Aggressive behaviour of inpatients in mental health facilities occurs globally and is a serious nursing problem. Consequently, there is insufficient research studies conducted among nurses regarding the types of aggressive behaviour displayed by patients in psychiatric institutions. The purpose of this study was to determine nurses’ perceptions regarding the types of aggressive behaviour displayed by patients in a selected psychiatric hospital in Lesotho. A quantitative descriptive survey was used to collect data from 119 nurses who were selected by quota sampling. The data were collected by means of a self-administered questionnaire, analysed by using SPSS (version 25), and displayed by using tables, frequencies, standard deviations, means and Pearson’s chi-square test. The findings reported that the types of aggressive behaviour included verbal aggression (86%, n = 103), physical aggression against objects (79%, n = 94), physical aggression against self (65.5%, n = 78), and physical aggression against other people (81.5%, n = 97). This study concludes that the perceptions of the nurses were positively inclined towards violent behaviour displayed by patients. The study recommends that nurses be equipped with comprehensive psychiatric skills and information to enable them to manage and cope with patients’ aggression.

Background: Meta-analysis of international literature indicate high frequencies of aggression in a mental health setting. Several studies indicate that among professional health workers, nurses are more likely than other staff members to experience aggressive incidences from patients. Furthermore, based on cause, nurses apply a range of interventions in managing aggression, however, despite the perceived value of their intervention in managing aggression, no single intervention is sufficient for handling aggressive patients to stay in control in wards. Despite high priority placed on patient aggression management, insufficient research studies have been conducted on nurses perceptions regarding current skills in minimizing patient aggression. Objectives: The purpose of the study was to describe nurses perceptions regarding current assessment skills in minimizing patient aggression at a selected Psychiatric hospital. Methodology: Non-experimental, exploratory, descriptive research design was used to guide the research process. An all-inclusive sampling method was used with 119 nurses as respondents. Data was collected by means of a questionnaire, analyzed using SPSS version 25. Descriptive statistics procedure was used to present the findings of the study. Results: A minority of respondents, (n=27) 22.7% agreed that their current assessment skills for minimizing patients aggression were good compared to the majority of respondents, (n=92) 77.3%, who expressed a different opinion. This suggests that there are limited current assessment skills in identifying high-risk aggressive patients in a selected Psychiatric hospital. Conclusion: The findings of the study indicate that there are limited current assessment skills in minimizing patients aggression at selected Psychiatric hospital. Therefore, there is a need to provide comprehensive information on nurses current skills in minimizing patients aggression to obtain richer information.

Nursing students and their clinical instructors in higher education institutions are faced with challenges regarding their clinical teaching and learning strategies during the COVID-19 pandemic. This study aimed to determine the perceptions of nursing students regarding clinical teaching and learning during the COVID-19 pandemic. A non-experimental descriptive quantitative research design was used to collect data from 300 nursing students who were enrolled at selected higher education institutions in the 2021/22 academic year in Lesotho. Convenience sampling was used to recruit the respondents who completed a structured self-report questionnaire. Permission to conduct the study was granted by relevant authorities (ID147-2021). Data were analysed using the Statistical Package of Social Sciences (SPSS vs 23) and presented using tables and graphs and described analytically. The findings of the current study show that the minimum age of participants was 19 years and the maximum age was 39 years. The majority of respondents were female (69%: n=207) and studying for a BSc degree in Nursing and Midwifery (49%: n=146). Most nursing students had adequate knowledge, skills, and attitudes to prevent Covid-19 in the clinical area and simulation laboratories. They felt that clinical instructors and preceptors were available and competent to assist them in completing their clinical competencies and procedure file logbooks. Nursing students gained expertise in performing clinical procedures as they were able to perform return demonstrations in the simulation laboratory and clinical areas. Whilst clinical facilities and simulation laboratories had adequate Covid-19 prevention protocols and tools, there was inadequate personal protective equipment available. Conclusively, the perceptions of nursing students regarding clinical teaching and learning during Covid-19 were positive. More support for adequate personal protective equipment for nursing students remains crucial.

Background. There is global awareness of investment in higher education to ensure quality learning. Provision of quality feedback is perceived as a key benchmark of effective learning and a vital requirement in meeting students’ expectations. Nevertheless, increased students’ demands and expectations regarding quality feedback compete with increased pressure on academic resources, which may result in student dissatisfaction. Despite the high priority that higher education institutions (HEIs) place on quality of feedback, insufficient research studies have been conducted of student nurses’ perceptions of such feedback. Objectives. To describe nursing students’ perceptions of feedback received from educators in a selected HEI. Method. A non-experimental, exploratory descriptive design was used to guide the research process. The non-probability convenience sampling method was used, with 75 nursing students as respondents. A descriptive statistics procedure was used to present the findings of the study. Results. Most respondents (82.7%) reported that they received understandable, timely, personalised, criteria-referenced, positive clear feedback after assessment. Conversely, 17.3% of respondents indicated that they received delayed, non-understandable feedback, as well as unclear and negatively written feedback. The findings of the study suggest that quality feedback mechanisms in the selected HEI were used for effective learning and to meet nursing students’ requirements and expectations. Conclusion. The findings of the research indicate that nursing students receive quality feedback after assessment. However, there is a need for the HEI to develop a clear organisational structure with an operational guideline to aid the feedback process and ensure that all students receive quality feedback, improving their performance and meeting their needs. The feedback process should be made transparent and communicated to educators and students.