In a compelling inaugural address at the University of Pretoria (UP), newly appointed Professor Isabel Coetzee-Prinsloo outlined a transformative vision for the future of critical care, presenting what she termed the ‘Three Pillars of Excellence in Critical Care’ – Quality Education, Practice Development, and Knowledge Translation. Her lecture charted a clear roadmap for advancing nursing practice in high-acuity environments and set a new benchmark for the integration of academic scholarship, clinical practice, and evidence-informed patient care.

Delivered at a time when healthcare systems worldwide continue to evolve in the wake of the COVID-19 pandemic, Prof Coetzee-Prinsloo emphasised the indispensable role of specialised critical care nursing. “Critical care units were nurse-led, and critically ill patients were cared for and managed by highly skilled critical care nurses in collaboration with physicians and intensivists,” she observed. This lived reality, she argued, underscores the urgent need for a structured, multifaceted approach to sustaining and enhancing excellence in the field.

The imperative is particularly pressing in South Africa, where a population of 64 million is supported by just 4 719 critical care beds – 1 186 in the public sector and 3 533 in the private sector – and only 6 246 critical care-trained nurses registered with the South African Nursing Council (SANC). For Prof Coetzee-Prinsloo, the effective deployment and continuous development of this specialised workforce is not merely an academic aspiration, but a public health necessity.

Central to her vision is the first pillar, Quality Education, which she described as a dynamic and essential process. Beyond improving patient care, she argued, it forms a critical component of the 2030 Sustainable Development Agenda, linking Quality Education (SDG 4) directly with Good Health and Well-being (SDG 3). In her view, healthcare providers must cultivate the knowledge, skills and competencies required to deliver the highest standards of compassionate patient care. This involves developing critical care nurse practitioners who combine advanced clinical expertise, sound clinical judgement, and strong interpersonal abilities to manage complex and high-pressure scenarios.

Prof Coetzee-Prinsloo’s scholarly work demonstrates a sustained commitment to this vision. Her research, including studies on ‘Appreciative Education to Enhance Quality Outputs Through Assessment and Feedback Practices’ and ‘A Multifaceted Educational Intervention to Reduce Moral Distress Among Critical Care Nurses’, reflects a focus on optimising both teaching methodologies and nurses’ professional experiences. She has also explored the pragmatic challenges of continuous professional development, investigating why nurses may not consistently engage with educational programmes and how these barriers can be addressed to ensure meaningful knowledge acquisition.

The second pillar, Practice Development, emphasises collaboration and person-centred care, extending beyond technical proficiency to address the moral and emotional complexities inherent in critical care. At its core lies the relationship between patient, family, and nurse, which she described as “a collaborative partnership built on trust, communication and mutual respect”. Recognising the family as a vital component of care, she highlighted how their involvement provides emotional support, unique insights and a collaborative voice in clinical decision-making. Prof Coetzee-Prinsloo also underscored the ethical challenges of critical care, referencing research on moral distress among nurses when executing do-not-resuscitate orders, and the experiences of family members in end-of-life care within high-acuity units. Her work reflects a dedication to improving the overall patient and family experience in intensive care settings.

The third pillar, Knowledge Translation, is the mechanism by which the first two pillars – education and practice – are continually informed by the best available evidence. Prof Coetzee-Prinsloo defines this as “the dynamic process of transferring research evidence into clinical practice to improve patient outcomes”. It is an active, cyclical process encompassing the synthesis and dissemination of evidence, the application of new knowledge, and structured assessment of barriers, implementation of interventions, and evaluation of results. Her contributions in this area include the development of a conceptual framework for educational design that promotes the transfer of learning from theory to practice, alongside participation in global and national initiatives, such as a consensus on critical care nursing research priorities and studies investigating secondary traumatic stress among critical care nurses.

Bringing the three pillars together, Prof Coetzee-Prinsloo delivered a powerful call to action for academics, managers and researchers alike. “Ensuring excellence in critical care requires integration of quality education, practice development and knowledge translation,” she stated. She further emphasised the essential role of research in achieving these standards, calling for clinical studies that enable evidence to be effectively translated into practice, thereby ensuring high-quality, evidence-based critical care.

Concluding her address, Prof Coetzee-Prinsloo expressed her gratitude and reflected on the privilege of sharing her passion for critical care. Her lecture offered a vital blueprint for healthcare leaders, academics and practitioners dedicated to advancing the standard of intensive care globally, demonstrating how strategic integration of education, practice and research can shape the future of compassionate, evidence-informed patient care.