Showing items 1 - 20 of 42

Causes and outcomes of intensive care admission refusals: A retrospective audit from a rural teaching hospital in Eastern Cape, South Africa

  • Authors: Ninise, Ezile Julie , Mrara, Busisiwe
  • Date: 2023/06
  • Subjects: ICU triage , Refusal rates , Nelson Mandela Academic Hospital , A retrospecive cross-sectional study
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/11260/13200 , vital:78090 , DOI: https://doi.org/10.3390/clinpract13040066
  • Description: (1) Background: Patients who deserve intensive care unit (ICU) admission may be denied due to a lack of resources, complicating ICU triage decisions for intensive care unit (ICU) clinicians. Among the resources that may be unavailable are trained personnel and monitored beds. In South Africa, the distribution of healthcare resources is reflected in the availability of ICU beds, with more ICU beds available in more affluent areas. Data on ICU refusal rates, reasons for refusal, patient characteristics, and outcomes are scarce in resource-constrained rural settings. Hence, this study sheds light on the ICU refusal rates, reasons for refusal, characteristics, and outcomes of refused patients at NMAH. (2) Methods: This was a three-month retrospective cross-sectional record review of refused and admitted patients from January to March 2022. COVID-19 patients and those younger than 13 years old were excluded. Refusal rates, reasons for refusal, characteristics, and outcomes of refused patients were analysed quantitatively using SPSS VS 20 software. Reasons for refusal were categorised as “too well”, “too sick”, and “suitable for admission but no resources”. (3) Results: A total of 135 patients were discussed for ICU admission at NMAH during the study period; 73 (54.07%) were refused admission, and 62 (45.92%) were admitted. Being considered too sick to benefit from ICU was the most common reason for refusal (53.23%). Too well and no resources contributed 27.42% and 19.35%, respectively. Patients with poor functional status, comorbidities, medical diagnoses, and those referred from the ward or accident and emergency unit rather than the operating room were more likely to be refused ICU admission. Refused patients had a seven-day mortality rate of 47%. (4) Conclusions and recommendations: The study found an unmet need for critical care services at our institution, as well as a need for tools to help clinicians make objective triage decisions for critically ill patients. Therefore, the study suggests a need to improve the quality of services provided outside of the ICU, particularly for patients who were refused ICU admission, to improve their outcomes.
  • Full Text:

Prevalence and factors associated with HIV treatment non-adherence among people living with HIV in three regions of Cameroon: A cross-sectional study

  • Authors: Buh, Amos , Deonandan, Raywat , Gomes, James , Krentel, Alison , Oladimeji, Olanrewaju , Yaya, Sanni
  • Date: 2023/04
  • Subjects: hiv treatment , non-adherence , young people
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/11260/13281 , vital:78419 , DOI: https://doi.org/10.1371/journal.pone.0283991
  • Description: Background: In Cameroon, HIV care decentralization is enforced as a national policy, but follow-up of people living with HIV (PLWH) is provider-driven, with little patient education and limited patient participation in clinical surveillance. These types of services can result in low antiretroviral therapy (ART) adherence. The objective of this study was to assess the prevalence and predictors of ART non-adherence among PLWH in Cameroon. Methods: A cross-sectional descriptive study of PLWH in HIV treatment centres in Cameroon was conducted. Only PLWH, receiving treatment in a treatment centre within the country, who had been on treatment for at least six months and who were at least 21 years old were included in the study. Individuals were interviewed about their demographics and ART experiences. Data were collected using a structured interviewer-administered questionnaire and analyzed using STATA version 14...
  • Full Text:

Challenges experienced in reading and writing English first additional language by learners in rural grade 4 classes at Lusikisiki, in OR Thambo Coastal District

  • Authors: Nomalala, Lundi
  • Date: 2023-03
  • Subjects: Teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10888 , vital:75322
  • Description: This study sought to explore the challenges experienced in reading and writing English First Additional Language by learners in rural Grade 4 classes at Lusikisiki, in O.R. Tambo Coastal District. There are common reading and writing challenges in English FAL learners in Grade 4 classes. The pragmatism paradigm was employed in this study. A mixed methods approach was used through quantitative and qualitative approaches. I used three research designs, that is, case study, explanatory research and descriptive research design since this study is a mixed method. I sampled 10 primary schools to participate in this research. These were purposively sampled as: 20 Grade 4 English FAL teachers (2 per school) to answer semi-structured interviews close-ended questionnaires, 100 Grade 4 learners (10 learners per school) were also randomly sampled to answer close-ended questionnaires. Classroom observations were used to observe the reading lessons; terms 3 and 4 written work of Grade 4 English FAL learners for data collection was examined. Collected data were analysed by means of Applied Thematic Analysis (ATA) where themes and categories emerged; the Statistical Package for Social Sciences (SPSS) was used where findings were presented in the form of frequency tables (cross-tabulations), histograms and pie charts. Findings from analysed data revealed major reading and writing challenges, such as spelling, punctuation, paragraphs, word recognition, pronunciation, sentence construction and comprehension. The study revealed that these challenges were caused by the following factors: no reading and writing clubs, English is not the mother tongue of learners, teachers rushing the syllabus, overcrowded classrooms, shortage of LTSM, parental involvement being minimal and transition from Foundation Phase to Intermediate Phase. Based on the findings, recommendations were made. These are the reduction of workload for teachers, libraries to be built in schools and communities and integration of teachers and parental support. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
  • Full Text:

Paradoxes of cultural interventions in the fight against HIV/AIDS and other social ills in South Africa

Removal of reactive blue 19 from simulated wastewater using Solanum melongena stalk/MWCNTs: thermodynamics, kinetic, equilibrium and regeneration potentials

  • Authors: James, Friday Amaku1
  • Date: 2023
  • Language: English
  • Type: text , Article
  • Identifier: http://hdl.handle.net/11260/9201 , vital:73021
  • Description: In the present study, a nanocomposite was prepared for the removal of dye from the aqueous phase. In this regard, multiwalled carbon nanotubes (MWCNTs) were anchored on the stalk of Solanum melongena (SMB) to obtain a robust adsorbent with the capacity to eliminate reactive blue 19 (RB19) using the batch adsorptive processes. Solanum melongena stalk decorated with MWCNTs (SMC) and SMB were characterized using Thermogravimetric analysis (TGA), Brunauer–Emmett– Teller (BET), Field emission scanning electron microscopy (FESEM) and Fourier transform infrared spectroscopy (FTIR) analysis. With the exception of solution pH, an increase in contact time, adsorbent dose, initial RB19 concentration, and solution temperature were noticed to elevate the uptake potential of SMB and SMC. Kinetic experimental data for SMB and SMC were consistent with the pseudo-second-order and Elovich model, respectively. The experimental isotherm data obtained for SMB and SMC were best expressed by Freundlich and Langmuir models, respectively. After the fifth adsorption–desorption cycle, SMC exhibited 52% of adsorption efficiency. Hence, SMC can be an auspicious candidate for the efficient adsorption of RB19.
  • Full Text:

A single centre study evaluating adherence to methotrexate monitoringguidelinesin patients with rheumatoid arthritis

  • Authors: Genevieve, Olivier
  • Date: 2023-00
  • Subjects: Medicine
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/9690 , vital:74612
  • Description: Introduction: Methotrexate (MTX) is considered a first-line agent for the treatment of rheumatoid arthritis (RA) and regular blood test monitoring is advised in treatment guidelines to identify potential toxicity. Failure to adhere to monitoring guidelines for methotrexate use may compromise patient care. Identifying and correcting variability in care may optimise the safe use of this medication and improve patient outcomes. Aims: This study aimed to evaluate adherence to guidelines on methotrexate safety monitoring in rheumatoid arthritis patients at an Eastern Cape hospital and to establish whether a dedicated rheumatology outpatient department (OPD) performs this task more effectively than a general medical outpatient department (MOPD). Method: This retrospective cross-sectional single-centre study was conducted at Frere Hospital in the Eastern Cape over one year from 1 January 2019 to 31 December 2019. Adult patients over the age of 18 years who received methotrexate for rheumatoid arthritis during the study period and attended either the rheumatology OPD or the MOPD at Frere Hospital were included in the study population. Permission to undertake this study was obtained through the Faculty of Health Sciences Research Ethics and Bio-safety Committee at Walter Sisulu University and the Cecilia Makiwane and Frere Hospitals Research and Ethics Committee. The random sample generator tool on Microsoft Excel was used to select patients from the Frere Hospital Pharmacy Database who was prescribed methotrexate for rheumatoid arthritis. Laboratory test results were accessed through the Labtrak system of the National Health Laboratory Service (NHLS). The number and type of blood test done as recommended in a South African Methotrexate use guideline by Hodkinson et al, was documented on a data collecting sheet. Two or more blood tests done within a three-to six month period was considered adherent to the guideline. The hospital management system version two (HMS2) was used to see which clinic the patient attended. iii Results: There was 53% adherence (95% Confidence Interval 42-65%) overall to guideline. In the study sample, 64% of patients were from Rheumatology OPD and the remainder were from MOPD. There was 78% (95% CI 62-89%) adherence in the Rheumatology OPD compared to 22% (95% CI 11-38%) in MOPD. No significant association was found between the number of FBC tests and the site of testing (p-value = 0.346) or for Creatinine tests (p-value = 0.078). However, a significant association was found with ALT tests and the site of testing (MOPD or rheumatology OPD) with p-value = 0.010, although this is likely a chance finding. Conclusion: Adherence to a South African guideline for methotrexate safety monitoring was found to be suboptimal at the study centre. Adherence was better in the dedicated Rheumatology OPD compared to a general medical OPD. Education regarding the correct use of guidelines in different health settings by medical professionals is advised. , Thesis (Masters) -- Faculty of Medicine and Health Sciences, 2023
  • Full Text:

Exploring teachers’ classroom management strategies to enhance teaching and learning in Gauteng Province

  • Authors: Mamaila, Dineo
  • Date: 2023-00
  • Subjects: Education
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10556 , vital:75187
  • Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
  • Full Text:

Monitoring strategies used for teaching and learning in selected scondary schoolsof OR Thambo Inland Education District, Eastern Cape Provice, South Africa

  • Authors: Tswane, Patience Nomampondomise
  • Date: 2023-00
  • Subjects: Monitoring strategies
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10769 , vital:75218
  • Description: This study was meant to investigate monitoring strategies used for teaching and learning in selected secondary schools of OR Tambo Inland Education District in Eastern Cape Province of South Africa. The study mainly concentrated on collecting the analysed data from principals, deputy principals and heads of departments of secondary schools of Qumbu magisterial district on the basis of my proximity to their schools. A case study research design was adopted as only principals, deputy principals and HODs officially employed by the Department of Education to teach in geographically located secondary schools in Qumbu magisterial district were used as subjects to collect data. The qualitative research approach was employed in this study. A sample of 15 participants who were chosen using purposive sampling were interviewed face-to-face adopting semi-structured interviews to gather data for this study. The findings supported SMTs' use of monitoring curriculum implementation methodologies, but their actual implementation was characterised by a lack of rigour and decisiveness. Evidently, a number of contextual circumstances influenced to what extent the methods that had been decided upon were carried out. It emerged that in some SMTs’ strategies to manage and monitor the quality of teaching and learning in their secondary schools, teacher unions disrupts such systems. This implies that the teacher unions play a detrimental role in limiting effective intervention strategies by management. As long as teacher unions plays a powerful role in tying the hands of management in quality control oversight, management will find it very difficult to make inroads into improving commitment by teachers and progress of learners. The Department of Basic Education and government need to review and revise the powers of teacher unions. , Thesis (Masters) -- Faculty of Education, 2024
  • Full Text:

The Effects of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province

  • Authors: Marange, Israel, Yeukai
  • Date: 2023-00
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10878 , vital:75321
  • Description: In-service teachers’ lack of adequate instructional approaches to effectively teach geometric concepts and poor learner performance in geometry were the major rationale for this study. The preparedness of in-service mathematics teachers cannot be overlooked. The aim of this study was to develop in-service mathematics teachers’ skills for integrating GeoGebra in the teaching of geometry in a multiple case study of secondary schools in Oliver Reginald Tambo Inland district. The researcher employed ICTs in education, GeoGebra as a learning object, and in-service teachers as conceptual framework that undergirded the study. For the theoretical framework, this study utilised the Technological Pedagogical and Content Knowledge (TPACK), Constructivist Learning Theory, and the Teaching Change Frame (TCF). This study focused on the technological components of the TPACK framework, such as Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK. The researcher found that constructivism is consistent with the TPACK framework. The implementation of the TPACK was guided and assessed using the Teaching Change Frame. Regarding the methodology, the study followed the pragmatic paradigm and utilised mixed method research following the concurrent triangulation design. Due to the nature of the study, the quantitative method in this study had dominance over the qualitative method. The study was conducted in schools situated in OR Tambo Inland district in Eastern Cape Province of South Africa. Purposive sampling method was adopted to sample twelve schools, in the ratio of seven urban to five rural schools. The sample consisted of 29 secondary mathematics in-service teachers, 20 from urban schools and nine from rural schools. The TPACK questionnaire, training lesson evaluation form, observation schedule checklist and interview were used to collect data. Reliability and validity were ensured through Cronbach’s Alpha reliability test and a pilot study, whereas data trustworthiness was ensured through qualitative measures including member checking. Findings revealed that the intervention to integrate GeoGebra in geometry teaching impacted positively on in-service teachers with a highly statistically significant and a gain of medium to large effect size on pre- and post-intervention. Thus, the positive impact of using GeoGebra in geometry teaching resulted in significant differences before and after the training of in-service teachers. The findings obtained from the training showed that in-service mathematics teachers developed skills of integrating GeoGebra software in their teaching of geometry. After the training, participants felt that integrating GeoGebra in geometry teaching afforded mathematics teachers the opportunity to use learner-centred approaches, teach geometry with confidence, maintain learners’ attention and alertness in class, and improve learners’ performance. Further, findings obtained from observing participants demonstrating their experience in integrating GeoGebra showed that, not only did in-service teachers’ confidence of using GeoGebra improve significantly, but also their ability to use GeoGebra to set geometry questions. The researcher also observed that integrating GeoGebra when teaching geometry had positive effects on teachers’ understanding of geometric concepts. The findings showed significant difference in participants’ confidence in delivering lessons that can combine technology (T), geometry content (C), and pedagogical (P) knowledge. As a contribution, recent literature has been added to the existing body of knowledge in teacher education related to technology integration studies. Among them is the invention of a new teacher training model called Technology Integration Model for Teaching and Learning. Establishing a GeoGebra institute in teacher training institutions, and engaging Department of Basic Education (DBE) or provincial or district curriculum specialists to train mathematics teachers to integrate GeoGebra were recommended for policy and practice. For further research, the study recommends following-up on trained in-service teachers to track their adoption of GeoGebra in geometry teaching, learner’s performance in geometry, and their perceptions of being taught geometry using GeoGebra. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
  • Full Text:

An evaluation of the mechanical, engineering and retails service and training authority staff development project at an Eastern Cape University

  • Authors: Masha, Anthony Nkambi
  • Date: 2022-00
  • Subjects: Evaluation and Training
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10691 , vital:75213
  • Description: Higher Education (HE) has undergone significant changes in recent decades, necessitating the adaptation of Higher Education Institutions (HEIs) to focus on teaching, supporting, and academically developing academic staff. In Africa, some HEIs have requested their staff to obtain certain postgraduate qualifications, as research achievements lead to academic promotion. The MerSETA Staff Development Project was established to train lecturers in the Engineering Department to upgrade their qualifications to the doctorate level and to increase their research skills. This study aimed to evaluate the project's success using project management methodology. A mixed methods approach was used, with a qualitative and quantitative phase. Data was collected through focus group interviews (FGIs) and closed-ended questionnaires. A purposive sampling technique was used in the qualitative phase, while census sampling was used in the quantitative phase. Qualitative data analysis was primarily inductive, with interpretive data analysis techniques (IPA) used to discuss findings with existing literature. Statistical techniques were used in the quantitative phase, with Structural Equation Modelling (SEM) tested. Descriptive statistics were used to describe the features and summaries of the study's sample or data set. Regression analysis was used to test the research hypotheses and establish the relationship between variables under investigation. The study employed appropriate Cronbach alpha formulae to determine a co-efficient above 0.70. The results of this study indicate that the MerSETA Project successfully developed its beneficiaries academically at Walter Sisulu University. However, there are limitations to the study, such as the cross-sectional study design, which cannot reflect changes in variables over time. Further research is required to study the relationships between variables over time using a longitudinal study design. The MerSETA Project demonstrated the importance of understanding project life cycles, knowledge areas, and monitoring and evaluation techniques in managing projects like the MerSETA Project. To enhance causality, further research is needed to study relationships between variables over time using a longitudinal study design. The MerSETA Project, a successful project, requires an understanding of the project life cycle, management knowledge areas, and monitoring and evaluation techniques. The study's findings concluded that the project was a success. , Thesis (Masters) -- Faculty of Education, 2022
  • Full Text:

Chalenges of implimenting South African school administration and management system at Junior Secondary Schools in circuit 16, OR Thambo Coastal District

  • Authors: Nkwanca, Loyiso Collis
  • Date: 2022-00
  • Subjects: Evaluation and Training
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10779 , vital:75220
  • Description: The purpose of this study was to investigate the challenges of implementing South African School Administration and Management System at Junior Secondary Schools in Circuit 16 in OR Tambo Coastal District. Literature review looked mainly at aspects of challenges resulting from policy issues guiding the implementation of SASAMS, challenge of ICT and SA-SAMS training, other challenges that influence implementation of SASAMS in circuit 16, OR Tambo District. The study was qualitative in nature and employed case study research design. Convenient sampling was used to select two junior secondary schools in Circuit 16 in Port St. Johns Circuit Management Centre (CMC) in OR Tambo Coastal Education District. The principal, one (1) educator, one (1) school clerk were purposively selected from each school and this made a total of six (6) participants. Face-to-face individual semi-structured interviews were conducted to gather data about the views and opinions of the participants. Data were analysed using the interpretational analytical strategies. Themes were drawn from the responses of the participants. The major findings were: School personnel lack the ICT skills for them to be able to operate SASAMS for administration and management; there is a lack of connection network for the school personnel to provide data promptly to the Department of Education; school personnel had not received appropriate training on using SASAMS for administration and management; the use of SASAMS is not guided by clearly spelt out policies and guidelines in all the school that were visited; participants unanimously agreed that SASAMS could be a user-friendly system only if all personnel were to get thorough training; due to lack training and knowledge for other personnel, at times especially when school clerks are not at work submissions are not done promptly; the school personnel have no expertise when there is break down of computers or the system crushes, they have to travel long distances to try and find help; when it is time to enter marks for learners, it is impossible for teacher to connect at the same time, only about four laptops can connect at a time and the Department of Education delays to install the latest patch. It is recommended that: SASAMS be incorporated in Teacher Education programmes in Universities and training colleges; there should be enough ICT and SASAMS technicians on standby for any technical error that might occur in schools; school principals, teachers and administrative clerks need to be equipped with training in ICT and SASAMS; there is a need for Department of Basic Education to ensure that each school has Wi-Fi connection so that all computers in the school are connected to the main-server at the same time; the DBE should consider formulating guiding policies where, for example, schools are allowed to factor in a certain percentage in enrolment increase, as it creates a good foundation for data falsification by unscrupulous officials. , Thesis (Masters) -- Faculty of Education, 2024
  • Full Text:

The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province

  • Authors: Seabela, Marcia Motlatso
  • Date: 2021-04
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/10593 , vital:75188
  • Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
  • Full Text:

T Kondo (Ed) law and investment in Africa: the fovernance of foreign direct investment in Zimbabwe

  • Authors: Zongwe, Dunia P
  • Date: 2021
  • Subjects: Investments, Foreign -- Africa, Sub-Saharan , Zimbabwe -- Economic conditions , Corporate governance
  • Language: English
  • Type: text , review , article
  • Identifier: http://hdl.handle.net/11260/6387 , vital:45443 , xlink:href="http://dx.doi.org/10.17159/2077-4907/2021/ldd.v25.16 "
  • Description: Tinashe Kondo’s book, Law and investment in Africa, narrates the efforts of a country to regain the trust [and the love] of foreign investors after several decades of argument and hostility. Encapsulated in the “Zimbabwe is open for business” slogan, these efforts show “how a country can move to regain credibility and commit to global rules despite its recent history”. This review of Kondo’s book concerns the manner in which readers can take advantage of this immensely useful publication. Particularly, this review looks into the book in order to advise law academics on possible strategies to integrate the book into their curricula in Zimbabwe and elsewhere on the continent.
  • Full Text:

An Investigation on the Clinical Experiences of Newly Qualified Professional Nurses in Hospital Facilities of the Alfred Nzo District Municipality in the Eastern Cape

  • Authors: Hloba, Siyathemba Prince
  • Date: 2021-00
  • Subjects: Nurse practitioners
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/7942 , vital:55856
  • Description: The study aimed to explore and describe the clinical experiences of newly qualified professional nurses in hospital facilities of the Alfred Nzo District Municipality in the Eastern Cape. The newly qualified professional nurses may face difficulties in the hospital facilities when it comes to the execution of duties. The newly qualified professional nurses are expected to display knowledge, skills and to have a positive effect on patients, the relatives of patients and their colleagues to alleviate diseases. This challenge may create emotional distress if newly qualified professional nurses receive inadequate guidance from the senior staff members of the hospital facility. The objectives of this study were to explore and describe the clinical experiences of newly qualified professional nurses, to explore how the newly qualified professional nurses were affected emotionally by clinical experiences and to explore the support system to enhance the performance of the newly qualified professional nurses. A qualitative, explorative, descriptive and contextual design was used to explore and describe the experiences of the newly qualified professional nurses in hospital facilities of the Alfred Nzo District Municipality in the Eastern Cape. A purposive sampling of newly qualified professional nurses, with less than two years of experience after completing the community service in the clinical practice, was used. The data were collected through face-to-face and semi-structured interviews. The interviews were conducted until the data were saturated. A pilot study was done before the main study to prove the adequacy and suitability of the methods to conduct the main study. The participants‟ interviews and results of the pilot study were incorporated into the interviews and results of the main study. Tesch‟s method of thematic analysis and an independent coder were used to analyse the data and to draw meaning from the content. The study used Guba and Lincoln‟s criteria of measures to ensure trustworthiness, which included credibility, confirmability, dependability and transferability. Ethical standards were maintained throughout the study as the researcher complied with ethical principles, namely, respect for persons, beneficence, justice and autonomy. The key considerations to curb the spread of the Covid-19 pandemic, as stipulated by the World Health Organisation, were followed during the data collection. On data interpretation, three themes were developed with eight subthemes on the first theme, two subthemes on the second theme and three subthemes on the third theme. The research findings revealed that the participants experienced negative attitudes from colleagues and multidisciplinary team members. The shortage of staff and resources made participants feel ineffective in their work environment. Clinical exposure to different units and procedures in various units added value to the development of the participants. The recommendations were made with regards to three divisions. They were the hospital facilities‟ personnel, future nursing research personnel and nursing schools personnel. In hospital facilities, the recommendations included that all novice professional nurses should be made aware of the emotional impact at work. An annual plan for workshops and in-service training should be implemented. Professional counselling is required for the novice professionals who were exposed to Covid-19 isolation units. A need to increase staff coverage in the clinical units was identified as the workload is too big. Management is encouraged to be more sensitive about the newly employed nurses‟ challenges in their facilities and the most experienced nurses are encouraged to mentor and coach the novice nurses. In the future nursing research, recommendations included that more studies need to be conducted in South Africa and the Eastern Cape province to verify the findings of this research. A specific research study that will focus on the supportive needs of nurses in clinical facilities should be done institutionally to provide evidence-based practice. The research culture on the nurses‟ experiences in clinical facilities needs to become a norm. In nursing schools, the recommendations motivated that the nursing students should be exposed to all clinical units before completing the training xiv course. Further studies need to be conducted to evaluate the balance between theory and clinical learning on duly performance. The nursing education institutions should use quality improvement suggestion boxes for students to consider their experiences and opinions about their learning. Key words : clinical experiences, newly qualified professional nurses, Alfred Nzo district municipalities , Thesis (Masters) -- Faculty of Health Sciences, 2021
  • Full Text:

Geometry Proficiency Of Grade 11 Learners In Alfred Nzo Education District, Eastern Cape Province, South Africa

  • Authors: Qwele, Benedicta Nonstikelelo
  • Date: 2020-11
  • Subjects: Special education--Geometry
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6660 , vital:47201
  • Description: This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
  • Full Text:

Intersection of race, gender and class in the interventional life-writings of four selected South African authors

  • Authors: Ndlovu, Siphatisiwe Patricia
  • Date: 2020
  • Subjects: Post-apartheid era -- South Africa , Interventional writing , Fred Khumalo , Malaika wa Azania , Khaya Dlanga , Tumi Morake
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/11260/3414 , vital:43345
  • Description: The interventional life writings of second generation life writers (young, black, middleclass South Africans) in post-apartheid South Africa have not attracted much academic debate in spite of the burgeoning of such writings recently. The intersection of race, class and gender in post-apartheid South Africa remains a problem and a rich site of research, hence this research’s reading of four selected life writings by young, black, middle-class South Africans living in post-apartheid South Africa: Fred Khumalo’s Touch My Blood: The Early Years (2006), Malaika Wa Azania’s Memoires of a Born Free: Reflections on the Rainbow Nation (2014), Khaya Dlanga’s To Quote Myself (2015) and Tumi Morake’s And Then Mama Said… Words That Set My Life Alight (2018). Using the intersectional approach, the study explores the lives narrated by second generation South Africans, in a manner similar to the grand narratives because of their historical and social context. The study focalises life/self-writers who have experienced post-apartheid trauma of being racialized, gendered and classed in a democratic country. This is a shift from the staple analysis of lives of political struggle against apartheid, narrated by historical legends such as Nelson Mandela. The study then, by focusing on ‘small voices’ closes a critical gap created by over-attention paid to grand narratives in South African life writing. Self-narrations by young, black, middle-class South Africans emerge not only as a way of narrating history but also as a means of making history. Through the deployment of the intersectional approach (the interconnectedness of inequalities) to analyse the systems of oppression associated with democratic South Africa, the four selected interventional life writers reveal how their experiences and identities are an outcome of constantly renegotiating power relations. , Thesis (MA) -- Faculty of Humanities, Social Sciences and Law, 2020
  • Full Text:

Factors affecting the Quality of Food Provided by School Nutrition Programme in Mthatha, OR Tambo Inland Education District

  • Authors: Mjali, Neziwe Nellitia
  • Date: 2019-10
  • Subjects: Nutrition students
  • Language: English
  • Type: Master's/Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/6615 , vital:47164
  • Description: This study sought to evaluate factors affecting the quality of food provided by the school nutrition programme in Mthatha, OR Tambo Inland Education District. This was a qualitative study in the form of case study research design. Two (2) schools were conveniently selected and from these, 2 principals, 2 school nutrition coordinators, 4 food handlers and 10 learners were purposefully selected to form the sample. Thus, 18 participants were selected in total. Interviews were used to collect data. A review of literature demonstrated that the school nutrition programme was valuable and played an important role towards addressing some of challenges prevalent in South Africa due to the history of the country. The literature reviewed also highlighted challenges faced by the school nutrition programme despite its tremendous success. These are some of the findings: the school nutrition programme was successful towards improving learner punctuality and engaging in the classroom. This had the potential to improve learner health overall; however, it was observed that lack of training around food preparation and hygiene could reduce the effectiveness of the programme. The provision for appropriate storage facilities was also noted as an issue that placed the programme at risk. These are some of the recommendations: the government should provide appropriate training and proper storage facilities in schools with nutrition programme; this could contribute meaningfully towards improving the quality of food provided by the school nutrition programme. , Thesis (M.Ed) -- Faculty of Education Sciences, 2019
  • Full Text:

Prevalence, awareness, and determinants of type 2 diabetes mellitus among commercial taxi drivers in buffalo city metropolitan municipality South Africa

  • Authors: Oladele Vincent Adeniyi , MMed
  • Date: 2019
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/11260/5152 , vital:44372
  • Full Text:

Prevalence, awareness, and determinants of type 2 diabetes mellitus among commercial taxi drivers in buffalo city metropolitan municipality South Africa

  • Authors: Oladele Vincent Adeniyi , MMed
  • Date: 2019
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/11260/4559 , vital:44133
  • Full Text:

Challenges to effective Foundation Phase Teaching of Mathematics in The Libode Education District, Eastern Cape, South Africa

  • Authors: FAKU PUMEKA DOREEN
  • Date: 2018
  • Language: English
  • Type: Master
  • Identifier: http://hdl.handle.net/11260/2743 , vital:42857
  • Description: Mathematics is an important learning area in the foundation phase. For effective learning and teaching of Mathematics, the foundation phase needs urgent attention. Rural area schools are often neglected by the government despite evidence that there are many challenges that hinder foundation phase teachers from implementing effective learning and teaching of Mathematics. This study investigated the prevailing challenges that affect learning and teaching of Mathematics, especially in the identified rural schools of the Libode Education District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of a main research question: What are the challenges to effective foundation phase learning and teaching of Mathematics in the rural schools of the Libode District? The subsidiary questions were derived from the above main research question. Three Junior Secondary Schools were selected from the population of schools in the Libode District of Education. The study made use of a case study design, purposive sampling of foundation phase teachers. Purposive sampling was used because the researcher was aware that the participants were teaching in the foundation phase. Data collected through interviews and observations were thematically analysed. Findings obtained include lack of teaching and learning materials and support for SMTs and parents; inadequate professional development and poor infrastructure. Key-words: Learning area, Mathematics, teachers, rural, challenges, learners, foundation phase.
  • Full Text:
  • Disclaimer
  • Privacy
  • Copyright
  • Contact