Browsing by Author "Emmamally, Waheeda."

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An exploratory study of the lived experiences of critical care nurses with Muslim traditional illness practices.
(2003) Emmamally, Waheeda.; Bhengu, Busisiwe Rosemary.
Aim: The aim of the study was to explore the lived experiences of critical care nurses with Muslim traditional practices. Methodology: A phenomenological approach was used in the study to gain the critical care nurses' perspectives of Muslim traditional illness practices. The realised sample was six participants, from intensive care units within one provincial and one private hospital. The researcher applied the principle of theoretical saturation, which was achieved at the verifying interviews of the participants. Two semi- structured interviews were conducted with each participant an initial and a verifying interview, each of which lasted 20 - 30 minutes. All interviews were recorded and transcribed. Manual data analysis was used to identify categories and themes. Findings: The participants were open-minded to the Muslim clients' belief system on healing and agreed that the clients' cultural beliefs took precedence over their own beliefs. The participants believed that Muslims relied on traditional illness practices as these provided them with hope and faith in times of despair as well as provided them with emotional and spiritual contentment. A number of methods were used by the participants to acquire knowledge about Muslim traditional illness practices. There was great support for the delivery of culturally sensitive care amongst the critical care nurses. Recommendations were suggested for nursing education, nursing practice and further research to facilitate the creation of a culturally sensitive climate in health care delivery.
Promoting clinical scholarship in the clinical arena.
(2017) Almaze, Jean-Paul Bryan.; Emmamally, Waheeda.; Brysiewicz, Petra.
Background: Across healthcare, the importance of clinical scholarship has been increasing in the clinical arena. Applying clinical scholarship in daily nursing practice is vital. Aim: The aim of the study was to explore and describe clinical scholarship in order to develop recommendations to promote clinical scholarship in the clinical arena. Methodology: The study was conducted at a university in South Africa and adopted a sequential explanatory mixed-methods approach. Data collection was done in two phases. Phase One, the quantitative phase, focused on questionnaires involving eighty-one clinical specialist nursing students (CSNS). Phase Two focused on individual interviews with CSNS and clinical experts. Data saturation was reached after interviewing eight CSNS and four clinical experts. The interviews were analysed using latent-content analysis. Findings: Quantitative findings revealed that funding was the most common barrier to clinical scholarship. Re-examining criteria for promotion and reward all forms of scholarship was identified as preferred solutions to clinical scholarship. Qualitative findings revealed nine categories that of: academic excellence, importance of research to practice, scholarship overlooked, poor communication, resources, encouragement of scholarship activity scholarship culture, responsive teaching and attibutes in teaching clinical scholarship. These were further divided into subcatogories. Recommendation: In order to promote and develop CS, nurses should embrace a culture of CS as a fundamental principle in clinical practice. Further to that, the academic institution and clinical arena should support each other to promote nurses’ progress on the CS front, and resources should be made available to encourage nurses to pursue a CS track. Conclusion: The CSNSs and CEs are enthusiastic supporters of CS. Their support expressed a positive perspective towards clinical scholarship, where a synergy between academia and clinical management is needed to promote a CS culture.
Student nurses’ perceptions of peer mentorship in clinical settings.
(2016) Mlaba, Zanele Penelope.; Emmamally, Waheeda.
Novice student nurses face many challenges when making the transition to clinical learning because of the complex and unpredictable nature of the clinical settings. Adequate support of students in clinical placements and positive clinical experiences can increase students’ enthusiasm and retention in the profession. Nursing schools use peer mentoring to provide a supportive and non-threatening learning environment for students thus facilitating professional growth and development of student nurses in clinical settings. The KZNCN has a student peer-monitoring programme whereby the third year student nurses are assigned to be peer mentors for the first year students thereby facilitating transition through provision of orientation, guidance, support, accompaniment and teaching basic clinical skills. The aim of the study was to explore and describe the perceptions of student nurses on peer mentorship in order to enhance the quality of the peer mentorship programme in the clinical setting. A quantitative, non-experimental descriptive design was used to achieve the research objectives. All 210 student nurses doing the four year diploma course were invited to participate in the study. A sample size of 170 (66 mentors and 104 mentees) eligible and willing students was conveniently obtained. Fifty six participated as mentors and ninety-four as mentees in the main study. Ten students from each cohort were utilized for pilot study and did not form part of the main study. Data was collected using self - administered questionnaires that were developed from reviewed literature. Descriptive and inferential statistics were used to analyse data. Study findings revealed that mentees should be actively involved in clinical practice and should engage in personal relationships with experienced individuals in order to learn about the profession and promote professional socialisation. The development of leadership and teaching skills, self-confidence, independence and increased ability to perform clinical skills emerged as benefits of engaging in the programme. Despite notable gains from peer mentoring, this study highlighted that the students experienced a number of challenges that impacted negatively on peer mentoring in clinical settings. These barriers include, inter alia, insufficient practice opportunities for the students because of the short duration of the placement, time and resource constraints and mentoring too many students at the same time. The questionnaires had three open-ended questions, the common responses that emerged were grouped and quantitatively analysed into percentages. A total of 15.9 percent (n = 15) mentees expressed gratitude and appreciation for having worked with senior and experienced nurses on their first days. They appreciated the support and assistance they got from mentors. Based on the findings, it is suggested that the peer mentoring programme should be embedded in the nursing college retention strategy with an intention to improve formalization and structuring of the programme.