Browsing by Author "Muzeya, Fungai"

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    Stakeholders’ community-engaged teaching and learning experiences at three universities in South Africa
    (Health and Medical Publishing Group, 2021) Muzeya, Fungai; Julie, H
    Transformation forces in South African (SA) higher education and beyond have called for incorporation of community engagement into higher education. Specifically, the SA white paper 3 that informed the Higher Education Act No. 101 of 1997 mandated higher education institutions, including those involved in the training of nurses, to move towards community-engaged teaching and learning (CETL). An array of interventions has been implemented that aim at magnifying community-engaged pedagogical practices in SA universities, including nursing departments. However, this has not been without challenges.A phenomenological descriptive qualitative study using focus group discussions and semi-structured interviews was conducted with academics, students and community members at the health sciences departments of three universities that applied CETL approaches. Data were analysed through an inductive thematic approach and the outcomes are presented as themes. . Stakeholders in CETL at the health sciences and nursing departments at three universities in SA indicated a rich array of experiences that can be used to leverage a transformative effect in nursing education. Appropriate integration of CETL into programme design and development of curricula, and use of explicit CETL methods with intentional outcomes for the students and communities, will go a long way toward achieving transformation in nursing education.
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    Student midwives' knowledge, skills and competency in relation to the active management of the third stage of labour: A correlational study
    (Democratic Nursing Organisation of South Africa, 2020) Muzeya, Fungai; Julie, Hester
    BACKGROUND: Lesotho has been experiencing health challenges as indicated by its high maternal mortality ratio of 620 per 100 000 live births for the year 2010, which has been linked to its limited human resources. OBJECTIVES: The knowledge and skills of final-year student nurse-midwives related to the active management of the third stage of labour were determined. METHOD: A quantitative, descriptive survey design was used to conduct this study with 99 final-year midwifery students at four nursing schools in Lesotho using stratified sampling. The structured questionnaire collected data on the knowledge and self-reported competency. Subsequently, the controlled cord traction marks, extracted from the objective structured clinical examination (OSCE), were compared to the self-reported competency of these midwifery students using R software version 3.4.0. RESULTS: The mean score for knowledge and the OSCE was 73.8% (n = 99) and 77.2% (n = 99), respectively. The majority of respondents (95.2%, n = 99) rated themselves highly in terms of the active management of the third stage of labour competency.