Prof. Josè Frantz

Permanent URI for this collection

https://hdl.handle.net/10566/2244

Position:	Dean
Faculty:	Faculty of Community and Health Sciences
Qualifications:	BSc, MSc, PhD(PT) (Western Cape)
	My publications in this repository
More about me:	here, and here
Tel:	021 959 2631
Fax:	021 959 2755
Email:	chs-deansoffice@uwc.ac.za

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Now showing 1 - 20 of 73

Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy
(BioMed Central, 2013) Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne
Background: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods: This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results: Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions: There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.
Challenges and opportunities related to postgraduate evidence-based practice module using blended learning
(Health and Medical Publishing Group, 2011) Frantz, Jose M.; Himalowa, S.; Karuguti, W.; Kumurenzi, A.; Mulenga, D.; Sakala, M.
The use of information and communications technology (ICT) has become integral to health professions education worldwide. The incorporation of online facilities and maintaining of the face-to-face element make blended learning the ‘best of both worlds’. Blogs can be used to create a relatively learner-centred environment that allows students to learn at their own pace. Though blended learning has been proved to be appropriate in higher learning institutions, it comes with challenges and opportunities. Our study intended to highlight the challenges and identify opportunities encountered by an evidencebased practice (EBP) postgraduate class who used the blended learning model of learning. An action-based research methodology was utilised in this study. This involved data gathering, action planning, action taking and action evaluation. Data were gathered through the use of a blog that was accessed by all participants. They made comments which were reflecting their perceptions on the model that was used for the course. The students gave consent to participate while permission from the physiotherapy head of department was also acquired. Deductive analysis was used for data analysis. The information from the blog was extracted and converted into text files. Coding and analysis into opportunities and challenges as expressed by the participants was performed. Theoretical saturation through every reviewer’s agreement and satisfaction about the information was included. The data consisted of 94 postings made of primary postings (22) and responses (72). All the authors acted as reviewers. Certainty was achieved by discussing any ambiguity in coding. Any necessary amendments were made. The participants reported to have experienced some challenges pertaining to blended learning. The blog that was used as a media between students and the facilitator was inefficient in some way. Some students could not access it when required and some resources in the blog were inaccessible. The wireless internet connection mainly used in this model was not reliable. However, there were opportunities experienced by the learners. These included easy interaction between the learners and the facilitator at any time. The model also reduced instructor dependence and made the learners more responsible of their work. The blog appeared as a resource base for skills development. Timely feedback involving solving the problems students encountered during the course improved the communication skills between the students and the facilitator. However, technology constraints involving the blog and the internet connection were overwhelming among the students while writing up the tasks allocated to them. Despite the fact that students faced some challenges, facilitators of blended learning such as the interaction between the students and the facilitator of the course were motivating to keep the course interesting. While students experienced some opportunities about blended learning, its future rests on averting the challenges associated with it more, especially in developing countries. If the challenges reported would be addressed in developing countries, blended learning can be effective in building students’ engagement and relieving of overcrowded classrooms in higher learning institutions.
Challenges facing physiotherapy education in Africa
(Nova Southeastern University, 2007) Frantz, Jose M.
Health care is changing and the demands put on health professionals are increasing. Physiotherapy education should reflect the health and social priorities of the nation. The World Confederation of Physical Therapy (WCPT) is committed to assisting physiotherapy associations in developing educational standards. Physiotherapy education in Africa however, seems to have a real need for assistance from the WCPT. The aim of this paper is to highlight the challenges facing physiotherapy education in Africa. The Delphi methodology was used to obtain information from key informants involved in the area of physiotherapy education from a variety of African countries. The majority of the participants were people who have experienced physiotherapy education in Africa either as graduates or current teachers. Data were analyzed into themes and sent back to respondents for confirmation. The most important challenges highlighted were: lack of undergraduate training opportunities, limited number of therapists, upgrading of physiotherapy educators, research as a major component of physiotherapy education, and recognition of physiotherapy as an essential service. It is concluded that assistance is needed for physiotherapists from Africa to take their rightful place in the health team and higher education institutions should look at improving diploma qualifications of physiotherapists in African countries.
Coaching for publication in higher education: views of the coach
(Nova Southeastern University, 2011) Frantz, Jose M.; Phillips, Julie; Rhoda, Anthea
Purpose: Mentoring is a professional development approach that can be effectively used in improving publication outputs among academics. The challenge to develop academics in the area of publication is essential. This study highlights the role of the mentor in the process of encouraging academics to improve their skill in publishing. Method: Participatory action research was used in this study. Nine academics, with the authors as mentors, participated in a support group over a 10-week period and monthly follow ups for 12-months. Results: Key aspects identified by the mentors were information sharing, providing and receiving feedback, and continuous support and motivation. Support in developing novice authors does not end when the manuscript is submitted but has to be maintained throughout the process until publication. Conclusion: Mentoring can assist in the development of academics regarding the skills for writing for publication
Concept mapping: Stakeholders perceptions of what should be included in interventions programmes aimed at reducing engagement in health risk behaviour amongst youth
(African Association for Health, Physical Education, Recreation, Sport and Dance (AFAHPER-SD), 2014) Pharaoh, Hamilton; Frantz, Jose M.; Smith, Mario
Engagement in health risk behaviours (HRBs) amongst young people is increasing despite numerous programmes to address such behaviours. The active engagement of multiple stakeholder groups, including youth, in articulating the content of youth development programmes, is thought to significantly increase buy-in, participation and success of intervention programmes. This article reports on a modified concept mapping study that used seven interviews with five teachers and two community leaders, as well as three focus groups with 32 learners with three stakeholder groups (youth, youth community programme leaders, and teachers). The stakeholders were asked to identify the content that they believe should be included in youth development programmes in order to succeed in reducing, delaying or preventing engagement in HRBs in the South African context. The findings of a thematic content analysis indicated that programmes aimed at effectively combating HRBs amongst youth should include content on four major aspects or themes: 1) HRBs that the learners engage in; 2) perceived reasons why youth engage in HRBs; 3) places of exposure to health risk behaviour; and 4) specific content or focuses. A concept map with four subsidiary quadrants was distilled and illustrated in a visual-special network representative of concepts and relations between the concepts that create propositions of stakeholders’ perceptions of what should be included in the content of proposed programmes.
Development of a Life Orientation health education programme for high school learners
(African Association for Health, Physical Education, Recreation, Sport and Dance (AFAHPER-SD), 2014) Jacobs, Hayley; Frantz, Jose M.
This cross-sectional descritive study aimed to develop a health education programme that could serve as a teaching aid for high school Life Orientation educators. A sequential approach was used to collect data that would inform the health education programme. The study population comprised high school Life Orientation teachers, as well as subject advisors who were considered experts in the field of Life Orientation. A total of 31 educators participated in the initial quantitative survey and this was followed by semi-structured interviews with five (5) experts in the area of Life Orienation. The content of the health education programme was based on the information obtained from semi-structured interviews. This study identified barriers to the teaching of Life Orientation, which included large classroom numbers, a lack of interest in the subject, and educators who were inadequately trained to teach the subject. The value of Life Orientation as a subject and the importance of a continually evolving education system with the aim of improving education for all learners, was identified. The health education programme designed based on the results of the study can function as an adjunct for Life Orientation teachers, to enhance the implementation of the subject by guiding educators in terms of the knowledge that should be transferred to learners. Educators are also provided with methods of transmitting knowledge to learners.
Does the South African physiotherapy journal fulfill the needs of its constituency? a retrospective article review
(AOSIS OpenJournals, 2011) Frantz, Jose M.; Diener, Ina; Jelsma, Jennifer
Professional journals are used to disseminate the knowledge of scholars in the profession and to provide clinicians with guidance for best practice. This article aimed to retrospectively review the role of the South African Journal of Physiotherapy and its contribution to the profession. An archival research design was used to collect information from the archives of the South African Society of Physiotherapy website. The information was retrieved using a data capture sheet and descriptive statistics were used throughout to establish frequencies for the relevant information. During the identified period, 170 articles were published. The greatest number of papers originated in South Africa (81%), 8% from the rest of Africa and 11% written by international authors. Authors with a Masters degree contributed almost 50% of the papers and those with doctorates were responsible for at least 25% of the papers. Most of the papers presented original research (81%) with secondary research such as reviews and scholarly papers accounting for 19% of the total. The most common speciality area addressed through research was linked to musculoskeletal conditions. The journal appears to have provided an important platform for South African academics and emerging researchers to publish their findings. It is suggested that the journal should give preference to papers that deal with issues that are unique to South Africa and sub-Saharan Africa, as these are the least likely to be published elsewhere. In addition, the journal should emphasise papers that will advance the profession.
The effect of occupationally-related low back pain on functional activities among male manual workers in a construction company in Cape Town, South Africa
(The South African Society of Occupational Medicine, 2012) Frantz, Jose M.; Himalowa, S.
This study determined the prevalence as well as the effect of occupationally-related low back pain on the functional activities of workers in a construction company in Cape Town. A cross-sectional, descriptive survey using a validated questionnaire was carried out. The questionnaire comprising demographic data, low back pain symptoms information, functional limitations scale and the participation restriction scale was used as a closed ended interview guide. Workers suffered physical, emotional, fi nancial and functional problems with 41.5% reporting sickness absence. Lifting and bending were the most affected activities associated to low back pain (p<0.05) while walking/running, recreational activities and carrying out of everyday tasks were among the restricted activities. The one year prevalence of low back pain was 25%, comparable with that of developed countries. Occupationally-related low back pain is a challenge among construction workers which they perceive to cause serious functional activity limitation. All stakeholders must be procured for the prevention and management of occupationally-related low back pain in order to prevent functional activity limitations among construction workers. Physiotherapists should raise the levels of awareness and monitor construction activities on site in order to prevent disability at primary level.
The effects of a short term physical activity intervention programme on body mass index, blood pressure, and percentage body fat among high school learners
(Faculty of Community and Health Sciences, University of the Western Cape, 2009) Pillay, Tanushree; Frantz, Jose M.
Introduction: The increase in physical inactivity is thought to be one of the main risk factors for the development of diseases of lifestyle. This has highlighted the need for prevention and intervention programmes that are thought to assist in influencing the modifiable risk factors. Physical activity programmes have been proven to positively influence risk factors such us blood pressure and body mass index (BMI). Interventions by health professionals can assist in combating the problem. This study aimed to determine the effects of a short term physical activity programme on the BMI, body fat and blood pressure of high school learners in a local community in the Western Cape. Methods: The total number of learners who volunteered to participate in the study was 106. The study used a pre-test post-test design. The intervention programme was a 6 week programme run for 3 days per week for a period of 40 – 60 minutes per session. The intervention consisted of moderate to vigorous activities. Data was analysed by comparing learners who participated in the intervention and those who did not. Descriptive and inferential statistics were used in this study. Results: Prior to the intervention it was found that 18% were found to be obese and at least 10% were hypertensive. Following the intervention it was reported that blood pressure as well as BMI and percentage body fat was influenced in positive way. Conclusion: One can conclude that, a short term physical activity intervention programme conducted three times a week with moderate activities can affect the BMI and blood pressure levels of adolescents.
Effects of strength-training trials for children and adolescents with spastic cerebral palsy: a systematic review
(University of the Western Cape, 2007) Matheri, Joseph Mwangi; Frantz, Jose M.
OBJECTIVE: To evaluate the effects of strength-training on lower limb muscles and motor activity among children and adolescents with spastic Cerebral Palsy. METHODS: A comprehensive search of full text published studies in English was performed. Electronic databases were searched with no limit for year of publication. Terms used included: exercise, children, youth, disability, treatment, strength training, spastic cerebral palsy, muscle strength, training program, therapeutic exercise, gait training, and physical function. Reference lists of retrieved articles were also examined to identify additional studies. To be included, studies had to be: randomised controlled trials evaluating strength training outcomes on children and adolescents with spastic CP. Those with intellectual disability were excluded. Evaluation for quality: Trials were rated for methodological quality using the PEDro scale independently by the 2 researchers. RESULTS: Of 4 selected trials, 1 an abstract was excluded, 3 full articles were included. Trials methodological quality ranged from 6 to 8 on PEDro scale. Two studies reported significant muscle strength changes following strength training, with effect sizes ranging from d equal to 1.17 to 1.78 and another reported improved gait and perceived body image. CONCLUSION: Trials demonstrate that strength-training improves strength of targeted muscle and motor functioning. More rigorous trials on larger samples should evaluate the impact of specificity in strength-training and cost-effectiveness of programs.
Epidemiology of soccer-related injuries among male high school players in Kigali, Rwanda
(LAM Publications Limited, 2012) Nshimiyimana, J. Bosco; Frantz, Jose M.
Soccer in Rwandan high schools can expose players to the risk of injury warranting prevention programmes. The aim of this study was to determine the type, causes, severity and management of injuries among high school soccer players in Rwanda, in order to obtain baseline data for injury prevention programmes. A cross-sectional study was used to obtain the relevant information. A total of 360 high school soccer players were targetted. Data for soccer players were gathered, using a validated closed-ended questionnaire. Information was obtained from the players during training sessions at the schools after informed consent was obtained. The soccer players were all males aged 11 to 26 years, with a mean age of 16.8 years (SD= 3.4). The study revealed a 75% injury prevalence, with a significantly high rate of injuries occurring during competiton (p< 0.05). The lower extremities accounted for 78% of all injuries sustained, and most of the injuries were not severe. Management of injuries was poor. The epidemiology and risk factors of soccer-related injuries among Rwandan high school soccer players demonstrates the need for urgent implementation of prevention programmes. There is a clear need for education as part of the injury prevention and mangement programmes.
Evaluation of a new clinical performance assessment tool: a reliability study
(AOSIS publishing, 2012) Joseph, Conran; Frantz, Jose M.; Hendricks, Candice; Smith, Mario
Clinical practice is an essential requirement of any graduate physiotherapy programme. For this purpose, valid and reliable assessment tools are paramount for the measurement of key competencies in the real-world setting. This study aims to determine the internal consistency and inter-rater reliability of a newly developed and validated clinical performance assessment form. A cross-sectional quantitative research design was used, which included paired evaluations of 32 (17 treatment and 15 assessment) student examinations performed by two independent clinical educators. Chronbachs alpha was computed to assess internal consistency and intraclass correlation coefficient (ICC’s) with confidence intervals of 95% were computed to determine the percentage agreement between paired examiners. The degree of internal consistency was substantial for all key performance areas of both examinations, except for time and organisational management (0.21) and professionalism (0.42) in the treatment and evaluation examinations respectively. The overall internal consistency was 0.89 and 0.73 for both treatment and assessment examinations, indicating substantial agreement. With regard to agreement between raters, the ICC’s for the overall marks were 0.90 and 0.97 for both treatment and assessment examinations. Clinical educators demonstrated a high level of reliability in the assessment of students’ competence using the newly developed clinical performance assessment form. These findings greatly underscore the reliability of results obtained through observation of student examinations, and add another tool to the basket of ensuring quality assurance in physiotherapy clinical practice assessment.
Exploring the key performance areas and assessment criteria for the evaluation of students' clinical performance: a Delphi study
(AOSIS Publishing, 2011) Joseph, Conran; Hendricks, Candice; Frantz, Jose M.
BACKGROUND: Evaluating students’ clinical performance is an integral part of the quality assurance in a physiotherapy curriculum, however, the objectivity during clinical examination have been questioned on numerous occasions. The aim of this study was to explore the essential key clinical performance areas and the associated assessment criteria in order to develop a reliable clinical assessment form. METHODS: A Delphi study was used to obtain consensus on the development of a reliable clinical performance assessment tool. The study population consisted of purposively selected academic physiotherapy staff from the University of Western Cape as well as supervisors and clinicians involved in the examination of physiotherapy students from the three Universities in the Western Cape. Findings from the Delphi rounds were analysed descriptively. Fifty percent or higher agreement on an element was interpreted as an acceptable level of consensus. RESULTS: Eight key performance areas were identified with five assessment criteria per key performance area as well as the weighting per area. It was evident that evaluators differed on the expectations of physiotherapy students as well as the criteria used to assess them.CONCLUSIONS: The Delphi panel contributed to the formulation of a clinical assessment form through the identification of relevant key performance areas and assessment criteria as they relate to undergraduate physiotherapy training. Consensus on both aspects was reached following discussion and calculation of mean ranking sores. IMPLICATIONS: This process of reaching consensus in determining clear criteria for measuring key performance areas contributes to the objectivity of the process of cilia examinations.
Exploring the subjective experiences of allied health professionals in their transition from clinical educators to academia: barriers and facilitators to successful transition
(Health and Medical Publishing Group, 2013) Frantz, Jose M.; Smith, Mario
Background: Currently, clinicians who move into academia may not have the necessary skills for this transition. Given that most health professionals are socialised into their professional roles as clinicians, the shift to academia requires a second socialisation into the academic role. There is a body of existing research that suggests that the transition for clinicians as they become lecturers in higher education is challenging. Aim; This study aimed to determine the subjective experiences of young academics in their transition from clinicians to clinical educators/academics. In particular, participants were asked to identify the factors that acted as facilitators or barriers to their transition from clinician to academic. Methods: The study employed a phenomenological framework. Participants (N=7) were a group of clinical educators/lecturers involved with undergraduate students at an identified institution. Unstructured interviews were conducted. Following each interview, audio-recordings were transcribed verbatim and all data were anonymised. Data were analysed manually by each author and consensus was reached on the identified themes. Results: The mean age of participants was 31 years, with an average of 8.4 years of clinical experience and 3.4 years of academic/clinical education experience. The transition experience from clinician to academic is discussed according to two themes, i.e. intrinsic factors (confidence, competence, personality, and ability to draw on personal experience) and extrinsic factors (supportive environment, peer relationships, mentoring, understanding institutional rules and regulations). Conclusion: The findings identified both intrinsic and extrinsic factors that may facilitate or hinder the transition process. Intrinsic factors such as uncertainty and personality influences or extrinsic factors such as supportive environments can interact to thwart the adjustment or transition of new staff. Despite individual differences, there is an essence to the experience of the adjustment to academic, as evidenced by the reaching of saturation in a relatively small sample. Based on the results, it is evident that there is a clear need for staff development initiatives related to internal motivation of the individual and supportive extrinsic factors to successfully make the transition to clinical education.
Exploring the views of academics on an academic leadership program in higher education
(Stellenbosch University, 2022) Frantz, Jose M.; Marais, Janene Elizabeth; Du Plessis, Marieta
Leadership in higher education institutions has been receiving growing interest, because of the role institutions play in developing students to become leaders in the broader society. However, institutions have to equip staff, adequately, with leadership skills, first, and one way of doing this, is through a leadership development programme for academic staff. The purpose of this current study was to explore and describe the impact of an academic leadership development programme, based on the perceptions of the participants.
Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: student perceptions and experiences
(Health and Medical Publishing Group, 2016) Rhoda, Anthea; Laattoe, N.; Smithdorf, G.; Roman, Nicolette V.; Frantz, Jose M.
BACKGROUND: Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives implemented by universities. OBJECTIVE: To explore the experiences and perceptions of health science students of an IPE Collaborative practice (IPECP) intervention they had engaged in. METHODS: This qualitative study used two focus group discussions with a conveniently selected group of students who had been part of the intervention. Two researchers who were not part of the intervention conducted the interviews. The audiotaped interviews were analysed using thematic analysis. Ethical clearance for the study was received from the University of the Western Cape. RESULTS: Three main themes emerged from the data: the usefulness of the framework introduced as part of the intervention; engaging in interprofessional groups; and the overall impact of the intervention. The students reported that they needed introduction to the framework earlier for it to be useful. It became apparent that students need to be prepared to work in interprofessional groups. The overall intervention was perceived positively, allowing students to become aware of other students' roles. CONCLUSION: The students experienced a lack of knowledge and therefore struggled with the applications of the International Classification of Functioning Disability and Health as a framework to facilitate IPECP. However, they experienced the IPECP intervention as providing structure to the clinical placements, making it a more positive experience.
A faculty development strategy among academics to promote the scholarship of research
(Health and Medical Publishing Group, 2012) Frantz, Jose M.
Background: Identifying strategies to promote the scholarship of research among health professionals is essential. The published evidence on which to ground this advice is weak. Aim: This paper presents an argument for using participatory action research as a powerful methodology for academic development strategies that focus on writing for publication, a key component of research capacity development. Method: Participatory action research was used and participants were all full-time academics in a department in a Faculty of Community and Health Sciences. Various strategies were adopted to promote the scholarship of research in this department, depending on the experience of the academic and at which stage they were in their academic careers. Results: Following the intervention strategies the participants were able to use the skills obtained in various activities relating to academia, and most of them were successful in publishing their work. Conclusion: It is evident that through the process of participatory action research, participants are able to identify their needs, design an action plan, implement the action plan and reflect on the progress made during the process. Creating a conducive environment with resource and human support assisted in creating an environment that promoted the scholarship of research.
Health promotion needs of physically disabled individuals with lower limb amputation in Rwanda
(Taylor and Francis, 2005) Amosun, Seyi Ladele; Mutimura, Eugene; Frantz, Jose M.
PURPOSE. The objectives of the study were to identify the health-related behaviors among physically disabled individuals with lower limb amputation resident in Rwanda, the factors that influenced these behaviors, and the major issues that should be targeted in health promotion programs for physically disabled individuals with lower limb amputation. METHOD. A cross-sectional survey, utilizing a self-administered questionnaire, was carried out among 334 lower limb amputees who volunteered to take part in the study. In addition, a sub-sample of 15 participants was purposively selected for in-depth face-to-face interviews. RESULTS. Many participants did not engage in physical exercises (64.7%). Others abused alcohol on daily basis (14.4%), smoked 11 – 20 cigarettes daily (13.2%), and used recreational drugs such as marijuana, opium and cocaine (9.6%). There were significant associations between the age group of the participants and participation in exercises (P=0.001), and consuming alcohol, tobacco and recreational drugs (P = 0.001). In-depth interviews revealed factors influencing the behavior of participants. CONCLUSIONS. Participants were found to be at risk of secondary complications because of poor lifestyle choices. There is a need to develop and promote wellness-enhancing behaviors in order to enhance the health status of physically disabled individuals in Rwanda who have lower limb amputations.
Health-promotion needs of youth with a spinal cord injury in South Africa
(Informa Healthcare, 2007) Njoki, Emma; Frantz, Jose M.; Mpofu, Ratie
Purpose. To determine the health promotion needs through an exploration of health-related behaviours and the factors that influence the behaviour of physically disabled youth with spinal cord injury. Methods. A descriptive and exploratory study that utilized a qualitative approach was carried out among ten participants aged between 15 and 29 years who were purposely selected. Information was obtained from individual face-to-face interviews and a focus-group discussion. Results. The participants were involved in risky health behaviours including sedentary lifestyles, use of alcohol, tobacco, and drugs. Various factors that influenced their participation in these behaviours were identified including personal struggles with identity and adjustment issues. Conclusions. The results emphasize that participants were involved in health-risk behaviours, which are associated with development of secondary conditions such as respiratory problems, heart diseases, and stroke. Health-promotion strategies employed for these individuals should address the psychological impact of spinal cord injury (SCI) on the individual as an influence to participation in health risk behaviours.
HIV/AIDS education in South Africa: knowledge, attitudes and beliefs of high school learners in Paarl and Wellington
(University of the Western Cape, 2007) Pharaoh, Hamilton; Frantz, Jose M.; Rhoda, Anthea
INTRODUCTION: In South Africa about 1500 people become HIV infected every day. More than half of these new infections occur in young people. HIV/AIDS programmes have been implemented to combat the disease, but yet the incidences are still on the increase. AIM: The aim of this study was to determine the knowledge, attitudes and beliefs of high school learners about HIV/AIDS in the Paarl and Wellington area. Methodology: This study made use of a quantitative study design, by means of a self-administered questionnaire in order to reflect the knowledge, attitudes and beliefs of high school learners in the Paarl and Wellington areas regarding HIV/AIDS. Convenient sampling was used to obtain a large enough sample size to represent the learner population represented by the high schools in Paarl and Wellington. Data analysis was done using the SPSS version 10.0 to obtain frequencies, means and percentages. Cross-tabulations were done to determine relationships between variables. RESULTS: This study confirms that the learners have basic knowledge regarding HIV/AIDS. The learners make use of this knowledge during some stages of their decision-making but a lack of more in-depth knowledge in certain areas may put them at risk of becoming HIV infected. They might not perceive themselves to be at risk. Their beliefs and attitudes in some instances did afford them the opportunity to make certain safer choices regarding their sexual health. CONCLUSION: It is evident that the HIV/AIDS education programmes is making an impact to improve the knowledge of the learners. Further research is however needed to find even more effectives means to provide learners and the rest of the population with more in-depth knowledge regarding HIV/AIDS

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