From the perspective of the inpatients included in this study, aggressive and violent episodes are common and require intervention. Specific strategies for preventing such behaviour are proposed and it is recommended that these strategies be incorporated into the in-service training programmes of the staff of mental health facilities. These strategies could prevent, or reduce, aggressive and violent behaviour in in-patient facilities.
Curationis 33 (2): 51-59Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment o f clinical skills. The purpose o f this paper is to share our experi ences related to the revitalization o f skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accom modate the contextual changes as a result of the restructuring o f the higher educa tion landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospi tal beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb's, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development o f resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training o f clini cal supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases o f the skills lab method. The implementation o f the skills lab method was phased in from the first-year level. An interactive seminar held after the first year o f implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role o f facilitators of learning and experiential clinical learning being based on, amongst others, the stu dents' engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects o f teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.
The School of Nursing at the University of the Western Cape (UWC) and the Directorate of Nursing Services in the Western Cape Department of Health undertook a collaborative project to strengthen the clinical teaching skills of professional nurses in the province. A preceptorship training programme was developed by the school and professional nurses from public hospitals and higher education institutions attended the training. It was, however, unclear whether they perceived a change in clinical teaching skills following the training. The purpose of this research was to explore the trained nurse preceptors’ perceptions of the preceptorship training programme offered by UWC. The objectives were to compile a profile of the participants and to describe their perceived changes in knowledge, skills and attitudes as a result of the training. A qualitative approach was used to carry out an exploratory, descriptive and contextual study. An abstraction tool was used to compile profiles of the participants from records. Purposive sampling was used to select participants from tertiary, regional and district hospitals for three focus group discussions. The data showed that the 80 trained preceptors would be able to precept 1600 students in the province. Five themes emerged from the qualitative data, relating to the change in knowledge about clinical teaching; change in clinical teaching skills; change in attitude; self-awareness; and training challenges. It is recommended that the preceptorship training programme remains a collaborative project.
Objective. Few empirical studies have addressed the impact of trauma exposure and posttraumatic stress disorder (PTSD) on treatment utilisation and outcome in South African youth. This study was undertaken to document demographic, clinical, and treatment characteristics of child and adolescent inpatients with PTSD
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