Newly qualified professional nurses' experiences providing postoperative care to children in CTICU.

Background:  It is challenging for newly qualified professional nurses (NQPNs) to care for children with congenital heart abnormalities following cardiac surgery in cardiothoracic critical care units. This population of nurses is allocated to critically ill children in the cardiothoracic intensive care unit (CTICU) even though they lack sufficient knowledge, experience and skills to care for these patients.

Objectives:  This study explored, described and made recommendations to support NQPNs who provide postoperative care to children in a CTICU.

Newly qualified intensive care nurses' lived experiences of being a shift leader in a private healthcare institution in Gauteng, South Africa.

Objective: Newly qualified intensive care nurses (NQICNs) are expected to execute the shift-leading role immediately after graduation. Critical reasoning, problem-solving, decision-making, and evidence-based clinical judgment are thus essential skills for intensive care nursing graduates. This study aimed to explore and describe NQICNs' lived experiences of being shift leaders.

Educators' perceptions and views of problem-based learning through simulation.

Background: The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory-practice gap.

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.