UWCScholar :: Browsing by Author "Adejumo, Oluyinka"

Browsing by Author "Adejumo, Oluyinka"

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Affirmative action in South Africa: Are we creating new casualties?
(Wiley, 2013) Adejumo, Oluyinka; Archibong, Uduak
Affirmative action policies in South Africa and other countries have been designed to address inequity and discrimination, and to manage a wide range of diversity in all spheres of life, particularly after the end of apartheid in 1994. Years after implementing affirmative action in South Africa, perceptions of its impact or even benefit seem to vary from person to person. This article presents the fi ndings from a study utilizing different data sources including document review, interviews, and a consensus workshop on the perceptions of the impact of affi rmative action in South Africa. It is part of a larger European Commission–funded comparative study of positive action measures across countries in North America, the European Union, and South Africa. Participants were drawn from different public and private organizational sectors, racial groups, genders, age groups, and people with disabilities. The analyzed data provided insight into how society might be perceiving and reacting to the operation of affirmative action in South Africa.
Assessment of common perinatal mental disorders in a selected district hospital of the Eastern Province in Rwanda
(University of Rwanda, 2015) Umuziga, Marie P.; Adejumo, Oluyinka; Hynie, Michael
BACKGROUND: Common perinatal mental disorders (CPMDs) in women (depression & anxiety) are recognized as a significant public health concern. In African countries, CPMDs are most prevalent. However, there is limited evidence inliterature about CPMDs in Rwanda. PURPOSE: To determine CPMDs in a selected district hospital of the Eastern Province of /Rwanda. Methods Descriptive quantitative cross-sectional survey was conducted with a sample of 165 mothers in perinatal period selected systematically. Ethical approval was obtained from University of the Western Cape of South Africa and the former Kigali Health Institute of Rwanda. The Zungu Self-rating Anxiety Scale (SAS) and Edinburgh Postnatal Depression Scale (EPDS) were used to collect data. SPSS version 21 was used for analysis. RESULTS: Most of the respondents (38.2%) were aged 25-29 years; married (44.8%); and unemployed (77%). Thirty-seven percent of the respondents had perinatal anxiety (PNA) while 50.3% had perinatal depression (PND). Statistically significant relationships were found between PNA (≥45scores) and factors such as relationship with husband/partner (c2 (2)=12.045, p=.002), husband/partner’s behaviour (c2 (8) = 16.401, p= .037), number of children (c2 (8)=16.017, p=.042), planned pregnancy (c2 (2)=8.244, p=.016), stressful events (c2 (14)=55.035, p=.000). Relationship with husband/partner was the only predictor of PNA (Odd ratio= 0.437). With regard to PND (≥10 scores), statistically significant relationships were found between factors such as marital status (c2 (3) = 17.559, p= .001), level of education (c2 (3) =16.857, p= .001), husband/partner relationship (c2 (1) = 38.207, p= .000), husbands’ behaviour (c2 (4) =43.242, p= .000), number of children (c2 (4) = 18.554, p= .001), planned pregnancy (c2 (1) = 17.773, p=.000), personal stressful events (c2 (7) = 30.232, p=.000). Age was the strongest determinants of PND (Odd ratio: 131.973). CONCLUSION: CPMDs are prevalent. Poor relationship with husband and young age were found to be the strongest determinants of CPMDs.
Assessment of common perinatal mental disorders in a selected district hospital of the Eastern Province in Rwanda
(University of the Western Cape, 2014) Umuziga, Marie Providence; Adejumo, Oluyinka
Common perinatal mental disorders (CPMDs) are increasingly being recognised as an important public health issue including depression and anxiety. In low and middle income countries such as Rwanda, CPMDs are prevalent among women in perinatal period. In Africa, the estimated prevalence rates of depression are 11.3% and 18.3% during ante-postnatal respectively, while ante-postnatal anxiety rates are 14.8% and 14% respectively. However, in Rwanda there is limited literature on CPMDs. This study was aimed at determining the occurrence of CPMDs in a selected district hospital of the Eastern Province in Rwanda as well as the factors associated with CPMDs in the selected study area. A descriptive quantitative cross-sectional survey was conducted with a sample of one hundred and sixty five mothers in perinatal period, who were selected systematically. Demographic data and factors associated with CPMDs were determined using structured questionnaire and combined screening tools such as Zungu Self-rating anxiety scale (SAS) and Edinburgh Postnatal Depression Scale (EPDS). The Cronbach alpha values were 0.87 and 0.89 for SAS and EPDS respectively. SPSS Version 21 was utilized to analyse data. Univariate, bivariate correlational and multivariate analyses were performed. Most of the respondents (38.2%) were aged 25-29 years; Protestants (77.6%); married (44.8%); unemployed (77%) and had a primary school level of education (60.6%). With respect to participants in antenatal period (51.5%); 14.5% had a clinical level of anxiety and 19.4% had depression. In terms of participants in postnatal period (46.7%); 22.5% had a clinical level of anxiety and 29.7% had depression. However, participants in both periods (1.8%) all had a normal level of anxiety and 1.2% had depression.
Barriers to community mental health users’ access to information needed to deal with mental health problems, Western Cape, South Africa
(African Association for Physical, Health Education, Recreation and Dance, 2015) Bimerew, Million; Adejumo, Oluyinka; Korpela, Mikko
The most important advancement in the healthcare industry in the 21st century is the application of information technology (IT) in health care. While integrated IT is critical in transforming mental health care, IT infrastructure in mental health lags behind other sectors. This study explored community mental health users’ barriers to accessing information in dealing with mental health problems. Semi-structured individual interviews were conducted with 11 mental health users and their family members, and two focus group discussions were held with eight mental health consumers and family members of each. Major barriers to accessing information were long waiting times for services; inadequate mental health education and information sessions; and lack of a support club to share information and experiences with people with similar mental problems. Empowering mental health users with adequate and appropriate mental health information helps to improve their care. Use of IT such as tele-health communication, email and text messages using computers was proven to improve access to information and quality of care provision.
Barriers to utilisation of out-patient mental health services at a children’s hospital in Cape Town
(2013) Mokitimi, Stella; Adejumo, Oluyinka
This mini-thesis is an investigation of the barriers (if any) to utilisation of child and adolescent out-patient mental health services in the Division of Child and Adolescent Psychiatry at a children’s hospital in Cape Town, South Africa. It explores the reasons that make the patients not to honour their appointments. The study examines the relationship between the dependent variables (attendance (0), and non-attendance (1)), and independent variables which are demographic factors (age, sex, education, race, employment, marital status, area of residence, form of treatment, diagnosis and frequency of missed appointments) and continuous variables (finance/costs, language, knowledge, stigma, support system, culture/religion, confidentiality, work, school, service, and other miscellaneous variables (forgetting, inconvenience, refusing, frequency of appointments, and length of the session and emergency). The literature reviewed in the study revealed that non-attendance in mental health is a universal phenomenon, which affects everyone regardless of race, ethnicity or economic class. Furthermore, child mental health differs from other health fields in that almost all the patients are brought for consultation, somehow, against their will (Eapen & Jairam, 2009). In the study, the present researcher argues that even though non-attendance in child and adolescent psychiatry is a universal phenomenon, and literature is consistent in the findings on the barriers to utilisation of mental health services in other parts of the world, there is poor information on similar studies on South Africa, and particularly in Cape Town, where this study is based. This study will therefore contribute information to the existing body of knowledge in this area of child and adolescent mental health care services. iv The present researcher used a quantitative approach and Non-experimental design. Notably, the researcher used random stratified sampling with a population of patients who consulted with the Division of Child and Adolescent Out-patient Psychiatry Unit and at Neuropsychiatry Outpatient Clinic from the 1st of January 2011 to the 31st of December 2011, who missed appointments, and those who never missed appointments. The researcher conducted a survey using self-administered structured questionnaires, with children from 9 years to 18 years, and all parents/caregivers. The data is analysed using the Statistical Package for the Social Sciences (SPSS) software, Version 19.0 and Descriptive and inferential statistics. Findings from this study showed that all other independent variables investigated are statistically insignificant and are not associated with non-attendance in this out-patient unit, except for school related reasons which are found to be dominant possible barriers for attendance, and culture/religion is also statistically significant and has a weak association with non-attendance. These findings have implications on service delivery in this unit. Based on the findings, this mini-thesis concludes with a recommendation that services may possibly need to be reviewed to meet the needs of the patients in order to improve utilisation. I also recommend that this study be rolled out to other community clinics in the Western Cape, as it was done on a smaller scale, and only in one out-patient unit.
Challenges in ICT experienced by nurse educators in tertiary institutions in Edo State, Nigeria
(AFAHPER-SD, 2014) Adejumo, Oluyinka; Esewe, R.E.
Global acclamation of the benefits derived from the use of information and communication technology (ICT) in all facets of life has made its application in nursing education invaluable to both students and educators. This study explored challenges faced by nurse educators in the use of ICTs in tertiary institutions in Edo State, Nigeria. A descriptive survey design using a self-administered questionnaire was employed. The population and sample comprised all 36 nurse educators in the three universities that offer Bachelor’s in Nursing Science degrees, but 34 participants completed and returned their questionnaires giving a response rate of 94.3%. Results of the study showed that although nurse educators are ICT literate, they are confronted with challenges such as erratic power supply and inadequate facilities which affect their use of technology for teaching and learning. The study recommends internet connectivity for the offices of nurse educators among other steps to enable the universities to reap the benefits to be gained from using ICTs in education.
Challenges of nurse tutor utilization of the teaching aids
(Scientific Research Publishers (SCIRP), 2015) Mbirimtengerenji, Noel D.; Adejumo, Oluyinka
INTRODUCTION: Nursing is the largest healthcare profession in Malawi with more than 11,000 registered nurses (RNs), nurse technicians and midwives (NTM) practicing in hospitals and other settings like nursing colleges nationwide. Student preparation is mostly done by nursing tutors in all the nursing colleges using numerous types of teaching aids. METHODS: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 students and 82 nurse tutors in two structured questionnaires, 40 nurse tutors in-depth interviews and 10 students focus groups. There were 32 variables for the teaching aids under five ranked Likert scale and the Cronbach’s Alpha was found to be 0.932 without standardisation and it was 0.952 after standard-disation. RESULTS: Although nurse tutors show that they use manikins to teach (0.011 < p = 0.05), students seem not to agree on the utilization of the manikins during teaching both in class and at the clinical area (0.05; p = 0.05). There is also increased discrepancy between students and nurse tutors on internet utilization as the teaching aid as the Beta Coefficient value was (B = 0.202) for the nurse tutors and (B = 1.061) for the students basing on their experience. Use of patient as a teaching aid is very common in Malawi and both the nurse tutors and students agree that it is the realistic and best way in teaching and has a strong binary logistic regression with a model outcome of (OR = 1.431; 95%CI (0.890 ± 2.304); p = 0.139). CONCLUSION: There is a need to develop the teaching strategies that would be conducive with the current scarcity of the teaching aids. Use of patients if ethically followed remains the most effective and efficient teaching aid in developing countries.
Challenges of student and nurse tutor interactions in MALAWI nursing colleges
(Scientific Research publishing, 2015) Mbirimtengerenji, Noel D.; Adejumo, Oluyinka
INTRODUCTION: nurse tutors must encourage teaching and learning discovery through deliberate interactive teaching actions. However, Some outcome actions or interactive behavior of the nurse tutor are much to be desired in most nursing colleges in Malawi. METHODOLOGY: Descriptive exploratory design which utilized both qualitative and sequential quantitative methods was applied to Iterated Purposive Probability Sampling (IPPS) of 10 nursing colleges in Malawi. This was done to 129 students and 82 nurse tutors in two structured questionnaires, 40 in-depth interviews and 10 focus groups. There were over 30 variables for the challenges of student nurse tutor interactions under five ranked Likert scale. The Cronbach`s Alpha was found to be 0.909 without standardisation and it was 0.862 after standardisation. RESULTS: nurse tutor challenges of teaching interaction in Malawi colleges of nursing are stressfully existing.Rudeness and aggression among nurse tutors is becoming so common due the pressure of work despite the nurse tutor experience. It has been found that nurse tutors are not reflective in teaching process in Malawi nursing colleges Moreover, nurse tutors are not compassionate to students’ welfare in Malawi nursing colleges. CONCLUSION:Different challenges of teaching interaction among nurse tutors and students impinge effective teaching and learning process. There is need to design teaching strategies that foster increased interaction among nurse tutors and students in Malawi nursing colleges to promote quality nursing.
Conducting research with African elderly persons: Is their vulnerability a concern to researchers?
(AFAHPER-SD, 2013) Adejumo, Oluyinka; Lekalakala-Mokgele, Eucebious
The African elderly population is currently estimated to be slightly over 38 million. In order to provide best practice and quality management strategies, health care professionals need to conduct research that can assist in ameliorating age specific conditions and improve the quality of life of elderly persons. However, risks abound when studying elderly persons. They may suffer from deteriorating physical and or psychological conditions associated with the ageing process raising concerns of vulnerability with their participation in any research contentious. The increase in social research conducted as a result of HIV/AIDS raises further concerns about the ethics of conducting research on elderly African persons with regards to issues of autonomy and informed consent. This paper examines the ethics and the notion of vulnerability of African elderly persons within the context of research. A literature review on the vulnerability of elderly persons and considerations for research provided the analysed data for this paper. Access to the database were mainly via EBSCO (www.ebsco.com) containing electronic databases useful in an academic setting for finding and accessing articles in health and health related academic journals, repositories and archived reports. Findings show African elderly persons are a vulnerable population and specific strategies and the implications for ethics are provided for use when conducting research on the elderly population.
Cost-benefit analysis of the common teaching platform for the undergraduate nursing degree programme in the Western Cape, South Africa
(LAM Publications Limited, 2014) Adejumo, Oluyinka; Titi, Neziswa
Post-1994, the South African higher education sector underwent a number of reforms to address issues of inequalities, inefficiencies and fragmentation. Reform in the Western Cape Province included pooling the resources of three universities to form a common teaching platform (CTP). Henceforth training and education of undergraduate nursing students took place at a university in the Western Cape as the main enrolling higher education institution (HEI) for the undergraduate nursing degree. This study examines monetary and non-monetary costs and benefits derived from the CTP compared to the previous teaching platform (PTP), where the universities offered the degree programme in nursing independently of each other. PTP and CTP expenditure reports were the source of data for a monetary cost-benefit analysis (CBA). This was a Medias Res CBA study with some ex-ante and ex-post CBA elements. Non-monetary cost-benefit data were obtained through in-depth semi-structured interviews, focus group discussions and programme review reports. Researchers used qualitative and quantitative methods for analysis of the data. The study concluded that while monetary benefits accrued to sister institutions, this was at the expense of the sole enrolling HEI, and that it was more expensive to produce a nurse graduate with the CTP than with the PTP. Non-monetary findings indicate that the CTP was perceived to have led to a more inefficient system and task duplication, with unsatisfactory psychosocial effects on both students and staff. However, respondents mentioned that the CTP might have led to gradual improvement in nursing student diversity at the enrolling HEI. The analysed data mostly negated the assumption that collaboration through the CTP would improve undergraduate nursing training through sharing expertise between partner institutions, and reduce nursing education and training operating costs. Some recommendations are made to remedy the situation, including possible termination of the CTP in its current form, reviewing the partners’ reimbursement strategy, creating a new platform which is equally owned by all partners, or allowing interested partner institutions to offer their own nursing degrees.
Cracking the nut of service learning in nursing at a Higher Education Institution
(AOSIS Publishing, 2015) Julie, Hester; Adejumo, Oluyinka; Frantz, Jose M.
BACKGROUND: The readiness of academics to engage in the service-learning (SL) institutionalisation process is not accentuated in research on SL institutionalisation in South Africa. The argument has been advanced that SL scholarship and willingness of key stakeholders are crucial for SL institutionalisation at the academic programme level. AIM: The research focus of the study being reported here was on readiness of respondents to embed SL in the curricula of the nursing programme. METHOD: This study used a quantitative, exploratory and descriptive design. A self administered structured questionnaire was used to collect data from a stratified sample comprising 34 respondents. The data were analysed for descriptive statistics using SPSS 19. RESULTS: The demographic profile of the respondents indicated that 31 (66%) were between 31 and 50 years old; 36 (75.16%) had a minimum of 10 years’ nursing experience; 19 (39.6%) had a master’s degree, two (4.2%) had a doctorate; and 29 (60.4%) had been employed by the school for a maximum of five years. The results indicated that the nurse educators were in need of SL capacity-building because 9 (18.8%) had limited or no knowledge of SL and 24 (50%) confused SL with other forms of community engagement activities. However, only 15 (33%) of the clinical supervisors and 13 (27%) of the lecturers indicated a willingness to participate in such a programme. CONCLUSION: The school was not ready to embed SL in the academic programme because of a lack of SL scholarship and willingness to remediate the identified theory–practice gaps.
Critical success factors for institutionalising service-learning in a nursing programme at the University of the Western Cape, South Africa
(AOSIS OpenJournals, 2014) Julie, Hester; Adejumo, Oluyinka;
Scholars in the fields of community engagement contend that the service-learning (SL) policy implementation in higher education is more likely to be successful when there is a strong institutional commitment and the policy implementation is well conceptualised. Research indicates that most higher education institutions in South Africa failed to operationalise the national SL policy, which mandates the incorporation of social responsiveness in their academic programmes. This quantitative study investigated whether a university in the Western Cape had created an enabling environment for a school of nursing to institutionalise service learning in the nursing programme. A cross-sectional survey was conducted using total sampling (n=48) to collect data on the operationalisation of the critical success factors and the stage of SL institutionalisation for each of Furco’s five dimensions. Furco’s self-assessment tool for service-learning institutionalisation was modified. A descriptive analysis was done using SPSS version 19. The results indicated that all of the success factors were present in the institutional structures and policies. However, the institution is perceived to be performing best in the dimensions of student support, philosophy and mission, and institutional support for SL. It can thus be concluded that the institution has created an enabling environment for mainstreaming SL in the nursing programmes.
Determinants of nurses’ knowledge gap on pain management in Ghana
(Elsevier, 2014) Adejumo, Oluyinka; Aziato, Lydia
There are concerns about adequacy of nurses’ knowledge and skill in effective pain management since effective pain management promotes early recovery after surgery. This study explores factors that accounted for Ghanaian nurses’ inadequate knowledge of postoperative pain management using a focused ethnographic design for data collection at a tertiary teaching hospital in Ghana. Fourteen nurses designated as key informants with different backgrounds as nurse educators and leaders were purposively sampled to participate. Data were collected through in-depth individual interviews; all interviews were conducted in English, audio-taped and transcribed verbatim. The study revealed that nurses’ inadequate pain management knowledge might have resulted from curriculum gaps during training; inadequate clinical supervision, study days, and workshops for practising nurses; lack of funding for organising regular workshops; and, negative attitudes of nurses whereby new information learned at workshops was not readily applied in clinical practice. It was concluded that nursing curricula at all levels of training in Ghana should incorporate credit-bearing courses on pain management, and appropriate pain management education programmes should be instituted for practising nurses. Regular monitoring and evaluation of the impact of such education programs is required.
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.
District facility managers’ perspectives of mental health information processing and utilisation at primary care level in the Western Cape
(AFAHPER-SD, 2014) Bimerew, Million; Korpela, Mikko; Adejumo, Oluyinka
District health facility managers play a significant role in provision of primary health care (PHC) services, particularly in integration of mental health services into the PHC level and developing a district health information system, which includes an integrated mental health information system (MHIS). The aim of the study was to explore the views and involvement of district health facility managers in the mental health information processing and utilization in improving mental health service delivery within the context of PHC. The study employed a qualitative research approach. Fourteen facility mangers were recruited using purposive sampling techniques, and interviews were conducted in 2012 and 2013. The interview data were analysed using thematic content analysis. The study identified that mental health information processing systems are fragmented and inadequate for decision making, and it was not known how to use mental health information. Lack of knowledge in information processing and utilization, as well as poor information infrastructure and networking was associated with poor understanding about mental health, not considering mental health as one of the priorities within the district health services, and lack of higher officials’ interest in the mental health development programme. Also notable were the attitudes towards mental illness, which were a major problem. These findings have major implications, such as behavioral /attitudinal risk factors of higher officials, policy makers, and the community for MHIS development and interventions in the reduction of mental health problems in South Africa.
Effects of uterine fundal massage on number of postpartum haemorrhage cases at a level 2 maternity hospital in the Western Cape, South Africa
(AFAHPER-SD, 2014) Juul, Sonje; Adejumo, Oluyinka
Globally, as well as in South Africa, postpartum haemorrhage (PPH) due to uterine atony is the number one direct cause of maternal mortality associated with the postpartum period. Active management of the third stage of labour has been thought to prevent PPH in women. This study assesses uterine fundal massage in the postpartum period as part of active management of the third stage of labour (AMTSL) and its outcome on the number of PPH cases at a level 2 maternity hospital. A quasi-experimental approach was used to determine the effect of continuous uterine fundal massage, every 15 minutes for the first 2 hours after birth, on the number of PPH cases at a level 2 maternity hospital in the Western Cape. It was found that the number of PPH cases reduced from 33/426 cases in the comparison group to 23/431 cases in the experimental group, although this was not statistically significant (Chi-square test, p=0.14). There was also a reduction in the mean postpartum blood loss (not statistically significant). Potential risk factors were considered in a logistic regression model but did not change the final conclusion that the effect of the intervention did not result in a statistically significant decrease in occurrence of PPH (p=0.1039).There was insufficient evidence to reject the null hypothesis of the study. It was concluded that more studies may be necessary to add to the outcome of AMTSL intervention in the maternity setting. A number of other recommendations were made for later implementation within the clinical setting for this study.
An ethnographic exploration of postoperative pain experiences among Ghanaian surgical patients
(SAGE Publications, 2014) Adejumo, Oluyinka; Aziato, Lydia
The experience of pain associated with surgery has been a challenge for health care professionals for many years, and culture is said to influence pain. Purpose: This study focused on patients’ experiences of postoperative pain (POP) and factors that affect POP. Design: The study employed qualitative ethnographic principles. Method: Data were collected through individual face-to-face interviews. Data were saturated after analyzing data from 13 patients from two hospitals in Ghana. Findings: Themes that emerged were the subjective nature of pain, which described pain dimensions and communication; psycho-sociocultural factors, such as personal inclinations and sociocultural background; and health system factors, such as personnel attitudes and health financing. Implications for Future Research and Practice: Health professionals need to understand the sociocultural effects of pain in order to give effective care. Conclusion: The study highlighted the need for patient education and the importance that health care professionals understand context-specific factors that influence POP management.

Browsing by Author "Adejumo, Oluyinka"

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