Empowerment as one sees it: assessment of empowerment by women participants of development projects

Völker, Marc; Doneys, Philippe

doi:10.1080/09614524.2020.1828284

Cited by 13 publications

(4 citation statements)

References 18 publications

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“…The conclusion we can draw is that students were not adequately prepared to deal with the death of patients. Student nurses are often placed in the wards with limited training and inadequate knowledge of how to deal with death, and this compromises their well-being and the quality of care [13], which poses a serious challenge for students. In addition to the negative subthemes related to knowledge, the subtheme of empowerment supports the notion that experiencing something unknown can teach a person to become a better being.…”

Section: Discussionmentioning

confidence: 99%

“…A phenomenological approach seeks to obtain indepth, contextualised, open-ended responses from research participants about their views, opinions, feelings, knowledge, and experiences [12]. The approach was found to be appropriate, because it helped the researcher to understand the experiences of R425 student nurses in dealing with the death of patients [13]. A qualitative exploratory descriptive and contextual research design was undertaken.…”

Section: Methodsmentioning

confidence: 99%

“…Empowerment is a multidimensional social process that helps people gain control over their lives, thereby fostering power that extends their capacity to deploy measures that enable them to gain advantages in their interaction with others [13]. Empowerment enabled first-year student nurses who experienced the death of patients during clinical placement to gain advantages from their interaction with a dying patient, and ultimately handling a dead patient.…”

Section: Empowermentmentioning

confidence: 99%

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R425 first year student nurses ‘experience of encounters with death of a patient during clinical placement

Molefe

2024

BMC Nurs

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Background In the course of caring, nurses often experience the death of patients, and this experience has an effect on the nurse. Every nurse responds to this experience in a different way, and it can be either a negative emotional response, or a positive emotional response. As part of their curriculum, R425 first-year student nurses are placed in clinical facilities to acquire competency in nursing skills, and here they may be exposed to patients dying. R425 is a South African Nursing Council regulation relating to the approval of and the minimum requirements for the education and training of a nurse (General, Psychiatric, and Community) and Midwife, leading to registration. End-of-life care can be rewarding, yet emotionally and psychologically challenging. Little is known about R425 first-year student nurses’ experiences of patients dying while being cared for by nurses on clinical placement. The study, therefore, explored and describes R425 first-year student nurses’ experiences of the death of a patient during clinical placement. Method A qualitative exploratory descriptive and contextual research design was adopted, and a purposive, nonprobability sampling approach applied. Data were collected through unstructured individual interviews with 15 R425 first-year student nurses. Data were analysed using content analysis. Results Four themes emerged, namely, knowledge, psychological trauma, low self-esteem, and nutritional disorders, and subthemes were identified. Results reveal both negative and positive responses to encountering the death of patients, with more negative responses, and fewer positive responses. Conclusion Results show that first-year student nurses struggle to cope with the death of a patient, mainly because they lack knowledge and the skills required to provide end-of-life nursing. It is the requirement for student nurses to be competent in a skill, ‘last office’, which involves laying out of a dead person. Such skill can be deferred in the first year of study, and can only be introduced at a later stage, either in third year or fourth year of study, when students are better equipped with knowledge and skills relating to dealing with death. There is a need to review the curriculum of R425 first-year student nurses, so that outcomes such as death and dying can be introduced in the third or fourth year of study.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Empowermentmentioning

confidence: 99%

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R425 first year student nurses ‘experience of encounters with death of a patient during clinical placement

Molefe

2024

BMC Nurs

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“…Community empowerment can be interpreted as a process that builds people or society through developing community capabilities, changing people's behavior, and community organizing. Empowerment can grow and develop the ability to try, the ability to seek information, and the ability to manage activities [8][9][10][11].Representation of the participation of socio-economic institutional groups that have successfully implemented the CSR program, namely the Women Farmers Group (WFG) of Sumber Pathedan in Lomanis Village, Cilacap District, Cilacap Regency, Central Java Province with local food security through cultivating vegetables and postharvest products from PT. Pertamina of Cilacap LPG Depot.…”

Section: Introductionmentioning

confidence: 99%

Women Farmers Group Participation in Empowering Local Food Security

Windiasih,

Sari,

Prastyanti

et al. 2023

IJCS

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Women's participation in socio-economic development at the local level is important and strategic because women have two roles as actors in developing a household by taking care of children and helping in the family economy. This study aims to the participation of farmer women's groups in empowering local food security as a Corporate Social Responsibility (CSR) program in Cilacap Regency, Central Java Province, Indonesia. This study used the Participatory Learning and Action (PLA) method to involve 20 informants from members and administrators of the Women Farmers Group (WFG) of Sumber Pathedan and 14 academics, namely lecturers and students. Data were collected through interviews, Focus Group Discussions (FGD), observation, and documentation with participatory analysis to produce natural and sustainable reality constructions. The results showed that WFG had the motivation and cohesiveness to become an entrepreneur after receiving socio-economic empowerment in the form of cultivating food security for vegetables and post-harvest processed products from the CSR program. However, it requires program sustainability such as assistance to continue to be able to harvest productively in the dry season. Then it requires the support of home production equipment and supplies to increase the productivity of postharvest products.

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Barriers that impede mid-level female leaders' advancement to senior management positions: Evidence from China's tourism and hospitality sector

Chun,

Jingjing,

2024

Tourism Management Perspectives

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Empowerment as one sees it: assessment of empowerment by women participants of development projects

Cited by 13 publications

References 18 publications

R425 first year student nurses ‘experience of encounters with death of a patient during clinical placement

R425 first year student nurses ‘experience of encounters with death of a patient during clinical placement

Women Farmers Group Participation in Empowering Local Food Security

Barriers that impede mid-level female leaders' advancement to senior management positions: Evidence from China's tourism and hospitality sector

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