional nurses implementing the person-centred model of integrated services in urban primary health care clinics in the Kavango East region, Namibia.

SETTING

 We interviewed professional nurses from urban primary health care clinics in low-resourced settings in Rundu health district, Kavango East region, Namibia.

METHODS

 This study employed a qualitative approach utilising an explorative, descriptive and contextual strategy. Semistructured interviews were used to collect the data. Fifteen participants were selected using a purposive sampling technique. The interviews were audio recorded, transcribed verbatim and coded, before the data were analysed using thematic analysis.

RESULTS

 The data analysis led to the emergence of the following four themes: understanding integrated services; facilitators for implementing integrated services; barriers to the implementation of integrated services; and improvement measures for implementing integrated services.

CONCLUSION

 Findings showed that the implementation of integrated services faces many barriers, which are related to lack of human resources skills, a lack of essential supplies and space constraints. These findings will hopefully create an awareness and understanding of the facilitators and barriers that professional nurses face in the implementation of integrated services for urban primary health care in the Namibian urban context.Contribution: The study's findings can be used to develop strategies and ongoing interventions that focus on addressing the barriers professional nurses face in the implementation of integrated services in both urban and rural primary health care settings.

Factors affecting the provision of health service delivery in schools in Engela district, Ohangwena region, Namibia

Background

While health services have been offered at various schools in Namibia since independence in 1990, coverage has been limited and there has been a notable decline in recent years. This reduction of services is of great concern, with questions being raised regarding what factors are affecting the provision of these services.

Aim

To explore the factors affecting the provision of health services to schools in Engela district, Ohangwena region, Namibia.

Settings

Semistructured interviews were conducted at a public health care facility situated in the northern part of Namibia.

Methods

A qualitative, explorative, descriptive and contextual research design was utilised. Data were collected through semistructured interviews with 15 nurses from a health centre, of whom five were enrolled nurses and 10 were registered nurses. The data were then analysed thematically.

Results

The study revealed three themes: participants’ understanding of school health services; factors affecting the delivery of school health services; and corrective measures for improving the delivery of school health services.

Conclusion

The notable decline in health service provision to various schools within the district suggests that there might be factors affecting the provision of school health services, posing a serious challenge to the active implementation of the School Health Programme.

Contribution

These findings could be used to make adjustments to the provision of school health services and will also serve as an information baseline to elicit suggestions for future research related to school health services.

Factors contributing to home deliveries by women attending post-natal care at a selected clinic in Rundu District, Kavango East Region, Namibia

In 2016, almost 31 million births in low- and middle-income countries occurred without a qualified birth attendant. 90% were in South Asia and sub-Saharan Africa. In sub-Saharan Africa, where Namibia is located, 50% of births are unattended.

This study aimed at identifying factors contributing to home births in Rundu District, Kavango East Region.

This study was quantitative cross-sectional. Postnatal moms who gave birth at home completed a self-administered questionnaire with closedended questions. 27.2% of respondents were 33 to 38. Most responders (83.3%) were unmarried and 38.6% were ”other” religious. Participants were mostly unemployed (79.8%). 49.1% of respondents were uneducated. 8.8% of employed people were in the public sector, 6.1% in private, and 1.8% self-employed. Most (93.9%) visited antenatal clinics once (25.4%), twice (20.2%), or three times (40%) before delivery. 81% picked where to deliver on their own, and 71% had previously delivered at home. No one explained this behavior. The majority of women in this study had given delivery at home. Education, religion, and delivery location were correlated. These findings inform the community and government about the present trend of home births, which may harm mother and newborn outcomes.

Experiences of spinal cord injury patients admitted to the rehabilitation unit at the national referral hospital in Khomas region, Namibia

Background

Spinal cord injury (SCI) remains one of the major causes of disability globally. It results in permanent physical disability secondary to devastating neurological defects. When a person sustains SCI, substantial changes and challenges in their lives occur, regardless of their age or socioeconomic status. In Namibia, the knowledge on SCI experiences could be used to improve the care rendered to patients with this injury.

Objectives

The purpose of this study was to explore and describe the experiences of patients with SCIs admitted to the rehabilitation unit at the national referral hospital in Khomas region, Namibia.

Method

A qualitative, explorative and descriptive study design was used. Data were collected by means of in-depth, semi-structured, face-to-face interviews with 15 participants from the rehabilitation unit. Data were analyzed using thematic analysis.

Results

Analysis of the data in this study identified three themes: negative experiences, positive experiences and measures to improve the lives of people living with SCI in the community. Participants experienced varied emotions from anger, stress, disbelief, frustration and sadness, which led to depression. In addition, participants experienced discrimination due to lack of community acceptance hence, improving awareness remains key.

Conclusion

This study provided insight into the lived experiences of those living with SCI as they narrated their struggle from the onset of SCI to their reintegration into the community. The study’s findings can be used to develop self-care strategies and ongoing interventions that focus on maintaining physical and psychological health for spinal-cord injured persons throughout the course of living with disability.

COVID-19 as an enabler for enhancing online learning and teaching skills for nurse educators at the University of Namibia: Prospects and challenges

Background

The coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches.

Aim

The purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges.

Setting

Semi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia.

Methods

A qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data.

Results

The study revealed three themes: nurse educators’ experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning.

Conclusion

Internet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators.

Contribution

These findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.

Lived experiences of nursing students regarding learning in large classes and its effects on teaching and learning at the University of Namibia

Background

Whilst the number of students who choose to enrol at institutions of higher education continues to increase, class size remains a challenge. Therefore, institutions of higher education should continuously explore the challenges experienced by students regarding learning in large classes and devise strategies to address such challenges. The experiences of nursing students regarding learning in large classes and its effects on teaching and learning at the University of Namibia (UNAM) and in Namibia are not extensively researched.

Objectives

The objective of this study was to explore and describe the experiences of nursing students regarding learning in large classes and its effects on teaching and learning at the UNAM.

Methods

A qualitative explorative, descriptive and contextual research design was employed. Data collection was conducted using semi-structured interviews to ascertain the experiences of nursing students regarding learning in large classes and its effects on teaching and learning at the UNAM. Fifteen undergraduate nursing students from the Rundu campus participated in the study using a purposive sampling technique.

Results

The analysis of data led to the emergence of the following themes namely: negative learning experiences, positive learning experiences and mechanisms for improvement. The findings had a negative effect on participants’ learning outcomes.

Conclusion

Findings from this study indicated that participants were dissatisfied with the size of their classes as the learning environment was not conducive for teaching and learning.