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The significance of information literacy skills for third-year Library and Information Science students at the University of the Western Cape
(University of the Western Cape, 2025) Maloyi, Naledi
This study investigated the significance of information literacy skills for undergraduate students in their third year at the University of the Western Cape in the Library and Information Science department. The study explored how the previously learned information literacy skills had assisted the students with searching and locating information needed for their academic work. This study used the sixth frame of the Association of College and Research Libraries Framework for Information Literacy for Higher Education, which is ‘Searching as Strategic Exploration’, as a theoretical framework. The literature review was used to determine the findings of previous studies based on the same topic and to explore gaps that need to be identified and filled accordingly. The literature review focused on undergraduates’ information skills, information searching strategies students create and use to find information, and information formats preferred by undergraduates. A sequential explanatory strategy mixed methods approach was the research design for this study, and a Google Forms online questionnaire and follow-up face-to-face interviews were used as data collection instruments. A total of sixteen undergraduate Library and Information Science students responded to the online questionnaire, and seven students agreed to participate in follow up interviews and they were interviewed face-to-face, based on the interview guide. The findings of the study revealed that students possess a strong foundation in digital literacy, with the majority demonstrating competence in using computers, databases, and search engines. However, a key weakness was evident in the limited use of the Online Public Access Catalogue, which remains an essential resource for Library and Information Science students. The study also found that students have generally mastered core information literacy skills such as identifying relevant sources, using retrieval systems, and extracting useful information. Despite these strengths, gaps persist in higher-order skills, particularly in evaluating reliability, synthesising information, and applying advanced search strategies.
Physiotherapists’ perceptions of spirituality in patient care
(University of the Western Cape, 2025) Roman, Olivia
Healthcare delivery has evolved significantly over the past decades, with increasing recognition that effective patient care extends beyond the treatment of physical symptoms to encompass the psychological, social, and spiritual dimensions of human experience. The World Health Organisation (WHO) has identified spirituality as a dimension of health. However, limited research has been conducted regarding the incorporation of spirituality in physiotherapy practice. Aim and Objectives: The aim of this study was to explore physiotherapists' perceptions, beliefs, and practices regarding spirituality in patient care within the Western Cape context. The research objectives were: to explore the perceptions and beliefs of physiotherapists with regards to spirituality as a component of patient care; to explore practices of physiotherapists in using spirituality as part of patient care; to explore the advantage or facilitators perceived by physiotherapists when addressing spirituality in patient care; to explore the challenges or barriers perceived by physiotherapists regarding addressing spirituality in patient care; and to examine the perceived impact of incorporating spirituality on patient outcomes and holistic patient care.
Deprescribing proton pump inhibitors: Addressing prolonged and unnecessary use in paediatric hospitalised children
(Medpharm Publications, 2026) Oosthuizen, Mieke; Viljoen, Michelle; Keuler, Nicole
Background: Proton pump inhibitors (PPIs) are approved for shorth-term (≤ 12 weeks) use in children older than one month. Long-term PPI therapy has been associated with increased risk of gastrointestinal and respiratory infections, fractures and micronutrient deficiencies. This study will be the first to describe paediatric PPI use in hospitalised paediatric patients in South Africa in relation to Hospital Level Paediatric Standard Treatment Guidelines (STG)-recommendations of PPI therapy. Methods: A retrospective cross-sectional study was conducted across two tertiary public hospitals in South Africa (01 February 2023–31 January 2024). Data from medical records of paediatric hospitalised patients (< 18 years) who received a PPI prescription within the study period were evaluated. Data analysed included demographic data, in-hospital and discharge PPI prescription particulars. Descriptive statistics were used to present the analysed data. Results: Among 400 patients, only 28% of prescriptions aligned with STG-recommended indications, while 48% of prescriptions were prescribed for non-recommended indications. The median duration of PPI therapy was 31 days and only 7% of prescriptions complied with STG-recommended durations. Long-term use (> 12 weeks) occurred in 17.5% of patients. Deprescribing strategies of PPI prescriptions was employed in 23.8% of cases, predominantly intravenous (IV)-to-oral de-escalation. Conclusion: The findings highlight STG prescribing deviations and infrequent attempts of PPI deprescribing. Structured PPI prescription review processes, clear STG recommendations and proactive deprescribing strategies are required to promote rational PPI use.
Covariant cosmography in the presence of local structures: comparing exact solutions and perturbation theory
(Institute of Physics, 2026) Sarma, Maharshi; Marinoni, Christia; Kalbouneh, Bashee; Clarkson, Chris; Maartens, Roy
Recent observational evidence of axially symmetric anisotropies in the local cosmic expansion rate motivates an investigation of whether they can be accounted for within the Lemaître– Tolman-Bondi (LTB) framework with an off-center observer. Within this setting, we compute the exact relativistic luminosity distance via the Sachs equation and compare it with the approximate expression obtained from the covariant cosmographic approach (including Hubble, deceleration, jerk and curvature parameters). This comparison allows us to identify the regimes in which the covariant cosmographic method remains reliable. In addition, we compare the LTB relativistic distance for small inhomogeneities with the corresponding result derived from linear perturbation theory (LPT) in the standard cosmological model. This analysis establishes a precise correspondence between the LTB and LPT approaches, offering a consistent dictionary for the interpretation of the observed anisotropies of the large-scale gravitational field. We test luminosity distance reconstructions in a spherically symmetric overdensity with an off-center observer. For moderate central density contrasts (δc ≲ 1), LPT reproduces the exact distance within 10% for observers inside the typical size of the structure. However, Covariant Cosmography (CC) extends this regime of validity upto δc ≲ 2.5. At larger radii, the situation reverses: for observers at three times the characteristic size, LPT remains accurate up to δc ≲ 3, while CC already exceeds 10% error for δc ≳ 1.5. At sufficiently large distances from the structure, both methods converge to the exact solution. Thus, CC is essential for accurate distance estimates near dense regions, while LPT remains reliable at larger separations. This analysis will be instrumental in interpreting expansion-rate anisotropies, facilitating investigations of the local Universe beyond the FLRW framework with a fully non-perturbative metric approach.
Pre-service teachers’ preparedness, adoption, and integration of ICTS for technological pedagogical practice at a higher education institution in South Africa
(University of the Western Cape, 2026) Ebimomi, Oluwafemi Ebiseni
Integration of information communication technologies (ICTs) and other digital innovations in teaching-learning has gained global popularity and thus become one of the most promising prospects, particularly in teacher training institutions. This research aimed to explore pre-service teachers’ level of preparation, adoption, and integration of ICT in their pedagogical skills during classroom presentations, and in their professional development. The study is underpinned by three prominent technological theories: Technological Pedagogical Content Knowledge (TPACK), Technology Acceptance Model (TAM), and Technology Integration Planning Model (TIP) to provide a theoretical explanation for the potential implementation of technology in classrooms. Additionally, this study introduces the Pedagogy, Technology and Content (PTC) model, to illustrate how the interconnectedness between pedagogy, technology and content could facilitate effectiveness in teaching and learning in the modern classroom. This study employs a mixed method explanatory research design using a descriptive survey and interviews as sources of primary data collection. The quantitative research part adopt the use of a structured questionnaire with a five-level Likert-scale rating of Undecided (U), Strongly Agree (SA), Agree (A), Strongly Disagree (SD), and Disagree (D) which were administered to the participants. Relevant items in the questionnaire include statements developed from the seven dimensions of the TPACK, TAM, and TIP models on the extent to which students were prepared to integrate ICTs, and the challenges faced by the pre-service teachers in their use of ICTs in the classroom. SPSS (Statistical Package for Social Sciences) v25 was used to get the aggregated descriptive statistical mean values and regression analysis value of the dimensions of the administered questionnaire items. The population of this study comprised 300 third and fourth year Bachelor of Education (BEd) students in the Faculty of Education at a higher education institution in the Western Cape Province.