Prof. Jennifer Chipps (School of Nursing)

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https://hdl.handle.net/10566/1657

Prof. Jennifer Chipps

Position: Associate Professor
Department: School of Nursing
Faculty: Faculty of Community and Health Sciences
Qualifications: BSc Nursing Hon (WITS, South Africa)
BSc Psychology Hon (UNISA, South Africa)
Grad Dip Nursing Administration (WITS, South Africa)
Grad Dip Nursing Education (WITS, South Africa)
Masters in Public Health (UNSW, Australia)
Grad Dip Applied Epidemiology (VETAB, Australia)
PhD (Telemedicine) (UKZN, South Africa)
My publications in this repository
Tel: +27 21 959 3923
Fax: +27 21 959 2679
Email: jchipps@uwc.ac.za

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Browsing by Subject "Education"

Now showing 1 - 3 of 3
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    Effectiveness and feasibility of telepsychiatry in resource constrained environments? A systematic review of the evidence
    (OMICS Publishing Group, 2012) Chipps, Jennifer; Mars, Maurice
    OBJECTIVE: A review of systematic reviews of the effectiveness and feasibility of videoconference-based telepsychiatry services for resource constrained environments was conducted. Specifically with the aim of producing an evidence-based review of the effectiveness and feasibility of videoconference-based telepsychiatry services in resource constrained countries like South Africa. METHODS: Eight key questions on telepsychiatry effectiveness and feasibility were identified and inclusion and exclusion criteria were developed. Review of citations from 2000-2011 from CINAHL, Medline, Pubmed, PsycInfo, EBSCOhost, SABINET, Cochrane Database of Systematic Reviews (CCTR), Cochrane Controlled Trial Registry (CCTR), Database of Abstracts of Reviews of Effectiveness (DARE), unpublished abstracts through NEXUS and internet search engines (Google/Google scholar) was conducted. RESULTS: Ten systematic reviews were included for review. Despite the methodological limitations and heterogeneity of the systematic reviews, there appears to be good evidence of effectiveness (reliability and improved outcomes) and feasibility (use, satisfaction, acceptability and cost) for videoconference-based telepsychiatry internationally. The application of this evidence in lower middle income countries is dependent on the integration of telepsychiatry into local health system contexts. CONCLUSION: Based on the evidence, resource constrained countries such as South Africa should be encouraged to develop telepsychiatry programs along with rigorous evaluation methods.
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    An evaluation of a multidisciplinary patient centred type 2 diabetes self-management education programme in Edo State, Nigeria
    (UNISA Press, 2015) Afemikhe, Juliana A.; Chipps, Jennifer
    Diabetes is on the increase globally, especially in African countries. Nigeria in particular has a high prevalence of diabetes type 2. There is evidence that improved type 2 diabetes outcomes are related to self-management and improved health education. The purpose of the research was to pretest whether a structured multidisciplinary patient centred self-management education programme for type 2 diabetes would improve selected primary and secondary diabetes outcome measures. The setting is diabetes outpatient clinics in one tertiary and one secondary health facility in Edo State, Nigeria. The study design is quasi-experimental, a two group before and after study. Two groups of participants (n=28) were selected using quota sampling from alternate day clinic attendances, 15 for the intervention group and 13 for the control group. A multidisciplinary patient centred diabetes self-management education programme was developed and implemented over 5 weeks in October 2014.
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    A survey of university students' perceptions of learning management systems in a low-resource setting using a technology acceptance model
    (Wolters Kluwer Health Inc, 2015) Chipps, Jennifer; Kerr, Jane; Brysiewicz, Petra; Walters, Fiona
    Learning management systems have been widely advocated for the support of distance learning. In low-resource settings, the uptake of these systems by students has been mixed. This study aimed to identify, through the use of the Technology Acceptance Model, the individual, organizational, and technological factors that could be influencing the use of learning management systems. A simple quantitative descriptive survey was conducted of nursing and health science students at a university in South Africa as part of their first exposure to a learning management system. A total of 274 respondents (56.7%) completed the survey questionnaire, made up of 213 nursing respondents (87.7%) and 61 health sciences respondents (25%). Overall, the respondents found the learning management system easy to use and useful for learning. There were significant differences between the two groups of respondents, with the respondents from health sciences being both younger and more computer literate. The nursing respondents, who received more support and orientations, reported finding the learning management system more useful. Recommendations are made for training and support to ensure uptake.