A positive clinical psychology approach to developing resilience among state employed nurses
- Authors: Plumb, Sarah
- Date: 2015
- Subjects: Nurses -- Job stress , Nursing -- Psychological aspects , Resilience (Personality trait)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9955 , http://hdl.handle.net/10948/d1018879
- Description: Nurses are confronted with numerous work-related stressors that can result in burnout. This can contribute to absenteeism and high turn-over rates in the nursing profession. A review of the literature indicated that psycho-educational interventions to increase resilience could be an effective way of addressing this problem. The study aimed to develop a positive clinical-psychology approach to increasing resilience in State employed nurses. The study used a mixed-method approach to determine the current psychological functioning of a sample of 87 nurses. Quantitative data on personality traits, character strengths and levels of resilience were obtained, using the NEO PI-R, VIA – IS, and Resilience Scale. Qualitative data on the coping responses of nurses were obtained through the thematic analysis of focus groups. These data were integrated to create a positive clinical psychology conceptualisation of resilience and to develop therapeutic guidelines for a group psycho-educational intervention. The results of the study indicated a struggling psychological profile. This was defined as the ability to deal with work-related stressors – but with the potential risk of developing symptoms of burnout. The moderate levels of resilience were attributed to elevated character strengths in the sample. The distribution of personality traits indicated that the nurses in the sample were at risk of developing burnout; and this prevented them from flourishing. These data were synthesised to create therapeutic guidelines for developing resilience aimed: (1) increasing emotional stability and invulnerability; (2) increasing agreeableness; and (3) increasing conscientiousness. These guidelines were based on the personality traits that were deemed to negatively impact the resilience of the nurses. These personality traits were correlated with several character strengths that displayed strong relationships with resilience. This indicated that resilience could be developed through the cultivation of the following character strengths: perspective; perseverance; fairness; forgiveness; leadership; love; zest; hope; curiosity; and appreciation of beauty and excellence. These character strengths were identified to facilitate the positive adaptation of the personality traits identified in the therapeutic guidelines. A group psycho-educational intervention was developed, using the positive clinical psychology conceptualisation of resilience. The literature was reviewed to identify techniques to cultivate the ten character strengths specified in the therapeutic guidelines. These techniques were adapted to create experiential learning processes for the intervention. This psycho-educational programme can be applied as a secondary and tertiary intervention. It can be used to increase resilience to prevent burnout among nurses. It can also be used to psychologically empower nurses that have existing symptoms of burnout.
- Full Text:
- Date Issued: 2015
- Authors: Plumb, Sarah
- Date: 2015
- Subjects: Nurses -- Job stress , Nursing -- Psychological aspects , Resilience (Personality trait)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9955 , http://hdl.handle.net/10948/d1018879
- Description: Nurses are confronted with numerous work-related stressors that can result in burnout. This can contribute to absenteeism and high turn-over rates in the nursing profession. A review of the literature indicated that psycho-educational interventions to increase resilience could be an effective way of addressing this problem. The study aimed to develop a positive clinical-psychology approach to increasing resilience in State employed nurses. The study used a mixed-method approach to determine the current psychological functioning of a sample of 87 nurses. Quantitative data on personality traits, character strengths and levels of resilience were obtained, using the NEO PI-R, VIA – IS, and Resilience Scale. Qualitative data on the coping responses of nurses were obtained through the thematic analysis of focus groups. These data were integrated to create a positive clinical psychology conceptualisation of resilience and to develop therapeutic guidelines for a group psycho-educational intervention. The results of the study indicated a struggling psychological profile. This was defined as the ability to deal with work-related stressors – but with the potential risk of developing symptoms of burnout. The moderate levels of resilience were attributed to elevated character strengths in the sample. The distribution of personality traits indicated that the nurses in the sample were at risk of developing burnout; and this prevented them from flourishing. These data were synthesised to create therapeutic guidelines for developing resilience aimed: (1) increasing emotional stability and invulnerability; (2) increasing agreeableness; and (3) increasing conscientiousness. These guidelines were based on the personality traits that were deemed to negatively impact the resilience of the nurses. These personality traits were correlated with several character strengths that displayed strong relationships with resilience. This indicated that resilience could be developed through the cultivation of the following character strengths: perspective; perseverance; fairness; forgiveness; leadership; love; zest; hope; curiosity; and appreciation of beauty and excellence. These character strengths were identified to facilitate the positive adaptation of the personality traits identified in the therapeutic guidelines. A group psycho-educational intervention was developed, using the positive clinical psychology conceptualisation of resilience. The literature was reviewed to identify techniques to cultivate the ten character strengths specified in the therapeutic guidelines. These techniques were adapted to create experiential learning processes for the intervention. This psycho-educational programme can be applied as a secondary and tertiary intervention. It can be used to increase resilience to prevent burnout among nurses. It can also be used to psychologically empower nurses that have existing symptoms of burnout.
- Full Text:
- Date Issued: 2015
Articulating the nature of clinical nurse specialist practice
- Authors: Bell, Janet Deanne
- Date: 2015
- Subjects: Nurse practitioners , Intensive care nursing
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:10057 , http://hdl.handle.net/10948/d1018623
- Description: Critical care nursing is a clinical specialist nursing practice discipline. The critical care nurse provides a constant presence in the care of a critically ill patient. She/he creates a thread of continuity in care through the myriad of other health care professionals and activities that form part of a patient’s stay in the critical care environment (World Federation of Critical Care Nurses [WFCCN], 2007). During conversations with people who have had intimate experience of the critical care environment, they have offered anecdotes that describe their interaction with critical care nurses who they perceive to be different from and better than other critical care nurses they encountered. Despite having met common professional requirements to be registered as a clinical specialist nurse, these distinctive, unique abilities that seem to be influential in meeting the complex needs and expectations of critically ill patients, their significant others as well as nursing and medical colleagues, are not displayed by all critical care nurses. While students of accredited postgraduate nursing programmes are required to advance their nursing knowledge and skill competence, many students do not seem to develop other, perhaps more tacit, qualities that utilisers characterise in their anecdotes of ‘different and better’ nursing practice. The overarching research question guiding this study was how can ‘different and better’ critical care nursing practice as recognised by a utiliser be explained? The purpose of this study was to develop an understanding of the qualities that those people who use critical care nursing practice recognise as ‘different and better’ to the norm of nursing practice they encounter in this discipline. The participant sample included patients’ significant others, nursing colleagues and medical colleagues of critical care nurses, collectively identified as utilisers. The stated aim of this work was to construct a grounded theory to elucidate an understanding of the qualities that a utiliser of critical care nursing recognises as ‘different and better’ critical care nursing practice in order to enhance the teaching and learning encounters between nurse educators and postgraduate students in learning programmes aiming to develop clinical specialist nurses. The method processes of grounded theory are designed to reveal and confirm concepts from within the data as well as the connections between these concepts, supporting the researcher in crafting a substantive theory that is definitively grounded in the participants’ views and stories (Streubert & Carpenter, 2011: 123, 128-129). Two data collection tools were employed in this study, namely in-depth unstructured individual interviews and naïve sketch. Constant comparative analysis, memo-writing, theoretical sampling, theoretical sensitivity and theoretical saturation as fundamental methods of data generation in grounded theory were applied. The study unfolded through three broad parts, namely: Forming & shaping this grounded theory through exploration and co-creation; Assimilating & situating this grounded theory through understanding and enfolding; Reflecting on this grounded theory through contemplating and reconnecting. The outcome of the first part of the study was my initial proposition of a grounded theory co-created in the interactions between the participants and myself. This was then challenged, developed and assimilated through a focussed literature review through the second part of the study. Through these two parts of this study, an inductively derived explanation was formed and shaped to produce an assimilated and situated substantive grounded theory named Being at Ease. This grounded theory articulates how ‘better and different’ nursing is recognised from the point of view of those who use the nursing ability of critical care nurses through the core concern ‘being at ease’ and its four categories ‘knowing self’, ‘skilled being’, connecting with intention’ and’ anchoring’. The final part of this study unfolded in my reflections on what this grounded theory had revealed about nurses and elements of nursing practice that are important to a utiliser in recognising ‘different and better’ critical care nursing. I suggest that as nurses we need to develop a language that enables us to reveal with clarity these intangible and tacit elements recognised within the being and doing of ‘different and better’ nursing. I reflected on the pivotal space of influence a teacher has with a student, and on how the elements essential in being and doing ‘different and better’ nursing need to be evident in her/his own ways of being a teacher of nursing. Teaching and learning encounters may be enhanced through drawing what this theory has shown as necessary elements that shape ‘different and better’ nurses through the moments of influence a teacher has in each encounter with a student.
- Full Text:
- Date Issued: 2015
- Authors: Bell, Janet Deanne
- Date: 2015
- Subjects: Nurse practitioners , Intensive care nursing
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:10057 , http://hdl.handle.net/10948/d1018623
- Description: Critical care nursing is a clinical specialist nursing practice discipline. The critical care nurse provides a constant presence in the care of a critically ill patient. She/he creates a thread of continuity in care through the myriad of other health care professionals and activities that form part of a patient’s stay in the critical care environment (World Federation of Critical Care Nurses [WFCCN], 2007). During conversations with people who have had intimate experience of the critical care environment, they have offered anecdotes that describe their interaction with critical care nurses who they perceive to be different from and better than other critical care nurses they encountered. Despite having met common professional requirements to be registered as a clinical specialist nurse, these distinctive, unique abilities that seem to be influential in meeting the complex needs and expectations of critically ill patients, their significant others as well as nursing and medical colleagues, are not displayed by all critical care nurses. While students of accredited postgraduate nursing programmes are required to advance their nursing knowledge and skill competence, many students do not seem to develop other, perhaps more tacit, qualities that utilisers characterise in their anecdotes of ‘different and better’ nursing practice. The overarching research question guiding this study was how can ‘different and better’ critical care nursing practice as recognised by a utiliser be explained? The purpose of this study was to develop an understanding of the qualities that those people who use critical care nursing practice recognise as ‘different and better’ to the norm of nursing practice they encounter in this discipline. The participant sample included patients’ significant others, nursing colleagues and medical colleagues of critical care nurses, collectively identified as utilisers. The stated aim of this work was to construct a grounded theory to elucidate an understanding of the qualities that a utiliser of critical care nursing recognises as ‘different and better’ critical care nursing practice in order to enhance the teaching and learning encounters between nurse educators and postgraduate students in learning programmes aiming to develop clinical specialist nurses. The method processes of grounded theory are designed to reveal and confirm concepts from within the data as well as the connections between these concepts, supporting the researcher in crafting a substantive theory that is definitively grounded in the participants’ views and stories (Streubert & Carpenter, 2011: 123, 128-129). Two data collection tools were employed in this study, namely in-depth unstructured individual interviews and naïve sketch. Constant comparative analysis, memo-writing, theoretical sampling, theoretical sensitivity and theoretical saturation as fundamental methods of data generation in grounded theory were applied. The study unfolded through three broad parts, namely: Forming & shaping this grounded theory through exploration and co-creation; Assimilating & situating this grounded theory through understanding and enfolding; Reflecting on this grounded theory through contemplating and reconnecting. The outcome of the first part of the study was my initial proposition of a grounded theory co-created in the interactions between the participants and myself. This was then challenged, developed and assimilated through a focussed literature review through the second part of the study. Through these two parts of this study, an inductively derived explanation was formed and shaped to produce an assimilated and situated substantive grounded theory named Being at Ease. This grounded theory articulates how ‘better and different’ nursing is recognised from the point of view of those who use the nursing ability of critical care nurses through the core concern ‘being at ease’ and its four categories ‘knowing self’, ‘skilled being’, connecting with intention’ and’ anchoring’. The final part of this study unfolded in my reflections on what this grounded theory had revealed about nurses and elements of nursing practice that are important to a utiliser in recognising ‘different and better’ critical care nursing. I suggest that as nurses we need to develop a language that enables us to reveal with clarity these intangible and tacit elements recognised within the being and doing of ‘different and better’ nursing. I reflected on the pivotal space of influence a teacher has with a student, and on how the elements essential in being and doing ‘different and better’ nursing need to be evident in her/his own ways of being a teacher of nursing. Teaching and learning encounters may be enhanced through drawing what this theory has shown as necessary elements that shape ‘different and better’ nurses through the moments of influence a teacher has in each encounter with a student.
- Full Text:
- Date Issued: 2015
Co-mapping the maze: a complex systems view of human trafficking in the Eastern Cape
- Authors: Van der Westhuizen, Amanda
- Date: 2015
- Subjects: Human trafficking -- South Africa -- Eastern Cape Forced labor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/23305 , vital:30523
- Description: Researchers have described human trafficking as a complex, multi-layered crime. South Africa, including the Eastern Cape Province, is a source, transit, and destination country for trafficked people. However, a dearth of research on human trafficking exists in the province. Furthermore, traditional, modernist research using reductionist methods to investigate complex phenomena has proven unable to capture the complex interrelationships between the myriad of interrelated elements inherent in complex phenomena. In this qualitative study, I explore and describe the human trafficking system in the Eastern Cape via participants’ perspectives through a complex systems approach that consists of two complementary theories, namely Bronfenbrenner’s bioecological theory of human development and complexity theory. The participants, who were knowledgeable about human trafficking in the province, were obtained through purposive and snowball sampling. Data collection took place through open-ended interviews with individual participants. I analysed the data according to Miles and Huberman’s data analysis process and Braun and Clarke’s thematic data analysis process. The findings demonstrate that the complex systems approach successfully facilitated the mapping and conceptualisation of an in-depth, multi-level picture of the complex interrelationships within and between multiple system components in the human trafficking system and its environment in relation to the Eastern Cape Province. Participants’ perspectives revealed two main themes, namely, the prominence of the nonlinear interactions between traffickers and trafficked persons in the holistic human trafficking system and the major obstacle regarding the lack of witness credibility for human trafficking prosecutions to be successful. Utilising complex systems theory to conduct further human trafficking research could assist counter-trafficking stakeholders with an alternative approach to generating effective planning and executing counter human trafficking strategies in a rapidly changing and increasing complex interconnected world.
- Full Text:
- Date Issued: 2015
- Authors: Van der Westhuizen, Amanda
- Date: 2015
- Subjects: Human trafficking -- South Africa -- Eastern Cape Forced labor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/23305 , vital:30523
- Description: Researchers have described human trafficking as a complex, multi-layered crime. South Africa, including the Eastern Cape Province, is a source, transit, and destination country for trafficked people. However, a dearth of research on human trafficking exists in the province. Furthermore, traditional, modernist research using reductionist methods to investigate complex phenomena has proven unable to capture the complex interrelationships between the myriad of interrelated elements inherent in complex phenomena. In this qualitative study, I explore and describe the human trafficking system in the Eastern Cape via participants’ perspectives through a complex systems approach that consists of two complementary theories, namely Bronfenbrenner’s bioecological theory of human development and complexity theory. The participants, who were knowledgeable about human trafficking in the province, were obtained through purposive and snowball sampling. Data collection took place through open-ended interviews with individual participants. I analysed the data according to Miles and Huberman’s data analysis process and Braun and Clarke’s thematic data analysis process. The findings demonstrate that the complex systems approach successfully facilitated the mapping and conceptualisation of an in-depth, multi-level picture of the complex interrelationships within and between multiple system components in the human trafficking system and its environment in relation to the Eastern Cape Province. Participants’ perspectives revealed two main themes, namely, the prominence of the nonlinear interactions between traffickers and trafficked persons in the holistic human trafficking system and the major obstacle regarding the lack of witness credibility for human trafficking prosecutions to be successful. Utilising complex systems theory to conduct further human trafficking research could assist counter-trafficking stakeholders with an alternative approach to generating effective planning and executing counter human trafficking strategies in a rapidly changing and increasing complex interconnected world.
- Full Text:
- Date Issued: 2015
Developing the marital life course perspective as a conceptual framework for describing and understanding marital life events and marital transitions
- Authors: Rautenbach, John Victor
- Date: 2015
- Subjects: Marriage , Marital status , Married people
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/2991 , vital:20384
- Description: This research seeks to explore the development of the Marital Life Course Perspective as a conceptual framework for describing and understanding marital life events and marital transitions. The study’s orientation is guided by the Life Course Perspective (Glen Elder Jr.) as a theoretical framework and draws on Interpretative Phenomenological Analysis (Jonathan Smith) and Concept Analysis (Walker & Avant) as methodological approaches. One hundred and thirty (130) academic works that use the term marital life course in their texts constituted a literature-dataset for a Concept Analysis (Walker & Avant, 1988; 2011) that tracked the theoretical development of the Marital Life Course Perspective since 1980 (George, 1980, p. 80). The residents of retirement centres and old age homes in East London and Buffalo City (all older than 65 years of age) were invited to share a retrospective history of their relationship experiences, about their multiple marital life events and the marital transitions that shaped their marital life course. The 16 women who participated in the in-depth interviews had all been previously married more than once and were currently single due to divorce or the death of their husbands. This empirical data was analysed using Interpretative Phenomenological Analysis (IPA) as a guide (Smith, Flowers, & Larkin, 2009). After the analysis and synthesis of both datasets the following proposed operational definition of the Marital Life Course Perspective was constructed: The Marital Life Course Perspective is a conceptual framework for describing and understanding marital life events and marital transitions. As a subset of the Life Course Perspective, the Marital Life Course Perspective seeks to understand all stages of the marital experience within their wider social and cultural contexts, which are shaped by the historical dimension of a cohort’s specific time and geographic location. Marital life events include, but are not limited to, marital status changes. An individual may experience multiple marriage life events throughout their life, each with associated role transitions that vary according to their temporality and the individuals whose lives are linked to the marital experience. Well-being and transition outcomes across the marital life course may be promoted or impeded by an interplay of risk and protective factors, and agency-related capacity or resilience.
- Full Text:
- Date Issued: 2015
- Authors: Rautenbach, John Victor
- Date: 2015
- Subjects: Marriage , Marital status , Married people
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/2991 , vital:20384
- Description: This research seeks to explore the development of the Marital Life Course Perspective as a conceptual framework for describing and understanding marital life events and marital transitions. The study’s orientation is guided by the Life Course Perspective (Glen Elder Jr.) as a theoretical framework and draws on Interpretative Phenomenological Analysis (Jonathan Smith) and Concept Analysis (Walker & Avant) as methodological approaches. One hundred and thirty (130) academic works that use the term marital life course in their texts constituted a literature-dataset for a Concept Analysis (Walker & Avant, 1988; 2011) that tracked the theoretical development of the Marital Life Course Perspective since 1980 (George, 1980, p. 80). The residents of retirement centres and old age homes in East London and Buffalo City (all older than 65 years of age) were invited to share a retrospective history of their relationship experiences, about their multiple marital life events and the marital transitions that shaped their marital life course. The 16 women who participated in the in-depth interviews had all been previously married more than once and were currently single due to divorce or the death of their husbands. This empirical data was analysed using Interpretative Phenomenological Analysis (IPA) as a guide (Smith, Flowers, & Larkin, 2009). After the analysis and synthesis of both datasets the following proposed operational definition of the Marital Life Course Perspective was constructed: The Marital Life Course Perspective is a conceptual framework for describing and understanding marital life events and marital transitions. As a subset of the Life Course Perspective, the Marital Life Course Perspective seeks to understand all stages of the marital experience within their wider social and cultural contexts, which are shaped by the historical dimension of a cohort’s specific time and geographic location. Marital life events include, but are not limited to, marital status changes. An individual may experience multiple marriage life events throughout their life, each with associated role transitions that vary according to their temporality and the individuals whose lives are linked to the marital experience. Well-being and transition outcomes across the marital life course may be promoted or impeded by an interplay of risk and protective factors, and agency-related capacity or resilience.
- Full Text:
- Date Issued: 2015
Strategies to facilitate community-based health care for severely and persistently mentally ill persons
- Authors: Shasha, Nontembeko Grycelda
- Date: 2015
- Subjects: Mentally ill -- Rehabilitation , Community mental health services , Community mental health services -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/3755 , vital:20461
- Description: The goal of mental health delivery system is to allow the individual with severe and persistent mental illness to live and function effectively in the community and to ensure that the consumers and their families have access to accurate information that promotes learning, self-monitoring and accountability (Stuart & Laraia, 2005:710). In community-based health care, the persons living with severe and persistent mental illness (SPMI) are in their natural environment in the context of the family and the community. The goals of care are focused around maximizing the person living with SPMI’s quality of life (Hunt, 2001:15-16). In South Africa, an integrated package of essential Primary Health Care (PHC) services has been made available to the entire population in order to provide the solid foundation of a single unified health care service (Department of Health, 2000:4). The assessment of health care needs of persons living with SPMI is a dynamic on-going process that is used to collect information, recognise changes, analyse needs and plan health care to provide baseline information to help evaluate the physiological and psychological normality and functional capacity of persons with SPMI (Hunt, 2001:100). There is insufficient information from the Department of Health to either satisfy the enquiry of whether the health care needs of persons living with SPMI are being met comprehensively or whether the practitioners rendering community-based health care are knowledgeable and comply with PHC norms and standards developed by this Department. The researcher is interested in understanding how the persons living with SPMI and their families experience the community-based health care provided by PHC nurses. The purpose of this research study is to develop strategies that would assist the PHC nurses in the selected rural areas of the Eastern Cape to facilitate community-based health care and to render a health care service relevant to the health care needs of the persons living with SPMI and their families. To achieve the objective of the study, the research design was based on a qualitative, exploratory, descriptive, contextual research approach. Phase one includes describing and selecting the research population and the sampling process prior to conducting the field work which comprises individual interviews with persons living with SPMI and their families as well as PHC nurses. According to Dickoff, James and Weidenbach (1968:422) and Chinn and Kramer (1995:78), this strategy involves identifying concepts from fieldwork and creating conceptual meaning to provide a foundation for developing strategies to facilitate community-based care for persons living with mental illness. Phase two of the research design will focus on development of conceptual framework in order to allow better understanding of the phenomenon of interest, as the major concepts will be simplified by connecting all related concepts together by means of statements. This was done by making use of the themes identified during data analysis and the literature sources used throughout this research process. The evaluation criteria of Chinn and Kramer (2008:237-248) were used to evaluate the strategies. It is therefore concluded that the researcher succeeded in achieving the purpose of this study because strategies which were understandable, clear, applicable and relevant to the nursing practice have been developed for use by Department of Health and Primary Health Care to facilitate the multifaceted role of the PHC nurses.
- Full Text:
- Date Issued: 2015
- Authors: Shasha, Nontembeko Grycelda
- Date: 2015
- Subjects: Mentally ill -- Rehabilitation , Community mental health services , Community mental health services -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/3755 , vital:20461
- Description: The goal of mental health delivery system is to allow the individual with severe and persistent mental illness to live and function effectively in the community and to ensure that the consumers and their families have access to accurate information that promotes learning, self-monitoring and accountability (Stuart & Laraia, 2005:710). In community-based health care, the persons living with severe and persistent mental illness (SPMI) are in their natural environment in the context of the family and the community. The goals of care are focused around maximizing the person living with SPMI’s quality of life (Hunt, 2001:15-16). In South Africa, an integrated package of essential Primary Health Care (PHC) services has been made available to the entire population in order to provide the solid foundation of a single unified health care service (Department of Health, 2000:4). The assessment of health care needs of persons living with SPMI is a dynamic on-going process that is used to collect information, recognise changes, analyse needs and plan health care to provide baseline information to help evaluate the physiological and psychological normality and functional capacity of persons with SPMI (Hunt, 2001:100). There is insufficient information from the Department of Health to either satisfy the enquiry of whether the health care needs of persons living with SPMI are being met comprehensively or whether the practitioners rendering community-based health care are knowledgeable and comply with PHC norms and standards developed by this Department. The researcher is interested in understanding how the persons living with SPMI and their families experience the community-based health care provided by PHC nurses. The purpose of this research study is to develop strategies that would assist the PHC nurses in the selected rural areas of the Eastern Cape to facilitate community-based health care and to render a health care service relevant to the health care needs of the persons living with SPMI and their families. To achieve the objective of the study, the research design was based on a qualitative, exploratory, descriptive, contextual research approach. Phase one includes describing and selecting the research population and the sampling process prior to conducting the field work which comprises individual interviews with persons living with SPMI and their families as well as PHC nurses. According to Dickoff, James and Weidenbach (1968:422) and Chinn and Kramer (1995:78), this strategy involves identifying concepts from fieldwork and creating conceptual meaning to provide a foundation for developing strategies to facilitate community-based care for persons living with mental illness. Phase two of the research design will focus on development of conceptual framework in order to allow better understanding of the phenomenon of interest, as the major concepts will be simplified by connecting all related concepts together by means of statements. This was done by making use of the themes identified during data analysis and the literature sources used throughout this research process. The evaluation criteria of Chinn and Kramer (2008:237-248) were used to evaluate the strategies. It is therefore concluded that the researcher succeeded in achieving the purpose of this study because strategies which were understandable, clear, applicable and relevant to the nursing practice have been developed for use by Department of Health and Primary Health Care to facilitate the multifaceted role of the PHC nurses.
- Full Text:
- Date Issued: 2015
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