The aim of this study was to explore and describe the factors that contribute to burnout among nurses. Burnout remains one of the major occupational health problems, posing risks to human health globally. In Namibia, there has been growing public criticism of nurses, stating that they are rude or act in a manner that does not show professionalism towards their clients. Reasons for such unprofessional behaviour could be linked to negative attitudes on the part of nurses towards their clients, resulting from burnout syndrome. A qualitative, exploratory, descriptive and contextual research design was followed as the basis for conducting the study. Using a purposive sampling technique, a sample of 20 nurses was selected from a population of 69 nurses employed in this setting. This sample size was determined by the saturation of data as reflected in repeating themes. Data were collected using individual semi‐structured interviews and were analysed using qualitative thematic analysis. The following three themes emerged: understanding the concept of burnout, factors leading to burnout and creating a conducive environment as a corrective measure to address burnout and to advance nurses. Burnout is indeed real and affects nurses' performance negatively. Burnout has a negative impact on the well‐being of nurses both physically and emotionally, which has the potential to compromise staff performance, productivity and the quality of patient care. Burnout among nurses is linked to many stressors such as poor staff management, inadequate resources, lack of support and lack of wellness programmes in the workplace. Strengthening communication between frontline health workers and management by engaging and involving them more in decision making in matters that concern them is anticipated to address poor staff management, enhance staff performance and improve the quality of patient care. Staff wellness programmes in the workplace are believed to be a good coping mechanism to address work‐related pressure and tensions, and they are believed to resolve some work‐related stress that may result in increased staff productivity.

Aim: The study aimed to explore and describe the barriers affecting Registered Nurses in undertaking clinical teaching in clinical settings. The exploration was based on the experiences of Registered Nurses at a selected teaching hospital in Namibia. The researcher intended to identify strategies that could be used to mitigate the negative effects of barriers to effective clinical teaching.Design: A qualitative explorative, descriptive and contextual research design was used.Methods: Purposive sampling was used to select 16 participants. Data were collected through in‐depth, semi‐structured interviews, which were audio‐recorded and transcribed verbatim. Data were analysed using thematic analysis.Results: Clinical teaching is negatively affected by several barriers that hamper clinical teaching and nursing students' learning outcomes. Seven main themes were identified: (1) participants' understanding of clinical teaching; (2) organizational barriers; (3) patient barriers; (4) Registered Nurse barriers; (5) student barriers; (6) training institution barriers; and (7) strategies to mitigate barriers to clinical teaching.Conclusion: The findings revealed that several barriers negatively affect clinical nursing education and hamper the clinical teaching and learning of nursing students.Patient or Public Contribution: This study may assist in the development of targeted interventions that address the barriers that hinder clinical teaching at teaching hospitals. Additionally, this study could assist in improving the health care that is provided by nursing students to patients. The findings may assist with improved quality by reducing nursing students' theory‐practice gap and by promoting collaboration between Registered Nurses and nurse educators in clinical settings.

Aim: The aim of this study was to investigate nursing students' experiences of communication in a multilingual and multicultural clinical environment.Background: Effective communication in a healthcare setting plays a crucial role in patient care. Yet, since universities, globally, have experienced an increase in the enrolment of both local and international students in various degree programmes, student populations have become increasingly multilingual and multicultural. This study was conducted in a multilingual country where many languages are not spoken by all citizens, which results in nursing students experiencing varied outcomes.Design: A qualitative, explorative, descriptive research design was used.Methods: Sixteen nursing students enrolled in either the Bachelor of Nursing Science (Clinical, Honours) or the Diploma in Nursing Science. Data were collected by means of in‐depth, semi‐structured interviews with a sample of 16 nursing students who were selected through convenience sampling. Data were analysed using thematic analysis.Results: The study revealed four themes: aspects that complicate communication; interesting aspects about communication; the need for communication assistance; and the need for policy intervention, which is key to addressing challenges in multilingual clinical environments.

Curationis provides a forum for cutting-edge theories and research models related to the exploration of issues experienced and the best practices of nurses and midwives so as to improve nursing education, nursing administration and community nursing within Africa.

Background: The coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches.Aim: The purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges.Setting: Semi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia.Methods: A qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data.Results: The study revealed three themes: nurse educators’ experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning.Conclusion: Internet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators.Contribution: These findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.