Background: Critical thinking is a skill that nurse practitioners are required to have. Socratic inquiry can be used to facilitate critical thinking in nursing. Nurse educators seek methods to infuse into teaching content to facilitate students' critical thinking skills, and one of such methods is the use of Socratic inquiry as a teaching method.Aim: This article aims to explore and describe how Socratic inquiry can be used to facilitate critical thinking in nursing education.Setting: This study took place in a nursing department at a university in Johannesburg.Methods: A qualitative, exploratory, descriptive and contextual design was used. Purposive sampling was used to draw a sample of 15 nurse educators determined by data saturation. Miles, Huberman and Saldaña's methodology of qualitative data analysis was used. Lincoln and Guba's strategies for trustworthiness and Dhai and McQuoid-Mason's principles of ethical consideration were used.Results: Three main themes emerged: the context necessary for Socratic inquiry, dispositions in Socratic inquiry and strategies to use in Socratic inquiry to facilitate critical thinking skills of students.Conclusions: Socratic inquiry can be used both in education and practice settings to facilitate the use of critical thinking skills to solve problems.
Background: During the training of student nurses, clinical placement is a compulsory requirement, as it exposes them to learning opportunities for the acquisition of clinical skills. This prepares them to become safe and competent professional nurses. However, the increased intake of student nurses in the Gauteng nursing colleges led to overcrowding in a public academic hospital, thus negatively influencing their learning experiences and availability of clinical learning opportunities.Aim: The purpose was to explore and describe the student nurses’ experiences regarding their clinical learning opportunities to make recommendations to enhance their clinical learning opportunities in order to address the optimisation of their learning experiences.Methodology: A qualitative, exploratory, descriptive and contextual research design was used. A purposive sampling method was used to select second-year student nurses registered in the Regulation (R425) programme for qualifying as a nurse (general, psychiatry and community) and midwife, as they would have acquired at least 1 year of clinical experience. Four focus groups, which comprised six to eight participants, were constituted, and research was conducted until data were saturated. Field notes were simultaneously taken to enrich the data collected. Thematic coding of qualitative data was used. Principles of trustworthiness and ethical principles were adhered to.Results: The study revealed four themes. Three were negative experiences that included overcrowding, negative emotional experiences of student nurses and challenges of professional nurses. A theme concerning positive experience entailed knowledge-sharing amongst various health care disciplines.Conclusion: It was evident that student nurses had more negative emotional experiences than positive experiences. Therefore, the need to enhance their clinical learning opportunities in order to address the optimisation of learning experiences is eminent.
Solid waste management (SWM) is the greatest challenge facing environmental protection and human wellbeing in the rural communities of Maseru (Kingsom of Lesotho). A lack of formal waste management (WM) systems in rural areas of Maseru have resulted in different indigenous systems and practices of SWM. Direct observation and descriptive designs will be employed. This is a mixed methods study of qualitative, quantitative and, non-experimental. We obtained data sets from existing official census and statistics of Maseru. We sampled 693 participants from total population of 6917. We received ethical clearance from Research Ethics committee of Health Sciences at the University of Johannesburg, we recruited six field workers. We have preventive equipment (sanitizers, masks, and sterile latex gloves) for COVID-19 infections in place; we have specific design on caps, masks and bags that will identify field workers as they collect data. We will train field workers, administer questionnaires, interview, and observe participants. STATKON will analyse data. The research will share the results with the Ministry of Environment and the community in Lesotho. The results will also be used to educate the rural communities on improved WM. Where weaknesses are identified, mitigation measures can be evaluated and implemented to rectify the negative aspects and improve the systems and practices. The rural communities face challenges such as waste collection services and sanitation facilities and this fact points out that there is a gap in SWM, which favours the existence of indigenous systems and practice of SWM.
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