Agnes Makhene

Background/Objectives: This study investigates the perceived barriers to integrating artificial intelligence (AI) into nursing education among nurse educators and nursing students at a public higher education institution in Gauteng, South Africa. Methods: A qualitative, exploratory, descriptive, contextual design was employed. Purposive sampling was used to recruit 12 nurse educators and 28 third-year nursing students. Data collection was conducted through semi-structured interviews with nurse educators and focus group discussions with nursing students. The data were analysed thematically, utilising Braun and Clarke’s six-phase framework, with the Unified Theory of Acceptance and Use of Technology(UTAUT) serving as an interpretative lens. Results: Four interrelated barriers emerged: infrastructure and resource constraints; limited AI literacy and skills; resistance and readiness challenges; and governance, ethical, and regulatory concerns. These barriers collectively influenced participants' willingness and capacity to engage with AI in nursing education. Conclusions: The effective integration of AI into nursing education necessitates coordinated institutional responses that address infrastructure, AI literacy, organisational readiness, and ethical governance. Developing contextually relevant policies, ensuring equitable access to technology, providing continuous professional development, and offering appropriate technical support may foster a more conducive environment for the responsible and sustainable integration of AI into nursing education.

Background/Objectives: Critical thinking in healthcare settings is essential in nursing and is a key element of delivering high-quality patient care. However, the disconnect between theoretical knowledge and practical application, along with pressure from workloads, continues to create persistent challenges in nursing education. In this context, the increasing demand for facilitators to cultivate critical thinking skills in students necessitates technological approaches. Digital technologies can supply access to learning materials, clinical case studies, and interactive tasks that reinforce critical thinking principles. They can also support personalized learning paths and provide immediate feedback to learners. Methods: The study used qualitative, exploratory, and descriptive methods to achieve its objectives. A purposive sampling technique was used to intentionally select clinical facilitators and student nurses as participants. The sample included eleven female clinical facilitators, two male clinical facilitators, eight female student nurses, and four male student nurses. Data was gathered through semi-structured individual interviews. Results: A total of 25 participants were identified and met the eligibility criteria. The study was conducted at a nursing education institution in Gauteng, to get perceptions of both clinical facilitators and student nurses on how critical thinking can be enhanced using digital technology in clinical practice. Study participants perceived that digital technology is a promising strategy to support the development of critical thinking skills. Conclusions: The transition to digital technology-based approaches will provide accessibility to various learning platforms across time and location to facilitate the critical thinking and competencies of student nurses.

Background This article aims to report on technology-mediated teaching and learning practices in nursing education, from the perspective of lecturers at two higher education institutions in Gauteng, South Africa. Technology-mediated nursing education plays a vital role in advancing Fourth Industrial Revolution (4IR) goals, demanding personalized, inspiring, and lifelong learning approaches from lecturers. As technology rapidly evolves, higher education must adopt flexible, hybrid models that blend online and in-person methods using diverse tools. Nursing education, like other fields, must embrace these innovations to stay globally relevant and effective.Method: A qualitative explorative, descriptive, and contextual design was applied. This method was selected because the aim was to explore and describe nursing lecturers lived experiences and perceptions of technology-mediated teaching and learning practices in the nursing departments of the Higher Education Institutions. In-depth, semi-structured individual interviews were conducted with purposively selected participants, and data was collected until data saturation was attained. Data was analysed using the seven-step data analysis approach proposed by Colaizzi. Trustworthiness and ethical considerations were ensured.Results: Five interrelated themes emerged, reflecting technology‑mediated teaching and learning practices, assessment strategies, required characteristics and skills, levels of impact and engagement, and the contextual realities of technology use. All of which collectively shape the nurse lecturers’ experiences.Conclusion: Consideration of the practical application of technology-mediated teaching and learning practices in nursing education is essential. This must include examining the strategies employed, the challenges encountered, and the resulting effects on both lectures and students.

Background: Globally, there is an abrupt shift from in-person to online teaching and learning, and institutions of higher education should ensure that no students are left behind from this revolution. A total of 73% of nurses in South Africa are Baby Boomers and Generation X, meaning they were born before technology and are struggling to navigate online teaching and learning platforms made accessible by the institution. Objectives: This study aimed to explore and describe the lived experiences of post-basic student nurses on the benefits of online teaching and learning at a higher education institution. Method: A qualitative, exploratory, descriptive, contextual research design and phenomenological approach were adopted in this study. Data were collected from 10 participants using individual interviews and analysed following thematic analysis. Results: One central theme and three main themes emanated from this study. A central theme was that online teaching and learning offers efficient and flexible education for nursing students, while improving their technological competencies. Main themes are that online teaching and learning: (1) is convenient for students, (2) saves time and is cost effective and efficient for students, and (3) is flexible and improves students’ knowledge and skills in technology. Conclusion: The institutions of higher education should realise the benefits of online teaching and learning to improve the quality of nursing graduates. Contribution: This article clarifies the benefits of online teaching and learning for nursing education in a South African context.

Health SA Gesondheid promotes communication, collaboration and teamwork between professions and disciplines within the health sciences to address problems that cross and affect disciplinary boundaries.

This manuscript used very old sources, older than 10 years, whereas COVID-19 was a new phenomenon. There is also confusion and inconsistencies in how they cited in-text references, where the authors used the APA style, and elsewhere authors' names w...

Background: Since the coronavirus disease 2019 (COVID-19) pandemic, the world has faced many challenges, including lockdowns and disruptions to various nursing education programmes. Consequently, higher education institutions (HEIs) were compelled to transition to online learning to continue teaching and learning activities. Nursing students had to cope with the abrupt shift from traditional to Internet-based learning platforms. Some student nurses reported significant challenges regarding technological resources, Internet access and loadshedding, a phenomenon specific to South Africa. Aim: This article aimed to explore and describe technological resource challenges as experienced by student nurses in a HEI in Gauteng. Setting: The setting was an institution of higher learning offering nursing programmes leading to undergraduate and postgraduate qualifications. Methods: A qualitative, descriptive, exploratory and contextual design with a phenomenological approach was used. The population consisted of postgraduate students who were exposed to online learning. A purposive sampling method was used. Unstructured, face-to-face and virtual individual phenomenological interviews were used to collect data. Data saturation was reached at the tenth (N = 10) participant. Braun & Clarke’s thematic data analysis method was used. Lincoln and Gubas’s strategies and authenticity were used to ensure trustworthiness while observing ethical considerations throughout. Results: Four themes were identified under the technological resource challenges as experienced by student nurses: loadshedding, connectivity, digital skills and not having a computer. Conclusion: Online teaching and learning is an essential phenomenon in the 4th Industrial Revolution era; however, students face different challenges that nurse educators need to consider. Contribution: This study contributes to the information on how the online experience of diverse students who have challenges can be improved.

Background: Rapid technological advancements, the ageing population and the complex disease management processes significantly change the healthcare environment, fostering a dire need for nurses who can think critically. Critical thinking (CT) is foundational to clinical competency. However, there is a shortage of evidence on the identification of the most suitable pedagogies to promote CT.Objectives: This article aims to implement and evaluate the effectiveness of Socratic inquiry, reflection and argumentation as CT facilitation strategies in nursing education.Method: A quantitative, quasi-experimental, pretest-post-test research design was used. Thirty-two student nurses were selected through convenience sampling. Data were gathered using the Holistic Critical Thinking Scoring Rubric (HCTSR) and analysed through descriptive and inferential statistics, using the SPSS software version 28.0.Results: The results showed that the three strategies were successful in promoting CT. Overall, Socratic inquiry, reflection and argumentation were effective in enhancing students’ CT; five of the six domains of CT saw a statistically significant improvement following the implementation of the three facilitation strategies.Conclusion: Socratic inquiry, reflection and argumentation are effective pedagogies for the facilitation of nursing students’ CT. Evidenced by improved post-test means of all CT attributes and statistically significant improvements in five of the six CT competencies.Contribution: The findings of this study demonstrate the effectiveness of Socratic inquiry, reflection and argumentation in enhancing nursing students’ CT. The study also makes recommendations on the improvement of nursing practice, education and policy development, to foster a system that will create nurses who can think critically to enhance patient outcomes.

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. Objectives: This study aimed to explore and describe the experiences of student nurses’ utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. Method: A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses’ experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch’s method of data analysis was used to analyse, organise and interpret data. Results: Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. Conclusion: Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses. Contribution: Evidence-based recommendations to enhance the utilisation of SSL at a University.