Browsing by Author "Ahanonu, Ezihe L."

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Expectations of youth victims of violence regarding healthcare professionals leading them to wellness in South Africa
    (AOSIS Open Journals, 2015) Ahanonu, Ezihe L.; Waggie, Firdouza
    BACKGROUND: Many youth victims of violence report for treatment at the health care facilities in the Western Cape Province of South Africa. It was unclear what the youth expected regarding how they could be led towards wellness by health care professionals following an incident of violence (R1.1). OBJECTIVES: This study sought to explore and describe the expectations of the youth victims of violence with regards to health care professionals (R1.2) leading them to wellness in a selected rural community. METHOD: A qualitative, exploratory, descriptive and contextual design was used. Nine focus group discussions were conducted with 58 (23 males, 35 females) purposefully selected youth victims of violence between the ages of 15 and 19. Data analysis was done through open coding. Ethics clearance was received from the University Ethics Committee prior to the study being conducted. RESULTS: Findings indicated that the youth victims of violence expect the health care professionals (professional nurses, doctors and social workers) working in their community to act as role models, demonstrate a professional attitude, provide health education, provide confidential counselling services, and establish school and community outreach programmes. CONCLUSION: This study provides evidence that youth victims of violence have important expectations from health care professionals concerning their wellness. Hence, health care professionals should focus on designing and implementing interventions targeting these expectations.
  • Thumbnail Image
    Item
    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in the Western Cape
    (UNISA Press, 2015) Jooste, Karien; Julie, Hester; Bimray, Portia B.; Essa, Ilhaam; Ahanonu, Ezihe L.; Arunachallam, Sathasivan; Rashe, Hazel Vuyiswa; Willemse, John J.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic's role.
  • Thumbnail Image
    Item
    The meaning of self-leadership for nursing academics in the context of a leadership programme at a higher education institution in South Africa
    (Unisa Press, 2015) Jooste, Karien; Arunachallam, Sathasivan; Julie, Hester; Essa, Ilhaam; Willemse, Juliana; Rashe, Hazel Vuyiswa; Ahanonu, Ezihe L.; Bimray, Portia B.; Hoffman, Jeffrey C.
    A self-leadership development programme was created in 2012 for ten nursing academics with the aim of empowering them to embark upon research projects, write for subject matter publications, and develop as leaders at a school of nursing in the Western Cape. This study aimed at exploring and describing the experiences of nurse leaders with regard to the meaning of self-leadership during a leadership development programme offered by a lead researcher at a school of nursing. A qualitative, exploratory, narrative, and contextual study was conducted with a sample of eight participants who were lecturers in an undergraduate nursing programme. The researcher collected the data by means of individual narratives. An open coding method of data analysis was followed to transpose collected data into meaningful data. The participants were between the ages of 28 and 57 years. Two main themes emerged from the data analysis, namely leadership attributes and responsibilities towards the group. Nursing academics were motivated to use their self-influence to direct themselves to achieve optimum performance in the programme. Broadly speaking, the meaning attached to self-leadership was closely linked to concepts of shared leadership, reflective leadership, and collaborative leadership that were concepts leading to group leadership according to the leadership framework of Jooste (2011). Self-leadership is regarded as an essential component of leadership and an integral aspect of the nursing academic’s role.
  • Thumbnail Image
    Item
    Mental health and physical activity: A COVID-19 viewpoint
    (Bentham Open, 2021) Onagbiye, Sunday O.; Mchiza, Zandile June-Rose; Ahanonu, Ezihe L.
    COVID-19, which has been declared a pandemic by the World Health Organisation, has become a public health emergency across the globe. It is a highly contagious disease, which elicits high levels of fear amongst the world population and is considered a threat to the world economy. As a response to this pandemic, international governments have devised unconventional measures to guard the health of their citizenry. Among these are the “new normal” country lockdown that mandates working from home, home-schooling of children, and physical/social distancing from friends and family. For the majority, this has resulted in momentary job loss and loneliness, and other psychological illnesses. Hence millions are frightened, depressed and panic easily as a result of the tension due to the uncertainty, which interferes with their job performance, livelihoods, international trade and the world economy. If not mitigated, this is likely to cause physical health deterioration, with severe mental illness being the outcome. To reduce mental health illnesses during and after the COVID-19 pandemic, evidence suggests prioritising regular participation in physical activity and exercise across lifespan. It is also important for medical experts who specialise in the care and management of mental health to recognise physical activity and exercise as a medicine that can ameliorate some mental illnesses and their associated risk factors.