Communication of health messages using theatre: Appreciative inquiry from Ubuntu theatre group

Background: Theatre involves expressing meaning in a collaborative art using words, movements, and visual elements. However, theatre remains poorly used as a viable teaching strategy or a method for communicating health messages. Instead, it is relegated to solemnly transmitting indigenous knowledge. Aim: To explore and describe communication of educational health messages through theatre using an appreciative inquiry approach. Setting: The study was conducted among the Ubuntu theatre group from a rural province in South Africa. The group is famous for using theatre to communicate educational health messages through the lens of Ubuntu philosophy. Methods: A qualitative exploratory descriptive design was followed. A non-probability purposive sampling was used to select thirteen members of the Ubuntu theatre group. Data were collected by two moderators from the two focus group discussions through conference calls. Deductive thematic content data analysis was used to describe the 4-Ds of appreciative inquiry. Results: Theatre is a playful pedagogy that can cut through language and cultural barriers when used to communicate educational health messages. There is a need to formalise it as an alternative pedagogy within the health care sciences curriculum. Furthermore, the sustainability of theatre as an educational tool is dependent on expanding educational practices, documenting its success stories and periodical in-service training. Conclusion: Using Ubuntu innovation to communicate complex educational health messages through theatre can maximise learning. This study recommends that Ubuntu-infused health messages be conveyed using theatre. Contribution: The study adds to the body of knowledge by presenting Ubuntu innovation in communicating health messages through theatre

Communication of health messages using theatre : appreciative inquiry from Ubuntu theatre group

DATA AVAILABITY STATEMENT: The data that support the findings of this study are available from the corresponding author, G.G., upon reasonable request.BACKGROUND: Theatre involves expressing meaning in a collaborative art using words, movements, and visual elements. However, theatre remains poorly used as a viable teaching strategy or a method for communicating health messages. Instead, it is relegated to solemnly transmitting indigenous knowledge. AIM: To explore and describe communication of educational health messages through theatre using an appreciative inquiry approach. SETTING: The study was conducted among the Ubuntu theatre group from a rural province in South Africa. The group is famous for using theatre to communicate educational health messages through the lens of Ubuntu philosophy. METHODS: A qualitative exploratory descriptive design was followed. A non-probability purposive sampling was used to select thirteen members of the Ubuntu theatre group. Data were collected by two moderators from the two focus group discussions through conference calls. Deductive thematic content data analysis was used to describe the 4-Ds of appreciative inquiry. RESULTS: Theatre is a playful pedagogy that can cut through language and cultural barriers when used to communicate educational health messages. There is a need to formalise it as an alternative pedagogy within the health care sciences curriculum. Furthermore, the sustainability of theatre as an educational tool is dependent on expanding educational practices, documenting its success stories and periodical in-service training. CONCLUSION: Using Ubuntu innovation to communicate complex educational health messages through theatre can maximise learning. This study recommends that Ubuntu-infused health messages be conveyed using theatre. CONTRIBUTION: The study adds to the body of knowledge by presenting Ubuntu innovation in communicating health messages through theatre.The National Research Foundation.https://hsag.co.za/index.php/hsagNursing ScienceSDG-03:Good heatlh and well-beingSDG-04:Quality Educatio

The status of integrating children and adolescents’ mental health care services into primary health care in South Africa : scoping review

SUPPLEMENTARY MATERIAL : PRISMA checklist is available as supplementary material on the publisher’s website and the published article.BACKGROUND : Many children and adolescents who need mental health care services in South Africa find it difficult to access these services. The PHC approach is the foremost strategy adopted by the South African government to improve access to health care services in the country. Therefore, the integration of children and adolescents mental health care services into primary health care should greatly improve access. OBJECTIVE : The objective of this review is to describe and interrogate the status of integrating children and adolescents’ mental health care services into primary health care in SA. METHODS : The scoping literature review was conducted following the framework of identifying the research question, identifying relevant studies, selecting studies, charting data, and finally collating, summarising, and synthesising the results. The databases used are APA, PsychINFO, Medline, Cabinet Discover, and Africa-Wide Informatio. Thematic analysis was used to qualitatively analyse the findings of the studies reviewed. RESULTS : Six studies were selected for inclusion in this research. The analysis yielded three themes : challenges to integrating child and adolescent mental health care, services into primary health care, the need for health care systems to enable integration of child and adolescent mental health services into primary health care, and the lack of child and adolescent mental health care services. CONCLUSION : The integration of child and adolescent mental health care services into primary health care in South Africa is far from realisation. Recommendations are made for practice, education, and research.https://openpublichealthjournal.comam2023Nursing Scienc

Readiness in technology usage by students and educators in a North West public nursing college

MNSc (Community Nursing), North-West University, Mahikeng CampusThe use of technology has been accepted as a supplementary strategy to complement teaching and learning globally. This is in contrast with the practice locally as South Africa is still at the infant stage of the implementation of use of technology in teaching and learning especially at nursing education institutions and at public nursing colleges in rural areas in particular. Lack of information technology communication skills by nurse educators which contributes to low usage of technology in teaching and learning remains a big concern in nursing education in SA. Moreover, there seems to be a dearth in literature on the use of technology in teaching and learning at public nursing colleges precisely those in rural areas. Therefore, the aim of this study is to compare the readiness in technology usage for teaching and learning in two campuses of a North West public nursing college. This study followed a quantitative approach of a comparative descriptive design. Multi-level stratified random sampling technique was used to reach the aim of the study. Descriptive statistics data were analysed using the Statistical Package of the Social Sciences version 27. The results revealed that a North West public nursing college at Ngaka Modiri Molema district is more ready than a campus at Dr. Kenneth Kaunda district. Following the results, recommendations were made on nursing education and practice, policy makers and further research.Master

Factors That Influence Resilience among First-Year Undergraduate Nursing Students: A Cross-Sectional Descriptive Study

During their transition from basic to higher education, first-year undergraduate nursing students need to balance theoretical and clinical requirements, as well as their social life. A significant number of them struggle with this, due to a lack of coping mechanisms due to poor resilience. This study aimed to determine factors that influence resilience among first-year undergraduate nursing students at a South African university. A cross-sectional descriptive research design was followed, with stratified convenient sampling. Data were collected during August 2023 using an adapted self-administered online questionnaire. The reliability and validity of the adapted version was ensured in the context of this study. Principal component analysis and varimax rotation were used to analyse data. A total of 123 participants (47.2% from campus A and 52.8% from campus B) completed the questionnaire. The majority (88%) were females. This study showed that resilience can be dependent on various factors, such as lecturer support, parental support, academic achievement, peer and mentor support, optimism about the future, and self-determination. It is recommended that higher education institutions should consider incorporating the factors presented in this study as part of the broader orientation of first-year undergraduate nursing students when they first arrive at university

Coping strategies used by undergraduate first-year nursing students during transition from basic to higher education: a qualitative study

Abstract Background The undergraduate first year of a nursing program is regarded as a difficult and challenging part of the nursing course, due to the variation experienced in the transition from basic to higher education compared to other first-year courses. This causes stress, which could contribute to students’ lack of coping with the transition to the university. These challenges call for coping strategies to ensure resilience among this cohort of undergraduate nursing students. Methods An exploratory descriptive qualitative research design was adopted to assess the coping mechanisms used by first-year nursing students during transition from basic to higher education. Data was gathered through four online focus group discussions which were conducted using the Microsoft Teams app, with participants purposefully selected from the two campuses where the study was conducted. The focus group discussions were recorded and transcribed verbatim for analysis. Data was analysed by the researcher and the co-coder using qualitative content data analysis. Findings Three categories emerged from the data: experiences of transition from basic to higher education, coping with transition from basic to higher education, and recommendations for coping with transition from basic to higher education. Participants expressed that they use the following six coping strategies during the transition from basic to higher education: adaptive coping, appraisal-focused coping, emotion-focused coping, problem-focused coping, social coping, and seeking help from mentors. Conclusions Transition from basic to higher education is challenging for undergraduate first-year nursing students. The study suggests that there is a need to standardize and contextualize the support measures for undergraduate first-year nursing students during their transition from basic to higher education in order to enhance their ability to cope

The contribution of interprofessional education in developing competent undergraduate nursing students: integrative literature review

Abstract Background Effective interprofessional team collaboration is one of the necessary domains for successful interprofessional collaborative practices in healthcare (IPCP), which is crucial for the delivery of safe and quality healthcare services. Therefore, understanding the contribution of interprofessional education in nursing students is vital to improving collaboration practices in nursing students, in preparation for the dynamics that await after registration in practice amongst the interprofessional team. Thus, the aim of the study was to summarise the contribution of interprofessional education in nursing education in developing competent undergraduate nursing students. Design The integrative literature review design as described by Whittemore and Knafl was adopted for the review. The review consists of five steps, namely, problem identification, literature search, data analysis, data interpretation, and the last step was data presentation. Three databases were searched for the articles, namely CINHAL, Scopus, and Science Direct. Articles were retrieved using Search terms such as “Competence,” “Contribution,”, “Development,” “Interprofessional education” and “Undergraduate nursing students” retrieved Articles published between 2018 and 2022 were selected. Results Three themes emerged from the review, namely the promotion of patient safety in nursing practice, the socialisation of nursing students in interprofessional collaboration, and the promotion of the development of professional identity. Conclusion This study is the first step in determining the contributions of early interprofessional education to nursing education. It could set the stage for further studies that examine strategies the undergraduate nursing curriculum can adopt and develop sound interprofessional competencies that promote patient safety and quality healthcare by nursing students. Impact The developers of the nursing curriculum and nursing educators can use the results in developing a curriculum that includes interprofessional education with the aim of improving the quality of teaching and learning that advances competent and safe nursing students

North-West University Third Leadership Camp for Student Nurses

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