Browsing by Author "Ticha, Victoire"

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    Perception of stigma experienced by people living with HIV at a health facility in Khayelitsha sub-district, Cape Town
    (University of the Western Cape, 2018) Alobwede, Samuel Muabe; Phetlhu, Deliwe; Ticha, Victoire
    HIV stigma is still affecting People Living with HIV (PLHIV) despite biomedical and structural interventions to reduce this phenomenon. Stigma, particularly health facility related stigma, experienced by PLHIV is reported to fuel poor access to services. As a result, considerable interventions to reduce the stigma among PLHIV have been proposed. However, poor HIV indicators are still reported. Little is reported about PLHIV’s lived experiences of stigma, especially at health facilities, which might be the contributor to poor health outcomes. Hence, this study sought to explore and describe the stigma experienced by PLHIV at a health facility in Khayelitsha Sub-District, Cape Town, South Africa. A qualitative approach, using an exploratory design was followed. Participants were purposively selected, and unstructured interviews were conducted. In total, 15 participants were anticipated to be interviewed. However, saturation occurred after 12 participants were interviewed, but the researcher went further to interview 14 participants. Audiotaped interviews were transcribed verbatim by the researcher (those in English) and assistant researchers (isiXhosa and Afrikaans). Data were then organised and entered into ATLAS.Ti version 8, a Computer Assisted Qualitative Data Analysis Software (CAQDAS) used for analysis of large sets of data. An independent coder was given raw data, and the two outcomes were discussed to reach a consensus on generated themes. The supervisor reviewed the analysed data. Rigour was ensured through the criteria of credibility, dependability, transferability and conformability. The ethical clearance for this study was obtained from the Biomedical Research Ethics Committee (BMREC) at the University of the Western Cape and the City of Cape Town. Six themes emerged from the data because of participants’ experience of stigma at the facility. These include: existence of stigma triggers, participants’ experience of stigma at the clinic, direct stigmatising behaviour, and PLHIV’s characterisation of stigma types, PLHIV’s directed health outcomes, and activism as a secondary health outcome. The results of the study revealed that stigma was perpetuated in the health facility in numerous forms. These were: physical demarcation of the facility, negative behaviour of nurses towards People living with HIV and incompetence of the nurses. This gave rise to recommendations in nursing practice, to policymakers and a need for further research on the topic.
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    Perceptions of nurses on TB with HIV adherence counselling skills in a health sub-district, Cape Town: A qualitative study
    (AOSIS, 2022) Ticha, Victoire; Bimerew, Million; Phetlhu, Deliwe R.
    People living with HIV (PLHIV) co-infected with Tuberculosis (TB) account for one in three HIV-related deaths. Retention in care and adherence to medication remain key behaviours that PLHIV co-infected with TB must adopt to achieve better health outcomes. Nevertheless, TB with HIV adherence-counselling services provided by nurses designed to enhance these behaviours remain inadequate. Additionally, limited information is found in the literature on the perceptions of nurses regarding their TB with HIV adherence counselling skills pertaining to PLHIV co-infected with TB.
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    Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students at a university in the Western Cape, South Africa
    (AOSIS Open Journals, 2015) Fakude, Lorraine; Ticha, Victoire
    BACKGROUND: In order to develop clinical judgement, nurses should be encouraged to become analytical and critical thinkers. Development of a portfolio of evidence (PoE) of reflection on clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking amongst nursing students. Students’ perceptions of the process are important in order to encourage their reflective practice. PoE compilation at a school of nursing at a university in the Western Cape includes evidence of students’ clinical learning which they present in a portfolio. The students are expected to reflect on their clinical learning experiences and include these reflections in their portfolios. OBJECTIVE: To describe the perceptions of fourth-year nursing students regarding reflective practice whilst compiling their PoEs. METHOD: A qualitative design was used to explore the perceptions of registered fourth-year nursing students with regard to their reflective practice whilst compiling their PoEs. Purposive sampling was used for selection of participants. Three focus group discussions were held, each consisting of six to eight participants. Data saturation was reached during the third meeting. Tesch’s method of data analysis was used. RESULTS: Findings revealed that reflection enabled the learners to gain experience and identify challenges related to the expected events and tasks carried out at the hospitals and in the classroom whilst developing their PoE. CONCLUSION: The compilation of a PoE was a good teaching and learning strategy, and the skills, experience and knowledge that the participants in this study acquired boosted their self-esteem, confidence and critical thinking. Reflection also assisted in self-directed learning.
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    Reflective practice in portfolio development: Perceptions of fourth-year nursing students at the University of the Western Cape
    (University of the Western Cape, 2015) Ticha, Victoire; Fakude, L.; Adejumo, Oluyinka
    Background: At the School of Nursing (SoN) of the University of the Western Cape (UWC) students (usually across all levels) carry out reflective practice when they compile a portfolio of evidence (PoE) to be submitted at the end of each semester. This contributes to their formative assessment. The PoE is a great assessment tool, although for various reasons it is often completed late by the students. Registered fourth-year nursing students were the sample population, because they have been actively involved in reflective practice through the process of compiling a PoE towards the end of every semester, and they have been doing this since their first year. In order to accomplish safe clinical judgements, nurses must be encouraged to become analytical and critical thinkers. Development of a PoE while reflecting on their clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking among the students. Also, these learners carried out reflective practice, mostly on clinical activities that they were exposed to, and the PoE requirements and evidence are mostly clinically inclined (for example, incidents that they encountered, record of attendance at the clinical facilities). How the students perceive this process is important if they are to be encouraged to do reflective practice. Compilation of a PoE at an SoN of a university in the Western Cape requires and comprises a record of evidence that the learners put together and thereafter reflect upon. Objective: To describe the perceptions of fourth-year nursing students regarding reflective practice when compiling their PoE. Method: A qualitative design was used to explore the perceptions of registered fourth-year nursing students regarding their reflective practice when compiling their PoE. A purposive sampling method was employed, and three focus group discussion (FGD) sessions were held consisting of 6-8 participants per group. Data saturation was achieved at the third session. Tesch‟s method of data analysis was used. Ethical considerations were employed through the informed consent process, confidentiality, dependability, credibility of participants and appropriate handling and storage of the collected data and the tape recorder. Results: The results of this study show that through reflection the learners gained experience and professionalism from incidents that occurred and activities expected of them, mainly at the hospitals and classroom. Participants reflected on both good and bad experiences, and saw them as challenges preparing them for the future, bearing in mind that they had just about a month until commencing their Community Service Programme. For some of the participants the compilation of the PoE was a great teaching and learning strategy, as learning gaps were identified and it helped them improve their record-keeping and organisational skills.