The issues around use of literature in theory construction are often a source of confusion, especially for novice researchers. The very nature of the process of theory construction remains blurred due to lack of consensus among researchers. Novice researchers are often confronted with questions of whether or not a literature review should be conducted when constructing a theory. These questions seeking to justify what a credible methodology is when constructing a theory not only challenge novice researchers but also experienced researchers. This article explores different perspectives regarding the significance of literature review in theory construction. A selective literature review was used to access and interrogate selected arguments from published peer-reviewed work. Narrative analysis was used to analyse selected text. It is concluded that literature plays a pivotal role in theory construction, whether by active review in the case of novice researchers or being sensitised by virtue of discipline interest and prolonged exposure in experienced researchers. However, it is important not to disregard the view that it is not necessary to incorporate literature review in certain specific designs due to assumed influence on the outcome of the new theory.
Background: Nurses have a moral obligation to ensure holistic care of patients, inclusive of the spiritual dimension. However, there seems to be a void in the teaching and learning of spiritual care in nursing curricula. Despite the South African Nursing Council being in favour of holistic nursing, there are no measures in place to ensure implementation of spiritual care, hence its practice is not standardised in nursing education in South Africa. Currently, the undergraduate nursing curriculum does not provide clear direction on how spiritual care in nursing should be integrated and the reason for this is not clear. It appears that the lack of professional regulation, difficulties in definition and the personalised nature of spiritual practice are partly responsible for the practice being barely enforced and scarcely practised by students in clinical placements. The aim of the study was to develop a practice theory for teaching–learning of spiritual care in the undergraduate nursing programme.Objectives: The study objective was to describe and explore the students’ experiencs of teaching–learning of spiritual care in the undergraduate nursing programme.Methods: A qualitative, explorative, descriptive and contextual design with purposive sampling was used. The sample consisted of undergraduate nursing students at a University in the Western Cape Province. Measures for trustworthiness were applied.Results: The findings indicated a need to provide support, a conducive learning environment and structure for teaching, learning and practice of spiritual care.Conclusion: There is a need for formal education regarding spiritual care in nursing.
Background: Conceptual frameworks are not only necessary for maintaining and preserving nursing knowledge through their unique contribution, but they also assist in the organisation and provision of complex nursing interventions. The lack of formal integration of spiritual care in health professions' education is blamed on the unavailability of guiding models among other challenges such as unavailability of relevant theories. Objectives: The objective of this article was to describe the process followed to develop a conceptual framework as the basis for a practice theory for teaching-learning of spiritual care in nursing. Method: An overall theory generative methodology was used. To develop the conceptual framework, conclusion statements deduced from empirical data using deductive and inductive strategies were applied. Results: The main concepts were identified, described, and classified. The relationship between concepts promoted synergy of the developed conceptual framework for teaching spiritual care in nursing. Conclusion: The developed conceptual framework was founded on the notion that knowledge from different sources can provide a solid base in theory generation. Therefore, the concepts of the developed conceptual framework were not only related to what is 'ideal'; instead, their significance was underpinned by the created universal meanings for effective purposeful communication. Therefore, sources used to obtain data were critical in the development of the conceptual framework because they constituted different ways of perceiving and understanding the world. Contribution: The conceptual framework does not only guide nursing interventions but framework also provides a philosophical guide in meeting patient-centred diverse needs.
While much is known about aspects of the practice environment and its influence on staff outcomes and quality of education, less is known about creating positive practice environments in public nursing education institutions, especially in developing countries. To describe the perceptions of the personnel of a public nursing education institution identified as having the most positive practice environment and nurse educator outcomes. A qualitative descriptive research design was used. All-inclusive voluntary sampling was applied at one public nursing education institution in the Gauteng Province with the principal, vice-principal, heads of departments (N = 11; n = 6), nurse educators (N = 93; n = 17), and administrative staff (N = 42; n = 11). Semi-structured individual and focus group interviews were conducted and inductive thematic analysis was used. Data was collected from November 2019 until March 2020. Personnel indicated interpersonal relationships, effective communication and enhancing team dynamics as the main theme of the study, with seven specific sub-themes as raised by managers, nurse educators and administrative staff. Interpersonal relationships, communication and enhancing team dynamics is the main drive for a positive practice environment. The most significant responsibility in creating such an environment is the managers' ability to lead and support personnel. In addition to intentionally fostering collegial and collaborative relationships, managers need to be approachable. In addition to upholding fundamental human rights values and fostering active participation in decision-making, managers should exercise sensitive leadership. and encourage staff wellness support measures. Interpersonal relationships, effective communication and enhancing team dynamics are the most crucial tactics for promoting positive practice environments at public nursing education institutions in a province of South Africa.
Abstract A plethora of research links professional nurses' qualifications to patient outcomes. Also, research has shown that reports by nurses on the quality of care correspond with process or outcome measures of quality in a hospital. New to the debate is whether professional nurses' qualifications impact on their perceptions of patient safety and quality of care. This research aims to investigate professional nurses' perceptions of patient safety and quality of care in S outh A frica, and the relationship between these perceptions and professional nurses' qualifications. A cross‐sectional survey of 1117 professional nurses from medical and surgical units of 55 private and 7 public hospitals was conducted. Significant problems with regard to nurse‐perceived patient safety and quality of care were identified, while adverse incidents in patients and professional nurses were underreported. Qualifications had no correlation with perceptions of patient safety and quality of care, although perceptions may serve as a valid indicator of patient outcomes. Creating an organizational culture that is committed to patient safety and encourages the sharing of adverse incidents will contribute to patient safety and quality of care in hospitals.
The education of nurses for specialist practice takes place mainly in nursing colleges. In view of ongoing debates about the future positioning of nursing education, an investigation regarding the incorporation of college-based specialist nurse education into universities was needed. The purpose of the study was to develop and describe a model for specialist nurse education in a university. The objectives were set in two phases: Phase 1 objectives were designed to enable the identifcation of concepts in relation to university education and Phase 2 objectives, to enable the development of a model for specialist nurse education in a university context. This paper gives an account of only the methodology used to meet the research purpose and objectives. It outlines the objectives of Phases 1 and 2, including a detailed description of the research design. In discussing the research design, particular attention was given to theory development. The research methods were described with reference to data collection methods and procedures, study samples and sampling methods, data analysis methods and processes, to ensure the trustworthiness of the study. The model is described in Part 2 of the article.OpsommingDie onderrig van verpleegkundiges in gespesialiseerde verpleegpraktyk vind hoofsaaklik in verpleegkolleges plaas. In die lig van die voortslepende debat rondom die toekomstige posisionering van verpleegonderrig is ondersoek na die inkorporering van spesialis vepleegopleiding aan universitieite as noodsaaklik geag. Die doel van hierdie studie was om die model vir gespesialiseerde vepleegopleiding aan universitiete te ontwikkel en te beskryf. Die navorsingsdoelwitte is geformuleer aan die hand van twee fases. Die doelwitte in Fase 1 was ontwerp om die konsepte betreffende universiteitsopleiding te identifseer. Die doelwitte in Fase 2 was op die ontwikkeling van ’n model vir die onderrig in gespesialiseerde verpleegkunde aan ’n universiteit gerig. Hierdie artikel gee ’n oorsig oor slegs die metodiek wat gebruik is om die doel en navorsingsdoelwitte te bereik. Dit verskaf ’n oorsig oor Fase 1 en 2 en sluit ’n omvattende beskrywing van die navorsingsontwerp in. In die bespreking van die navorsingsontwerp word spesifeke aandag aan teoriegenerering gewy. Die navorsingsmetodes word beskryf met verwysing na data insamelingsmetodes-en-prosedures, die steekproef, en steekproefmetodes, data analiseringsmetodes-en-prosedures wat die betroubaarheid van die studie verseker het. Die model word in Deel 2 van die artikel beskryf.
Abstract Aims To propose definitions of global health and global nursing that reflect the new paradigm that integrates domestic and international health. Background Increased globalization has led to expanded awareness of the importance of global health and global nursing among students and faculty in the health professions and among policymakers and practitioners. Design Discussion paper that includes a discussion and review of the literature related to global health and global nursing. Data sources A task force searched for and reviewed articles published in English, Spanish or Portuguese between 2005‐2015, developed summaries, listed key elements, identified prevalent themes and developed consensus definitions. Implications for nursing The definitions will be used by the Global Advisory Panel on the Future of Nursing to guide promoting a voice and vision for nursing that will contribute to the advancement of the profession's contribution to global health. Conclusions Definitions of global health and global nursing were developed based on main themes and concepts identified in the literature review to guide contributions of nursing to global health.
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