Table 4 - uploaded by Sharon Vasuthevan
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2: Members of PHEPSA per province KWAZULU-NATAL (18)
Source publication
The purpose of this article is to describe the contribution of private hospital groups and individuals to the education and training of nurses in South Africa over the last 20 years.
The sector has two major components: the private hospital groups and the individual entrepreneurs, and these are described separately. In total, the sector concentrate...
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Introduction
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Citations
... The job satisfaction disparity between the public and private sector could be due to the well-established training nursing institutions that exist within the private sector. These nursing institutions provide educational and career advancement opportunities that include training and development consultants, clinical facilitators, and preceptors who support qualified staff in the workplace [52]. Furthermore, Kurniawan et al. [53] indicated that preceptor-based training programmes had a positive correlation with job satisfaction of novice nurses. ...
Background
Early-career registered nurses within their first five years of practice, experience the highest turnover rates in the nursing profession, with 20 to 40% leaving their jobs within the first two years. These high turnover rates are due to poor nurse outcomes. Despite growing global research on ECRNs, limited evidence exists within the South African context. This study aimed to examine the nurse outcomes of ECRNs in both private and public hospitals of South Africa and to explore the association between their work experience and these outcomes.
Methods
Total population sampling was used to recruit ECRNs in private and public hospitals of South Africa. The cross-sectional survey instrument measured job and career satisfaction, workplace violence, emotional exhaustion (burnout), and intent to leave job and career. Descriptive statistics and ANOVA-type hierarchical linear modelling were used to present the differences in ECRNs’ work experience and their nurse outcomes.
Results
Dissatisfaction rates among ECRNs were notable, with 34.9% dissatisfied with their jobs and 23.1% dissatisfied with their career choice. Workplace violence, including personal (M = 1.60; SD = 0.78) and physical (M = 1.44; SD 0.73) violence, was reported, primarily from managers and supervisors. Emotional exhaustion was prevalent (M = 30.85; SD = 14.62), with 38.9% of the respondents intending to leave their job and 14.5% considering leaving the profession. NGs experienced more workplace violence and were least satisfied with professional status and advancement opportunities, although most satisfied with their co-workers. First-year ECRNs were most satisfied with independence and recognition, while fifth-year ECRNs were least dissatisfied with educational opportunities. Private sector ECRNs reported higher job satisfaction, work-life balance, salary, recognition, educational opportunities, work schedule, and advancement prospects than those in the public sector.
Conclusion
The study highlighted poor nurse outcomes among ECRNs, especially regarding emotional exhaustion, job satisfaction, and intent to leave. NGs face significant workplace violence and dissatisfaction with advancement opportunities. Urgent interventions are needed, such as transition-to-practice programmes with mentors, fostering positive work environments, and supportive leadership, to enhance ECRNs’ quality of work life and reduce attrition rates in South Africa’s health sector.
The Angolan State has been looking for a way to strengthen the health sector with a balanced workforce for which nursing is a cornerstone. This study reviews the evolution of nursing education in Angola, in order to better understand the contribution of the educational sector to nursing workforce development. Methods: Integrative review of unpublished and published documents and literature on nursing education in Angola. The literature is qualitatively analyzed and discussed using the policy triangle framework proposed by Walt and Gilson. Results and discussion: The transformation of the nursing workforce in Angola has gone through four phases: (i) colonial, (ii) post-independence expansion of coverage with basic nursing skills, (iii) professional and academic differentiation of the profession with strategic guidance of the national health workforce plan of 1997–2007, and (iv) a recent expansion of tertiary education training driven by the private for-profit sector.The challenges for nurse education in Angola are similar to those faced by other sub-Saharan African countries. These challenges need to be understood and addressed within a broad health labor market framework, in order to ensure cultural relevance, responsiveness of the cadres trained to the population’s and users’ needs, fitness to employment opportunities in both public and private sectors and balanced distribution of future graduates between urban and rural and different levels of care.
