1,721,005 research outputs found
An introduction to a postmodern approach to educational research: Discourse analysis
No full textThis article serves as an introduction to discourse analysis. Due to logistical reasons, because this is a relatively new and multifaceted approach in research, this article involves only introductory remarks about discourse analysis as approach to qualitative, reflexive educational research. Different postmodern “approaches” to qualitative nursing research derived from other disciplines are being rooted in nursing as epistemology. Discourse analysis is introduced as a Poststructuralist and Social Constructionist “approach” to educational research developing within the postmodern line of thought. The ideas on discourse analysis as a research “approach” of Parker (1992: 6-20) and Terre Blanche & Durrheim (1999: 154-167) are discussed. Discourse analysis could serve as a valuable “approach” in educational research as it challenges current dominant ways of understanding or viewing the objects of study. This process opens up space for alternative reflections that could lead to change
A psycho-educational model for the facilitation of mental health of young women living with HIV
Full text linkD.Cur. (Psychiatric Nursing)Abstract: South Africa as a country has turned into a ‘melting pot’ for people seeking refuge from its neighbouring and other countries within the continent of Africa. This has negatively impacted the health system in terms of overstretching the limited health budget and resources meant for citizens within the country. Instead, the health system is compelled to accommodate unforeseen circumstances being faced with overwhelming challenges, in particular HIV/AIDS. South Africa is therefore, facing a serious challenge and harsh realities in terms of escalating HIV infections, exacerbated by the ‘stigma’ attached to HIV/AIDS. This condition continues to be a serious public health issue in terms of lacking a holistic approach (that is, emotional, social, spiritual, psychological, and physical wellbeing) for individuals. Such an approach is necessary for the effectiveness of therapeutic interventions of young women living with HIV in order to reduce their levels of internal and external stressors related to the stigma attached to HIV/AIDS. I have observed that in most health facilities, people living with HIV who are going for consultation and intervention, more often than not, are given treatment as the primary objective, to try and manage HIV by health professionals. This includes the pre and post-HIV counselling which is usually done during the initial visit for Voluntary Counselling and Testing (VCT). There seems to be no sustainability for follow-up counselling or the promotion of mental health relating to their stressors as a result of the HIV status. These individuals are only given follow-up treatments consisting of medication and focusing on the side-effects of treatment. Instead of extending questions to assess the mental state of individuals in relation to their HIV status, the cliché questions always asked of people living with HIV are: “medication o go tshwere bjang?” meaning: “how is the medication treating you?”…”are you experiencing any side-effects?”. They are then issued with the due supply of medication in haste, so as to see the next health care user or patient. Perhaps, this could be associated with staff shortage, attempts to manage long queues and time constraints, making it difficult for health care workers to practice..
A model for psychiatric nurses to manage aggression amongst colleagues in the workplace
Full text linkAbstract: Psychiatric nurses run a high risk of being exposed to aggression. This model was developed based on the researcher’s minor dissertation, titled: “The lived experience by psychiatric nurses of aggression amongst colleagues”, which found that psychiatric nurses experience aggression in the workplace amongst their colleagues. The purpose of the study was to develop a model, as a framework of reference, for psychiatric nurses to manage experienced aggression from colleagues in the workplace. The objectives of the study were to describe a model for psychiatric nurses to manage experienced aggression from colleagues in the workplace, and the implementation and evaluation of the model for psychiatric nurses to manage experienced aggression from colleagues in the workplace. The research design was theory-generative, qualitative, exploratory, descriptive and contextual in nature. The model development comprised of four steps; Step One consisted of concept analysis of the comprised identification, definition and classification of the central and related concepts. The central concept of this research study was identified as “the facilitation of self-management”. Step Two consisted of the description of the relationship between the concepts. In Step Three, the model to facilitate the self-management of experienced aggression amongst colleagues in the workplace was described. The model’s structure and process were discussed. The structure of the model was described based on its purpose, assumptions and the context. The process of the model was described in three phases: the relationship-, working- and termination phase. Step Four entailed the implementation of the model by means of a one-day workshop where the model was presented to the participants. Thereafter, the psychiatric nurses implemented the model in their workplace. Participants were...D.Cur. (Psychiatric Nursing
The psycho-educational perspective of the lived-experiences of overweight and obese adolescent boys
Full text linkM.Ed. (Educational Psychology)The World Health Organisation (2011) states that overweight and obesity is one of the most serious health problems of the 21st century. This is true of Africa as well. It is estimated that the number of overweight children in Africa has doubled since 1990 and growth rates of overweight and obesity are among the highest in Africa. South Africa’s overweight and obesity rates are among the highest in Africa. The South African National Health and Nutrition Survey (2013) found that the combined overweight and obesity prevalence in South Africa is 13,5% for children between the ages of six and 14 years; this is higher than the global prevalence of 10%. Therefore, overweight and obesity is threatening to become a major health concern in South Africa. When considering adolescents who are overweight and obese, it becomes apparent that it has a great impact on their mental health. Overweight and obesity during adolescence not only has a negative impact on their physical health but also their mental health, thus overweight and obesity should not only be addressed to improve the physical health but also the mental health of adolescents. The researcher aimed to explore the lived experiences of adolescent boys who are overweight and obese, to suggest guidelines to facilitate mental health in these boys. A qualitative, explorative, descriptive and contextual study design was followed. Research took place in two phases. The first phase was concerned with the description of the lived experiences of adolescent boys who are overweight and obese. In the second phase, guidelines were described to facilitate mental health in these boys. Ethical principles were adhered to from the onset of the study to ensure participants’ human rights were respected, that participants were treated with dignity and that no harm would come to them. Further, principles of fairness and justice were considered. The data were collected through in-depth phenomenological interviews. Interviews were conducted with 10 participants who met the sampling criteria and who were purposively selected. However, one participant’s interview was too short to be included. Consent was obtained from the participants
Reintegration back into community of psychiatric patients from long-term care placed with mental health non-governmental organisations
Full text linkD.Cur. (Psychiatric Nursing)Abstract: A significant number of chronic patients are discharged from chronic care in psychiatric institutions each year as part of the deinstitutionalisation process. These patients are commonly discharged back to their families or, where families are not available, placed with non-governmental organisations (NGOs) which offer a cost effective alternative to chronic care institutions. It has been observed, since the promulgation of the Mental Health Care Amendment Act (No. 12 of 2014) that the patients placed with NGOs providing residential care services seldom relapse and get readmitted back into psychiatric hospitals for acute or chronic care. In contrast, the relapse and readmission rate of the patients that have been reintegrated back with their families has been observed to be high. At present, there are no explicit explanations as to what facilitates the reintegration of the patients who have been placed with NGOs following their discharge from long-term institutional care. There is an assumption that the NGO environment is expected to be a therapeutic environment that promotes psychosocial rehabilitation and recovery and therefore prevent the patients from relapsing and being rehospitalised. The purpose of this study was to explore and describe the reintegration of psychiatric patients back into community from long term care in a mental health non-governmental organisation with an aim to develop strategies to facilitate reintegration. The study took place in three phases. In phase one a situational analysis of the NGO environment was done. The population for the research was a mental health NGO situated in the East of Johannesburg. Purposeful sampling was utilised for the selection of participants that consisted of health care workers and the patients in a NGO. Data collection utilised in-depth individual and focus group interviews employing an Appreciative Inquiry interview technique and reflective field notes were taken during and after each interview. Document analysis was done on the patients’ clinical records. Data analysis was conducted by means of open coding as described by Creswell (2013: 86). The following themes were identified from health care workers’ data:.
Experiences of mothers of children diagnosed with attention deficit hyperactive disorder in a government clinic in Gauteng
Full text linkAbstract: The mothers of children diagnosed with Attention Deficit Hyperactive Disorder experienced various challenges while raising their children. The objectives of this study were as follows: to explore and describe the experiences of the mothers of children diagnosed with Attention Deficit Hyperactive Disorder, and to describe guidelines to facilitate the mental health of these mothers. The research design followed was qualitative, exploratory, descriptive and contextual in nature. Phenomenological in-depth interviews were conducted, observation and field notes were utilised as means of data collection. Data saturation occurred after eight interviews. Tesch’s method of data analysis was utilised. An independent coder utilised for data analysis. In phase one, five themes with various categories were identified, discussed and supported by relevant literature control. Phase two described guidelines to be utilised by the mothers, families and the mental health care staff to mobilise resources to facilitate the mental health of these mothers. The results of the interviews were in accordance with themes and categories. Stated below are the five main themes which were identified from the data. Theme one was related to the participants experiencing psychological stress in having a child diagnosed with ADHD. This resulted in these mothers having feelings of loss of control, loss of self esteem, devastation and the need of family support. The mothers experienced losing self control due to intolerance with regard to the behaviour of their children diagnosed with ADHD. The children behaviour included ignoring their mothers, throwing temper tantrums, mess the home and break things. The mothers experienced feelings of shame and embarrassment by their children’s behaviour while in public places, with relatives or friends. These mothers also verbalised that they experience isolation and rejection by their partners and family members. Furthermore, these mothers stated that they are also left to carry the burden alone...M.Cur. (Psychiatric Nursing
A model for facilitation of mental health of grandmothers raising their orphaned adolescent grandsons, in Umkhanyakude district, KwaZulu-Natal
Full text linkAbstract: Previously, grandparents have raised their grandchildren while their daughters and sons went back to school and others went to urban areas to seek employment, even though they were not skilled. This was done in order to supplement the family income. However, about three decades ago, South Africa saw a tremendous change in the roles of grandparents, to mostly grandmothers becoming the primary carers after the death of their children from various conditions. Raising grandchildren, irrespective of their age, is challenging. The new role has led to changes in the physical, psychological, social and spiritual dimensions of the grandmothers, and has influenced their mental health. Communication, despite the generation gap, forms an integral part of dynamic and continuous interaction, resulting in harmony within the family. There is a need for grandmothers to improve their health, particularly their mental health, as they embark on the journey of raising their grandchildren. This need can be met by developing effective models to be implemented by advanced psychiatric nurses. Two research questions arose from this: • What are the experiences of grandmothers of raising orphaned adolescent grandsons? • What can be done to assist these grandmothers? The purpose of this study was to understand the experiences of grandmothers raising orphaned adolescent grandsons, to develop a model and describe guidelines as a framework of reference for advanced psychiatric nurses to facilitate the mental health of the grandmothers raising their orphaned adolescent grandsons. This would be achieved by ensuring that the following identified objectives are met: • to explore and describe grandmothers’ experiences of raising their orphaned adolescent grandsons as a field study;...D.Cur. (Psychiatric Nursing
Psychiatric patients with mood disorders' experience of group therapy by psychiatric nurses
No full textAbstract: Please refer to full text to view abstract.M.Cur. (Nursing
A model to facilitate the mental health of students living with HIV in a university and practitioners caring for them
Full text linkD.Ed. (Educational Psychology)Abstract: Students living with HIV (SLHIV) have a myriad of challenges they are faced with when dealing with living with HIV. These challenges add tremendous stress and anxiety on the SLHIV which impacts negatively on their mental health and subsequently result in an inability to cope effectively with living with HIV. SLHIV need support to deal effectively with HIV and to help them overcome the challenges related to the infection. The aim of my research was to explore the experiences from the perspectives of SLHIV and HIV practitioners dealing with them, in order to develop a model to facilitate mental health of SLHIV. The following objectives were designed to achieve the aim of the research, namely: • To explore and describe, through Appreciative Inquiry, the experiences of being a student living with HIV and an HIV practitioner. • To identify, define and classify the central concept from results derived from Appreciative Inquiry interviews. • To describe a model and its implementation guidelines to facilitate mental health of SLHIV. The research study was approached from the Social Cognitive theory perspective as described by Bandura (1989b, 1999), the Theory for Health Promotion as outlined by the University of Johannesburg (2012), and the Self-Efficacy theory (Bandura, 1989a). A theory-generative, qualitative, exploratory and contextual design was applied and selected as the most appropriate design to explore the experiences of SLHIV and HIV practitioners. In order to develop a model to facilitate mental health of SLHIV, I applied the four step model as prescribed by Chinn and Kramer (2011:185-204)..
A psycho-educational model to facilitate adolescent boys’ constructive management of pro-active aggression
Full text linkD.Ed. (Educational Psychology)Abstract: This research was motivated by the realisation that pro-active aggression is a dangerous form of aggression that has long been present and unrecognised in the South African context. This subtype of aggression is instrumental and premeditated in nature. The adolescent boy experiencing this type of aggression is characterised by his ability to manipulate and control the individuals around him in order to gain social position, power and material goods. In-depth phenomenological interviews were conducted with ten adolescent boys between the ages of 13 and 18 years and who adhered to the criteria of experiencing pro-active aggression. The results show that the adolescent boy experiencing pro-active aggression is primarily motivated by a deep fear of vulnerability. This fear drives him to gain what he perceives as control over his surroundings by controlling how people perceive him. Intimidation, bullying and blackmail are strategies used to reinforce their authority and instil fear in those around them. This fear seems to be rooted in difficult and traumatic childhood experiences as well as complicated relationships with significant adults in their lives. These complicated relationships often cause a severe mistrust of other persons and the traumatic experiences they have been through have made them cynical of life in general. Literature indicates that much has been said about pro-active aggression being experienced by adolescent girls, however not much research has been done on adolescent boys experiencing pro-active aggression. The research resulted in the development of a psycho-educational model for educational psychologists in the secondary school context to equip them in facilitating the re-authoring of the life story of the adolescent boy experiencing pro-active aggression. The development of the model took place in four steps. These include Step 1, during which concepts were identified, defined and categorised after completion of..
- …
