Abstract:
The study explored the lived experiences of nurses caring for HIV/AIDS patients in
selected hospitals in Accra, Ghana. Objectives of the study included exploring the
challenges encountered by nurses caring for HIV/AIDS patients, exploring how the
work the nurses do affect their lives in the form of work place hazard, and exploring
how the nurses cope with their work-related challenges. The study employed the
phenomenological design. The population were nurses working in the isolation wards
of the 37 Military and Korle Bu Teaching hospitals in Accra. These hospitals were
selected because they have wards specifically designated for HIV/AIDS patients. The
sample was purposively selected, and the sample size of 13 was determined by data
saturation. Using a semi-structured interview guide, data were generated through indepth
face-to-face, audiotaped interviews. Data were analysed using thematic
analysis. The findings revealed that the nurses experienced work-related challenges
such as work-related stress, fear of infection, courtesy stigma, witnessing the suffering
and death of patients, resource challenges, and lack of motivation. These challenges
negatively affect the nurses physical and emotional wellbeing, and have the potential
to compromise the quality of care they provide to the patients. The nurses adopted
coping strategies such as rationing of care and PPEs, and religious coping, to deal
with the work-related challenges. The study concluded that the nurses’ work-related
challenges need to be mitigated. This will help maintain the nurses physical and
emotional wellbeing, and enable them continue providing the requisite care to the
patients. Recommendations aimed at mitigating the work-related challenges were
made. These include nurse managers providing adequate resources, and counselling
services for the nurses when necessary. It was suggested that similar studies be
conducted in other hospitals.
Description:
A thesis in the Department of Psychology and Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Guidance and Counselling)
in the University of Education, Winneba
