Student nurses' utilisation of self-directed simulation learning at a University in Gauteng.

Background:  Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses.

Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

Aim: To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.

Background: COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages.

Decolonisation of the nursing education curriculum in Gauteng province, South Africa: A concept analysis.

Background: Decolonisation of the nursing education curriculum has become more important than ever. The nursing profession has been colonised since its founding era by Florence Nightingale. Victorian curriculum has been taught over decades in nursing.

Career advancement of professional nurses at a regional hospital in Gauteng.

Background:  Career advancement is of importance to professional nurses and a motivation for those who desire to occupy leadership positions. However, there were perceived barriers enunciated by participants, which were seen as contributory factors that hinder their progression in the institution.

Objectives:  The objective of the study was to explore and describe the perceptions of professional regarding their career advancement.

Clinical learning opportunity in public academic hospitals: A concept analysis.

Background: Clinical learning opportunities (CLO) are vital educational encounters occurring in various clinical areas to provide the student nurses with clinical knowledge and experiences to develop their competencies for professional practice. However, CLO is a broad concept with varied characteristics that allow ambiguity, limiting its understanding and use. Its ambiguous nature leads to uncertainties and poor development of the required clinical attributes of successful theory to practice integration, higher-order thinking skills (HOTS) and clinical competencies.

A Critical Analysis of Indigenous Systems and Practices of Solid Waste Management in Rural Communities: The Case of Maseru in Lesotho.

The aims of this study were to understand and to do a critical analysis of the different indigenous systems and practices of waste management to inform waste management policy development in Lesotho. To achieve these aims, the objective was to assess community perceptions of the impact of the indigenous systems and practices of solid waste management on the environment and human wellbeing. A simple random sampling method was employed.

Erratum: Community engagement in the Faculty of Health Science: A concept analysis.

[This corrects the article DOI: 10.4102/hsag.v25i0.

Experiences of student nurses on role modelling of a therapeutic approach by registered nurses: Recommendations for improvement.

Background: A therapeutic approach involves portraying the attributes of being polite towards fellow human beings and patients, respecting them irrespective of their circumstances and having sympathy and compassion for them. Knowledge of therapeutic approach is the initial step towards gaining patients' trust and developing student nurses' communication with patients; however, theoretical knowledge alone may not increase application in practice. Role modelling of a therapeutic approach increases patient care satisfaction and enables student nurses to therapeutically communicate with patients, colleagues and all other staff members.

The use of clinical practice to facilitate community engagement in the Faculty of Health Science.

Aim: This article seeks to describe how clinical practice can be used to facilitate community engagement in the Faculty of Health Science.

Design: The study followed a qualitative exploratory, descriptive and contextual design.

Methods: The study was conducted in the Faculty of Health Science at a public university in Namibia, Southern Africa.

Methodology to Investigate Indigenous Solid Waste Systems and Practices in the Rural Areas Surrounding Maseru (Kingdom of Lesotho).

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.

Community engagement in the Faculty of Health Science: A concept analysis.

Background: Community engagement has been given different interpretations by scholars and organisations; in addition, current scientific literature has not reached a consensus on how it is defined. This difference in conceptualisation may lead to confusion regarding the meaning. The researcher observed that academic staff from the Faculty of Health Science at an institution of higher education in Namibia are not certain of what counts as community engagement.

Student nurses' experiences regarding their clinical learning opportunities in a public academic hospital in Gauteng province, South Africa.

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.

The use of the Socratic inquiry to facilitate critical thinking in nursing education.

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.

Educational challenges as experienced by pregnant student nurses at a college in Mpumalang.

Background:  Student nurses at a college in Mpumalanga fall pregnant before they complete their training, and some commence training while pregnant and face educational challenges in both theoretical and clinical learning areas. It becomes impossible for them to complete their training on time.

Objectives:  The objectives of this study were to explore and describe educational challenges as experienced by pregnant student nurses at a college in Mpumalanga and to formulate recommendations that can be used by the college and pregnant student nurses to address their educational challenges.

Argumentation: A Methodology to Facilitate Critical Thinking.

Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking is facilitated in general and in nursing education particularly in order to render care in diverse multicultural patient care settings. This paper aims to describe how argumentation can be used to facilitate critical thinking in learners.