Promoting intimate care facilitation in Nursing Education Institutions in South Africa

Abstract

BackgroundBasic nursing care includes intimate care that requires a nurse and a patient to be in close physical and psychological proximity. The patient's body parts are exposed, and his/her fragile body is seen and touched by a nurse, who is a stranger. The nurse and patient need to establish a relationship based on respect and trust. In South Africa, nursing education institutions use simulation to teach intimate clinical procedures. However, intimate care is not effectively facilitated, and nursing students are not supported when providing such care to diverse patients. PurposeExplore nurse educators’ understanding and experiences of the teaching of intimate care to undergraduate nursing students. MethodA qualitative phenomenology research approach and a social interactionism theory were merged to explore nurse educators' understanding and experiences of teaching intimate care to undergraduate nursing students. Eleven nurse educators working in the selected Nursing Education Institutions in Gauteng Province were purposively sampled. Data were collected using individual in-depth interviews and a focus group. Data were analysed using Moustakas' (1994) phenomenological data analysis method. ResultsFour major themes emerged: the care provided by nurses, facilitation of intimate care, intimate care guidance and support, and intimate care challenges. ConclusionIntimate care should be promoted in NEIs and should form part of the curriculum that promotes caring. It must be facilitated using reality simulation to allow nursing students to experience intimate care realities in a safe environment. This will empower them to be competent, comfortable and confident in providing intimate care to diverse patients.