Violence in South African society has reached epidemic levels and has permeated the walls of the workplace. The aim of the study was to gain a deeper understanding of how nurses experience and understand workplace violence perpetrated by patients, and to make recommendations to reduce this type of violence. A qualitative, exploratory and descriptive study was conducted to explore the experiences and coping mechanisms of nurses regarding workplace violence. The purposive sample comprised eight nurses working in the Trauma and Emergency Department in the Western Cape, South Africa. Thematic analysis was done of the semi-structured interviews. Four main themes and 10 categories were identified. Nurses are experiencing physical threats, verbal abuse and psychological and imminent violence on a regular basis. They tend to ‘normalise’ abusive patient behaviour because of the perception that workplace abuse ‘comes with the territory’, which resulted in under-reporting. However, perpetrators received compromised care by being avoided, ignored or given only minimal nursing care. Coping mechanisms ranged from using colleagues as sounding boards, helping out with duties, taking a smoke break and using friends and family to get it ‘off their chest’. The tolerance of non-physical violence and the absence of policies to deal with the violence, contribute to under-reporting.Geweld in die Suid-Afrikaanse samelewing het epidemiese vlakke bereik en selfs werksplekke binnegedring. Die doel van die studie was om ‘n dieper begrip te verkry van hoe verpleegsters geweld deur pasiënte by die ​​werksplek ervaar en verstaan, en aanbevelings te maak om hierdie tipe van geweld te verminder. ‘n Kwalititatiewe, eksploratiewe en beskrywende ontwerp is gebruik om die ervaringe en hanteringsmeganismes te verken van verpleegkundiges wat aan werkpleksgeweld blootgestel was. ‘n Doelgerigte steekproef is gedoen bestaande uit agt verpleegkundiges werksaam in die Trauma en Nooddienste Departement in die Weskaap, Suid Afrika. Die semi-gestruktureerde onderhoude is kwalitatief ontleed vir temas. Vier hooftemas en 10 kategorieë is geïdentifiseer. Verpleegkundiges ervaar dreigemente van fisiese geweld, verbale misbruik en psigiese en dreigende geweld gereeld. Hulle is geneig om pasiënte se misbruikende gedrag te ‘normaliseer’ omdat hulle die persepsie het dat geweld of misbruik ‘deel van die werksomgewing’ is. Hierdie persepsie gee aanleiding tot onder-rapportering van nie-fisiese geweld en gekompromitteerde sorg deurdat skuldige pasiënte of vermy, geïgnoreer of minimale sorg gegee word. Hanterings meganismes sluit in reflektering teenoor kollegas, uithelp met take, die gebruikmaking van ’n rook breek, en ontlaaing teenoor familielede en vriende. Die toleransie van nie-fisiese geweld en die gebrek van beleidsriglyne dra by tot die onder-rapportering van werksplek geweld.

From the perspective of the inpatients included in this study, aggressive and violent episodes are common and require intervention. Specific strategies for preventing such behaviour are proposed and it is recommended that these strategies be incorporated into the in-service training programmes of the staff of mental health facilities. These strategies could prevent, or reduce, aggressive and violent behaviour in in-patient facilities.

Transition has been a major focus of educational institutions. However, most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate to postgraduate studies, despite the steadily increasing postgraduate enrolment rates in higher education institutions. The discrepancy between the enrolment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters' students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students, to explore their primary motivations for pursuing postgraduate studies, and to assess their utilisation of the available support services at UWC. A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters' students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor's degree. The primary reasons listed as motivation for master's study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established.

The current review examined the prevalence of the adapted alternating treatments design (AATD) across 22 special education journals and methods to equate and assign target sets to experimental conditions in the AATD. Since the seminal description of the design in 1985, a total of 49 articles were published using the AATD across 12 of the reviewed journals. The most prominent methods of equating target sets differed from prior reviews of behavior-analytic journals, likely due to the preponderance of response chains being targeted in special education research using the AATD. The majority of articles describe at least one method for equating target sets, although multiple methods were common. Additional methodological strengths in this literature included methods to reduce potential bias when assigning target sets to experimental conditions and counterbalancing target sets across participants. Considerations for practitioners and researchers when using the AATD are described.

Background. Interprofessional education (IPE) can be seen as the vehicle to address the health and social problems of society through collaborative approaches. Since IPE should be facilitated by educators who are skilled in this area, faculty development initiatives should be based on the principles of IPE and collaborative practice (IPECP). Objective. To explore academics' knowledge and experiences of IPECP. Methods. The study used an exploratory descriptive design and the appreciative inquiry framework underpinned data gathering and analysis. The data were collected using workshops, and the participants of the workshops shared their knowledge and experiences of IPECP, which were audiorecorded and analysed using thematic analysis. Ethical clearance was obtained from the University of the Western Cape, Cape Town, South Africa. Results. The analysis revealed three themes: knowledge of IPE; experiences of IPECP; and enablers of IPECP aligned to the dream and discovery phases of appreciative inquiry. The findings revealed that academics were knowledgeable about the concept of IPE and that their experiences with IPECP ranged from clinical supervision to research. Regarding enablers of IPECP, they provided important input, which could facilitate IPECP in a university faculty. These included competencies for IPECP, professional development and a common practice framework. Conclusion. The academics who attended the faculty development workshops were knowledgeable about the concepts of IPECP. They concluded that for IPE to be effective, a common practice framework should be adopted in the faculty to inform specific teaching and learning strategies and outcomes. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. Afr J Health Professions Educ