Philosophiae Doctor - PhD (Nursing)

Permanent URI for this collection

https://hdl.handle.net/10566/12323

Browse

Now showing 1 - 4 of 4

Developing a framework for a district-based information management system for mental health care in the Western Cape
(University of Western Cape, 2013) Bimerew, Million S; Adejumo, Oluyinka; Korpela, Mikko
A review of the literature has shown that there is a lack of mental health information on which to base planning of mental health services and decisions concerning programme development for mental health services. Several studies have indicated that the use of an evidence-based health information system (HIS) reduces inappropriate clinical practices and promotes the quality of health care services. This study was aimed at developing a framework for a district-based mental health information management system, utilising the experiences of health care providers and caregivers about a district mental health information system (DMHIS). Activity Theory was used as the philosophical foundation of the information system for the study. A qualitative approach was employed using semi-structured individual interviews, Focus Group Discussions (FGDs), systematic review and document analysis. The intervention research design and development model of Rothman and Thomas (1994) was used to guide the study, which was conducted in the Cape Town Metropole area of the Western Cape. A purposive, convenient sampling method was employed to select study participants. Ethical clearance for the study was obtained from the University of the Western Cape, and permission to use the health facilities from the Department of Health. The data collection process involved 62 individual interview participants, from mental health nurses to district health managers, health information clerks, and patient caregivers/families and persons with stable mental conditions. Thirteen caregivers took part in the FGDs. Document review was conducted at three community mental health centres. The data were analysed manually using content analysis. Core findings of the interviews were lack of standardized information collection tools and contents for mental health, information infrastructure, capacity building, and resources. Information processing in terms of collection, compiling, analysing, feedback, access and sharing information were the major problems. Results from document analysis identified inconsistencies and inaccuracies of information recording and processing, which in turn affected the quality of information for decision making. Results from the systematic review identified five functional elements: organizational structure; information infrastructure; capacity building; inputs, process, output and feedback; and community and stakeholders’ participation in the design and implementation of a mental health information system (MHIS). The study has contributed a framework for a DMHIS based on the findings of the empirical and systematic review. It is recommended that there is a need to establish a HIS committee at district health facility level for effective implementation of the framework and quality information processing. There is a need to ensure that staffs have adequate knowledge and skills required for effective implementation of an information system. It is recommended that higher education institutions include a course on HISs in their curriculum. It is suggested that the South African Mental Health Policy be reviewed to include an MHIS and ensure involvement of the community and stakeholders in this system as well as adequate budget allocation.
Developing a model for integration of core competencies related to HIV and AIDS into undergraduate nursing curriculum at the University of the Western Cape
(University of the Western Cape, 2015) Modeste, Regis Rugira Marie; Adejumo, Oluyinka
The HIV epidemic is in its third decade, and there is still neither a cure nor an effective vaccine in sight. Although the number of new HIV infections and AIDS-related deaths has decreased since the early 2000s, the number of people living with HIV remains high. Sub- Saharan Africa carries the burden of the epidemic, and South Africa has the highest number of people living with HIV globally. In South Africa HIV and AIDS is one of the health priorities, and nurses’ role in the fight against HIV infection is crucial, as nurses form the bulk of health care professionals in the country. The South African Government has increased its efforts in the fight against HIV infection, with the introduction of various policies and guidelines. For these policies to be implemented effectively and able to fight the HIV epidemic successfully, nurses’ training needs to provide adequate preparation for nurses to attend to people living with HIV and AIDS upon graduation. The literature highlights various shortfalls in nurses’ training related to HIV and AIDS care and management; in-service training has been the main training model so far, with limited emphasis on pre-service training. The purpose of this study was to develop a model for integration of HIV and AIDS nursing competencies into the undergraduate nursing programme at the University of the Western Cape. The study’s objectives include identification of HIV and AIDS-related core competencies for a nurse in South Africa, then integration of the identified competencies into the undergraduate nursing programme, supported by the Competency, Outcome, Performance, Assessment framework, within a constructivist paradigm. Applying the intervention research: design and development approach, the study was conducted in three phases. Data collection was carried out using nominal group technique, interviews, systematic research synthesis as well as workshops, and data were analysed qualitatively. The 112 participants included nurse educators, people living with HIV and AIDS, registered nurses in clinical practice, recent graduates, South African Nursing Council representatives, lecturers that teach in the nursing programme as well as nurse experts on HIV and AIDS in South Africa, with 12.8% of them participating in more than one phase of the study. Three competency categories covering seven core competencies were identified, namely: foundation (knowledge); supporting pillars (ethics, policies, interdisciplinary approach, personal and professional development); and performance (health education, holistic safe practice). Furthermore, four structural requirements were identified, namely teaching and learning strategies, learning opportunities, service readiness and staff development, forming the HIV and AIDS nursing core competency framework. Vertical and horizontal integration of the core competencies was completed, highlighting how they can be integrated into the undergraduate nursing programme, and this was validated by experts through a workshop. The integration model which was developed is flexible, allowing further adoption into any other undergraduate nursing programme, and provides the potential to assist in the systematic integration of HIV and AIDS into the nursing curriculum. This would enhance new nurse raduates’ competencies in the provision of HIV and AIDS-related care and management upon graduation.
The development of an implementation framework for service-learning in the undergraduate nursing programme in the Western Cape
(University of the Western Cape, 2014) Julie, Hester; Adejumo, Oluyinka
In this doctoral thesis, I explored how the national guidelines for higher education to institutionalise service-learning as a particular type of community engagement were implemented in South African higher education institutions. Whilst the particular School of Nursing where the study was conducted was cognisant of the national policy imperative on service-learning as stipulated in the guidelines of the Higher Education Quality Committee (HEQC), operationalisation within the academic programmes had not been addressed. An intervention study was thus undertaken to develop a service-learning implementation framework for the School of Nursing using the multi-phased design and development model of Rothman and Thomas (1994). The factors that influenced the implementation of the HEQC’s service-learning policy guidelines in the nursing programmes were explored during the first phase: problem analysis and project planning. During this phase, the research focused on the readiness of the school to institutionalise service-learning at organisational and individual level because service-learning scholars advocate a systems approach to service-learning institutionalisation. At organisational level, the research question investigated whether the higher education institution had created an enabling environment for the school to institutionalise service-learning successfully in the academic. The factors that were associated with readiness at organisational (school) level were those cited as critical success factors for service-learning institutionalisation by Furco (2002) or better known in South African terminology as service-learning good practice indicators. Individual readiness was determined in terms of service-learning scholarship and willingness to participate in service-learning -capacitating activities.
Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi
(University of the Western Cape, 2015) Phuma, Ellemes Everret; Van Wyk, Brian; Adejumo, Oluyinka
Literature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practice and how the clinical teachers assisted these NMTs to acquire the competencies. Furthermore, there was no documentation on the availability of a clinical competency-based assessment tool to validate the NMTs’ achievement of clinical competence in neonatal nursing. The purpose of this study was to develop a neonatal nursing care clinical competency-based assessment tool to validate NMTs’ achievement of clinical competence in CHAM nursing colleges. The competency, outcomes and performance assessment (COPA) model and the skills acquisition model were the conceptual frameworks used as the foundation of the study. The study adopted a sequential mixed method approach in which both qualitative and quantitative methods were utilized. Data collection was conducted using focus group discussions, document review and cross-sectional survey. The design and development model developed by Reeves (2006) and steps to development of assessment tools identified by the Department of Training and Workforce Development (2012) guided the study and development of the competency-based assessment tool. The study was conducted in eight CHAM nursing colleges. The researcher employed purposive, convenient and proportional stratified sampling to select the participants. Ethics clearance was obtained from the University of Western Cape and the National Health Sciences Ethical Research Committee in Malawi, prior to data collection. The data collection involved 31 midwifery clinical teachers and 140 third year students for the FGD and 48 midwifery clinical teachers and 195 third year students for the cross section survey. Document analysis was conducted at all the eight nursing colleges. The qualitative data was analysed using content analysis with Atlas.ti 7 and the quantitative data was analysed using descriptive analysis with SPSS 22. The research findings showed that the NMTs were taught basic nursing skills to enable them provide basic care to the health newborn baby. However, there were inadequate clinical assessments done to validate the NMT’s achievement of clinical competence in this setting. In addition, the clinical teachers used skills checklists to evaluate the NMTs clinical performance on specific procedures. The outcome of this study was the establishment of neonatal nursing clinical competencies, and development of a neonatal nursing care clinical competency-based assessment tool for the validation of NMT’s achievement of clinical competence. The tool provides a framework for neonatal nursing clinical teaching and assessments as well as tracking of the NMT’s clinical performance in this setting. It is recommended that training institutions should reinforce mechanisms to track the students’ clinical experience and performance assessments using this tool to ensure quality student outcomes. Furthermore, the clinical teachers should be oriented on the use of the developed assessment tool for familiarisation; thereby enhancing consistency and objectivity in the students’ performance assessments.

Browse

Browsing by Author "Adejumo, Oluyinka"

Results Per Page

Sort Options