Development of a training programme for professional nurses in South Africa – An educational response to the <scp>COVID</scp>‐19 pandemic

Jordan, Portia; Iwu, Chinwe Juliana; Mokoka, Elizabeth; Kearns, Irene; Oamen, Benedict Raphael; Lange, Santel De; Schutte, Loraine; Naidoo, Vasanthrie

doi:10.1002/nop2.1273

Cited by 8 publications

(6 citation statements)

References 33 publications

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“…Different types of learning interventions are described across the studies. The majority of the studies used in-person training as an intervention [ 13 , 15 , 19 – 23 , 31 , 34 , 35 , 38 – 43 , 47 , 49 – 51 , 53 , 56 , 62 , 67 , 68 , 71 , 73 , 74 , 76 – 79 , 81 – 83 , 88 , 94 , 98 – 101 , 105 , 109 , 110 , 112 , 119 , 121 , 123 – 127 , 129 – 132 , 134 , 136 , 137 , 139 – 142 , 144 , 145 , 147 – 152 , 154 – 160 , 162 , 166 , 173 , 175 , 179 –…”

Section: Resultsmentioning

confidence: 99%

“…On training methods, 68 studies [ 13 – 17 , 20 – 25 , 27 – 30 , 32 , 33 , 37 , 41 , 45 , 47 , 48 , 53 , 58 , 59 , 62 , 65 , 68 , 79 , 84 , 85 , 87 , 88 , 90 , 93 , 97 , 111 , 123 – 125 , 138 , 141 , 145 , 146 , 148 , 153 , 161 , 167 , 168 , 170 , 193 , 204 , 214 , 216 , 247 , 251 , 255 , 261 , 294 , 297 , 298 , 300 , 304 , 313 , 321 , 322 …”

Section: Prominent Topic Areasunclassified

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Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

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Background Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing “just in time” support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

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Section: Resultsmentioning

confidence: 99%

Section: Prominent Topic Areasunclassified

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

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“…Intimate care is one of the significant elements of the nursing profession that makes it different from other healthcare professionals, as nurses spend more time with their patients and provide safe, individualised, holistic and comprehensive care (Jordan et al 2022 ). Caring is a core attribute of nursing, including physical, mental and emotional care (Shin & Yoo 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…The prevention and control of the COVID-19 pandemic also led to the breach of patients’ confidentiality, privacy and integrity (Sun et al 2021 ). During admission, patients experienced a loss of relationship, personal control, identity and privacy (Jordan et al 2022 ). Intimate care and hygiene care had to be provided following prescribed guidelines for the pandemic to avoid the risk of contamination and promote patient safety (Avilar et al 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Fear of dying dirty: Intimate care encounters during COVID-19 pandemic in South African context

Shakwane

2023

Health SA Gesondheid

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Background: Physical distancing, personal protective equipment (PPE) and hand hygiene were encouraged during the pandemic of COVID-19. However, personal hygiene procedures for patients admitted to hospitals, such as assisted baths, oral care and elimination, were neglected.Aim: This study aimed to describe intimate care and touch experiences for patients admitted to the hospital during the COVID-19 pandemic lockdown.Setting: This study was conducted in the medical and surgical units of two hospitals in Gauteng province.Methods: A generic qualitative approach was used to explore and describe the patients’ intimate care and touch experiences during the COVID-19 hard lockdown. In-patient individuals above 18 years were purposively sampled. Twelve patients aged between 28 and 60 years participated in semi-structured interviews. Data were analysed using thematic analysis.Results: Three central themes emerged from the data: (1) Keeping away from the body, (2) Who is touching my body? and (3) Fear of dying dirty - a sense of losing bodily dignity. The participants felt that the nurses were trying to avoid them, as they were seen as potential carriers of the COVID-19 pandemic.Conclusion: The cleanliness of a patient’s body gives them a sense of self-respect and dignity. Nurses should find ways to ensure that patients receive quality intimate care and touch, even during situations such as the pandemic.Contribution: Patients’ religious or cultural beliefs and anxieties about dying dirty should be acknowledged and respected in nursing care to provide quality bodily care for all patients.

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“…Nurses play a pivotal role in the provision of safe, individualized, holistic, and actual care to their patients through the application of the nursing process. It has been predicted that adequate knowledge, practice, and attitude are acquired during the nurses' training needs that apply to the day-to-day care of their patients through applying evidence-based nursing care practices and improving nurses' competency (Jordan et al, 2021). Nurses may have varied perceptions of COVID-19, and thus may perform different clinical management strategies, leading to different results.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning via Distance Effects on Nurses’ Performance, Perception, and Anxiety during COVID-19 Pandemic

Hamza

Hakeim²,

Hamza³

et al. 2022

Assiut Scientific Nursing Journal

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Background: COVID-19 and subsequent global crisis lockdowns have initiated a sudden need for learning to be blended. Nurses are the frontline healthcare staff, providing direct care to individuals affected with COVID-19 Aim: This study aimed to determine the blended learning via distance effects on nurses' performance, perception, and anxiety during the COVID-19 pandemic. Design: Quasi experimental design was used. Setting: The study was conducted in the inpatients department at one of the biggest university hospitals affiliated with Cairo University in Egypt. Sample: A convenient sample of total 100 nurses allocated to the previously mentioned settings. Tools: Six tools were used to collect data including I: self-administered questionnaire B-Nurse's knowledge assessment questioner, II: Nurses self-reported checklist, III: nurses' attitude response, IV: Nurses' risk perception response, V: Generalized Anxiety Disorder 7-item (GAD-7) and VI: Nurses' opinionnaire. Results: There was a highly statically significant difference between pre and post implementation of the blended learning training program with (P>0.001) which revealed an improvement in the study subject's performance. Also, there was a positive attitude, and positive risk perception among nurses regarding COVID-19, with an overall improvement in the level of anxiety regarding dealing with the current pandemic. Most studied nurses were satisfied regarding implementation of the blended learning training program. Conclusion: The finding of the study concluded that nurses' performance was improved post-implementation of the blended learning intervention with satisfaction among the nurses regarding the new method of learning. Recommendations: It is highly recommended to increase nurses' awareness through using the electronic resources.

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Development of a training programme for professional nurses in South Africa – An educational response to the COVID‐19 pandemic

Cited by 8 publications

References 33 publications

Learning interventions and training methods in health emergencies: A scoping review

Learning interventions and training methods in health emergencies: A scoping review

Fear of dying dirty: Intimate care encounters during COVID-19 pandemic in South African context

Blended Learning via Distance Effects on Nurses’ Performance, Perception, and Anxiety during COVID-19 Pandemic

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