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Open educational resources as the panacea for the decolonisation of e-learning content in South Africa
(Informa UK Limited, 2024-7-2) Mncube, Siphamandla
Higher education institutions have been following the global trend of advocating open educational resources (OER) for tuition and learning. In the South African context of higher education, there is also an increasingly strong call for decolonisation in educational content. However, there is a lack of knowledge and theories for the decolonisation of learning content. This study sought to establish the possibilities of decolonisation of OER in digital learning. To employ the appropriate lens for the decolonisation of content, the study opted for contextualised theory, contextual knowledge world views, and the African indigenous knowledge frameworks, while following the Transformative Learning Theory. This theory made it possible to follow the decolonisation elements relevant to low-income contexts. Consequently, the decolonisation lesson guided the appropriate systems for the decolonisation of the tuition content. After decolonisation, the concepts of Africanisation and transformative learning were considered by using the Technology Appropriation Model as a guide for adopting and developing OER appropriate for the African context. The study employed the qualitative approach and case study strategy by focussing on one of the largest comprehensive open distance e-learning (CODEL) institutions in South Africa and on the African continent. The study established that CODEL encourages the use of OER for the decolonisation of tuition content. However, there is still a lack of strategies, models, policies, and practical guidelines for the decolonisation of OER. Therefore, the study proposed the decolonisation of an e-learning content model that academia can use to advance the decolonisation of e-learning content.
If I was more informed about what exactly they do: perceptions of Botswana district hospital healthcare providers about World Spine Care
(Springer Science and Business Media LLC, 2019-7-3) Chihambakwe, Mufudzi; O'Connor, Laura; Orton, Penelope M.; Hondras, Maria A.
Background
In 2011, World Spine Care (WSC) opened their pilot clinic at the Botswana Mahalapye District Hospital (MDH) aiming to develop a low-cost model of evidence-based spine care for underserved communities. Providing sustainable, integrated, evidence-based care will require buy-in from local healthcare providers (HCPs) and the communities served. The purpose of this project was to understand how MDH HCPs perceive WSC.Methods
We used a qualitative descriptive methodology to conduct individual, semi-structured interviews with MDH HCPs who had some familiarity about WSC services. Interviews were conducted in English, audio-recorded, and transcribed verbatim. We used an iterative coding process for thematic content analysis and interpretations were regularly reviewed by all co-authors.Results
In March 2017, interviews with 20 HCPs, from diverse disciplines with a range in years' experience at MDH, revealed three overlapping themes: knowledge about WSC and spinal related disorders, perceived role of WSC, and challenges for WSC integration. Participants who attended WSC conferences or self-referred for care were more informed and, generally, held positive perceptions. Participants lacked knowledge about managing spinal-related disorders, asserted hospital protocols did not meet patient needs, and perceived WSC is 'filling a gap' to manage these conditions. There were mixed perceptions about care received as WSC patients; some ultimately obtained relief, while others reported the treatment painful and unfamiliar, discharging themselves from care. Challenges to integrate WSC into the healthcare system were: lack of knowledge about scope of practice and unclear referral pathways; reversing the isolated care WSC provides by increasing collaboration between WSC and hospital staff; and, high turnover of WSC clinicians that undermines program sustainability.Conclusions
MDH healthcare providers had adequate general knowledge about World Spine Care and spinal-related disorders, but did not understand the WSC scope of practice nor referral pathways to and from providers. Participants advocated for greater collaboration between WSC and hospital staff to increase acceptance and integration to deliver spine care services and foster wider adoption of the WSC model, particularly if WSC expands services across Botswana. Future efforts that incorporate interviews with patients and government officials also can provide valuable perspectives to achieve sustainable, integrated, evidence-based spine care.Social media use as a predictor of higher body mass index in persons living with HIV
(Informa UK Limited, 2021-4-3) Schnall, Rebecca; Porras, Tiffany; Musanti, Rita; Adams Tufts, Kimberly; Sefcik, Elizabeth; Hamilton, Mary Jane; Dawson-Rose, Carol; Portillo, Carmen; Philips, J. Craig; Chaiphibalsarisdi, Puangtip; Orton, Penelope; Perazzo, Joseph; Webel, Allison R.
Social media tools have been touted as an approach to bring more democratic communication to health care. We conducted a multi-site cross-sectional study among persons living with HIV (PLWH) to desrcibe technology use among PLWH in the US and the association between social media use and body-mass index (BMI). Our primary predictor variable was social media use. Our primary outcome was BMI measured through height and weight. Descriptive statistics were used to describe the demographic profiles of the study participants and linear regression models were used to analyze associations between the outcome and predictor variables controlling for demographic characteristics. Study participants (N = 606) across 6 study sites in the United States were predominately 50-74 years old (67%). Thirty-three percent of study participants had a normal weight (BMI 18.5-25), 33% were overweight (BMI 25-30), and 32% were obese (BMI > 30). Participants used several social media sites with Facebook (45.6%) predominating. Social media use was associated with higher BMI in study participants (p < .001) and this effect persisted, although not as strongly, when limiting the analysis to those who only those who used Facebook (p = .03). Further consideration of social factors that can be ameliorated to improve health outcomes is timely and needed.
Experiences of nurses studying towards post-basic qualifications during COVID-19 in KwaZulu-Natal
(AOSIS, 2024-10-24) Sokhela, Dudu G.; Nokes, Kathleen; Orton, Penelope M.
Background
The COVID-19 pandemic caused abrupt closure of schools including higher education institutions. The transition from in-person to virtual teaching platforms caused challenges for frontline nurses in post-basic programmes. Nurses were forced to divide their efforts between responding to the pandemic and their studies.Aim
The study aims to describe the experiences of nurses studying post-basic qualifications during COVID-19 in KwaZulu-Natal.Setting
The setting comprised virtual platforms such as closed social media groups (nursing colleagues and South African Society of Occupational Health Nurses Facebook) and Microsoft Teams or WhatsApp calls.Methods
A qualitative descriptive design using individual virtual interviews with eight nurses working in healthcare settings while studying post-basic qualifications. The framework was Fullan's Change Theory in educational settings. Data were analysed using applied thematic analysis.Results
Four themes were identified; transitioning from in-person to online teaching and learning, challenges in clinical placements, support to achieve educational goals, and unique aspects of studying and caring for infected patients and 10 sub-themes emerged.Conclusion
Participants found benefits of online learning despite challenges with the Internet network. There was a shortage of mentors, and personal protective equipment in clinical settings; however, participants were cognisant of the duty to care for infected patients notwithstanding personal risk of infection.Contribution
Nurses were at the frontline of the pandemic yet facing challenges in clinical facilities and their studies. The study could contribute to understanding participants' experiences, which might help with response planning in future pandemics.A framework for aligning librarians’ roles and skills with 4IR technologies at the Durban University of Technology, South Africa
(University of KwaZulu-Natal, 2024-12-1) Moonasar, Anushie
The Fourth Industrial Revolution (4IR) has introduced transformative technologies such as artificial intelligence, robotics, the Internet of Things, big data, and blockchain that are reshaping various sectors, including libraries. This article recommends a framework to align librarian roles and skills with these 4IR technologies, focusing on the Durban University of Technology (DUT). The framework ensures that DUT librarians can effectively use these technologies to enhance services and meet evolving and diverse user needs. By examining the connection between librarian competencies and 4IR technologies, the article provides a roadmap for DUT libraries to navigate the challenges and opportunities of this technological revolution.