A co-constructed practice model for supporting parents of children in conflict with the law
- Authors: Abdulla, Zurina
- Date: 2019
- Subjects: Children's rights -- South Africa , Children -- Legal status, laws, etc --South Africa , Parent and child -- Research -- South Africa , Social work with youth -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30474 , vital:30949
- Description: The unique historical stressors linked to South Africa’s apartheid legacy, continues to manifest in the form of economic exclusion, social exclusion, inequality and poverty, with parents being subjugated to service users and extenders rather than included as service advocates, particularly in the child justice system. Furthermore, policies and practices do not include, engage and support parents on an intra and interpersonal level. Parents of children in conflict with the law, experience their children’s charge or arrest as well as their subsequent journey through the child justice system as a crisis resulting in their need for emotional, informational, practical and professional support during the child justice process. The similarities and differences between the contexts of child protection and child justice in supporting parents illuminates the existing gaps in child justice legislation, policy and practice resulting in a lack of support for parents during the child justice process. In the Children’s Act 38 of 2005, it is recognised that parents have a legal responsibility towards their children and that in fulfilling this responsibility parents can access support services to assist them when they face challenges in fulfilling this responsibility. In contrast, despite 80 percent of children in conflict with the law being released into parental care and parents expressing the need for support in fulfilling their parental responsibility, in this regard the Child Justice Act 75 of 2008 fails to make provision for parents to access support services. The child justice system’s narrow focus on parents as service extenders contributes to parents’ being excluded from targeted support services resulting in parents’ support needs not being addressed. The lack of programmes and services aimed at supporting parents highlight the need for coordinated services that address the multiple stressors parents are exposed to. To this end, this study was aimed at coconstructing a practice model for supporting parents of children in conflict with the law. The theoretical lenses employed in the current study namely; the Ecological systems model and the Buffering effect model describes the various systems parents need support from and the type of support they need from their family, community and professionals. Guided by a qualitative approach, the present study integrated applied research, in particular intervention design and development with participatory action research as it allowed systematic collaboration during the research process to ensure rigour. This study involved participants from two research sites namely, the Nerina One- Stop Child Justice Centre in Port Elizabeth and the Reception, Assessment and Referral office at the Uitenhage magistrates’ court. Employing a non-probability purposive sampling method, this study facilitated the participation of parents of children in conflict with the law and child justice officials who met the inclusion criteria, in the co-design and development of a practice model for supporting parents of children in conflict with the law. Participants assumed an expert and collaborative role, which enabled the co-construction of knowledge, meaning and innovation of the practice model. Qualitative data collection methods namely, twelve focus groups and thirty two participant observations, were used to explore, co-construct, describe and design a practice model for supporting parents of children in conflict with the law during the child justice process. Thematic analyses was employed to condense the data, search for codes, categories, themes, relationships and patterns in the data. Due to the research approach and design, data analysis was ongoing and informed design and development of the practice model. Based on the thematic analysis and synthesis both descriptive and analytic themes emerged. To ensure trustworthiness, this study employed various strategies to strengthen commitment, rigour, transparency and coherence. In addition, the participative research process, the inclusion of multiple forms of qualitative inquiry and the significance of the study contributed to the validity and quality of the study. Ethical considerations applicable to the study included participants’ voluntary participation, their informed consent and ensuring participants’ privacy or maintaining confidentially. Various strategies were employed to prevent or minimise risk to participants. The findings showed that formal sources of support, in particular, offer opportunities for parents to access individual and family counselling, parenting advice, and peer support. The study also highlighted the importance of recognising parents as a subsystem in the child justice system offers potential opportunities for inclusion of parents as co-facilitators of parenting programmes or support groups, as peer supporters during the child justice process. Parents’ inclusion as a partner in the child justice system is highlighted as an opportunity for parents to be able to vi participate in child justice fora, oversight committees and accreditation committees to influence policy, services and budget allocations for services to support parents of children in conflict with the law. This study’s contribution to the existing body of knowledge is an integrated, multidisciplinary, multi-phase co-constructed practice model that would enable inclusion of, and support for, parents of children in conflict with the law prior to, during and after the child justice. The co-constructed practice model (a) involves a continuum of parent-centred support for and inclusion of parents prior to, during and after the child justice process; (b) advances an inclusive and collaborative child justice system that views parents as important stakeholders in determining the type of services they need and being involved in developing practice; and (c) promotes parents as equal partners in decision making and policy making to influence legislation, policy and practice in the child justice system.
- Full Text:
- Date Issued: 2019
- Authors: Abdulla, Zurina
- Date: 2019
- Subjects: Children's rights -- South Africa , Children -- Legal status, laws, etc --South Africa , Parent and child -- Research -- South Africa , Social work with youth -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30474 , vital:30949
- Description: The unique historical stressors linked to South Africa’s apartheid legacy, continues to manifest in the form of economic exclusion, social exclusion, inequality and poverty, with parents being subjugated to service users and extenders rather than included as service advocates, particularly in the child justice system. Furthermore, policies and practices do not include, engage and support parents on an intra and interpersonal level. Parents of children in conflict with the law, experience their children’s charge or arrest as well as their subsequent journey through the child justice system as a crisis resulting in their need for emotional, informational, practical and professional support during the child justice process. The similarities and differences between the contexts of child protection and child justice in supporting parents illuminates the existing gaps in child justice legislation, policy and practice resulting in a lack of support for parents during the child justice process. In the Children’s Act 38 of 2005, it is recognised that parents have a legal responsibility towards their children and that in fulfilling this responsibility parents can access support services to assist them when they face challenges in fulfilling this responsibility. In contrast, despite 80 percent of children in conflict with the law being released into parental care and parents expressing the need for support in fulfilling their parental responsibility, in this regard the Child Justice Act 75 of 2008 fails to make provision for parents to access support services. The child justice system’s narrow focus on parents as service extenders contributes to parents’ being excluded from targeted support services resulting in parents’ support needs not being addressed. The lack of programmes and services aimed at supporting parents highlight the need for coordinated services that address the multiple stressors parents are exposed to. To this end, this study was aimed at coconstructing a practice model for supporting parents of children in conflict with the law. The theoretical lenses employed in the current study namely; the Ecological systems model and the Buffering effect model describes the various systems parents need support from and the type of support they need from their family, community and professionals. Guided by a qualitative approach, the present study integrated applied research, in particular intervention design and development with participatory action research as it allowed systematic collaboration during the research process to ensure rigour. This study involved participants from two research sites namely, the Nerina One- Stop Child Justice Centre in Port Elizabeth and the Reception, Assessment and Referral office at the Uitenhage magistrates’ court. Employing a non-probability purposive sampling method, this study facilitated the participation of parents of children in conflict with the law and child justice officials who met the inclusion criteria, in the co-design and development of a practice model for supporting parents of children in conflict with the law. Participants assumed an expert and collaborative role, which enabled the co-construction of knowledge, meaning and innovation of the practice model. Qualitative data collection methods namely, twelve focus groups and thirty two participant observations, were used to explore, co-construct, describe and design a practice model for supporting parents of children in conflict with the law during the child justice process. Thematic analyses was employed to condense the data, search for codes, categories, themes, relationships and patterns in the data. Due to the research approach and design, data analysis was ongoing and informed design and development of the practice model. Based on the thematic analysis and synthesis both descriptive and analytic themes emerged. To ensure trustworthiness, this study employed various strategies to strengthen commitment, rigour, transparency and coherence. In addition, the participative research process, the inclusion of multiple forms of qualitative inquiry and the significance of the study contributed to the validity and quality of the study. Ethical considerations applicable to the study included participants’ voluntary participation, their informed consent and ensuring participants’ privacy or maintaining confidentially. Various strategies were employed to prevent or minimise risk to participants. The findings showed that formal sources of support, in particular, offer opportunities for parents to access individual and family counselling, parenting advice, and peer support. The study also highlighted the importance of recognising parents as a subsystem in the child justice system offers potential opportunities for inclusion of parents as co-facilitators of parenting programmes or support groups, as peer supporters during the child justice process. Parents’ inclusion as a partner in the child justice system is highlighted as an opportunity for parents to be able to vi participate in child justice fora, oversight committees and accreditation committees to influence policy, services and budget allocations for services to support parents of children in conflict with the law. This study’s contribution to the existing body of knowledge is an integrated, multidisciplinary, multi-phase co-constructed practice model that would enable inclusion of, and support for, parents of children in conflict with the law prior to, during and after the child justice. The co-constructed practice model (a) involves a continuum of parent-centred support for and inclusion of parents prior to, during and after the child justice process; (b) advances an inclusive and collaborative child justice system that views parents as important stakeholders in determining the type of services they need and being involved in developing practice; and (c) promotes parents as equal partners in decision making and policy making to influence legislation, policy and practice in the child justice system.
- Full Text:
- Date Issued: 2019
A comprehensive support programme for professional nurses performing HIV counselling and testing at primary health care clinics in the rural Eastern Cape
- Authors: Madolo, Agrinette Nomboniso
- Date: 2019
- Subjects: HIV-positive persons -- Counseling of , AIDS (Disease) -- Patients -- Counseling of , Primary health care -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/40746 , vital:36232
- Description: The increase in global rates of human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) has had far reaching effects on healthcare services around the world. According to the 2017 statistics released by UNAIDS, South Africa has the largest HIV epidemic in the world. The South African Department of Health provides an HIV counselling and testing (HCT) service to patients in order that they may know their HIV status and endeavours to educate patients so that they may adapt their behaviours and lifestyles. The goal of this study is to develop a support programme for nurses to assist them in coping emotionally with their day-to-day activities when providing HCT services to patients attending primary healthcare clinics. The paradigm used as a lens to view the phenomenon is Kinlaw’s cyclical growth of empowerment theory. The researcher used a qualitative,explorative, descriptive and contextual design. The study involves three phases: (a) empirical research that explores nurses’ experiences of performing HCT in primary healthcare rural clinics, (b) the development of a conceptual framework for a support programme using the survey list of Dickoff et al. (1968:427). (c) the formalisation of the Comprehensive Support Programme to help nurses to cope emotionally with working with HCT on a long-term basis. Chinn and Kramer (2005118) were used to evaluate the programme. . The empirical findings revealed registered nurses experienced HCT both positively and negatively. They felt overwhelmed by the expectation that all patients attending primary healthcare clinics should be offered HCT routinely and the time constraints involved. They described how the emotional trauma attached to HCT affected their work patterns, leading to low productivity, and affected them outside work, leading to stress and sleep disturbances. They feltl disturbed that even when informed, people choose not to adopt safer sex practices and that how patients responded to a positive diagnosis cannot be predicted. Participants showed signs of stress, frustration, despair and sadness because most tested clients show positive test results and the number of clients testing positive is increasing. While participants felt helpless to improve the situation, at the same time, HCT was experienced as rewarding because it enabled diagnosis of medical conditions of which people weree not aware. The goal of the study was achieved with the development and formalisation of an extensive, relevant and applicable Comprehensive Support Programme for implementation for registered nurses to enable them cope emotionally when conducting HCT based on the empirical findings.
- Full Text:
- Date Issued: 2019
- Authors: Madolo, Agrinette Nomboniso
- Date: 2019
- Subjects: HIV-positive persons -- Counseling of , AIDS (Disease) -- Patients -- Counseling of , Primary health care -- South Africa -- Eastern Cape , Community health nursing -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DCur
- Identifier: http://hdl.handle.net/10948/40746 , vital:36232
- Description: The increase in global rates of human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) has had far reaching effects on healthcare services around the world. According to the 2017 statistics released by UNAIDS, South Africa has the largest HIV epidemic in the world. The South African Department of Health provides an HIV counselling and testing (HCT) service to patients in order that they may know their HIV status and endeavours to educate patients so that they may adapt their behaviours and lifestyles. The goal of this study is to develop a support programme for nurses to assist them in coping emotionally with their day-to-day activities when providing HCT services to patients attending primary healthcare clinics. The paradigm used as a lens to view the phenomenon is Kinlaw’s cyclical growth of empowerment theory. The researcher used a qualitative,explorative, descriptive and contextual design. The study involves three phases: (a) empirical research that explores nurses’ experiences of performing HCT in primary healthcare rural clinics, (b) the development of a conceptual framework for a support programme using the survey list of Dickoff et al. (1968:427). (c) the formalisation of the Comprehensive Support Programme to help nurses to cope emotionally with working with HCT on a long-term basis. Chinn and Kramer (2005118) were used to evaluate the programme. . The empirical findings revealed registered nurses experienced HCT both positively and negatively. They felt overwhelmed by the expectation that all patients attending primary healthcare clinics should be offered HCT routinely and the time constraints involved. They described how the emotional trauma attached to HCT affected their work patterns, leading to low productivity, and affected them outside work, leading to stress and sleep disturbances. They feltl disturbed that even when informed, people choose not to adopt safer sex practices and that how patients responded to a positive diagnosis cannot be predicted. Participants showed signs of stress, frustration, despair and sadness because most tested clients show positive test results and the number of clients testing positive is increasing. While participants felt helpless to improve the situation, at the same time, HCT was experienced as rewarding because it enabled diagnosis of medical conditions of which people weree not aware. The goal of the study was achieved with the development and formalisation of an extensive, relevant and applicable Comprehensive Support Programme for implementation for registered nurses to enable them cope emotionally when conducting HCT based on the empirical findings.
- Full Text:
- Date Issued: 2019
A nutrition education tool for practical application of the food based dietary guidelines for primary school teachers in Nelson Mandela Bay
- Authors: Joubert, Tayla Kate
- Date: 2019
- Subjects: Nutrition -- Education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44616 , vital:38152
- Description: Background: The South Africa Food-Based Dietary Guidelines (SAFBDG) was developed to promote better food choices for a healthy lifestyle and are included in the school syllabus. Schools remain viable platforms for nutrition education with teachers playing significant roles, but research has shown that teachers do not necessarily know about the SAFBDG and how to incorporate these into the teaching programme. Aim: The aim of this study was to develop a tool in the form of a nutrition education guide for primary school teachers, aimed at the practical application of the SAFBDG, in order to enhance the nutrition knowledge, attitudes and dietary practices of the teachers. Research design and methodology: A quasi-experimental, one group, quantitative design was employed. Forty-six teachers were conveniently chosen from schools in previously disadvantaged areas of Nelson Mandela Bay. The study design consisted of four phases. Phase one consisted of a pre-test where the teachers’ nutrition knowledge, nutrition attitudes, dietary practices, staff wellness and physical activity were determined by means of a standardised questionnaire. A nutritional assessment was also conducted in phase one. In phase two, the nutrition guide, which was Curriculum Assessment Policy Statement compliant for grades four to seven, was developed. In phase three, the guide was used in a workshop to train the teachers that attended phase one of the study, on how to use the nutrition education guide. In phase four, a post-test was conducted after the training to evaluate the effectiveness of the training and to determine whether there has been an increase in the teachers’ nutrition knowledge. Data from the questionnaires were analysed on Microsoft Excel 2016 MSO (16.0.4639.1000). Ethical approval for this study was obtained from the Faculty Postgraduate Studies Committee (FPGSC) of the Faculty of Health Sciences, Nelson Mandela University (Ethics clearance reference number: H18-HEA-DIET-005) and all ethical principles were upheld according to the Belmont report and the Declaration of Helsinki. Results: Of the 46 teachers who participated 36 (78 %) were obese. The mean waist circumference and waist-to-hip ratio was 109.99 and 0.887 respectively (± 17.32 and ± 0.089). The teachers obtained a relatively high mean overall score in the pre-test of 69 % (± 10.78). Only 42 % of the teachers had heard of the SAFBDG before the study. There was an overall statistical significant increase in knowledge of 6 % (p = 0.03) from the pre-test to the post-test. The dietary practice was obtained through a food frequency questionnaire (FFQ), which showed under-reporting. The most neglected food groups were legumes, dairy and vegetables/ fruit. Hypertension was the highest self-reported condition, with just under a quarter of the teachers having hypertension (high blood pressure). There was no statistical significance between the teachers’ BMI and their nutrition knowledge as well as no statistical significance between their BMI and their physical activity level. Conclusion and recommendations: Even though the teachers obtained a relatively high mean overall score in their pre-test, there were still gaps in their nutrition knowledge. These gaps in the teachers’ knowledge results in insufficient nutrition knowledge being provided to the learners, leading to poor dietary practices and misconceptions regarding different foods among the learners as well as the teachers. By providing training for the teachers, it will not only improve their nutrition knowledge but potentially also help to improve their lifestyle. With enhanced nutrition knowledge, the teachers can communicate sufficient information to their learners. The DoBE need to advocate for a healthier school environment in which the SAFBDG are implemented more extensively in the curriculum as well as part of school food policies.
- Full Text:
- Date Issued: 2019
- Authors: Joubert, Tayla Kate
- Date: 2019
- Subjects: Nutrition -- Education
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44616 , vital:38152
- Description: Background: The South Africa Food-Based Dietary Guidelines (SAFBDG) was developed to promote better food choices for a healthy lifestyle and are included in the school syllabus. Schools remain viable platforms for nutrition education with teachers playing significant roles, but research has shown that teachers do not necessarily know about the SAFBDG and how to incorporate these into the teaching programme. Aim: The aim of this study was to develop a tool in the form of a nutrition education guide for primary school teachers, aimed at the practical application of the SAFBDG, in order to enhance the nutrition knowledge, attitudes and dietary practices of the teachers. Research design and methodology: A quasi-experimental, one group, quantitative design was employed. Forty-six teachers were conveniently chosen from schools in previously disadvantaged areas of Nelson Mandela Bay. The study design consisted of four phases. Phase one consisted of a pre-test where the teachers’ nutrition knowledge, nutrition attitudes, dietary practices, staff wellness and physical activity were determined by means of a standardised questionnaire. A nutritional assessment was also conducted in phase one. In phase two, the nutrition guide, which was Curriculum Assessment Policy Statement compliant for grades four to seven, was developed. In phase three, the guide was used in a workshop to train the teachers that attended phase one of the study, on how to use the nutrition education guide. In phase four, a post-test was conducted after the training to evaluate the effectiveness of the training and to determine whether there has been an increase in the teachers’ nutrition knowledge. Data from the questionnaires were analysed on Microsoft Excel 2016 MSO (16.0.4639.1000). Ethical approval for this study was obtained from the Faculty Postgraduate Studies Committee (FPGSC) of the Faculty of Health Sciences, Nelson Mandela University (Ethics clearance reference number: H18-HEA-DIET-005) and all ethical principles were upheld according to the Belmont report and the Declaration of Helsinki. Results: Of the 46 teachers who participated 36 (78 %) were obese. The mean waist circumference and waist-to-hip ratio was 109.99 and 0.887 respectively (± 17.32 and ± 0.089). The teachers obtained a relatively high mean overall score in the pre-test of 69 % (± 10.78). Only 42 % of the teachers had heard of the SAFBDG before the study. There was an overall statistical significant increase in knowledge of 6 % (p = 0.03) from the pre-test to the post-test. The dietary practice was obtained through a food frequency questionnaire (FFQ), which showed under-reporting. The most neglected food groups were legumes, dairy and vegetables/ fruit. Hypertension was the highest self-reported condition, with just under a quarter of the teachers having hypertension (high blood pressure). There was no statistical significance between the teachers’ BMI and their nutrition knowledge as well as no statistical significance between their BMI and their physical activity level. Conclusion and recommendations: Even though the teachers obtained a relatively high mean overall score in their pre-test, there were still gaps in their nutrition knowledge. These gaps in the teachers’ knowledge results in insufficient nutrition knowledge being provided to the learners, leading to poor dietary practices and misconceptions regarding different foods among the learners as well as the teachers. By providing training for the teachers, it will not only improve their nutrition knowledge but potentially also help to improve their lifestyle. With enhanced nutrition knowledge, the teachers can communicate sufficient information to their learners. The DoBE need to advocate for a healthier school environment in which the SAFBDG are implemented more extensively in the curriculum as well as part of school food policies.
- Full Text:
- Date Issued: 2019
A nutrition education tool for practical application of the food based dietary guidelines for primary school teachers in Nelson Mandela Bay
- Authors: Joubert, Tayla Kate
- Date: 2019
- Subjects: Malnutrition -- South Africa -- Port Elizabeth , Nutrition—Evaluation Nutrition -- Evaluation Nutrition -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/45019 , vital:38226
- Description: The South Africa Food-Based Dietary Guidelines (SAFBDG) was developed to promote better food choices for a healthy lifestyle and are included in the school syllabus. Schools remain viable platforms for nutrition education with teachers playing significant roles, but research has shown that teachers do not necessarily know about the SAFBDG and how to incorporate these into the teaching programme. The aim of this study was to develop a tool in the form of a nutrition education guide for primary school teachers, aimed at the practical application of the SAFBDG, in order to enhance the nutrition knowledge, attitudes and dietary practices of the teachers. A quasi-experimental, one group, quantitative design was employed. Forty-six teachers were conveniently chosen from schools in previously disadvantaged areas of Nelson Mandela Bay. The study design consisted of four phases. Phase one consisted of a pre-test where the teachers’ nutrition knowledge, nutrition attitudes, dietary practices, staff wellness and physical activity were determined by means of a standardised questionnaire. A nutritional assessment was also conducted in phase one. In phase two, the nutrition guide, which was Curriculum Assessment Policy Statement compliant for grades four to seven, was developed. In phase three, the guide was used in a workshop to train the teachers that attended phase one of the study, on how to use the nutrition education guide. In phase four, a post-test was conducted after the training to evaluate the effectiveness of the training and to determine whether there has been an increase in the teachers’ nutrition knowledge. Data from the questionnaires were analysed on Microsoft Excel 2016 MSO (16.0.4639.1000). Ethical approval for this study was obtained from the Faculty Postgraduate Studies Committee (FPGSC) of the Faculty of Health Sciences, Nelson Mandela University (Ethics clearance reference number: H18-HEA-DIET-005) and all ethical principles were upheld according to the Belmont report and the Declaration of Helsinki. Results of the research 46 teachers who participated 36 (78 %) were obese. The mean waist circumference and waist-to-hip ratio was 109.99 and 0.887 respectively (± 17.32 and ± 0.089). The teachers obtained a relatively high mean overall score in the pre-test of 69 % (± 10.78). Only 42 % of the teachers had heard of the SAFBDG before the study. There was an overall statistical significant increase in knowledge of 6 % (p = 0.03) from the pre-test to the post-test. The dietary practice was obtained through a food frequency questionnaire (FFQ), which showed under-reporting. The most neglected food groups were legumes, dairy and vegetables/ fruit. Hypertension was the highest self-reported condition, with just under a quarter of the teachers having hypertension (high blood pressure). There was no statistical significance between the teachers’ BMI and their nutrition knowledge as well as no statistical significance between their BMI and their physical activity level. Even though the teachers obtained a relatively high mean overall score in their pre-test, there were still gaps in their nutrition knowledge. These gaps in the teachers’ knowledge results in insufficient nutrition knowledge being provided to the learners, leading to poor dietary practices and misconceptions regarding different foods among the learners as well as the teachers. By providing training for the teachers, it will not only improve their nutrition knowledge but potentially also help to improve their lifestyle. With enhanced nutrition knowledge, the teachers can communicate sufficient information to their learners. The DoBE need to advocate for a healthier school environment in which the SAFBDG are implemented more extensively in the curriculum as well as part of school food policies.
- Full Text:
- Date Issued: 2019
- Authors: Joubert, Tayla Kate
- Date: 2019
- Subjects: Malnutrition -- South Africa -- Port Elizabeth , Nutrition—Evaluation Nutrition -- Evaluation Nutrition -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/45019 , vital:38226
- Description: The South Africa Food-Based Dietary Guidelines (SAFBDG) was developed to promote better food choices for a healthy lifestyle and are included in the school syllabus. Schools remain viable platforms for nutrition education with teachers playing significant roles, but research has shown that teachers do not necessarily know about the SAFBDG and how to incorporate these into the teaching programme. The aim of this study was to develop a tool in the form of a nutrition education guide for primary school teachers, aimed at the practical application of the SAFBDG, in order to enhance the nutrition knowledge, attitudes and dietary practices of the teachers. A quasi-experimental, one group, quantitative design was employed. Forty-six teachers were conveniently chosen from schools in previously disadvantaged areas of Nelson Mandela Bay. The study design consisted of four phases. Phase one consisted of a pre-test where the teachers’ nutrition knowledge, nutrition attitudes, dietary practices, staff wellness and physical activity were determined by means of a standardised questionnaire. A nutritional assessment was also conducted in phase one. In phase two, the nutrition guide, which was Curriculum Assessment Policy Statement compliant for grades four to seven, was developed. In phase three, the guide was used in a workshop to train the teachers that attended phase one of the study, on how to use the nutrition education guide. In phase four, a post-test was conducted after the training to evaluate the effectiveness of the training and to determine whether there has been an increase in the teachers’ nutrition knowledge. Data from the questionnaires were analysed on Microsoft Excel 2016 MSO (16.0.4639.1000). Ethical approval for this study was obtained from the Faculty Postgraduate Studies Committee (FPGSC) of the Faculty of Health Sciences, Nelson Mandela University (Ethics clearance reference number: H18-HEA-DIET-005) and all ethical principles were upheld according to the Belmont report and the Declaration of Helsinki. Results of the research 46 teachers who participated 36 (78 %) were obese. The mean waist circumference and waist-to-hip ratio was 109.99 and 0.887 respectively (± 17.32 and ± 0.089). The teachers obtained a relatively high mean overall score in the pre-test of 69 % (± 10.78). Only 42 % of the teachers had heard of the SAFBDG before the study. There was an overall statistical significant increase in knowledge of 6 % (p = 0.03) from the pre-test to the post-test. The dietary practice was obtained through a food frequency questionnaire (FFQ), which showed under-reporting. The most neglected food groups were legumes, dairy and vegetables/ fruit. Hypertension was the highest self-reported condition, with just under a quarter of the teachers having hypertension (high blood pressure). There was no statistical significance between the teachers’ BMI and their nutrition knowledge as well as no statistical significance between their BMI and their physical activity level. Even though the teachers obtained a relatively high mean overall score in their pre-test, there were still gaps in their nutrition knowledge. These gaps in the teachers’ knowledge results in insufficient nutrition knowledge being provided to the learners, leading to poor dietary practices and misconceptions regarding different foods among the learners as well as the teachers. By providing training for the teachers, it will not only improve their nutrition knowledge but potentially also help to improve their lifestyle. With enhanced nutrition knowledge, the teachers can communicate sufficient information to their learners. The DoBE need to advocate for a healthier school environment in which the SAFBDG are implemented more extensively in the curriculum as well as part of school food policies.
- Full Text:
- Date Issued: 2019
A proposed baseline South African antimicrobial stewardship curriculum for the Bachelor of Pharmacy programme
- Authors: Khan, Yasmine
- Date: 2019
- Subjects: Pharmacy -- Study and teaching -- South Africa , Pharmacy -- Practice -- South Africa Drug utilization -- Dissertations Drug utilization -- South Africa
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10948/35752 , vital:33805
- Description: Antimicrobial stewardship refers to the healthcare practice which ensures the judicious and appropriate prescribing of antimicrobial agents. The primary purpose of antimicrobial stewardship entails minimising the progression of antimicrobial resistance; the rise of which is recognised as a threat to global health and safety. The pharmacist is recognised nationally and internationally as a key role player in the implementation of antimicrobial stewardship. Education of healthcare practitioners in antimicrobial stewardship is a recognised strategic enabler for the containment of antimicrobial resistance in South Africa. The primary aim of the study was to develop a proposed baseline antimicrobial stewardship curriculum which is suitable for implementation into the Bachelor of Pharmacy programmes offered by South African schools of pharmacy. The aims and objectives of the study were achieved through the conduction of four study phases: the content analysis, academic review, expert consultation and curriculum development. The content analysis investigated the structure and content of international antimicrobial stewardship curricula, and the national policy governing antimicrobial stewardship implementation in South Africa. Frequency distributions of trends from the reviewed literature informed the development of the initial draft antimicrobial stewardship curriculum for pharmacy students. In terms of content, the principles which emerges with high frequency, which were thus emphasised in the initial draft curriculum, included: the strategic objectives (governance, surveillance, antimicrobial stewardship and infection prevention); strategic enablers (education, communication, legislation and research); dose optimisation; audit and feedback; formulary restriction; collaboration; pre-authorisation; and de-escalation. Available literature did not provide extensive detail regarding the curriculum structure utilised internationally, particularly with regards to the number of contact hours dedicated to the curriculum content and the year level at which antimicrobial stewardship was incorporated in the degree programme (variable between studies). From the content analysis it was evident that a mixed methods pedagogy and use of multiple assessment techniques were recommended. The academic review phase allowed for further insight to be obtained into the content and structure of antimicrobial stewardship curriculum content which was presented in the pre-existing Bachelor of Pharmacy degree programmes. Furthermore, the academic review required that nominated participants from each school of pharmacy indicate which antimicrobial prescribing principles should be incorporated in the proposed baseline antimicrobial stewardship curriculum. The results of the academic review phase were collated with the content analysis in order to develop the updated draft antimicrobial stewardship curriculum. It was interesting to note that large variation in content and structure related to antimicrobial stewardship which was presented by the various schools of pharmacy in South Africa. In terms of curriculum content, recommendations made by academic professionals informed the development of relative importance groupings, which allowed for the various antimicrobial stewardship principles to be tiered according to importance for inclusion in the proposed baseline antimicrobial stewardship curriculum. The large variation in antimicrobial stewardship curriculum structure posed as a challenge for the development of the proposed baseline curriculum, requiring that the structure remain flexible in order for feasible incorporation into the pre-existing Bachelor of Pharmacy degree programmes offered by the various schools of pharmacy in South Africa. The expert consultation phase explored the perceptions of multiple key health disciplines who serve as part of antimicrobial stewardship teams in South Africa with regards to the role of the pharmacist in antimicrobial stewardship; and the minimum level of antimicrobial stewardship knowledge and skills which pharmacy students should possess prior to entry into practice. The results of the expert consultation phase were collated with the results of the content analysis and academic review phase in order to develop the final proposed baseline antimicrobial stewardship curriculum. The findings of the expert consultation phase indicated great variability regarding the perceived role of the pharmacist in antimicrobial stewardship within and between health disciplines. Furthermore, the relative perceived importance of various antimicrobial stewardship strategies and antimicrobial prescribing principles were explored, which informed the tiering of content in the final proposed antimicrobial stewardship curriculum.
- Full Text:
- Date Issued: 2019
- Authors: Khan, Yasmine
- Date: 2019
- Subjects: Pharmacy -- Study and teaching -- South Africa , Pharmacy -- Practice -- South Africa Drug utilization -- Dissertations Drug utilization -- South Africa
- Language: English
- Type: Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10948/35752 , vital:33805
- Description: Antimicrobial stewardship refers to the healthcare practice which ensures the judicious and appropriate prescribing of antimicrobial agents. The primary purpose of antimicrobial stewardship entails minimising the progression of antimicrobial resistance; the rise of which is recognised as a threat to global health and safety. The pharmacist is recognised nationally and internationally as a key role player in the implementation of antimicrobial stewardship. Education of healthcare practitioners in antimicrobial stewardship is a recognised strategic enabler for the containment of antimicrobial resistance in South Africa. The primary aim of the study was to develop a proposed baseline antimicrobial stewardship curriculum which is suitable for implementation into the Bachelor of Pharmacy programmes offered by South African schools of pharmacy. The aims and objectives of the study were achieved through the conduction of four study phases: the content analysis, academic review, expert consultation and curriculum development. The content analysis investigated the structure and content of international antimicrobial stewardship curricula, and the national policy governing antimicrobial stewardship implementation in South Africa. Frequency distributions of trends from the reviewed literature informed the development of the initial draft antimicrobial stewardship curriculum for pharmacy students. In terms of content, the principles which emerges with high frequency, which were thus emphasised in the initial draft curriculum, included: the strategic objectives (governance, surveillance, antimicrobial stewardship and infection prevention); strategic enablers (education, communication, legislation and research); dose optimisation; audit and feedback; formulary restriction; collaboration; pre-authorisation; and de-escalation. Available literature did not provide extensive detail regarding the curriculum structure utilised internationally, particularly with regards to the number of contact hours dedicated to the curriculum content and the year level at which antimicrobial stewardship was incorporated in the degree programme (variable between studies). From the content analysis it was evident that a mixed methods pedagogy and use of multiple assessment techniques were recommended. The academic review phase allowed for further insight to be obtained into the content and structure of antimicrobial stewardship curriculum content which was presented in the pre-existing Bachelor of Pharmacy degree programmes. Furthermore, the academic review required that nominated participants from each school of pharmacy indicate which antimicrobial prescribing principles should be incorporated in the proposed baseline antimicrobial stewardship curriculum. The results of the academic review phase were collated with the content analysis in order to develop the updated draft antimicrobial stewardship curriculum. It was interesting to note that large variation in content and structure related to antimicrobial stewardship which was presented by the various schools of pharmacy in South Africa. In terms of curriculum content, recommendations made by academic professionals informed the development of relative importance groupings, which allowed for the various antimicrobial stewardship principles to be tiered according to importance for inclusion in the proposed baseline antimicrobial stewardship curriculum. The large variation in antimicrobial stewardship curriculum structure posed as a challenge for the development of the proposed baseline curriculum, requiring that the structure remain flexible in order for feasible incorporation into the pre-existing Bachelor of Pharmacy degree programmes offered by the various schools of pharmacy in South Africa. The expert consultation phase explored the perceptions of multiple key health disciplines who serve as part of antimicrobial stewardship teams in South Africa with regards to the role of the pharmacist in antimicrobial stewardship; and the minimum level of antimicrobial stewardship knowledge and skills which pharmacy students should possess prior to entry into practice. The results of the expert consultation phase were collated with the results of the content analysis and academic review phase in order to develop the final proposed baseline antimicrobial stewardship curriculum. The findings of the expert consultation phase indicated great variability regarding the perceived role of the pharmacist in antimicrobial stewardship within and between health disciplines. Furthermore, the relative perceived importance of various antimicrobial stewardship strategies and antimicrobial prescribing principles were explored, which informed the tiering of content in the final proposed antimicrobial stewardship curriculum.
- Full Text:
- Date Issued: 2019
A psychobiographical study of Joseph Stalin
- Authors: Matsolo, Vuyiswa
- Date: 2019
- Subjects: Stalin, Joseph -- 1878-1953 , Developmental psychology Self-actualization (Psychology) Psychology -- Biographical methods
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41570 , vital:36530
- Description: Joseph Stalin was the dictator of the Soviet Union from 1929 to 1953. Stalin ruled by terror and millions of people died during his term as leader. Stalin was known as an evil man, however, he was also hailed as a hero who was able to transform Russia into a major super power. Stalin died in 1953 at the age of 74, after suffering a massive stroke. The aim of the current study was to explore and describe the personality development of Stalin, by applying Alfred Adler’s theory of Individual Psychology and Theodore Millon’s Biopsychosocial Model of Personality to the context of his life experiences. The research design is a psychobiography, which is a single case study, and non-probability purposive sampling was used to select Stalin. The data consisted of primary and secondary data sources that described Stalin’s life experiences, and Yin’s (1994) guidelines for data collection were followed for data collection, which include using multiple sources of evidence, creating a case study database, and keeping and maintaining a reliable chain of evidence. The data was analysed in accordance to Miles and Huberman’s (1994a) model of data analysis. The findings of the study indicated that Stalin’s striving for significance was largely influenced by the social environment and cultural context in which he lived. These factors influenced his need for perfection and superiority, which became prevalent in his behaviour within his childhood years and throughout his quest for power in the Soviet Union. Stalin presented with Adler’s active-destructive lifestyle, which aligns with Millon’s antisocial personality pattern which focuses more on meeting the needs of the self at the expense of others.
- Full Text:
- Date Issued: 2019
- Authors: Matsolo, Vuyiswa
- Date: 2019
- Subjects: Stalin, Joseph -- 1878-1953 , Developmental psychology Self-actualization (Psychology) Psychology -- Biographical methods
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41570 , vital:36530
- Description: Joseph Stalin was the dictator of the Soviet Union from 1929 to 1953. Stalin ruled by terror and millions of people died during his term as leader. Stalin was known as an evil man, however, he was also hailed as a hero who was able to transform Russia into a major super power. Stalin died in 1953 at the age of 74, after suffering a massive stroke. The aim of the current study was to explore and describe the personality development of Stalin, by applying Alfred Adler’s theory of Individual Psychology and Theodore Millon’s Biopsychosocial Model of Personality to the context of his life experiences. The research design is a psychobiography, which is a single case study, and non-probability purposive sampling was used to select Stalin. The data consisted of primary and secondary data sources that described Stalin’s life experiences, and Yin’s (1994) guidelines for data collection were followed for data collection, which include using multiple sources of evidence, creating a case study database, and keeping and maintaining a reliable chain of evidence. The data was analysed in accordance to Miles and Huberman’s (1994a) model of data analysis. The findings of the study indicated that Stalin’s striving for significance was largely influenced by the social environment and cultural context in which he lived. These factors influenced his need for perfection and superiority, which became prevalent in his behaviour within his childhood years and throughout his quest for power in the Soviet Union. Stalin presented with Adler’s active-destructive lifestyle, which aligns with Millon’s antisocial personality pattern which focuses more on meeting the needs of the self at the expense of others.
- Full Text:
- Date Issued: 2019
A psychobiographical study of Theodore Robert Bundy: an object relations approach
- Authors: Landsberg, Melissa
- Date: 2019
- Subjects: Developmental psychology , Object relations (Psychoanalysis) Psychology -- Biographical methods Psychology -- United States -- Biographical methods Serial murderers -- United States -- Biography Criminals -- United States -- Biography
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/40456 , vital:36167
- Description: The following research study aimed to explore and describe the life and personality development of Theodore Robert Bundy (1946-1989), a serial murderer who confessed to committing more than 30 homicides across different states of America between 1974 and 1978. By examining his distinctive set of cognitions and behaviours through a psychobiographical lens, Bundy’s use of primitive defense mechanisms and level of personality pathology could moreover be identified. In doing so, insights into the psychological motivations behind his aberrant actions could be acquired. This was attained through the application of Kernberg’s (1966) Object Relations Theory to Bundy’s lived experiences. Bundy was chosen as the research subject, based on his infamous reputation and interest value through employing a purposive sampling technique, and subsequently took the form of a qualitative, single case study. Data was collected through the triangulation of multiple primary and secondary sources available in the public domain. This data collection was furthermore processed and analysed through the use of Alexander’s (1988) textual indicators of psychological saliency, and the employment of Miles and Huberman’s (1994) three-step approach to qualitative data analysis (that is, data reduction, data display, and conclusion drawing and verification). The research findings confirmed Bundy’s pathological use of primitive defense mechanisms linked to Kernberg’s description of lower-level pathologies. It additionally emphasised the significance and utility of psychobiographical studies, and highlighted the value of Kernberg’s theory in understanding personality development. Recommendations were then made for future research endeavors to guide individuals that are interested in conducting similar studies that fall within the same genre of study.
- Full Text:
- Date Issued: 2019
- Authors: Landsberg, Melissa
- Date: 2019
- Subjects: Developmental psychology , Object relations (Psychoanalysis) Psychology -- Biographical methods Psychology -- United States -- Biographical methods Serial murderers -- United States -- Biography Criminals -- United States -- Biography
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/40456 , vital:36167
- Description: The following research study aimed to explore and describe the life and personality development of Theodore Robert Bundy (1946-1989), a serial murderer who confessed to committing more than 30 homicides across different states of America between 1974 and 1978. By examining his distinctive set of cognitions and behaviours through a psychobiographical lens, Bundy’s use of primitive defense mechanisms and level of personality pathology could moreover be identified. In doing so, insights into the psychological motivations behind his aberrant actions could be acquired. This was attained through the application of Kernberg’s (1966) Object Relations Theory to Bundy’s lived experiences. Bundy was chosen as the research subject, based on his infamous reputation and interest value through employing a purposive sampling technique, and subsequently took the form of a qualitative, single case study. Data was collected through the triangulation of multiple primary and secondary sources available in the public domain. This data collection was furthermore processed and analysed through the use of Alexander’s (1988) textual indicators of psychological saliency, and the employment of Miles and Huberman’s (1994) three-step approach to qualitative data analysis (that is, data reduction, data display, and conclusion drawing and verification). The research findings confirmed Bundy’s pathological use of primitive defense mechanisms linked to Kernberg’s description of lower-level pathologies. It additionally emphasised the significance and utility of psychobiographical studies, and highlighted the value of Kernberg’s theory in understanding personality development. Recommendations were then made for future research endeavors to guide individuals that are interested in conducting similar studies that fall within the same genre of study.
- Full Text:
- Date Issued: 2019
A Psychobiography of Martin Luther King, jr.
- Authors: Perils, Carlyn Meredith
- Date: 2019
- Subjects: King, Martin Luther, -- Jr., -- 1929-1968 , Psychology -- Biographical methods Politicians -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43160 , vital:36753
- Description: This psychobiography focuses on the leadership style of Martin Luther King, Jr., a leader in the United States civil rights movement. King fought against racism, imperialism, poverty and political disenfranchisement, preached a philosophy of non-violence, and aimed to bring about reconciliation among classes, races, and nations. Transformational leaders stimulate and inspire followers to both achieve remarkable outcomes and, in the process, develop their own leadership capacity. This study makes use of a qualitative research method and is a longitudinal psychobiographical case study. The study aimed to explore, describe, and interpret the leadership style demonstrated by King according to the four leadership dimensions in transformational leadership theory. This psychobiographical study is exploratory-descriptive in nature. King was chosen as a research subject via purposive non- random sampling based on the interest value and significance of his life. Data on King’s leadership style was collected from both primary and secondary sources. Data was analysed according to Alexander’s (1988) method and Miles and Huberman’s (1994) approach. To ensure a trustworthy study, the four criteria of credibility, transferability, dependability and conformability were considered. The research did not cause any “distress or harm” to the subject. The subject is long deceased, and a large amount of psychobiographical research was based on “archival” information which was publicly available. Thus reporting such information posed minimal risk of criminal or civil liability being brought against the subject. King was found to demonstrate leadership style associated with idealized influence and inspirational motivation to a much higher extent than individualized consideration or intellectual stimulation. This finding contributes to a more specific understanding of the style of leadership King displayed. The insights gained from this study can be used to guide improvements in leadership practice, in terms of the development of leaders in industry.
- Full Text:
- Date Issued: 2019
- Authors: Perils, Carlyn Meredith
- Date: 2019
- Subjects: King, Martin Luther, -- Jr., -- 1929-1968 , Psychology -- Biographical methods Politicians -- Psychology
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43160 , vital:36753
- Description: This psychobiography focuses on the leadership style of Martin Luther King, Jr., a leader in the United States civil rights movement. King fought against racism, imperialism, poverty and political disenfranchisement, preached a philosophy of non-violence, and aimed to bring about reconciliation among classes, races, and nations. Transformational leaders stimulate and inspire followers to both achieve remarkable outcomes and, in the process, develop their own leadership capacity. This study makes use of a qualitative research method and is a longitudinal psychobiographical case study. The study aimed to explore, describe, and interpret the leadership style demonstrated by King according to the four leadership dimensions in transformational leadership theory. This psychobiographical study is exploratory-descriptive in nature. King was chosen as a research subject via purposive non- random sampling based on the interest value and significance of his life. Data on King’s leadership style was collected from both primary and secondary sources. Data was analysed according to Alexander’s (1988) method and Miles and Huberman’s (1994) approach. To ensure a trustworthy study, the four criteria of credibility, transferability, dependability and conformability were considered. The research did not cause any “distress or harm” to the subject. The subject is long deceased, and a large amount of psychobiographical research was based on “archival” information which was publicly available. Thus reporting such information posed minimal risk of criminal or civil liability being brought against the subject. King was found to demonstrate leadership style associated with idealized influence and inspirational motivation to a much higher extent than individualized consideration or intellectual stimulation. This finding contributes to a more specific understanding of the style of leadership King displayed. The insights gained from this study can be used to guide improvements in leadership practice, in terms of the development of leaders in industry.
- Full Text:
- Date Issued: 2019
A systematic review of operationalizations of culture in post traumatic stress
- Ramasodi, Precious, Cronje, Johan
- Authors: Ramasodi, Precious , Cronje, Johan
- Date: 2019
- Subjects: Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43037 , vital:36729
- Description: Research which looks at the influence of culture on posttraumatic experience has explored the culture construct through many differing lenses. This is because of the complex nature of culture. Since investigators may delineate culture in any number of ways there are a host of ways in which culture can be operationalised. The presence of differing operationalisations of culture in the literature is not necessarily a hindrance to the furtherance of knowledge. However, researchers may find it beneficial to employ similar operational terms in order for studies to be compared and amalgamated. The present study reviewed literature studies published between 1980 and 2018 that explored Post Traumatic Stress Disorder(PTSD) in different cultural cohorts. Thirty qualitative and quantitative research reports were assessed and six different operational terms were found. These were namely: geographic location, nationality, race, language, religion and ethnicity. Many articles in the pooled articles employed more than one operational to delineate the target population. The key themes which emerged from the pooled articles were the impact of differences between researcher and study participants, the differences in symptom expression and the stigma of the posttraumatic disorder.
- Full Text:
- Date Issued: 2019
- Authors: Ramasodi, Precious , Cronje, Johan
- Date: 2019
- Subjects: Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43037 , vital:36729
- Description: Research which looks at the influence of culture on posttraumatic experience has explored the culture construct through many differing lenses. This is because of the complex nature of culture. Since investigators may delineate culture in any number of ways there are a host of ways in which culture can be operationalised. The presence of differing operationalisations of culture in the literature is not necessarily a hindrance to the furtherance of knowledge. However, researchers may find it beneficial to employ similar operational terms in order for studies to be compared and amalgamated. The present study reviewed literature studies published between 1980 and 2018 that explored Post Traumatic Stress Disorder(PTSD) in different cultural cohorts. Thirty qualitative and quantitative research reports were assessed and six different operational terms were found. These were namely: geographic location, nationality, race, language, religion and ethnicity. Many articles in the pooled articles employed more than one operational to delineate the target population. The key themes which emerged from the pooled articles were the impact of differences between researcher and study participants, the differences in symptom expression and the stigma of the posttraumatic disorder.
- Full Text:
- Date Issued: 2019
A systematic review on South African literature on hegemonic masculinity
- Authors: Pieterse, Carl
- Date: 2019
- Subjects: Masculinity , Men -- Psychology Hegemony
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43225 , vital:36761
- Description: The application and use of hegemonic masculinity as a theory and concept in South African literature is confusing and ambiguous. This confusion often results in hegemonic masculinity being equated to the concepts of dominant masculinity or traditional masculinity. Recently, research has suggested that studies on hegemonic masculinity contaminated the concept, whereas only a few have added new and acceptable knowledge. The concept of hegemonic masculinity has an almost hegemonic foundation in global literature, often resulting in the misuse of the concept. The aim of the study was to identify, analyse, and report on the themes and trends in South African literature that represents the understudied populations that create and maintain hegemonic masculinity. A systematic review process was utilised to identify and summarise the data, while thematic analysis was used to identify, analyse, and report on the patterns in the data. The results revealed five major themes that contribute toward the complex and paradoxical ways in which hegemonic masculinity was created and maintained by both individuals and society. In conclusion, the study discovered the complex nexus of paradoxes that exist in South African society and ultimately how they are used to create and maintain heteronormative standards of living by means of alignment with hegemonic masculinity. The study recommends that future research should focus on intersectionality as a lens through which hegemonic masculinity is studied.
- Full Text:
- Date Issued: 2019
- Authors: Pieterse, Carl
- Date: 2019
- Subjects: Masculinity , Men -- Psychology Hegemony
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/43225 , vital:36761
- Description: The application and use of hegemonic masculinity as a theory and concept in South African literature is confusing and ambiguous. This confusion often results in hegemonic masculinity being equated to the concepts of dominant masculinity or traditional masculinity. Recently, research has suggested that studies on hegemonic masculinity contaminated the concept, whereas only a few have added new and acceptable knowledge. The concept of hegemonic masculinity has an almost hegemonic foundation in global literature, often resulting in the misuse of the concept. The aim of the study was to identify, analyse, and report on the themes and trends in South African literature that represents the understudied populations that create and maintain hegemonic masculinity. A systematic review process was utilised to identify and summarise the data, while thematic analysis was used to identify, analyse, and report on the patterns in the data. The results revealed five major themes that contribute toward the complex and paradoxical ways in which hegemonic masculinity was created and maintained by both individuals and society. In conclusion, the study discovered the complex nexus of paradoxes that exist in South African society and ultimately how they are used to create and maintain heteronormative standards of living by means of alignment with hegemonic masculinity. The study recommends that future research should focus on intersectionality as a lens through which hegemonic masculinity is studied.
- Full Text:
- Date Issued: 2019
Adult circumcision practices of traditional surgeons and nurses in relation to the initiates’ health outcomes/morbidity in the Eastern Cape
- Authors: Dalasa, Siyamthemba
- Date: 2019
- Subjects: Circumcision -- Social aspects
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/17029 , vital:40834
- Description: BACKGROUND Despite the adverse outcomes associated with traditional male circumcision, the practice remains prevalent, especially in the Eastern Cape, South, Africa. This study seeks to assess the practices of traditional surgeons and nurses in relation to the prevention and control of infections and their understanding of human physiological mechanisms during circumcision processes. METHOD This study has adopted a qualitative design, which involved conducting 115 semistructured interviews among traditional surgeons, traditional nurses and traditionally circumcised men, and one focus group discussion among traditional nurses. The data generated were transcribed and subjected to thematic content analysis. RESULTS The analysis revealed that both traditional surgeons and nurses demonstrated both poor aseptic techniques and a lack of knowledge of how the human body functions. Their lack of knowledge of basic human physiology meant that they trivialised sepsis in the penile wound. In addition, the seclusion lodges for circumcision and initiates living were unclean and uninhabitable. CONCLUSION The poor aseptic techniques of traditional surgeons and nurses, as well as the uncleanliness of their environment during traditional male circumcision procedures, could expose initiates to infections and morbidity. Environmental health officers should regularly supervise traditional surgeons and nurses in order to prevent the adverse health outcomes associated with the traditional male circumcision practice.
- Full Text:
- Date Issued: 2019
- Authors: Dalasa, Siyamthemba
- Date: 2019
- Subjects: Circumcision -- Social aspects
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10353/17029 , vital:40834
- Description: BACKGROUND Despite the adverse outcomes associated with traditional male circumcision, the practice remains prevalent, especially in the Eastern Cape, South, Africa. This study seeks to assess the practices of traditional surgeons and nurses in relation to the prevention and control of infections and their understanding of human physiological mechanisms during circumcision processes. METHOD This study has adopted a qualitative design, which involved conducting 115 semistructured interviews among traditional surgeons, traditional nurses and traditionally circumcised men, and one focus group discussion among traditional nurses. The data generated were transcribed and subjected to thematic content analysis. RESULTS The analysis revealed that both traditional surgeons and nurses demonstrated both poor aseptic techniques and a lack of knowledge of how the human body functions. Their lack of knowledge of basic human physiology meant that they trivialised sepsis in the penile wound. In addition, the seclusion lodges for circumcision and initiates living were unclean and uninhabitable. CONCLUSION The poor aseptic techniques of traditional surgeons and nurses, as well as the uncleanliness of their environment during traditional male circumcision procedures, could expose initiates to infections and morbidity. Environmental health officers should regularly supervise traditional surgeons and nurses in order to prevent the adverse health outcomes associated with the traditional male circumcision practice.
- Full Text:
- Date Issued: 2019
An assessment of school food and nutrition environments for strengthening the integrated school health policy in the Eastern Cape, South Africa
- Authors: Okeyo, Alice Phelgona
- Date: 2019
- Subjects: Nutrition policy -- South Africa -- Eastern Cape School health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/17039 , vital:40836
- Description: The 2012 Integrated School Health Policy (ISHP) offers a framework for adequate school food environment. It aims to contribute to the improvement of the general health of school-going children and to address health barriers to learning in order to improve education outcomes. This study assessed the school food and nutrition environment and critically appraised the position of nutrition within ISHP in order to make recommendations for best practice and promotion of healthy-eating in quintiles 1 – 3 secondary school learners of the Eastern Cape, South Africa. Areas evaluated included the school food environment (National School Food Nutrition Programme, NSNP, tuck-shop, vendor, lunch box, and school vegetable garden); eating practice; nutrition knowledge; and nutrition status. A quantitative and qualitative cross-sectional design was applied in data collection. Data was collected from 1,357 learners at 18 secondary schools in three districts: Buffalo City Metropolitan Municipality, Chris Hani and OR Tambo, using semi-structured questionnaires. Five major food items provided in the school food and nutrition environment included: beans, pap, sour-milk, rice, and samp (maize) (NSNP); chips, sandwich, pap, biscuits, and cake (tuck-shop); chips, sandwich, pap, cake, and pop-corn (vendor); and samp (maize), noodles, fat-cake, chips, and Russian/Viennas (lunch boxes). Only three of the 16 schools had school vegetable gardens which produced vegetables and no fruits. Five most frequently eaten foods for breakfast were porridge, rusks, stiff-pap, bread-with-spread, eggs, and polony. Learners from quintile 3 (60.8percent) significantly ate more cooked porridge than learners from quintiles 1 and 2 (51.9percent) (p = 0.015). Leaners from quintile 3 (59.4percent) significantly ate more brown bread-with-spread than learners from quintiles 1 and 2 (50.4) (p = 0.022). The majority of learners (72.7percent) ate breakfast; more male learners (24.4percent) than female learners (29.1percent) skipped breakfast. The majority (62.2percent) of learners had poor nutritional knowledge; significantly, more male (35percent) than female (27percent) learners had poor nutritional knowledge (p = 0.003). Nutritional knowledge increased with age; significantly more grade 8 learners had poor (42.6percent) nutritional knowledge than grade 12 learners (14.1percent) (p < 0.001). Leaners from quintile 3 had good (23.5percent) nutritional knowledge than learners from quintiles 1 and 2 (15.7percent) (p < 0.001). School lessons, books and television were the most important source for nutritional information to learners. The most significant source was lessons (72.0percent; p < 0.001); followed by television (69.4percent; p < 0.001) and books (67.8percent; p = 0.014), in that ranking order. The majority of learners (64percent) had normal body weight. The prevalence of underweight, overweight and obesity was 13.0percent, 15.0percent and 8.0percent, respectively. The prevalence of overweight and obesity was higher in females than males (21.3percent vs 5.3percent; overweight; p < 0.001)) and (11.6percent vs 1.2percent; obesity; p < 0.001), respectively; while the prevalence in terms of underweight was significantly higher in male (21.3percent) learners than in female learners (8.1percent); p < 0.001. The study indicated that the school food environment was not supported by ISHP. The Integrated School Health Policy did not include on-site package for nutritional assessment, thus, there is need to offer nutritional interventions in schools.
- Full Text:
- Date Issued: 2019
- Authors: Okeyo, Alice Phelgona
- Date: 2019
- Subjects: Nutrition policy -- South Africa -- Eastern Cape School health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/17039 , vital:40836
- Description: The 2012 Integrated School Health Policy (ISHP) offers a framework for adequate school food environment. It aims to contribute to the improvement of the general health of school-going children and to address health barriers to learning in order to improve education outcomes. This study assessed the school food and nutrition environment and critically appraised the position of nutrition within ISHP in order to make recommendations for best practice and promotion of healthy-eating in quintiles 1 – 3 secondary school learners of the Eastern Cape, South Africa. Areas evaluated included the school food environment (National School Food Nutrition Programme, NSNP, tuck-shop, vendor, lunch box, and school vegetable garden); eating practice; nutrition knowledge; and nutrition status. A quantitative and qualitative cross-sectional design was applied in data collection. Data was collected from 1,357 learners at 18 secondary schools in three districts: Buffalo City Metropolitan Municipality, Chris Hani and OR Tambo, using semi-structured questionnaires. Five major food items provided in the school food and nutrition environment included: beans, pap, sour-milk, rice, and samp (maize) (NSNP); chips, sandwich, pap, biscuits, and cake (tuck-shop); chips, sandwich, pap, cake, and pop-corn (vendor); and samp (maize), noodles, fat-cake, chips, and Russian/Viennas (lunch boxes). Only three of the 16 schools had school vegetable gardens which produced vegetables and no fruits. Five most frequently eaten foods for breakfast were porridge, rusks, stiff-pap, bread-with-spread, eggs, and polony. Learners from quintile 3 (60.8percent) significantly ate more cooked porridge than learners from quintiles 1 and 2 (51.9percent) (p = 0.015). Leaners from quintile 3 (59.4percent) significantly ate more brown bread-with-spread than learners from quintiles 1 and 2 (50.4) (p = 0.022). The majority of learners (72.7percent) ate breakfast; more male learners (24.4percent) than female learners (29.1percent) skipped breakfast. The majority (62.2percent) of learners had poor nutritional knowledge; significantly, more male (35percent) than female (27percent) learners had poor nutritional knowledge (p = 0.003). Nutritional knowledge increased with age; significantly more grade 8 learners had poor (42.6percent) nutritional knowledge than grade 12 learners (14.1percent) (p < 0.001). Leaners from quintile 3 had good (23.5percent) nutritional knowledge than learners from quintiles 1 and 2 (15.7percent) (p < 0.001). School lessons, books and television were the most important source for nutritional information to learners. The most significant source was lessons (72.0percent; p < 0.001); followed by television (69.4percent; p < 0.001) and books (67.8percent; p = 0.014), in that ranking order. The majority of learners (64percent) had normal body weight. The prevalence of underweight, overweight and obesity was 13.0percent, 15.0percent and 8.0percent, respectively. The prevalence of overweight and obesity was higher in females than males (21.3percent vs 5.3percent; overweight; p < 0.001)) and (11.6percent vs 1.2percent; obesity; p < 0.001), respectively; while the prevalence in terms of underweight was significantly higher in male (21.3percent) learners than in female learners (8.1percent); p < 0.001. The study indicated that the school food environment was not supported by ISHP. The Integrated School Health Policy did not include on-site package for nutritional assessment, thus, there is need to offer nutritional interventions in schools.
- Full Text:
- Date Issued: 2019
An educational intervention on sepsis related to mechanical ventilation in adult public critical care units in the Eastern Cape
- Hlungwane, Emmanuel Zamokwakhe
- Authors: Hlungwane, Emmanuel Zamokwakhe
- Date: 2019
- Subjects: Intensive care nursing -- South Africa -- Eastern Cape , Intensive care units Septicemia -- Treatment
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/40139 , vital:35759
- Description: Sepsis is a leading cause of mortality and morbidity worldwide, and local adult public critical care units continue to experience incidences of sepsis. Professional nurses (PNs) need to base their nursing care on sepsis guidelines in order to properly manage sepsis on a mechanically ventilated adult patient in the critical care units. Adequate knowledge on sepsis guidelines remains crucially indicative to PNs as they endeavour to maintain asepsis on a critically ill patient. The aim was to develop, review and implement an educational intervention and investigate the effect of this intervention on the professional nurses’ knowledge and practices of sepsis in mechanically ventilated patients in adult public critical care units in the Eastern Cape Province. The research study followed a positivistic, quantitative research paradigm, using a quasi-experimental pre-post-test design, with an intervention research approach conducted in three phases. A pre-test questionnaire was administered to explore and describe the knowledge and practices of professional nurses related to sepsis in the mechanically ventilated patients in the adult public critical care units (Phase One). An educational intervention was developed, reviewed, and used to implement the sepsis guideline (Phase Two). The effect of the guideline on the knowledge and practices of the professional nurses in public adult critical care units were assessed through a post-test questionnaire (Phase Three). The questionnaires (pre-and post-) were developed by the researcher to collect the relevant data and were pilot tested to ascertain validity and reliability. The educational intervention to be implemented was developed based on the Surviving Sepsis Campaign Guidelines, reviewed by experts, implemented, and evaluated based on the sepsis guideline. A non-probability purposive sampling method was implemented. The intervention was implemented amongst three groups of PNs, namely experimental group one (EG1) (Powerpoint, Surviving Sepsis Campaign Guidelines and two monitoring visits), experimental group two (EG2) (Powerpoint and Surviving Sepsis Campaign Guidelines) and the control group (CG) (no exposure to intervention). Data was collected by means of a structured questionnaire. The target population was professional nurses working in selected adult public CCUs in the Eastern Cape. Descriptive statistics, such as mean, mode and median and inferential data analysis such as ANOVA and Chi square, have been conducted with the assistance of a statistician. The pre- and post-test questionnaire results on the knowledge related to SSC guidelines revealed a means of 57.72 and 54.61, as well as standard deviations of 13.99 and 12.15 with a difference of 3.11 for EG1. For EG2, the results revealed means of 53.28 and 62.18, standard deviations of 14.39 and 13.60 with a difference of -8.89 indicating a medium difference around 0.63 standard deviation. EG2 indicated more difference of above 0.5 standard deviation as compared to EG1. The control group on the other hand had produce large effect of mean difference above 0.8 standard deviation. Although there was no statistical significance found between the knowledge score between the three groups (EG1, EG2, CG), implementing the SSC guidelines (full intervention) in EG1 had medium effect on the knowledge of PNs on MV adult patient in the CCU. For EG2, there were positive relationships between the knowledge related to SCC Guidelines and practices related to SSC Guidelines. Ethical principles such as respect for person/informed consent, beneficence, privacy, and confidentiality, as well as rigour were maintained throughout the research study.
- Full Text:
- Date Issued: 2019
- Authors: Hlungwane, Emmanuel Zamokwakhe
- Date: 2019
- Subjects: Intensive care nursing -- South Africa -- Eastern Cape , Intensive care units Septicemia -- Treatment
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/40139 , vital:35759
- Description: Sepsis is a leading cause of mortality and morbidity worldwide, and local adult public critical care units continue to experience incidences of sepsis. Professional nurses (PNs) need to base their nursing care on sepsis guidelines in order to properly manage sepsis on a mechanically ventilated adult patient in the critical care units. Adequate knowledge on sepsis guidelines remains crucially indicative to PNs as they endeavour to maintain asepsis on a critically ill patient. The aim was to develop, review and implement an educational intervention and investigate the effect of this intervention on the professional nurses’ knowledge and practices of sepsis in mechanically ventilated patients in adult public critical care units in the Eastern Cape Province. The research study followed a positivistic, quantitative research paradigm, using a quasi-experimental pre-post-test design, with an intervention research approach conducted in three phases. A pre-test questionnaire was administered to explore and describe the knowledge and practices of professional nurses related to sepsis in the mechanically ventilated patients in the adult public critical care units (Phase One). An educational intervention was developed, reviewed, and used to implement the sepsis guideline (Phase Two). The effect of the guideline on the knowledge and practices of the professional nurses in public adult critical care units were assessed through a post-test questionnaire (Phase Three). The questionnaires (pre-and post-) were developed by the researcher to collect the relevant data and were pilot tested to ascertain validity and reliability. The educational intervention to be implemented was developed based on the Surviving Sepsis Campaign Guidelines, reviewed by experts, implemented, and evaluated based on the sepsis guideline. A non-probability purposive sampling method was implemented. The intervention was implemented amongst three groups of PNs, namely experimental group one (EG1) (Powerpoint, Surviving Sepsis Campaign Guidelines and two monitoring visits), experimental group two (EG2) (Powerpoint and Surviving Sepsis Campaign Guidelines) and the control group (CG) (no exposure to intervention). Data was collected by means of a structured questionnaire. The target population was professional nurses working in selected adult public CCUs in the Eastern Cape. Descriptive statistics, such as mean, mode and median and inferential data analysis such as ANOVA and Chi square, have been conducted with the assistance of a statistician. The pre- and post-test questionnaire results on the knowledge related to SSC guidelines revealed a means of 57.72 and 54.61, as well as standard deviations of 13.99 and 12.15 with a difference of 3.11 for EG1. For EG2, the results revealed means of 53.28 and 62.18, standard deviations of 14.39 and 13.60 with a difference of -8.89 indicating a medium difference around 0.63 standard deviation. EG2 indicated more difference of above 0.5 standard deviation as compared to EG1. The control group on the other hand had produce large effect of mean difference above 0.8 standard deviation. Although there was no statistical significance found between the knowledge score between the three groups (EG1, EG2, CG), implementing the SSC guidelines (full intervention) in EG1 had medium effect on the knowledge of PNs on MV adult patient in the CCU. For EG2, there were positive relationships between the knowledge related to SCC Guidelines and practices related to SSC Guidelines. Ethical principles such as respect for person/informed consent, beneficence, privacy, and confidentiality, as well as rigour were maintained throughout the research study.
- Full Text:
- Date Issued: 2019
An educational intervention on the liberation of ventilated adult patients in public critical care units
- Oamen, Benedict Raphael, ten Ham-Baloyi, Wilma
- Authors: Oamen, Benedict Raphael , ten Ham-Baloyi, Wilma
- Date: 2019
- Subjects: Intensive care nursing -- South Africa -- Eastern Cape , Intensive care units -- South Africa -- Eastern Cape Nursing -- Study and teaching -- South Africa -- Eastern Cape Nurse and patient
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/42968 , vital:36715
- Description: Professional nurses perform liberation of ventilated patients in the critical care units to ensure that ventilated patients can breathe on their own to maintain adequate oxygenation after the removal of an artificial airway and prevent liberation failure. The study aimed to describe the effect of an educational intervention on professional nurses’ knowledge concerning the liberation of ventilated adult patients in public critical care units. The research study described how an educational intervention increased the knowledge of professional nurses working in five public adult critical care units with a total of 54 beds for medical and surgical adult patients who are mechanically ventilated across the Eastern Cape Province. The objectives were first; to investigate the knowledge of professional nurses, concerning the liberation of ventilated adult patients. Secondly, to implement the evidence-based guidelines on liberation using an educational intervention. Thirdly, to describe the effect of an educational intervention on professional nurses’ knowledge concerning the liberation of ventilated adult patients in five public critical care units across the Eastern Cape Province. The researcher conducted an intervention research study using a quantitative, quasi-experimental pre-test/post-test with a control group design. The researcher recruited 150 participants who were professional nurses working in the five adult critical care units in academic hospitals. The five public adult critical care units were purposively divided into three sample groups, which consisted of two experimental groups and a control group. While considering the geographical location and proximity of the academic hospitals the groups were divided into Experimental Group 1 (comprised of 57 professional nurses from two critical care units) and Experimental Group 2 (comprised of 59 professional nurses from two critical care units), plus a Control Group (comprised of 34 professional nurses from one critical care unit). To achieve a large sample, all the professional nurses working in the five academic hospitals across the Eastern Cape Province were included in this study. The research study was conducted in three phases. In Phase One of the study, a pre-test questionnaire was administered to the professional nurses to investigate their current knowledge of the liberation of ventilated adult patients. Subsequently, in Phase Two, an educational intervention that was based on the liberation of ventilated adult patients used a PowerPoint in-service presentation in the form of a formal lecture, printed copies of the evidence-based guidelines on liberation and colour printed posters attached to the notice boards and strategic places such as the tea room and corridor of the critical care units in Experimental Group 1. Equally, Experimental Group 2 received only printed copies of the evidence-based guidelines. In the Control Group, the researcher did not implement the evidence-based guidelines. Three months after the implementation of the evidence-based guidelines, Phase Three was conducted, and a post-test questionnaire was administered to describe the effect of the educational intervention on the professional nurses’ knowledge. With the assistance of the statistician, data were analysed through descriptive analysis using the measure of frequency, central tendency, dispersion/variation and position. In addition to that, an inferential analysis used Analysis of Variance, Chi-square test, t-statistic (t-test), Cohen’s d, Cramér’s V, and Scheffe’s post-hoc test. Since there was no existing questionnaire, the researcher developed the questionnaires that were used in this study. The researcher ensured reliability and validity throughout the study. The ethical clearance reference number, H17-HEA-NUR-019 was obtained for the study from the Nelson Mandela University. A letter of permission was granted by the Provincial’s Department of Health, Bhisho, the Eastern Cape Province, with reference number, EC_201712_017. Other ethical principles were taking into consideration. The implementation of evidence-based guidelines on liberation using an educational intervention in the form of PowerPoint presentation, complemented with printed copies of the evidence-based guidelines and coloured posters as reminders showed an increase (Mean = 65,22; S.D = 12,08) in the mean knowledge score of professional nurses in Experimental Group 1. Contrary, the use of printed copies of the evidence-based guidelines on liberation showed a significant decrease (Mean = 53,41; S.D = 15,44; p = 0.033; Cohen's d = 0.49 small effect) in the mean knowledge score of professional nurses in Experimental Group 2. A single educational intervention method did not affect knowledge increase compared to a combined educational intervention method. Imparting knowledge in the public critical care units across the Eastern Cape Province is still very important. Further recommendations for practice, research and education were provided.
- Full Text:
- Date Issued: 2019
- Authors: Oamen, Benedict Raphael , ten Ham-Baloyi, Wilma
- Date: 2019
- Subjects: Intensive care nursing -- South Africa -- Eastern Cape , Intensive care units -- South Africa -- Eastern Cape Nursing -- Study and teaching -- South Africa -- Eastern Cape Nurse and patient
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/42968 , vital:36715
- Description: Professional nurses perform liberation of ventilated patients in the critical care units to ensure that ventilated patients can breathe on their own to maintain adequate oxygenation after the removal of an artificial airway and prevent liberation failure. The study aimed to describe the effect of an educational intervention on professional nurses’ knowledge concerning the liberation of ventilated adult patients in public critical care units. The research study described how an educational intervention increased the knowledge of professional nurses working in five public adult critical care units with a total of 54 beds for medical and surgical adult patients who are mechanically ventilated across the Eastern Cape Province. The objectives were first; to investigate the knowledge of professional nurses, concerning the liberation of ventilated adult patients. Secondly, to implement the evidence-based guidelines on liberation using an educational intervention. Thirdly, to describe the effect of an educational intervention on professional nurses’ knowledge concerning the liberation of ventilated adult patients in five public critical care units across the Eastern Cape Province. The researcher conducted an intervention research study using a quantitative, quasi-experimental pre-test/post-test with a control group design. The researcher recruited 150 participants who were professional nurses working in the five adult critical care units in academic hospitals. The five public adult critical care units were purposively divided into three sample groups, which consisted of two experimental groups and a control group. While considering the geographical location and proximity of the academic hospitals the groups were divided into Experimental Group 1 (comprised of 57 professional nurses from two critical care units) and Experimental Group 2 (comprised of 59 professional nurses from two critical care units), plus a Control Group (comprised of 34 professional nurses from one critical care unit). To achieve a large sample, all the professional nurses working in the five academic hospitals across the Eastern Cape Province were included in this study. The research study was conducted in three phases. In Phase One of the study, a pre-test questionnaire was administered to the professional nurses to investigate their current knowledge of the liberation of ventilated adult patients. Subsequently, in Phase Two, an educational intervention that was based on the liberation of ventilated adult patients used a PowerPoint in-service presentation in the form of a formal lecture, printed copies of the evidence-based guidelines on liberation and colour printed posters attached to the notice boards and strategic places such as the tea room and corridor of the critical care units in Experimental Group 1. Equally, Experimental Group 2 received only printed copies of the evidence-based guidelines. In the Control Group, the researcher did not implement the evidence-based guidelines. Three months after the implementation of the evidence-based guidelines, Phase Three was conducted, and a post-test questionnaire was administered to describe the effect of the educational intervention on the professional nurses’ knowledge. With the assistance of the statistician, data were analysed through descriptive analysis using the measure of frequency, central tendency, dispersion/variation and position. In addition to that, an inferential analysis used Analysis of Variance, Chi-square test, t-statistic (t-test), Cohen’s d, Cramér’s V, and Scheffe’s post-hoc test. Since there was no existing questionnaire, the researcher developed the questionnaires that were used in this study. The researcher ensured reliability and validity throughout the study. The ethical clearance reference number, H17-HEA-NUR-019 was obtained for the study from the Nelson Mandela University. A letter of permission was granted by the Provincial’s Department of Health, Bhisho, the Eastern Cape Province, with reference number, EC_201712_017. Other ethical principles were taking into consideration. The implementation of evidence-based guidelines on liberation using an educational intervention in the form of PowerPoint presentation, complemented with printed copies of the evidence-based guidelines and coloured posters as reminders showed an increase (Mean = 65,22; S.D = 12,08) in the mean knowledge score of professional nurses in Experimental Group 1. Contrary, the use of printed copies of the evidence-based guidelines on liberation showed a significant decrease (Mean = 53,41; S.D = 15,44; p = 0.033; Cohen's d = 0.49 small effect) in the mean knowledge score of professional nurses in Experimental Group 2. A single educational intervention method did not affect knowledge increase compared to a combined educational intervention method. Imparting knowledge in the public critical care units across the Eastern Cape Province is still very important. Further recommendations for practice, research and education were provided.
- Full Text:
- Date Issued: 2019
An exploration of HIV and aids disclosure among HIV-serodiscordant married couples in the Eastern Cape Province, South Africa
- Authors: Ndlela, Joshua Bongani
- Date: 2019
- Subjects: HIV infections -- Psychological aspects -- South Africa -- Eastern Cape , Stigma (Social psychology) , AIDS (Disease) -- Psychological aspects , HIV-positive persons -- Mental health , Disclosure of information , AIDS (Disease) -- Patients -- Family relationships
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/41774 , vital:36580
- Description: Sub-Saharan Africa has the highest prevalence and incidence of HIV infection worldwide, mostly attributed to heterosexual transmission. Transmission in HIV-serodiscordant couples who have received joint voluntary counselling and testing ranges from 3% to 7% per year and only about 20% know that they are living in a discordant relationship. Disclosure is seen as a cornerstone for the prevention of HIV transmission between in HIV-serodiscordant married partners. It is argued that numbers of HIV-serodiscordant couples are most likely increasing; however, limited or no support is given to these couples as most because counselling interventions in South Africa do not provide for married heterosexual HIV-serodiscordant couples. The aim of the study was to identify the impact of disclosure of HIV and AIDS status on partners in HIV-serodiscordant married relationships. The second aim was to synthesize the findings to guide the development of contextualized counselling guidelines for married couples in HIV-serodiscordant relationships. Five HIV-serodiscordant married couples and 6 HIV and AIDS counsellors from a variety of settings in Nelson Mandela Bay, participated in this study. In this interpretive qualitative study, non-probability criteria, purposive sampling was used. Both participant groups are isiXhosa-speaking adults between the ages of 21 and 65 years and include both males and females. Qualitative data were gathered by means of audio-recorded semi structured interviews. Thematic analysis was used to analyse the data, while Guba’s guidelines were used to enhance the trustworthiness of the research. Semi-structured interviews with HIV-serodiscordant married couples revealed 5 common themes and were: (a) confused environment of couples in HIV disclosure, (b) inconsistent delivery of healthcare information to HIV-serodiscordant couples, (c) relationship predicaments post disclosure, (d) partner support on sexual intimacy for married couples and (e) reactions of family, children and friends towards the HIV disclosure. The HIV and AIDS counsellors 3 common themes and were: (a) basic HIV and AIDS counselling skills, (b) organisational resources support of HIV counsellors and (c) suggestions to support HIV counsellors.. This study supports the view that further research be done in other related areas (gay, lesbians, bi-sexual relationships) and demystify this unknown or misunderstood notion needs to take place at a larger scale and probably incorporate quantitative surveys to supplement the current qualitative research. Implications for practise and avenues for research are considered in this study.
- Full Text:
- Date Issued: 2019
- Authors: Ndlela, Joshua Bongani
- Date: 2019
- Subjects: HIV infections -- Psychological aspects -- South Africa -- Eastern Cape , Stigma (Social psychology) , AIDS (Disease) -- Psychological aspects , HIV-positive persons -- Mental health , Disclosure of information , AIDS (Disease) -- Patients -- Family relationships
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/41774 , vital:36580
- Description: Sub-Saharan Africa has the highest prevalence and incidence of HIV infection worldwide, mostly attributed to heterosexual transmission. Transmission in HIV-serodiscordant couples who have received joint voluntary counselling and testing ranges from 3% to 7% per year and only about 20% know that they are living in a discordant relationship. Disclosure is seen as a cornerstone for the prevention of HIV transmission between in HIV-serodiscordant married partners. It is argued that numbers of HIV-serodiscordant couples are most likely increasing; however, limited or no support is given to these couples as most because counselling interventions in South Africa do not provide for married heterosexual HIV-serodiscordant couples. The aim of the study was to identify the impact of disclosure of HIV and AIDS status on partners in HIV-serodiscordant married relationships. The second aim was to synthesize the findings to guide the development of contextualized counselling guidelines for married couples in HIV-serodiscordant relationships. Five HIV-serodiscordant married couples and 6 HIV and AIDS counsellors from a variety of settings in Nelson Mandela Bay, participated in this study. In this interpretive qualitative study, non-probability criteria, purposive sampling was used. Both participant groups are isiXhosa-speaking adults between the ages of 21 and 65 years and include both males and females. Qualitative data were gathered by means of audio-recorded semi structured interviews. Thematic analysis was used to analyse the data, while Guba’s guidelines were used to enhance the trustworthiness of the research. Semi-structured interviews with HIV-serodiscordant married couples revealed 5 common themes and were: (a) confused environment of couples in HIV disclosure, (b) inconsistent delivery of healthcare information to HIV-serodiscordant couples, (c) relationship predicaments post disclosure, (d) partner support on sexual intimacy for married couples and (e) reactions of family, children and friends towards the HIV disclosure. The HIV and AIDS counsellors 3 common themes and were: (a) basic HIV and AIDS counselling skills, (b) organisational resources support of HIV counsellors and (c) suggestions to support HIV counsellors.. This study supports the view that further research be done in other related areas (gay, lesbians, bi-sexual relationships) and demystify this unknown or misunderstood notion needs to take place at a larger scale and probably incorporate quantitative surveys to supplement the current qualitative research. Implications for practise and avenues for research are considered in this study.
- Full Text:
- Date Issued: 2019
An exploration of the adolescent maltreatment experience and its perceived impact on young adult survivors in the Eastern Cape Pondoland areas
- Authors: Jinoyi, Nomava Siyasamkela
- Date: 2019
- Subjects: Adolescent psychiatry , Child abuse -- Treatment , Abused children -- South Africa -- Eastern Cape , Child psychiatry
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42262 , vital:36640
- Description: Recognition of adolescent maltreatment as a specialised problem area within the context of child maltreatment did not occur until the late 1970s. Since its occurrence, studies have been consistent in finding that adolescent maltreatment has not received much attention in the research literature. This ignited the researcher’s interest to explore the survivor’s experience of the adolescent maltreatment phenomenon and to understand its perceived impact on the survivor’s functioning in adulthood. The researcher conducted a qualitative study, following a social constructivism paradigm. Data collection and analysis followed a narrative design, with Bronfenbrenner’s Bioecological Model of Human Development as the theoretical framework that guided the study. Five women participated in the study. In order to participate, the participants had to be between the ages of 23 and 35 with a history of the adolescent maltreatment, experienced between the ages of 12 and 19 years. This study found that adolescent maltreatment was experienced as an emotive experience. It entailed sense-making of the experience through finding answers to a question ‘why did it happen to me?’ It found that the experience involves a transition from the maltreating situation and fosters adjustment to a new life after the experience. It also emerged that the experience leaves enduring negative effects on its survivors. Despite the negative effects, the survivors perceived their experience as a non-defining factor for their future directions. This study concluded, therefore, that adolescent maltreatment is a complex phenomenon that requires continued research for its in-depth understanding through qualitative studies.
- Full Text:
- Date Issued: 2019
- Authors: Jinoyi, Nomava Siyasamkela
- Date: 2019
- Subjects: Adolescent psychiatry , Child abuse -- Treatment , Abused children -- South Africa -- Eastern Cape , Child psychiatry
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/42262 , vital:36640
- Description: Recognition of adolescent maltreatment as a specialised problem area within the context of child maltreatment did not occur until the late 1970s. Since its occurrence, studies have been consistent in finding that adolescent maltreatment has not received much attention in the research literature. This ignited the researcher’s interest to explore the survivor’s experience of the adolescent maltreatment phenomenon and to understand its perceived impact on the survivor’s functioning in adulthood. The researcher conducted a qualitative study, following a social constructivism paradigm. Data collection and analysis followed a narrative design, with Bronfenbrenner’s Bioecological Model of Human Development as the theoretical framework that guided the study. Five women participated in the study. In order to participate, the participants had to be between the ages of 23 and 35 with a history of the adolescent maltreatment, experienced between the ages of 12 and 19 years. This study found that adolescent maltreatment was experienced as an emotive experience. It entailed sense-making of the experience through finding answers to a question ‘why did it happen to me?’ It found that the experience involves a transition from the maltreating situation and fosters adjustment to a new life after the experience. It also emerged that the experience leaves enduring negative effects on its survivors. Despite the negative effects, the survivors perceived their experience as a non-defining factor for their future directions. This study concluded, therefore, that adolescent maltreatment is a complex phenomenon that requires continued research for its in-depth understanding through qualitative studies.
- Full Text:
- Date Issued: 2019
An interpretive phenomenological analysis of change in attitudes and beliefs toward domestic violence and rape myths as experienced by Eastern Cape adolescents
- Authors: De Vries, Lauré
- Date: 2019
- Subjects: Violence in children -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape -- Psychological aspects Women -- Violence against Children -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39436 , vital:35246
- Description: Although there is extensive research focused on decreasing the occurrence of gender-based violence (GBV) (domestic violence and rape) with a focus on underlying attitudes and beliefs, no attention is given to how these attitudes and beliefs and change therein, is experienced. This study aimed to address this gap by interviewing three adolescent learners (one female and two males aged 16 to 18) who formed part of a community-based rape prevention project at their school in Motherwell (Eastern Cape). By utilizing Interpretive Phenomenological Analysis (IPA), the researcher explored and described lived experiences in terms of change in attitudes toward domestic violence (objective 1) and beliefs about rape myths (objective 2). Analytic attention was not restricted to the perceived influence of the attended rape prevention project but was given to broader lived experiences. The Transtheoretical Model of Change was employed as the theoretical framework. From the findings, the researcher argues that the three participants experienced a shift from the precontemplation stage toward the action stage. Participants described change from a disengaged but concerned onlooker, to a conscious onlooker, and finally to a willing agent of change. Through the interplay of change influencers deeply embedded in their social context, participants described not only individual change, but also the awakening of an internal willingness to effect broader social change. However, participants raised concerns about their ability to do so. The results of this small study with a cohort of adolescents may have important implications for future research, as adolescents are often an untapped resource in forming part of the larger movement toward social change.
- Full Text:
- Date Issued: 2019
- Authors: De Vries, Lauré
- Date: 2019
- Subjects: Violence in children -- South Africa -- Eastern Cape , Violence -- South Africa -- Eastern Cape -- Psychological aspects Women -- Violence against Children -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/39436 , vital:35246
- Description: Although there is extensive research focused on decreasing the occurrence of gender-based violence (GBV) (domestic violence and rape) with a focus on underlying attitudes and beliefs, no attention is given to how these attitudes and beliefs and change therein, is experienced. This study aimed to address this gap by interviewing three adolescent learners (one female and two males aged 16 to 18) who formed part of a community-based rape prevention project at their school in Motherwell (Eastern Cape). By utilizing Interpretive Phenomenological Analysis (IPA), the researcher explored and described lived experiences in terms of change in attitudes toward domestic violence (objective 1) and beliefs about rape myths (objective 2). Analytic attention was not restricted to the perceived influence of the attended rape prevention project but was given to broader lived experiences. The Transtheoretical Model of Change was employed as the theoretical framework. From the findings, the researcher argues that the three participants experienced a shift from the precontemplation stage toward the action stage. Participants described change from a disengaged but concerned onlooker, to a conscious onlooker, and finally to a willing agent of change. Through the interplay of change influencers deeply embedded in their social context, participants described not only individual change, but also the awakening of an internal willingness to effect broader social change. However, participants raised concerns about their ability to do so. The results of this small study with a cohort of adolescents may have important implications for future research, as adolescents are often an untapped resource in forming part of the larger movement toward social change.
- Full Text:
- Date Issued: 2019
Attachment styles, coping strategies, personal meaning, and mental health in nonclinical adults
- Authors: Gerber, Ora
- Date: 2019
- Subjects: Attachment behavior -- South Africa , Mental illness -- South Africa Psychology, Applied
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30485 , vital:30950
- Description: Meaning in life can be attained through a variety of sources. A limited amount of research has investigated the association between attachment and personal meaning while no studies have investigated the association between attachment, personal meaning, and sources of meaning. The current study aimed to investigate the association between different attachment styles, personal meaning, and sources of meaning in order to develop a deeper understanding of their relationships. A quantitative exploratory-descriptive design was used to collect the data using standardized questionnaires from 226 participants. Statistical analysis of the data suggests that a secure attachment style is positively associated with personal meaning and presented with meaning sources consisting of breadth and depth. A fearful attachment style was associated with a lack of personal meaning and sources of meaning while a preoccupied attachment style was associated with a lack of personal meaning and presented with sources of meaning lacking in depth and breadth. No significant association was found between a dismissive attachment style and personal meaning, but associations were found with sources of meaning, including feeling financially secure, experiencing personal growth, meeting basic everyday needs, and leaving a legacy for the next generation. Recommendations for psychotherapy based on the findings of the study were offered.
- Full Text:
- Date Issued: 2019
- Authors: Gerber, Ora
- Date: 2019
- Subjects: Attachment behavior -- South Africa , Mental illness -- South Africa Psychology, Applied
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/30485 , vital:30950
- Description: Meaning in life can be attained through a variety of sources. A limited amount of research has investigated the association between attachment and personal meaning while no studies have investigated the association between attachment, personal meaning, and sources of meaning. The current study aimed to investigate the association between different attachment styles, personal meaning, and sources of meaning in order to develop a deeper understanding of their relationships. A quantitative exploratory-descriptive design was used to collect the data using standardized questionnaires from 226 participants. Statistical analysis of the data suggests that a secure attachment style is positively associated with personal meaning and presented with meaning sources consisting of breadth and depth. A fearful attachment style was associated with a lack of personal meaning and sources of meaning while a preoccupied attachment style was associated with a lack of personal meaning and presented with sources of meaning lacking in depth and breadth. No significant association was found between a dismissive attachment style and personal meaning, but associations were found with sources of meaning, including feeling financially secure, experiencing personal growth, meeting basic everyday needs, and leaving a legacy for the next generation. Recommendations for psychotherapy based on the findings of the study were offered.
- Full Text:
- Date Issued: 2019
Attitudes of healthcare professionals towards substance dependent Clients who have relapsed
- Authors: Yokwe, Zintle
- Date: 2019
- Subjects: Substance abuse -- Relapse , Substance abuse -- Psychological aspects Attitude (Psychology) Psychologists -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44345 , vital:37156
- Description: Relapse has been identified as a major problem when it comes to substancedependence. Research focusing on substance-dependence has found that substance users are at risk of relapsing after attending treatment, whether receiving out-patient or in-patient services. Healthcare professionals are seen as playing a crucial role when it comes to assisting substance-dependence clients; hence their attitudes when working with these clients are considered important. This study explored the attitudes of healthcare professionals when it came to working with substance-dependent clients who had relapsed. The study further explored whether the attitudes held by the healthcare professionals affected the treatment interventions or plans implemented. The study adopted the theory of planned behavior as a theoretical framework, and a qualitative research methodology was used. Nine participants (four social workers, one nurse, one drug counsellor, one psychologist and one registered counsellor) made up the research sample. A combination of convenience and purposive sampling techniques was used. Data was transcribed verbatim and analysed using thematic analysis. The findings of the study indicated that healthcare professionals displayed both positive and negatives attitudes when working with substance-dependent clients who had relapsed. The findings of the study showed that although some of the healthcare professionals displayed negative attitudes when clients relapsed, they still believed that their clients could recover and were committed to assisting them. The findings showed that healthcare professionals who worked with substance-dependent clients who had relapsed were influenced by the confidence they had in working with substance-dependence clients, their experiences, the client’s attitudes and level of motivation, as well as the client’s reasons for relapsing. This study also described the different treatment interventions healthcare professionals implemented when working with relapsed clients. Based on the conclusions made, it is important for healthcare professionals to have the relevant education, knowledge and experience that is needed to work with substance-dependence and relapse. The importance of healthcare professionals’ awareness of their attitudes and how these affect their behavior when working with substance-dependence was noted. It is recommend that similar studies are conducted in provinces or cities that have been identified to have high levels of substance-dependence relapse. Identifying healthcare professionals’ attitudes from these regions could result in more knowledge.
- Full Text:
- Date Issued: 2019
- Authors: Yokwe, Zintle
- Date: 2019
- Subjects: Substance abuse -- Relapse , Substance abuse -- Psychological aspects Attitude (Psychology) Psychologists -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/44345 , vital:37156
- Description: Relapse has been identified as a major problem when it comes to substancedependence. Research focusing on substance-dependence has found that substance users are at risk of relapsing after attending treatment, whether receiving out-patient or in-patient services. Healthcare professionals are seen as playing a crucial role when it comes to assisting substance-dependence clients; hence their attitudes when working with these clients are considered important. This study explored the attitudes of healthcare professionals when it came to working with substance-dependent clients who had relapsed. The study further explored whether the attitudes held by the healthcare professionals affected the treatment interventions or plans implemented. The study adopted the theory of planned behavior as a theoretical framework, and a qualitative research methodology was used. Nine participants (four social workers, one nurse, one drug counsellor, one psychologist and one registered counsellor) made up the research sample. A combination of convenience and purposive sampling techniques was used. Data was transcribed verbatim and analysed using thematic analysis. The findings of the study indicated that healthcare professionals displayed both positive and negatives attitudes when working with substance-dependent clients who had relapsed. The findings of the study showed that although some of the healthcare professionals displayed negative attitudes when clients relapsed, they still believed that their clients could recover and were committed to assisting them. The findings showed that healthcare professionals who worked with substance-dependent clients who had relapsed were influenced by the confidence they had in working with substance-dependence clients, their experiences, the client’s attitudes and level of motivation, as well as the client’s reasons for relapsing. This study also described the different treatment interventions healthcare professionals implemented when working with relapsed clients. Based on the conclusions made, it is important for healthcare professionals to have the relevant education, knowledge and experience that is needed to work with substance-dependence and relapse. The importance of healthcare professionals’ awareness of their attitudes and how these affect their behavior when working with substance-dependence was noted. It is recommend that similar studies are conducted in provinces or cities that have been identified to have high levels of substance-dependence relapse. Identifying healthcare professionals’ attitudes from these regions could result in more knowledge.
- Full Text:
- Date Issued: 2019
Bullying victimisation and traumatic stress severity among high school learners
- Authors: Meyer, Courtney Clarissa
- Date: 2019
- Subjects: Bullying in schools , Bullying Victimisation Developmental psychology Social psychology , Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41864 , vital:36604
- Description: Bullying victimisation is experienced extensively in international and South African schools and results in numerous serious consequences for the victim, traumatic stress being one of these, which has received limited attention in South African literature. This led to the study which had the overall aim to explore and describe the relationship between bullying victimisation and traumatic stress severity among high school learners in the Nelson Mandela Metropole. Seven hundred and thirty-five learners from grades eight through to twelve, from the two selected public high schools were sampled using stratified random sampling. A quantitative research design, which is exploratory, descriptive and correlational was followed. Four self-reported written administered questionnaires, namely a biographical questionnaire, the revised Olweus Bully/Victim questionnaire, the PTSD checklist for DSM-5 (PCL-5) questionnaire and an adapted version of part 1 of the Harvard Trauma questionnaire, were used as data collection measures in this study. The data was analysed and interpreted using descriptive statistics and multiple linear regression analysis. The findings portrayed that 20.95% of the learners from the two selected public high schools in the Nelson Mandela Metropole experienced bullying victimisation. It was also found that just under one third (31.21%) of the high school learners may be suffering from severe traumatic stress. When applying multiple linear regression analysis to the data, being exposed to bullying victimisation specifically in the form of verbal bullying, social exclusion/isolation bullying, emotional/psychological bullying and/or sexual bullying was seen to significantly contribute to the traumatic stress severity reported by the learners. Traumatic stress severity was however seen to depend on the frequency of bullying victimisation.
- Full Text:
- Date Issued: 2019
- Authors: Meyer, Courtney Clarissa
- Date: 2019
- Subjects: Bullying in schools , Bullying Victimisation Developmental psychology Social psychology , Post-traumatic stress disorder
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/41864 , vital:36604
- Description: Bullying victimisation is experienced extensively in international and South African schools and results in numerous serious consequences for the victim, traumatic stress being one of these, which has received limited attention in South African literature. This led to the study which had the overall aim to explore and describe the relationship between bullying victimisation and traumatic stress severity among high school learners in the Nelson Mandela Metropole. Seven hundred and thirty-five learners from grades eight through to twelve, from the two selected public high schools were sampled using stratified random sampling. A quantitative research design, which is exploratory, descriptive and correlational was followed. Four self-reported written administered questionnaires, namely a biographical questionnaire, the revised Olweus Bully/Victim questionnaire, the PTSD checklist for DSM-5 (PCL-5) questionnaire and an adapted version of part 1 of the Harvard Trauma questionnaire, were used as data collection measures in this study. The data was analysed and interpreted using descriptive statistics and multiple linear regression analysis. The findings portrayed that 20.95% of the learners from the two selected public high schools in the Nelson Mandela Metropole experienced bullying victimisation. It was also found that just under one third (31.21%) of the high school learners may be suffering from severe traumatic stress. When applying multiple linear regression analysis to the data, being exposed to bullying victimisation specifically in the form of verbal bullying, social exclusion/isolation bullying, emotional/psychological bullying and/or sexual bullying was seen to significantly contribute to the traumatic stress severity reported by the learners. Traumatic stress severity was however seen to depend on the frequency of bullying victimisation.
- Full Text:
- Date Issued: 2019