4 research outputs found

    The role of community health nurses in promoting school learners’ reproductive health in North West province

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    Background: Reproductive health education is a major component in schools, which is delivered through Life Orientation and Life Science subjects. Providing sexual and reproductive health education and services remains a challenge in schools of many countries, as well as South Africa. Community health nurses have the responsibility to initiate and participate in reproductive health promotion initiatives in schools. Aim: To explore the roles of community health nurses in the promotion of school learners’ reproductive health in schools. Setting: This study was conducted in the clinics of Madibeng municipality in North West province, South Africa. Methods: An exploratory qualitative research study was conducted using in-depth interviews for data collection. The population included community health nurses who were sampled purposively. Results: Community health nurses revealed that their primary role was to provide health education to learners, particularly in clinics. Furthermore, they revealed that they did not visit schools and had no communication with teachers regarding learners’ reproductive health issues. Conclusion: The Department of Education has opened a platform for the provision of reproductive health education in schools through various teacher-led initiatives. However, this has posed a significant challenge to teachers as they may not be willing to deliver sensitive and sexually themed information to learners. To ensure effective delivery of reproductive health education in schools, community health nurses, teachers and other relevant stakeholders must collaborate in schools. Contribution: This article highlights the importance of community health nurses visiting schools to promote the reproductive health of school learners

    Challenges to ethical integration of reproductive health education in schools of Tshwane District, South Africa

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    The Integrated School Health Policy was set to ensure the incorporation of a multi-disciplinary approach to health care in South African schools. However, the implementation of sexuality and reproductive health teaching and learning has not been without problems. Central to sexuality and reproductive health education is the common ethical application of the subject in teaching. School sexuality and reproductive health education have proved to be a sensitive issue across a socio-cultural environment. Compliance with ISHP programs in sexuality and gender orientation is related to the inclusion of a more comprehensive education for learners to cover human rights and sexual diversity. This paper aims to reflect on the ethical challenges related to the integration of reproductive health education and teaching in schools in the City of Tshwane. This study applied a descriptive exploratory quantitative research design. Data was collected using a survey questionnaire and a checklist, and applied stratified random sampling to select schools that participated in the study. Data were analysed using descriptive statistics which included frequencies and percentages (%). The results show that the absence of health care values in organisational strategies will challenge the ethical dimension relating to sexuality and reproductive health education. The ethical dilemma of teaching sexual and reproductive health in schools can prove to be a challenging exercise since its a sensitive issue in most societies. Sexuality and reproductive health education is compounded by a lack of clear guidelines in the ISHP programs and the diversity of stakeholders that do not hold a common or standardised ethical framework. Furthermore, lack of sufficient teacher preparation adds to the ethical dilemma in managing school ethical issues in general

    Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views

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    The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch’s approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools. Keywords: impact; learner pregnancies; management policy perceptions; school pregnancy; teenage pregnanc

    Views of learners on prevention and management of pregnancies in schools of Madibeng municipality, North West province of South Africa

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    Learner pregnancies have increased in recent years, despite improved access to reproductive health services, contraceptives and sexual and reproductive education. In this article, a pregnant learner refers to any person who gets pregnant while being admitted as a learner in primary or secondary schools of the South African basic education system. Currently in South Africa there is no formal collaboration between the Departments of Health and Education concerning learner pregnancy prevention and management in schools. This study, conducted in Madibeng Municipality schools, aimed to develop implementation guidelines of the policy on prevention and management of learner pregnancy in schools. This qualitative, exploratory and descriptive study used a purposive sampling method. Data collection yielded 17 individual interviews and data was analysed using content analysis by Tesch’s approach. Learners reflected that they lacked support from schools regarding learner pregnancy prevention and management, with the majority agreeing that nurses should visit schools to assist with reproductive health matters such as learner pregnancy. Theeducation system of South Africa has invested in sexual and reproductive education, but learner pregnancies have doubled despite more than a decade of extensive sexual and reproductive education in schools. Stakeholders outside the classroom should be engaged to improve learner pregnancy prevention and management as part of support to teachers and schools. Such stakeholders include parents, peer educators, youth and community organisations, non-governmental organisations, community healthcare nurses and other relevant stakeholders. Keywords: Learner pregnancy, prevention and management, views of learners, pregnancy policy   Les grossesses d'Ă©lèves ont augmentĂ© ces dernières annĂ©es, malgrĂ© un meilleur accès aux services de santĂ© reproductive, aux contraceptifs et Ă  l'Ă©ducation sexuelle et reproductive. Dans cet article, une apprenant enceinte dĂ©signe toute personne qui tombe enceinte alors qu'elle est admise en tant qu'apprenant dans les Ă©coles primaires ou secondaires du système d'Ă©ducation de base sudafricain. Actuellement, en Afrique du Sud, il n'y a pas de collaboration formelle entre les dĂ©partements de la santĂ© et de l'Ă©ducation concernant la prĂ©vention et la gestion de la grossesse chez les apprenants dans les Ă©coles. Cette Ă©tude, menĂ©e dans les Ă©coles de la municipalitĂ© de Madibeng, visait Ă  Ă©laborer des lignes directrices de mise en Ĺ“uvre de la politique de prĂ©vention et de gestion de la grossesse des apprenants dans les Ă©coles. Cette Ă©tude qualitative, exploratoire et descriptive a utilisĂ© une mĂ©thode d'Ă©chantillonnage raisonnĂ©. La collecte de donnĂ©es a donnĂ© lieu Ă  17 entretiens individuels et les donnĂ©es ont Ă©tĂ© analysĂ©es Ă  l’aide d’une analyse de contenu selon l’approche de Tesch. Les apprenants ont indiquĂ© qu'ils manquaient de soutien de la part des Ă©coles en ce qui concerne la prĂ©vention et la gestion de la grossesse chez les apprenants, la majoritĂ© convenant que les infirmières devraient se rendre dans les Ă©coles pour aider avec les questions de santĂ© reproductive telles que la grossesse des apprenants. Le système Ă©ducatif sud-africain a investi dans l'Ă©ducation sexuelle et reproductive, mais les grossesses des apprenantes ont doublĂ© malgrĂ© plus d'une dĂ©cennie d'Ă©ducation sexuelle et  reproductive approfondie dans les Ă©coles. Les parties prenantes en dehors de la salle de classe devraient ĂŞtre engagĂ©es pour amĂ©liorer la prĂ©vention et la gestion des grossesses chez les apprenants dans le cadre du soutien aux enseignants et aux Ă©coles. Ces parties prenantes comprennent les parents, les Ă©ducateurs pairs, les organisations de jeunesse et communautaires, les organisations non gouvernementales, les infirmières en soins de santĂ© communautaires et d'autres parties prenantes concernĂ©es. Mots-clĂ©s: Grossesse des apprenants, prĂ©vention et prise en charge, points de vue des apprenants, politique de grossess