Research Publications (Health Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/216

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Assessing infection control knowledge and compliance of cardiovascular perfusionists in theatre at a private hospital in Kwazulu-Natal, South Africa
(Durban University of Technology, 2023) Naidoo, Elizabeth; Akpa-inyang, Francis; Odayan, Myenderan; Adam, Jamila
Infections acquired in a hospital (HAI) often referred to as nosocomial infections are related with increasing morbidity and death among patients that are hospitalised and are predisposed to an elevated risk of infection by health workers (HCWs). The need to maintain an effective infection prevention and control program is therefore essential for quality health care. This study sought to assess the knowledge and compliance of infection control practices of Cardiovascular Perfusionists in theatre at a private healthcare facility in KwaZulu-Natal (KZN) in the city of Durban. We conducted a qualitative study based on in-depth interviews with 12 Cardiovascular Perfusionists (CP) who were purposively selected from private sector. The interviews lasted between 20 to 25 minutes and were transcribed, and then thematic analysis were applied using NVivo. The study found that there is a need for Clinical Technologist specialising in Cardiovascular Perfusion to undergo training in infection control and prevention practices at the higher education and training level. Subsequently, the study reveals that Cardiovascular Perfusionists have a good overall understanding of pathogens and the implications thereof. The study also notes that there is considerable compliance to infection control practices in theatre irrespective of the knowledge pertaining to infection control and prevention policies. We concluded that there is an overall good knowledge and understanding regarding infection control practices, although many felt that there exists an inequitable application of infection control policies due to professional biases.
COIL4COIL : building expertise and capacity in faculty at Durban University of Technology, South Africa
(Erasmus+ National Agency for EU Higher Education Cooperation, DAAD, 2020-05) Orton, Penelope Margaret; Cooke, Lesley Anne; Morton, Joel
Durban University of Technology (DUT) has, as two of its strategic objectives, internationalisation of the curriculum and e learning. In pursuit of these two strategic objectives, DUT became the first African university to join the State University of New York (SUNY) Collaborative Online International Learning (COIL) global network in 2016. At DUT, the graduate attributes include critical and creative thinkers who work independently and collaboratively, knowledgeable practitioners, effective communicators, culturally, environmentally and socially aware within a local and global context and active and reflective learners. COIL/Virtual Engagement (VE) offers opportunities to develop these attributes in students and enhances their soft skills, which are so necessary in the workplace. COIL/VE has allowed students and academic staff from DUT to engage in collaborative learning experiences using technology and to date we have had approximately 20 projects across different departments and collaborating with programmes in New York State, Mexico, Brazil and the Netherlands. DUT is currently, expanding their international partnering network beyond the SUNY COIL network. When new ideas and ways of doing things, changes are introduced it is suggested that the innovators, those who jump on board first, are approximately 2.5% of the staff, then the early adopters are approximately 13.5% of the staff and the early majority 34%. This is an indication of work that needs to be done, in the University to get academic staff to embrace the concept of COIL/VE and introduce projects into their programmes and modules. In an effort to roll out COIL/VE to the academic fraternity at DUT, we have adopted a number of initiatives with mixed success. A COIL Clinic is held every week which is a “drop in” opportunity where academic staff can drop in to have a chat about COIL/VE – partnering, instructional design, ideas they may have or just an opportunity to explore the concept a little more. Varieties of workshops are held where the concept of COIL/VE is explained, some ideas of the use of technology are shared and participants have time to discuss and conceptualise a project for themselves. In some workshops, academic staff who have had successful projects are invited to share their experience with participants. There are occasions where the COIL/VE project has resulted in inbound mobility of an international partner and their expertise and/or experience is shared with DUT academic staff. In order to develop academic staff capacity a blended short course was developed to run over 5 weeks but was not a great success and this needs to be reconsidered and redesigned. A face-to-face session was held which was well attended but the online component was not well “attended.” Following this and in discussion with a European colleague an activity was offered once off between a European university, one in the United States and DUT. Academic staff were invited to a virtual meeting on Zoom and they had a short introduction to COIL/VE and then went into “breakout rooms” to discuss with international colleagues ideas for possible projects. Following which they all came back together and shared some of the discussions. From this exercise academic staff were encouraging the formation of a community of practice which would meet regularly. One of the constraints with the North South partnerships is the semester differences. In the Northern Hemisphere the 1st semester is from September through to about March/April. In the Southern Hemisphere the 1st semester is from February to June. This means that the first half of the year is a better time to collaborate North South with project development happening in the second half of the year for Implementation in the next year. This is true for the collaboration on staff development too where from June to September staff are away on vacation at various times during those 3 months. The last activity, which we have suggested as a strategy, to develop academic staff capacity is a journal club. This activity would help engage academic staff in the pedagogy and scholarship of COIL/VE and would go some way to developing the scholarship opportunities emanating out of COIL/VE projects. DUT COIL/VE is supported by an Educational Technologist who is able to assist academic staff with technology that assists with academic development in the use of technology in teaching. Durban University of Technology is in the initial stages of its COIL/VE trajectory and has so far, tapped into the 2.5% of teaching innovators and now needs to move the initiative into developing the next level of academic staff who, could be considered, early adopters. The opportunities to develop a community of practice and a community of enquiry, to progress the use of models and frameworks to teach with technology and to develop the scholarship of teaching and learning in COIL/VE are exciting.
Community engagement: where reality meets the road
(David Publishing, 2014-07) Kistnasamy, Emilie Joy
Community engagement is an important higher education pillar which underlies a meeting of the theoretical as taught at universities, with the practical as it occurs in the real world. Learning in this holistic manner allows primary customers of universities: the students, to professionally and confidently anticipate the real world. They are empowered to understand the dynamics of working with excellence in solving issues and contributing to society, in a meaningful, respectful, timely, organized, and feasible manner. This paper will firstly, discuss five community engagement projects that final year Environmental Health students participated in, in Durban, South Africa. This will be followed by a discussion on the key components of community engagement projects that should be considered such as project planning, collaboration practices, overcoming challenges, celebrating successes and evaluation. These components are based on my experience in managing these community engagement projects from conception to conclusion.
Creating affinity spaces through Instagram to enhance students’ virtual learning exchanges in a Green Dentistry Project
(Society for Research and Knowledge Management, 2022-12-30) Vahed, Anisa; de Souza, Fábio Barbosa
Infusing Instagram® into higher education teaching, learning and assessment practices proliferates the literature as an ally for students to have meaningful learning experiences. There is limited evidence, however, of its use in transforming dental education practices, specifically collaborative online learning of eco-dentistry practices. The purpose of this paper is to assess the Dental Technology (n=23) and Dentistry (n=10) students’ opinions about and reflections on their experiences of using Instagram® in a Green Dentistry Collaborative Online International Learning (COIL) Virtual Exchange Project (VEP). An interpretive research paradigm and a descriptive case study research design within a qualitative framework were used. Students’ open-ended responses to the challenges and benefits of using Instagram® and their reflective reports of their COIL VEP experiences were thematically analyzed. Three main themes emerged namely, familiarity with using Instagram®; educational benefits of using Instagram®; and lack of supportive infrastructure. Using Instagram® to create affinity spaces for students to experience meaningful learning in a COIL VEP can intensify their focus, amplify their attention, and exemplify the application of theoretical concepts to professional-based practice. These findings suggest that Instagram® used in COIL VEPs requires a rethink of the curriculum and delivery, particularly supporting the principles of preserving the confidentiality and privacy of patients online. There is limited evidence of globally distributed teams learning about eco-friendly dentistry through a COIL VEP. This nuanced internationalizing at home, pedagogical and assessment approach enables students to co-create and share disciplinary knowledge while improving their interpersonal and intercultural skills.
Creating an instrument to measure perceptions about access to health-related higher education programmes in South Africa
(Stellenbosch University, 2020-12-04) Orton, Penelope Margaret; Essack, Sabhia; Nokes, Kathleen M.; Brysiewicz, Petra
Background: The South African government has created countless policies that support the need to admit and graduate students who had been excluded from health-science programmes in higher education settings during the apartheid era. Objective: to develop a questionnaire that could be used by various stakeholders to obtain their perceptions about access to health sciences education in higher education settings. Method: A mixed methods design was used; the qualitative stage allowed for the identification of themes while the quantitative stage used measurement theory, to develop an instrument based on those themes. Results: The overarching theme was Achieving equity of access for success is multi-factorial and has diverse & complex challenges and eight sub-themes emerged which were used to create a 17-item questionnaire that has good content validity and reliability (Cronbach alpha=.767). Conclusion: Further psychometric testing with larger, more diverse samples will result in a refined instrument that can be administered to various stakeholder groups, such as current and potential health sciences students and faculties, and used in programme evaluation. Health science programmes can use the instrument to measure access within different disciplines and possible changes over time as innovations are piloted. Different health sciences programmes can be compared and contrasted and objective data can be used to make systematic organizational changes.
Developing an Epistemic Game: A Preliminary Examination of the Muscle Mania© Mobile Game
(2015-10) Vahed, Anisa; Singh, Shalini
Several game scholars contend that the traditional understanding of vocational education in terms of curriculum content only is insufficient. Instead, they propose that lecturers need to develop a system in which students learn to think and work as reflective practitioners through an epistemic frame that mimics the real-world to allow students to have rich experiences of their domain-specific subjects. The Framework for the Rational Analysis of Mobile Education (FRAME) model offers some insight into the development of an epistemic frame within a mobile device. In particular, it extensively links the hardware, software and connectivity options to meets with learner’s cognitive, physical and psychological needs in the context of their learning environment. In this model, the mobile device is an active component and the mobile learning experiences are viewed as existing within the context of information that is mediated through technology. The aim of this paper is to explore the efficacy of using Muscle Mania© as a mobile platform. Arguments for implementing mobile-learning within higher education have generated an increasing volume of research. The general focus of these studies, however, is based largely on empirically documented work with little theorisation on the design of mobile games. In the pursuit of using mobile technology to develop an epistemic or discipline-specific game that will facilitate the teaching and learning of the muscles of mastication and facial expression, this paper explores the FRAME model and how it can be used as a substantive theory for mobile-learning. A qualitative research design and a case study strategy were adopted. Data was collected by means of reflective reports on the mobile game prototype from the technical designer, lecturers and students. With its strong emphasis on educational software design, the Device Usability Aspect of the FRAME model guided the internal architecture needed to design the epistemic frame of a mobile game. Equally significant, the FRAME model foregrounds the concept of technoentrepreneurship as it demonstrates how lecturers use technology to move from delivery and supervision to the production of knowledge.
Effect of religious beliefs on substance use among South African high school students
(Pubmed, 2015-03) Ghuman, Shanaz; Hoque, Muhammad Ehsanu
Substance use is a common problem among South African youth. We conducted this study to determine whether religious beliefs influenced substance use among South African youth. We conducted a cross sectional study of 704 students from five high schools in South Africa. We used a questionnaire to assess self reported substance use and religious beliefs among the study subjects. We used binary logistic regression analysis to evaluate the relationship between the subjects' religious beliefs and substance use. Thirty-six point six percent of students reported being very religious. More female students reported being very religious than male students (p = 0.039). Fifty-four percent of students had ever consumed alcohol. Comparing alcohol and drug use between religious and non-religious students, it was found that alcohol and drug use were more common among non-religious students (28.3%, 30.4%) than very religious students (8.4%, 11.5%) (p < 0.05). Those who considered themselves religious had lower odds of substance use. Religious beliefs had an influence on substance use among South African youth in our study.
Effects of a Teenage Pregnancy Prevention Program in KwaZulu-Natal, South Africa
(Routledge, 2014-06-19) Taylor, Myra; Dlamini, Siyabonga; Eggers, Matthijs S.; De Vries, Hein; Jinabhai, Champaklal C.
Researchers aimed to determine the effects of a teenage pregnancy (TP) prevention program for 816 high school students attending 16 KwaZulu-Natal, South African schools through a randomized control trial. Data were collected at baseline and at the 8-month follow-up in 2009. Results were calculated using multivariate anal-yses of program effects employing Mplus 6, and indicated signiﬁ-cantly healthier attitudes, including intentions to abstain from sex whilst at school, plans to communicate with partners about teenage pregnancy, and increased reports of condom use. Researchers thus provide some support for the effectiveness of a TP prevention pro-gram that should be further strengthened in a comprehensive ap-proach that includes schools and families.
Enhancing education through community engagement : perspectives of student volunteers
(2023) Kell, C. M.; Haffejee, Firoza; Ducray, J. F.
Background. Engagement between higher education institutions and underprivileged communities holds valuable potential for mutual benefit. In a country of vast inequalities such as South Africa (SA), community engagement also has the potential, via health promotion of local communities, to alleviate some of the burden placed on the public healthcare system, while simultaneously strengthening the personal and professional development of student participants. Objective. To explore the experiences, perceptions and insights of student volunteers (SVs) who assisted with a collaborative health-promotion project. Methods. This qualitative study used thematic analysis of semi-structured interviews to explore the experiences of six SVs in the Faculty of Health Sciences, Durban University of Technology, SA, who assisted in educating local vulnerable women on various aspects of female reproductive health at a wellness day for such women. Results. The SVs described the experience as positive and humbling, enhancing their professional and personal development. They reported that the community engagement helped them to define themselves and to grow skills they will need as future practitioners. The exposure to the challenges faced by vulnerable groups helped them to develop a sense of empathy and compassion, while igniting an eagerness to empower these groups through improved health literacy. Conclusion. The insights provided by this qualitative exploration strongly support the use of community engagement to develop culturally sensitive, empathetic healthcare practitioners.
Experiences of facilitators regarding the extended curriculum programme offered at a higher education institution in the province of KwaZulu-Natal in South Africa
(AOSIS, 2018-09-20) Sibiya, Maureen Nokuthula; Mahlanze, Hazel Thokozani
BACKGROUND: Much like the rest of the world, student access and success are primary concerns of the South African higher education institutions, especially in the face of data that suggest that up to 50% of students do not successfully complete their course of study. Despite compulsory and free basic education for all South Africans, and increased government funding for education, there has been little impact on learner performance and the majority of primary schools remain poor. To improve access and success and in keeping with international practice, the Department of Nursing at the selected university of technology in 2013 offered for the first time the extended curriculum programme (ECP). To date, the impact of the programme has never been evaluated. OBJECTIVES: The aim of the study was to explore the experiences of the facilitators regarding ECP in the undergraduate nursing programme. METHOD: Guided by this, the current article describes a qualitative exploration of the experiences of six purposively selected facilitators regarding ECP in the Department of Nursing. In-depth interviews were conducted with the ECP facilitators. Tesch's method was used to analyse the data. RESULTS: Four main themes emerged from the data: stigmatisation and lack of confidence, lack of self-will, additional workload of facilitators and gradual improvement of students' performance. The participants reported that although students displayed and verbalised negative attitude towards the ECP, the performance of students showed gradual improvement and thus a need to continue to offer the programme to increase access and success in higher education institutions. CONCLUSION: It was concluded that ECP should continue to increase access and success in higher education institutions; however, there is a need for additional resources to support ECP students.
Experiences of facilitators regarding the extended curriculum programme offered at a higher education institution in the province of KwaZulu-Natal in South Africa
(AOSIS, 2018-09-20) Sibiya, Maureen Nokuthula; Mahlanze, Hazel Thokozani
Much like the rest of the world, student access and success are primary concerns of the South African higher education institutions, especially in the face of data that suggest that up to 50% of students do not successfully complete their course of study. Despite compulsory and free basic education for all South Africans, and increased government funding for education, there has been little impact on learner performance and the majority of primary schools remain poor. To improve access and success and in keeping with international practice, the Department of Nursing at the selected university of technology in 2013 offered for the first time the extended curriculum programme (ECP). To date, the impact of the programme has never been evaluated. OBJECTIVES: The aim of the study was to explore the experiences of the facilitators regarding ECP in the undergraduate nursing programme. METHOD: Guided by this, the current article describes a qualitative exploration of the experiences of six purposively selected facilitators regarding ECP in the Department of Nursing. In-depth interviews were conducted with the ECP facilitators. Tesch's method was used to analyse the data. RESULTS: Four main themes emerged from the data: stigmatisation and lack of confidence, lack of self-will, additional workload of facilitators and gradual improvement of students' performance. The participants reported that although students displayed and verbalised negative attitude towards the ECP, the performance of students showed gradual improvement and thus a need to continue to offer the programme to increase access and success in higher education institutions. CONCLUSION: It was concluded that ECP should continue to increase access and success in higher education institutions; however, there is a need for additional resources to support ECP students.
Experiences of homosexual patients’ access to primary health care services in Umlazi, KwaZulu-Natal
(AOSIS OpenJournals, 2015) Cele, Nokulunga Harmorny; Sibiya, Maureen Nokuthula; Sokhela, Dudu Gloria
Background: Homosexual patients are affected by social factors in their environment, and as a result may not have easy access to existing health care services. Prejudice against homosexuality and homosexual patients remains a barrier to them seeking appropriate health care. The concern is that lesbians and gays might delay or avoid seeking health care when they need it because of past discrimination or perceived homophobia within the health care thereby putting their health at risk. Aim of the study: The aim of the study was to explore and describe the experiences of homosexual patients utilising primary health care (PHC) services in Umlazi in the province of KwaZulu-Natal (KZN). Method: A qualitative, exploratory, descriptive study was conducted which was contextual in nature. Semi-structured interviews were conducted with 12 participants. The findings of this study were analysed using content analysis. Results: Two major themes emerged from the data analysis, namely, prejudice against homosexual patients by health care providers and other patients at the primary health care facilities, and, homophobic behaviour from primary health care personnel. Conclusion: Participants experienced prejudice and homophobic behaviour in the course of utilising PHC clinics in Umlazi, which created a barrier to their utilisation of health services located there. Nursing education institutions, in collaboration with the National Department of Health, should introduce homosexuality and anti-homophobia education programmes during the pre-service and in-service education period. Such programmes will help to familiarise health care providers with the health care needs of homosexual patients and may decrease homophobic attitudes.
Exploring intersectionality and HIV stigma in persons receiving HIV care in nurse-led public clinics in Durban, South Africa
(Elsevier BV, 2023) Sokhela, Dudu Gloria; Orton, Penelope Margaret; Nokes, Kathleen M.; Samuels, William E.
Background: Although stigma associated with South African people living with HIV has declined since the 1980s when HIV/AIDS was first identified, it still persists. Stigma is associated with poor health outcomes and avoidance of interactions with healthcare systems. The HIV stigma framework distinguishes three HIV-related self-stigma mechanisms. Aims: The aims of this study were to explore intersectionality between HIV-stigma mechanisms and selected sociodemographic as well as HIV factors, and interrelationships between three HIV-related self-stigma mechanisms. Setting and method: This study was a secondary analysis of data collected from a cross-sectional sample of people receiving HIV-related primary health care at different municipal clinics in Durban, South Africa (N = 100). Results: The average participant was Black African, female, unemployed, with a monthly income below R2 500, most had completed primary school. No sociodemographic or HIV-related factors were significantly related to total or subscale HIV stigma scores. Respondents reported experiencing (enacted) no stigmatization, did not expect to experience (anticipated) much stigmatization from their social interactions with family, community, healthcareworkers, and reported no strong stigmatizing beliefs about themselves (internalized). Conclusion: Intersectionality did not identify any particular socio-demographic or HIV-related factor associated with greater HIV stigma. Participants reported low HIV stigma arising from interactions with healthcare and social service providers or families. Although no socio-demographic or HIV-related factors were significantly associated with HIV stigma mechanisms in this relatively homogeneous sample, being marginalized can nevertheless result from living with other differences compared to societal norms and result in particular vulnerability when living with HIV/AIDS.
From dental bite to dental bytes : students’ experiences of a game-based project
(Academic Conferences and Publishing International Limited, 2016-10) Vahed, Anisa
Globally, universities are focused on developing their graduates with attributes that will enable them to make a productive contribution to a knowledge-based economy. In responding to this, the Durban University of Technology in South Africa proposes four key graduate attributes that students need to exemplify: critical and creative thinkers who work independently and collaboratively; knowledgeable practitioners; active and reflective learners; and effective communicators. To facilitate the attainment of these skills lecturers are encouraged to use student-centred teaching practices. Project-Based Learning is one such approach that can facilitate the attainment of the aforementioned attributes. It is against this background that a web-based game project called Dental Bytes emerged. This involved the transdisciplinary collaboration between a Dental Technologist, eight third-year Information Technology (IT) students and their lecturer. This paper uses the Framework for the Rational Analysis of Technology Education (FRATE) model, which is an adapted version of the Framework for the Rational Analysis of Mobile Education (FRAME) model, to explore students' interdisciplinary leaning experiences of designing and developing Dental Bytes. The developmental phase of the game is presented in order to demonstrate how project-based approaches foster highly engaging learning experiences that are problem-centred and pedagogically sound. A case study research design within a qualitative framework was adopted. Data was collected by means of students' reflective reports, which were analysed in terms of the Interaction Learning Intersection frame of the FRATE model. Essentially, this project facilitated the epistemological development of students by providing them with a real world scenario of working with a client to enhance their information technology knowledge. Furthermore, this project assisted with developing their skills, abilities and dispositions to help them make informed decisions; self-manage their tasks (including their learning of Dental Technology); and to act in a socially responsible way both within, and beyond, the classroom. Overall, the salient features of this paper show that the IT project facilitated the attainment of graduate attributes, which is a bedrock of student centeredness and engagement.
Impact of headaches on university students in Durban, South Africa
(Springer Open, 2016) Basdav, Jyotika; Haffejee, Firoza; Puckree, Threethambal
Background: Introspection into the factors that affect student success at higher education institutions has gained significant momentum in recent years. Teaching and learning has come under the spotlight with quality enhancement and teaching development funding focussing on student support, enhancing the student environment, and enhancing academics as teachers. Included in this are aspects that try to understand the student. An aspect that is not receiving attention is student health, specifically headaches which could impact student success. The aim of this study was to investigate the impact of primary headaches on student academic, family and social life at one higher education institution in South Africa. Method: Data was collected using a questionnaire based descriptive cross sectional survey. Multistage sampling using a ballot method allowed for sampling to obtain representation from across the institution. To achieve a 95 % confidence level, 384 students from across the university were invited to participate after informed consent. Data was analysed using Chi square tests at a probability of p < 0.05. Results: Majority of the participants were undergraduates and non-smokers. Half of the population suffered from primary headaches. Headache sufferers experienced limited concentration due to an increased headache intensity during tests and/or the examination period. This negatively impacted on studying which was aggravated by consumption of caffeinated energy drinks, coffee and chocolate resulting in a less effective study session. Activities of daily living and participation in social events which usually leads to relaxation were neglected. Personal and emotional well-being was also negatively affected. Altered sleeping patterns and absence of study breaks also led to headaches. Conclusion: Headaches were found to impact on the students study and sleep patterns, their attention levels during lectures and their social and emotional life. Headaches negatively impacted on some participants leading to reduced focus on academic, family, social or leisure activities. Intensity of headaches increased during tests and examinations which could impact their success at University.
The impact of self-interviews on response patterns for sensitive topics : a randomized trial of electronic delivery methods for a sexual behaviour questionnaire in rural South Africa
(Springer Science and Business Media LLC, 2017-08-17) Harling, Guy; Gumede, Dumile; Mutevedzi, Tinofa; McGrath, Nuala; Seeley, Janet; Pillay, Deenan; Bärnighausen, Till W.; Herbst, Abraham J.
BackgroundSelf-interviews, where the respondent rather than the interviewer enters answers to questions, have been proposed as a way to reduce social desirability bias associated with interviewer-led interviews. Computer-assisted self-interviews (CASI) are commonly proposed since the computer programme can guide respondents; however they require both language and computer literacy. We evaluated the feasibility and acceptability of using electronic methods to administer quantitative sexual behaviour questionnaires in the Somkhele demographic surveillance area (DSA) in rural KwaZulu-Natal, South Africa.
Methods
We conducted a four-arm randomized trial of paper-and-pen-interview, computer-assisted personal-interview (CAPI), CASI and audio-CASI with an age-sex-urbanicity stratified sample of 504 adults resident in the DSA in 2015. We compared respondents' answers to their responses to the same questions in previous surveillance rounds. We also conducted 48 cognitive interviews, dual-coding responses using the Framework approach.
Results
Three hundred forty (67%) individuals were interviewed and covariates and participation rates were balanced across arms. CASI and audio-CASI were significantly slower than interviewer-led interviews. Item non-response rates were higher in self-interview arms. In single-paper meta-analysis, self-interviewed individuals reported more socially undesirable sexual behaviours. Cognitive interviews found high acceptance of both self-interviews and the use of electronic methods, with some concerns that self-interview methods required more participant effort and literacy.
Conclusions
Electronic data collection methods, including self-interview methods, proved feasible and acceptable for completing quantitative sexual behaviour questionnaires in a poor, rural South African setting. However, each method had both benefits and costs, and the choice of method should be based on context-specific criteria.
Integrating students with disabilities into nursing education : a South African perspective of nurse educators’ experiences
(Elsevier BV, 2022) Moodley, Selvarani; Mchunu, Gugu
Nurse educators play a pivotal role in integrating student nurses who have disabilities (SNWDs) in nursing education. Understanding the specific experiences of nurse educators may help reduce negative attitudes and discriminatory practices and improve the integration of SNWDs. This article aims to explore and describe nurse educators’ experiences of integrating SNWDs into nursing education institutions training programmes in KwaZulu-Natal, South Africa. A qualitative, descriptive, and exploratory design using a multiple embedded case study approach was adopted. Purposive sampling was used to collect data from five key informants via individual interviews and two focus group discussions comprising of nurse educators who had experience training SNWDs. Trustworthiness and ethical considerations such as obtaining individual written consent from each participant was maintained. Recordings were transcribed verbatim and analysed using conventional content analysis. This study concludes that while every effort was made to integrate SNWDs into nursing education, there are still important gaps not yet captured in the research, relating to the direct experiences of nurse educators. Nurse educators’ understanding of disability accentuates the call for nurse educators to broaden their understanding of disability beyond the medical model. Moreover, the lack of early disability disclosure disadvantages SNWDs from timeous support and reasonable accommodation.
Linking the ‘know-that’ and ‘know-how’ knowledge through games : a quest to evolve the future for science and engineering education
(Springer Science+Business Media, 2016) Vahed, Anisa; McKenna, Sioux; Singh, Shalini
This paper responds to Muller’s notions of ‘knowing-that’ and ‘knowing how’. The paper addresses how educational interventions that are designed in line with targeted discipline-speciﬁc subjects can enhance the balance between professional practice and disciplinary knowledge in professionally accredited programmes at universities of technology. The context is a Dental Technology programme at a University of Technology in South Africa. Teaching through discipline-speciﬁc games, conceptualised from a game literacies perspective, is proposed as an engaging, interactive pedagogy for learning dis-ciplinary knowledge that potentially encourages access to a particular afﬁnity group. The authors use concepts from Bernstein and Maton to investigate whether epistemic relations or social relations are emphasised through board and digital games designed for two Dental Technology subjects. This paper offers valuable insight into alternative pedagogies that can be adopted into science, technology, engineering, and mathematics education with the aim of paving a pathway towards Muller’s Scenario 3.
The operating room as a clinical learning environment : an exploratory study
(Elsevier, 2016) Meyer, Rhoda; Van Schlkwyk, Susan C.; Prakaschandra, Dorcas Rosaley
Students undertake their clinical placement in various clinical settings for the exposure to and acqui-sition of skills related to that particular context. The operating room is a context that offers the oppor-tunity to develop critical skills related to the perioperative care of the patient. Despite numerous studies that have been undertaken in this ﬁeld, few have investigated the operating room as a clinical learning environment in the South African private healthcare context. The aim of this study was to determine nursing students' perceptions of the operating room as a clinical learning environment. An exploratory, interpretive and descriptive design generating qualitative data was utilized. Eight nursing students completed an open-ended questionnaire, and twelve nursing students participated in the focus group discussion. Four themes emerged, namely, ‘interpersonal factors’, ‘educational factors’, ‘private operating room context’, and ‘recommendations’. The opinion that the operating room offers an opportunity to gain skills unique to this context was expressed. However, despite the potential learning opportunities, the key ﬁndings of this study reveal negative perceptions of nursing students regarding learning ex-periences in the operating room. Exploration into the preparatory needs of students speciﬁc to learning outcomes before operating room placement should be considered. It will also be necessary to improve collaboration between lecturers, mentors and theatre managers.
Perceptions of facilitators using case-based educational strategies in a nursing management decentralized program in South Africa
(Post Academic Publications, 2013-06) Nkosi, Zethu; Pillay, Padmini; Nokes, Kathleen M.
Background: Case-based education has a long history in the disciplines of education, business, law and the health professions. Research suggests that students who learn via a case-based method have advanced critical thinking skills and a greater ability for application of knowledge in practice. In medical education, case-based methodology is widely used to facilitate knowledge transfer from theoretical knowledge to application in patient care. Nursing education has also adopted case-based methodology to enhance learner outcomes and critical thinking. Objectives: The objective of this study was to explore the perceptions of case-based facilitators in a decentralised nursing management education program located in Durban, South Africa. Methods: This descriptive, exploratory study used focus groups to examine perceptions of facilitators (N=15) using case-based education in a nursing management program. Results: The average facilitator was female, between 41 and 50 years of age, working part-time, educated with a baccalaureate degree, working as a professional nurse between 11 and 20 years, and slightly more than half had worked as a facilitator 3 or more years. The three major themes emerged were related to the student learners, the learning environment, and using facilitation to teach the programme. Conclusion: Decentralised nursing management educational programs can meet the needs of nurses who are located in remote areas which are characterised by poor transportation patterns and limited resources and have great need for quality healthcare services.

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