Facilitators and challenges experienced by first-year nursing students at the University of Fort Hare, South Africa, when conducting home visits

Background. To be socially responsible, tertiary education institutions collaborate with local communities. Community engagement is a teaching and learning strategy that enhances the learning experiences of students while interacting with community members. Assessing a family at home is a curriculum task that strengthens a primary healthcare approach to nursing education.Objectives. To explore and describe facilitators and challenges experienced by first-year nursing students regarding family assessment during home visits.Methods. An explorative, descriptive, qualitative research approach was used. Four focus group discussions with 6 participants in each group were conducted with purposively selected first-year nursing students. Data were analysed according to Tesch’s method.Results. Participants (N=24) were allocated to the focus group discussions. Facilitators of learning included relevant community and home settings, which provided diversity in learning opportunities. Challenges included absence of a formal orientation to the learning  opportunity, language barriers and lack of basic apparatus.Conclusion. Participants reported facilitators and challenges of family health assessment and health education. The first step should be to build on the facilitators and address the challenges in an action research project

Study demands, study resources and the role of personality characteristics in predicting the engagement of fist-year university students

The main objectives of the present study were to 1) determine significant demands and resources associated with student engagement; and 2) establish the incremental contribution of personality in predicting the engagement of first-year university students. A stratified sample of 512 first-year university students was used. The results showed that pace and amount of work, and cognitive demands had a significant and negative correlation with engagement. However, only cognitive demands was found to be a significant predictor of engagement in the second and third step of the regression analysis and became insignificant in the fourth and final step of the analysis when personality characteristics were added. All the resources had significant and positive correlations with engagement, but only support from lecturers and opportunities for growth and development were found significant predictors of engagement. In the fourth and final step of the regression analysis, the only significant resource was opportunities for growth and development. All the personality dimensions showed a significant relationship with engagement. However, in the final step of the regression analysis, only achievement orientation (a facet of conscientiousness) turned out to be a significant predictor of student engagement. The model in which personality characteristics were entered added an additional 11% of the variance explained in engagement, which indicates the incremental contribution to student engagement

Self-reported substance use, in dental and oral hygiene students at a university in South Africa

A recent study amongst South African dental students found that a number of them had perceived moderate to severe stress and as a result, some have resorted to stimulant drugs. The aim of the study was to assess substance use by dental and oral hygiene students at a university in South Africa. A cross-sectional design was used and all dental and oral hygiene students registered in 2019 at a university in South Africa were asked to participate. Materials and Methods A pretested, validated self-administered questionnaire was used to achieve the aim. The objectives were to identify which substances were used, where they were obtained, frequency and reasons for use, as well as the self-perceived benefits and side effects experienced. Data was analysed using SPSS version 27. The data was confidential and anonymity was ensured. A total of 303 (88%) agreed to participate with ages from 17 to 36 years and a mean of 22.3 years. Over two thirds 206 (67.9%) used substances. Almost half of the group (44.6%) took one product, 16.5% took two, and 7% consumed between 3 and 5. The sources of substances ranged from peers, friends, acquaintances and pharmacies. Nearly twenty percent of the students used caffeine products, energy drinks, and methylphenidate. Almost 10% used anti-anxiety pills and anti-depressants whilst just above 11% used natural boosters and multivitamins. More than half of the students used the substances to stay awake and improve marks and 45(22%) of the users struggled to stop. Conclusions Over two thirds of students used substances, with almost half using one substance. There were multiple sources of substances. More than half of the students used them to stay awake and improve marks

Investigating the impact of a combined approach of perceived organisational support for strengths use and deficit correction on employee outcomes

Orientation: The positive psychology paradigm suggests a balanced focus on employee strengths and deficits. However, an overemphasis on strengths has raised questions regarding the value of a focus on strengths use, deficit improvement or a combined approach with a balanced focus on both. Research purpose: The primary objective was to examine whether perceived organisational support (POS) for strengths use, POS for deficit improvement or a combined approach would be the strongest predictor of work engagement, learning, job satisfaction and turnover intention. Motivation for the study: In the literature, there is little empirical evidence to support an approach where both employees’ strengths are used and their deficits improved. Research design, approach and method: This study was conducted among 266 teachers from four public schools in the Western Cape. A cross-sectional survey design was used. Main findings: The results suggest that both strengths use and deficit improvement are important predictors of work engagement, learning, job satisfaction and turnover intention. Learning was higher and turnover intention lower for individuals experiencing a combined approach compared to those believing that their school did not support them in either using their strengths or improving their deficits. Furthermore, a combined approach was associated with higher job satisfaction than a strengths-based approach, and a deficit-based approach was shown to be associated with higher levels of work engagement and lower turnover intentions compared to an environment where neither employees’ strengths nor deficits were addressed. Practical or managerial implications: The results urge organisations to invest an equal amount of resources in their employees’ strengths and deficits, as opposed to neglecting either one. Such a combined approach may be associated with increased work engagement, learning and job satisfaction and lower turnover intention. Contribution: This study provides empirical evidence that supports a combined approach where both employees’ strengths are used and their deficits developed

Vogelconcentraties en vogelbewegingen in Zeeland

The paper presents the results of a detailed study of the annual rainfall of India in relation to the sunspot cycle for the period 1871 to 1978. Rainfall time series of individual stations as well as of meteorological subdivisions have been examined for the full period (108 years) and for two half periods.The correlation coefficients (CC) of 306 stations for the full period lie between 4-0-29 and -0-14 with a preponderance of positive over negative values in the ratio 4:1. Twenty-six CC values are significant at the 5 per cent level. The CC values for the two subseries reveal appreciable temporal variations, the correlations being higher for the first half. Lag correlations between the rainfall and sunspot series indicate that the CC values tend to increase when the rainfall is correlated with sunspot numbers 1 to 3 years later and to decrease when correlated with sunspot numbers 1 to 3 years earlier.Examination of the all-India rainfall series and the sunspot series for the full period shows that excess rainfall years were significantly more during the ascending phase of alternate cycles. Superposed epoch analysis and the Student t test show that the rainfall around the maximum of even cycles characterized by high sunspot activity is significantly higher than the corresponding rainfall in the odd cycles with lesser spot activity. Correlation study with a 15-year sliding window reveals large temporal variations in the CC values.Although most of the variance in the rainfall time series is due to causes unconnected with the sunspot cycle, the present study suggests the existence of a weak positive association between Indian rainfall and sunspots on the 22-year time scale, although the causal connection is unknown

The #FeesMustFall protests in South Africa: Exploring first-year students’ experiences at a peri-urban university campus

Students experienced unique challenges in transitioning to their first-year during the FeesMustFall (#FMF) protest actions. It is important to examine students’ first-year adjustment experiences amidst study disruptions to ensure better outcomes of first-year study experiences. The impact of protest actions on the economy, higher education institutions (HEIs) and the individual student may be harmful when not managed effectively. The current study aims to clarify the first-year experience to explore how South African first-year students enrolled at a peri-urban university campus experienced the #FMF protest actions. The peri-urban university campus serves a large rural catchment area. Using the Mmogo-method® and unstructured individual interviews, researchers gathered in-depth experiences of fifteen participants who provided insight into their subjective experiences of their first-year transitions during the #FMF movement. Thematic analysis resulted in four themes: Clashes between students and police or campus security; the impact of protest actions on students’ lives; psychological experiences of trauma and physical harm; and student attitudes towards and needs in times of crisis. The study uncovered the experiences of first-year students at a peri-urban campus. The knowledge gathered could aid universities to develop proactive measures to minimize the impact of the protest actions or disruptions on the institution itself, students and stakeholders involved

Status of undergraduate community-based and public-health physiotherapy education in South Africa

Curricula of health education institutions therefore need to be periodically revised to be aligned with its context. This study explored the status physiotherapy curricula in South Africa (SA) as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. Institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-earning strategies included group activities (class or education sessions), community projects, home visits and portfolios of evidence. Personal and small-group reflections were prominent. The undergraduate community physiotherapy curricula in South Africa address the health profile of the population and priorities in the health system to different degrees. The variation between universities should be interpreted with caution as the study guides only gave a limited snapshot into each institution’s curriculum. However, findings suggest that each physiotherapy university department may have gaps in preparing physiotherapy undergraduate students for the needs of the South African population and expectations of the Government. Possible ways to share teaching-learning resources are recommended.Department of HE and Training approved lis

Effect of kinesio taping on explosive muscle power of gluteus maximus of male athletes

Objective. To determine the short-term effect of kinesio tape on the explosive gluteus maximus power of male athletes, comparing a recommended application pattern with a placebo. Methods. Sixty healthy university male athletes participated in this double-blinded randomised controlled trial. Those athletes with musculoskeletal injury 6 weeks prior to screening, serious medical condition(s) in the previous 6 months, or metabolic conditions affecting joint integrity were not selected. A different investigator from the one who administered the intervention randomly allocated participants to groups. Allocation was concealed. Group A (n=30) received a recommended Y-strip kinesio tape application and group B (n=30) a neutral placebo application. Height displacement during a counter-movement jump was measured with a reliable Vertec apparatus. Measurements were recorded at baseline, immediately after strapping and 30 minutes later. Participants and raters were blinded to group assignment. Descriptive statistics and analysis of variance for repeated measures were used to determine the effect of time and group on the measurements. Post hoc analysis was done using the Tukey’s method. Results. Time (before, immediately after and 30 minutes after taping) had a significant effect on the measurements. All the measurements after intervention (either immediately or 30 minutes after) had significant differences compared with baseline (95% CI [0.59, 2.29] and [1.50, 3.2] respectively.) Conclusion. The recommended application type of taping with kinesio tape was equally effective in significantly improving the explosive power of the gluteus maximus in male athletes immediately after and 30 minutes after taping in both groups

A model for community physiotherapy from the perspective of newly graduated physiotherapists as a guide to curriculum revision

Background. Limitations in physiotherapy curricula have been reported. Work-based experiences, especially during compulsory community service, could inform curricula. Objective. To develop a model of community service physiotherapy to guide curriculum reform. Methods. In this appreciative inquiry, trained physiotherapy students conducted tele-interviews with newly graduated physiotherapists. Twelve recently graduated community-service physiotherapists – heterogeneous in gender, mother tongue, university attended and work setting – were purposively recruited. Two coders applied Tesch’s coding technique to the transcripts; one did paper-based work and the other used AtlasTi software. Consensus was reached and a member check done. Results. Four themes identified were: (i) the essence of community physiotherapy; (ii) the collaborative nature of community physiotherapy; (iii) prerequisites for a positive practice environment; and (iv) community physiotherapy as a gateway to personal growth and professional development. Physiotherapists consult clients from varied cultural backgrounds, ages and health and disease profiles. Health education is a key intervention, but clients emphasised therapeutic touch. Team work enhances services, especially within a context of poverty, and prevents isolation. New graduates have to deal with inefficient management, lack of transport, inadequate equipment and needs resilience. They want discipline-specific supervision. Conclusion. Community physiotherapy makes specific demands, especially for novice therapists. Service-learning in authentic diverse contexts would foster professional development and cultural competence. Clinical competency should remain the backbone of the curriculum, complemented by competency in health education. Different ways of reflection would facilitate lifelong learning and growth in attributes such as resilience, which is necessary for dealing with sub-optimal practice environments