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Theses and dissertations (Health Sciences)

Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/12

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Start date: 2020Subject: search.filters.subject.Preparedness

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    Perception of chiropractic students in their preparedness in the diagnoses and management of headache disorders at a selected University of Technology
    (2024) Abrahams, Tamia; Abdul-Rasheed, Ashura
    A headache is defined as “pain found in the head above the orbito-meatal line and or nuchal ridge” and widely affects both males and females globally. Chiropractic treatment and the management of headaches is substantial, with one in five new patients’ chief complaint being a headache and, thus, the use of chiropractic care in the management and treatment of headaches is popular. The term “self-perceived preparedness” refers to how people view themselves in terms of confidence and competency with regard to certain skills. Self-perceived preparedness is essential as it relates to one’s confidence and the ability to accurately diagnose and manage headache disorders. There is a definite scarcity in South African literature as to the self-perceived preparedness of students in the diagnosis and management of headache disorders. In a South African chiropractic context, the literature, with regard to students’ confidence, awareness and self-assessment of skills is lacking. There are a number of advantages that can come from exploring the concept of self-perceived preparedness. The benefits include, but are not limited to, the assessment of whether or not the curricula goals have been achieved, the readiness of chiropractic students to confidently and correctly diagnose and manage patients sufficiently, and the different aspects that can lead to one feeling unprepared. Aim The aim of this study was to explore and describe the self-perceived preparedness of the chiropractic students’ in the diagnosis and management of headache disorders. Methodology This study design employed a qualitative, explorative and descriptive design. Purposeful sampling was utilised and individual, semi-structured interviews were conducted with 13 Master’s degree students in the chiropractic programme. These interviews took place “in person” and an interview guide was utilised in each interview. The interviews were conducted over a week from the 18th to the 23rd of September 2023. The questions surrounded the topics of self-perceived preparedness, confidence, challenges (whether educational or personal) and the effect of clinical exposure on one’s confidence and skills. The interviews were analysed and themes were extracted utilising Tesch’s eight-step approach of data analysis. Results The chief themes that emerged from the data collection included the level of preparedness, educational and environmental challenges, as well as the positive role that clinical exposure had on students’ views of their self-perceived preparedness. The participants felt largely unprepared to deal clinically with headache disorders. This stemmed from the feeling of isolation within academia, lack of support from staff and clinicians, lack of practical aspects within the curriculum and the COVID-19 pandemic, which resulted in a lack of in-person interaction. Conclusion The findings of this study highlighted the lack of confidence and feeling of under-preparedness to deal with headache disorders within a clinic setting by chiropractic Master’s students. This was mainly attributed to educational and environmental challenges. However, the exposure students gained within a clinical environment greatly improved their feeling of overall self-perceived preparedness
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    Preparedness of bridging programme graduate nurses to assume the role of a newly qualified professional nurse
    (2023-05-31) Karapan, Selvum; Sokhela, Dudu Gloria; Pillay, Padmini; Coopasami, Marilynne
    Preparedness of bridging programme graduate nurses to assume the role of a newly qualified professional nurse has been an area of debate between nurse educators and employers in a rapidly changing healthcare environment. Factors such as heavy workloads, staffing shortages and increased patient turnover, can prove to be stressful for the graduate nurse, resulting in a lack of confidence in their ability to effectively carry out their new role in the clinical setting. Purpose of the study The purpose of this study was to explore the preparedness of bridging programme graduate nurses to assume the role of a newly qualified professional nurse. Methodology A quantitative, descriptive survey research design was used for the study. The sample for the study was 95 bridging programme graduate nurses who had graduated from the Private Nursing Education Institution in the year 2020 and were working in the private hospital environment for not more than a year. Data was obtained through a questionnaire on KwikSurvey. Findings The study established that bridging programme graduate nurses that had more than five years of working experience as an enrolled nursing auxiliary and enrolled nurse, had significantly increased patient care and management competencies. While 52.50% (n=50), that had less than one year of experience as an enrolled nursing auxiliary and enrolled nurse significantly reduced their general nursing care activities and management competency. The study also noted that 61% of the respondents did not receive clinical support from the unit manager. This study concluded that graduate nurses that had less than one year of work experience as an enrolled nursing auxiliary and an enrolled nurse significantly lowered their competencies in general and patient care activities. In this study, it was found that the bridging program graduate nurses needed more mentorship and activities that would enhance their general and patient competency because the more mentors they had, the more competent they were. The study further highlighted several challenges during their transition as a newly qualified professional nurse such as shift leading after a month after graduating and having no mentors to guide them in decision making; hence in this study it was noted that newly qualified graduate nurses must be provided with the necessary clinical and managerial assistance to better support them for their new role hence preventing new nurses from experiencing transition shock during their initial stages of transition from a graduate nurse to that of a professional nurse.
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    Behaviour management challenges : the relationship between preparedness and practice experiences of Child and Youth Care Workers in KwaZulu-Natal
    (2021-05-27) Mkhize, Lindelwa Vernon; Sibiya, Nokuthula M.; Hlengwa, R. T.
    Background The Child and Youth Care (CYC) profession entails caring for children and youth at risk. The provision of this care includes various challenges with behaviour management being one of the main challenges. Children at risk are known to experience challenges in managing their own behaviours, thus needing Child and Youth Care workers (CYCWs) to assist in this area. Various studies have proven that CYCWs struggle with behaviour management. This study therefore intended to explore whether CYCWs are adequately and effectively trained and prepared to successfully cope with behaviour management challenges. This study focused on CYCWs educational preparation to assist children in residential care centres with behaviour management challenges. Aim of the study The aim of the study was to explore the relationship between preparedness and practice of CYC workers in relation to managing the behaviours of children at risk. Methodology This study used a qualitative, exploratory, descriptive and contextual design. The population of this study was CYCWs in KwaZulu-Natal who are working in residential Child and Youth Care Centres (CYCCs). Two CYCCs were approached for data collection, with 11 participants from one CYCC and 10 from the other CYCC. Data was collected via individual interviews which were conducted telephonically due to the COVID 19 pandemic. The collected data was analysed by the researcher using Tesch’s eight steps of analysis. Findings The following four major themes emerged from the interviews: The most common challenging behaviours displayed by children in CYC residential centres; integration of theory and practice; children’s response to behaviour management and the use of alternatives in managing children’s challenging behaviours. Conclusion The growth of the CYC profession is dependent on the type of individuals professionalised for practice in the field. Hence, putting effort in developing the best type of training may contribute towards achieving the level of care and growth needed in children at risk.
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    Student preparedness for Work Integrated Learning (WIL) in Biomedical Technology
    (2020-11-30) Govender, Dhanasagren Derrick; Prakaschandra, D. Rosaley; Mohapi, M. Jerry
    According to the Council of Higher Education (CHE), work integrated learning (WIL) is one of the key tools for developing graduate attributes for the world of work (Council on Higher Education, 2011). Biomedical Technology is a highly skilled profession with no room for error since diagnosis and treatment of patients’ conditions depend primarily on accurate results. Students enrolled for the National Diploma Biomedical Technology at the Durban University of Technology (DUT) spend two and a half years at the University of Technology (UoT) acquiring formal instruction and a compulsory six month period of WIL at Health Professional Council of South Africa (HPCSA) accredited training laboratories in order to develop into graduates who are work-ready and familiar with organizational practice. Despite the established benefits of WIL, there is no data which ascertains whether the strategies employed by the Biomedical Technology programme for preparing students for undertaking WIL are actually successful. Nor has there been structured reflection to establish the partnership between the department and the training sites and its effectiveness for WIL. In addition, it would be important to ascertain whether the conditions of the workplace are conducive for WIL. This information would therefore be extremely valuable in informing whether the outcomes for WIL have been optimally achieved and would further influence curriculum review development and delivery. The purpose of the study therefore, was to determine the degree of work preparedness of students’ exposure and experience for WIL through a descriptive analysis of the perceptions of students regarding WIL. In addition, the perceptions of laboratory supervisors on students’ preparedness for training at these HPCSA accredited laboratories, as well as the quality of the partnership between the department and the training unit, were also be ascertained. Methods: A questionnaire, was the chosen method of data collection. A questionnaire which included quantitative and qualitative components provided a descriptive analysis of the preparedness of students in the Biomedical Technology programme for WIL. A saturation sample of all final year students registered for the National Diploma in Biomedical Technology at the DUT constituted the sample. This constituted students who completed their WIL at HPCSA registered training sites in both private and state laboratories. Results: The Cronbach’s alpha showed an overall reliability score of excellent degree of internal consistent scoring for the different aspects of the research. Factor analysis results showed moderate inter-correlation and inter-relatedness between the measured variables. The students were generally satisfied with the beneficial WIL orientation and the workplace orientation programme. The students and supervisors indicated the inadequacy of the practical component at the university, and recommended the purchasing of updated and advanced practical equipment. The salient findings were that:  Student’s theoretical and ethical knowledge is poor, including under preparedness for the world of work (WoW).  Inherent increased training cost and supervisor’s workload.  Support from university in terms of communication and engagement needed improvement. Conclusion: This study investigated student preparedness for work integrated learning, and raised a variety of issues from both students and supervisors. The good practices in the Biomedical Technology programmes will be reinforced, and strategies will be formulated and implemented to address the areas of concern, now that it has been formally researched. This study concluded that students were generally not well prepared for the workplace. The curriculum review of the programme was identified as a concern, particularly in the third year where the WIL is the major component. These findings will certainly inform the WIL offering in the new curriculum, and can be extrapolated to the Health Sciences community at large.