Volume 10, Issue 2, 2005 Health SA Gesondheid - Volume 10, Issue 2, June 2005 Navigate this Journal About Current issue Previous issues Submit a paper Contact the Editor Volumes & issues
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Knowledge and perceptions of pharmacy students towards training in complementary and alternative health care : research
Health SA Gesondheid 10, pp 3 –16 (2005)
Komplementêre en Alternatiewe Gesondheidsorg (KAG) is die hoofbron van gesondheidsorg vir meer as 70% van die wêreld se bevolking. Die doel was om die kennis en persepsies van voorgraadse aptekerswesestudente ten opsigte van KAG te bepaal, asook om hulle opleidingsbehoeftes vas te stel. &apos;n Vraelysopname is onder voorgraadse aptekerswesestudente in Suid-Afrika gedurende Oktober 2002 uitgevoer. Altesaam 160 vraelyste is ontleed. Senior studente het KAG meer akkuraat as eerste- en tweedejaarstudente gedefinieer. Twintig KAG terapieë is gelys, en studente is versoek om eerstens hulle kennisvlak, en tweedens hulle gebruik, van die terapieë aan te dui. Hulle het die meeste kennis van kruiemedisyne (95.0%), massering (90.6%), tradisionele Afrika-medisyne (81.3%) en dieetterapie (81.3%) gehad. Massering was die terapie wat die meeste gebruik is (58.1%), gevolg deur kruiemedisyne (45.0%). Ayurveda, iridologie, kolon-irrigasie en naturopatie was die terapieë wat die minste gebruik is. Deelnemers het aangedui dat KAG in die derde en vierde jaar van die B Pharm-graad ingesluit behoort te word. &apos;n Behoefte aan die opleiding van voorgraadse aptekerswesestudente in die basiese beginsels van KAG, en vir voortgesette onderrigkursusse in KAG, is geïdentifiseer. Die kennis van aptekerswesestudente in verband met KAG is tans onvoldoende. End
Complementary and Alternative Health Care (CAHC) is the primary source of health care for over 70% of the world&apos;s population. The aim was to determine the knowledge and perceptions of undergraduate pharmacy students towards CAHC, as well as to establish their training needs for CAHC. A questionnaire survey was conducted amongst undergraduate pharmacy students during October 2002 at a South African pharmacy school. A total of 160 questionnaires were analysed. Senior students more accurately defined CAHC than first-and second-year students. Twenty CAHC therapies were listed and participants were asked to firstly indicate their level of knowledge, and secondly, their usage of these therapies. They were most knowledgeable with respect to herbalism (95.0%), massage (90.6%), traditional African medicine (81.3%) and diet therapy (81.3%). Massage was the therapy most often used (58.1%), followed by herbalism (45.0%). Ayurveda, iridology, colonic irrigation and naturopathy were the least often used therapies. Participants indicated that CAHC should be included in the third and fourth year of the B Pharm degree. A need for undergraduate pharmacy students to be trained in the basic principles of CAHC, and for continuing education courses in CAHC, was identified. The current knowledge of pharmacy students regarding CAHC is inadequate. End
Introducing HIV and AIDS education into the first year of a problem-based learning curriculum : a template for health science education : research
Michelle McLean and
Health SA Gesondheid 10, pp 17 –23 (2005)
Die MIV / VIGS-epidemie sal voortduur om &apos;n mediese, sosiale en finansiële impak op Afrika, suid van die Sahara, te maak. Dit is dus noodsaaklik dat studente in die gesondheidswetenskappe in Afrika die impak wat die virus op plaaslike gemeenskappe maak eerstehands sal ervaar. Hierdie artikel beskryf die MIV / VIGS-ingrypingsprogram wat by &apos;n Suid-Afrikaanse mediese skool as deel van die eerste jaar van &apos;n probleemgebaseerde leerplan ingestel is. In ooreenstemming met die leerplanfilosofie is die MIV / VIGS program hoofsaaklik op ervaring gebaseer. Studente maak persoonlik met die plaaslike gemeenskap kontak deur middel van opvoedkundigewerkswinkels. Tydens kleingroepsessies met gekwalifiseerde opvoedkundiges as fasiliteerders, word mites rondom MIV / VIGS opgeklaar en sensitiewe inligting, soos om met &apos;n MIV-positiewe gesinslid saam te leef, bespreek. Alhoewel die menslike hulpbroninsette hoog was, het die uitkomste van die program alle verwagtinge van die organiseerders oortref - veral ten opsigte van studente se verbintenis tot MIV / VIGS soos blyk uit die vestiging van netwerke in die gemeenskap. Hierdie tipe ervaringsleer, met aansienlike blootstelling aan die gemeenskap, is ook van belang vir ander leerplanne in die gesondheidswetenskappe. End
The HIV and AIDS epidemic will continue to impact medically, socially and financially on sub-Saharan Africa. It is therefore imperative that health science students in Africa experience the reality of the impact of this virus on communities. This article describes an HIV and AIDS education programme instituted at a South African medical school in parallel with the first year of a problem-based learning (PBL) curriculum. In line with the PBL philosophy, the HIV and AIDS programme was largely experiential. Students interacted directly with HIV positive individuals, and through their educational workshops, with local communities. By means of small group sessions facilitated by trained community educators, students explored myths surrounding HIV and AIDS and engaged frankly with colleagues about sensitive issues such as having an HIV-infected family member. Although expensive in terms of human resources, the outcomes of this intervention exceeded the organisers&apos; expectations, particularly in terms of students openly engaging with the reality of being HIV positive and the community organisation networks established. This type of experiential intervention with considerable community exposure has application to other health science curricula. End
The effect of formal exposure to developmental care principles on the implementation of developmental care positioning and handling of preterm infants by neonatal nurses : research
Rachell Louw and
Health SA Gesondheid 10, pp 24 –32 (2005)
Die vroeggebore baba benodig ontwikkelingsorg wat ontwerp is om die stres wat die baba in die neonataleintensiewesorgeenheid ervaar, te minimaliseer. Die doel van die studie was om die effek van formele blootstelling aan ontwikkelingsorgbeginsels op die implementering van ontwikkelingsorgposisionering en -hantering van die vroeggebore baba deur neonatale verpleegkundiges te bepaal. Die eerste doelwit van die studie was om &apos;n akkurate metingskaal daar te stel vir die meting van die implementering van hierdie beginsels ten opsigte van die hantering en posisionering van die baba. Die tweede doelwit was om die veranderinge in die implementering van ontwikkelingsorgbeginsels binne &apos;n geselekteerde neonatalesorgeenheid te bepaal nadat neonatale verpleegkundiges formeel aan ontwikkelingsorgopleiding blootgestel is. &apos;n Kwasi-eksperimentele ontwerp en &apos;n een-groep pretoetsposttoetsbenadering is gevolg, en die Wicoxon vergelykbare toetse van betekende range is gebruik om die veranderinge te meet. Die resultate was statisties beduidend en het verbetering aangedui ten opsigte van die komponente van ontwikkelingsorg wat gemeet is. Die aanbeveling was dat ontwikkelingsorgbeginsels geïntegreer word in formele neonatale kursusse. Opvolgstudies moet gedoen word om die betroubaarheid van die instrument vir moontlike insluiting in roetine-assessering van die kwaliteit van die implementering van ontwikkelingsorg in die neonatalesorgeenheid te bepaal. End
The preterm infant requires developmental care that is designed to minimise the stress that the infant experiences within the neonatal intensive care unit (NICU). The aim of the study was to determine the effect of formal exposure to developmental care principles on the implementation of developmental care positioning and handling of the preterm infant by neonatal nurses. The first objective of the study was to compile an accurate scale for measuring the implementation of these principles with respect to the handling and positioning of the infant. Secondly, the study aimed at determining changes in the implementation of developmental care principles within a selected NICU after neonatal nurses were formally exposed to developmental care training. A quasi-experimental research design and a one-group pre-test-post-test approach were followed, and the Wilcoxon matched-pair signed-rank tests were used to examine the changes. Results were statistically significant and indicated improvement with respect to the developmental care components that were measured. The recommendation was that developmental care principles be integrated into formal neonatal courses. Follow-up studies should be conducted to determine the reliability of the instrument for possible inclusion in routine assessment of the quality of the implementation of developmental care in the NICU. End
The role of dream analysis for exploring emotional content during early adolescence : research
Health SA Gesondheid 10, pp 33 –46 (2005)
Die doel met hierdie studie was om te bepaal of droomontleding insig in die emosionele probleme van adolessente dogters kan verleen. Verskeie klassieke en kontemporêre teorieë oor drome en droomontleding is gebruik om riglyne vir droomontleding te ontwerp. Dit is gevolg deur &apos;n kwalitatiewe studie met vyf adolessente dogters met emosionele probleme. In die studie is die genoemde riglyne vir droomontleding saam met data-insamelingstegnieke gebruik, wat die volgende ingesluit het: droomverslae, onderhoudvoering, dagboeke, &apos;n persoonlikheidstoets (die Emotions Profile Index) en &apos;n projeksiemedium (Drie Wense). Die bevindinge het getoon dat droomontleding insig in adolessente emosionele probleme verleen deurdat dit die intrapsigiese wêreld van die individu blootlê. Emosionele probleme wat deur droomontleding na vore gekom het, het angs, aggressie, negatiewe selfkonsepte, belewing van sosiale isolasie en depressie ingesluit. Dit is getoon deur die manifeste droominhoud, byvoorbeeld val, byt, baklei, steek en om gejaag te word. Die emosionele probleme is dikwels veroorsaak deur vrees, konflik, trauma of gebrek aan selfvertroue. Kompenserende sowel as regulerende funksies van drome het tydens die empiriese ondersoek na vore gekom. End
Is journaling empowering? Students&apos; perceptions of their reflective writing experience : research
Health SA Gesondheid 10, pp 47 –60 (2005)
&apos;n Opvoedkundige program vir Suid-Afrikaanse verpleegkundiges van verskillende kulture, gebaseer op &apos;n model vir kritiese ondersoek van taakverrigting (Van Aswegen, 1998), het tot hierdie navorsing aanleiding gegee. Hierdie kwalitatiewe beskrywende navorsing poog om te bepaal hoe belangrik na-basiese verpleegkundiges die bydrae van verslagdoening tot die verbetering van die kritiese ondersoek van taakverrigting ag. Hierdie studie het ontstaan vanweë die behoefte van &apos;n departement van verpleegkunde aan &apos;n universiteit van tegnologie om op die beperkinge van nabasiese verpleegkundige studente se opvoedkundige navorsingsraamwerke te reageer. Voorheen het hierdie studente bekwaamheid in die take van verpleging hoër as kennis van verpleging geag. Reflektiewe joernale is bekendgestel as &apos;n opvoedkundige strategie binne &apos;n model vir kritiese reflektiewe praktyk (Van Aswegen, 1998) om onafhanklike denke vir verbeterde professionele praktyk te bevorder en om "diep" leer te ondersteun en vol te hou. In hierdie kwalitatiewe beskrywende studie wat vier jaar geduur het is die inhoudsanalise van die selfevaluerings van 110 joernale van studente bestudeer. Daar is gepoog om die waarde te bepaal wat deeltydse nabasiese studente in Verpleegkunde op die skryf van &apos;n joernaal plaas. Dit is gedoen met die oog op die bevordering van kritiese reflektiewe praktyk. Die navorsing het bevind dat oop-einde-reflektiewe joernale selfgerigte leer bevorder het. Die skryf van &apos;n joernaal is beskou as &apos;n moeilike, tydrowende en lang proses wat hoë eise aan studente gestel het in die lig van werk- en sosiale verpligtinge. Desnieteenstaande is dit gesien as &apos;n wyse om selfinsig en selfontwikkeling te bevorder en as &apos;n moontlike strategie vir lewenslange leer. End
Perceptions of rural teenagers on teenage pregnancy : research
M.S. Richter and
Health SA Gesondheid 10, pp 61 –69 (2005)
Die doel van hierdie studie was om die persepsies van tieners in die Bosbokrand-distrik in die Limpopo Provinsie, Suid-Afrika, te ondersoek en te beskryf. &apos;n Verkennende, beskrywende navorsingsontwerp is gevolg. &apos;n Gerieflikheidsteekproeftrekking is gebruik om deelnemers te selekteer. Twee-en-dertig tieners het deelgeneem, 10 seuns en 22 meisies. Een-tot-een onderhoude is gebruik om die data in te samel. Tesch se metode is gebruik om die data te analiseer. Drie temas het tydens die analise van die onderhoude te voorskyn getree: die tieners se houding en persepsie van tienerswangerskap, die tiener se kennis van voorbehoedmiddels en die redes waarom tieners swanger word. Tienerswangerskap gee aanleiding tot sosiale en gesondheidsprobleme in die Bosbokranddistrik. Dit het implikasies vir alle gesondheidswerkers. Gesondheidswerkers wat met tieners werk behoort oor &apos;n wye verskeidenheid van praktiese en interpersoonlike vaardighede te beskik, gegewe die kompleksiteit van die probleem. End
It is important to seek an understanding of teenagers&apos; perceptions regarding teenage pregnancy. The purpose of this study was to explore and describe the perceptions of teenagers in Bushbuckridge district in the Limpopo Province, South Africa, towards teenage pregnancy. An explorative qualitative research design was used with convenience sampling to select participants. Thirty-two teenagers participated; 10 boys and 22 girls. Face-to-face interviews were conducted to collect data. Tesch&apos;s method of data analysis was used. Three main categories emerged from the analyses of the interviews: (1) teenagers&apos; attitudes and perceptions of teenage pregnancy, (2) teenagers&apos; level of knowledge of contraception, and also (3) their reasons for becoming pregnant. Teenage pregnancy poses significant social and health problems in the Bushbuckridge district and has implications for all health care professionals. Given the complexity of this problem, health care professionals working with this group should develop a wide range of practical and interpersonal skills. End