scholarly journals A road less travelled: Undergraduate midwifery students’ experiences of a decentralised clinical training platform

2020 ◽  
Vol 25 ◽  
Author(s):  
Olivia B. Baloyi ◽  
Gugu G. Mchunu ◽  
Charlene Williams ◽  
Mary-Ann Jarvis
Keyword(s):  
South Africa ◽  
South African ◽  
Clinical Training ◽  
Nursing Student ◽  
Health Indicators ◽  
Educational Institutions ◽  
Individual Interviews ◽  
Rural Settings ◽  
The University ◽  
South African Higher Education

Background: In South Africa, the critical skill base shortage of healthcare workers, the underperforming global health indicators and the planned roll out of the National Health Insurance have burdened South African higher education authorities to rapidly expand nursing student enrolments. The expansion in student numbers has placed increased demands on overstretched educational institutions, and students are confronted with challenges of congestion in classrooms and clinical facilities, while lecturers encounter difficulties in the process of clinical allocation. A solution is to utilise decentralised clinical training platforms (DCTPs) and allocate students in rural hospitals.Aim: To explore and describe undergraduate midwifery students’ reflections of their DCTP experiences, in order to inform future practice of decentralisation in student training.Setting: The study was conducted in the nursing discipline of an urban-based university in KwaZulu-Natal, South Africa, involving undergraduate midwifery students. The university had commenced a programme of allocating students to decentralised clinical sites.Method: Elo and Kyngäs’ content analysis was used to analyse the experiences of DCTP by undergraduate midwifery students (n = 14) as expressed in a focus group (n = 11) and three individual interviews (n = 3).Results: The following four categories emerged: Recognition as a team member, engaging support, win–win platform and juxtaposed challenges.Conclusion: In the presence of support and teamwork, rural settings can develop undergraduate student midwives, not only in the areas of midwifery competency but also in their personal capacity, and strengthen the responsiveness, preparedness and relevance of midwifery graduates.

Perceptions of Traditional Male Circumcision among University Male Students at a South African University

2016 ◽  
Vol 21 (2) ◽  
pp. 189-209 ◽  
Author(s):  
Anathi Nomanzana Ntozini ◽  
Ali Arazeem Abdullahi
Keyword(s):  
South Africa ◽  
South African ◽  
Male Circumcision ◽  
Male Students ◽  
Eastern Cape ◽  
Individual Interviews ◽  
Mixed Feelings ◽  
University Of Fort Hare ◽  
Opposing Camp ◽  
The University

In the past decade, traditional male circumcision, known as ulwaluko among the Xhosa-speaking people in the Eastern Cape Province, has become a burning issue in South Africa. The discourse has led to the emergence of two opposing camps: the supporters of ulwaluko who rely on “traditional ideology” to justify the cultural relevance of the practice, and the opposing camp who believe that ulwaluko is no longer in tandem with the reality of the twenty-first century. Amid the ongoing debate, this study investigated the perceptions of ulwaluko among South African university students at the University of Fort Hare, South Africa. Open-ended individual interviews were conducted among nine male students at the university. The study relied on “hegemonic masculinity” as the theoretical framework. The study revealed mixed feelings about the ulwaluko ritual among the students interviewed. In spite of the exposure to modernization and Western education, the students interviewed were still emotionally and culturally attached to ulwaluko, especially as a rite of passage. While some doubted the ability of the ritual to change “bad boys” into “good boys,” virtually all the participants believed that morbidity and mortality recorded during and after ulwaluko were not sufficient grounds to abolish it. This finding suggests ulwaluko may have, over the years, consciously or unconsciously, constructed an idealized masculine identity that is morally upright, faced with challenges to the ritual and burdened by a prescriptive set of masculine role expectations.

scholarly journals Preservation strategies for student affairs records at the University of Venda in South Africa

2020 ◽  
Vol 53 ◽  
pp. 124-132
Author(s):  
Sidney Netshakhuma
Keyword(s):  
South Africa ◽  
Student Affairs ◽  
South African ◽  
Records Management ◽  
Student Records ◽  
University Environment ◽  
Staff Members ◽  
Rural Settings ◽  
Essential Components ◽  
The University

Student affairs records are essential components in addressing basic functionalities in the university environment as they serve diverse purposes such as the life of a student on the campus. However, these records are often not preserved properly especially at universities in rural settings.   This study assessed student affairs records, with consideration to preservation strategy at the University of Venda in South Africa. Data were collected through interviews with ten purposively selected staff members from student affairs division. The key findings reveal that while the university has an archive service within the library, the responsibility of preserving student records lies with records management division that resides within the registrar’s office. However, there is no preservation strategy for student affairs records. It is concluded that collaboration between student affairs and records and archives department enhance to collect the student affairs records. A comprehensive study on the management of student affairs records in South African universities is recommended.

Pregnancy and Bodies of Knowledge in a South African University

2013 ◽  
Vol 56 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Teresa Barnes
Keyword(s):  
South Africa ◽  
Adult Students ◽  
Public Space ◽  
South African ◽  
Knowledge Production ◽  
Residence Halls ◽  
Body Language ◽  
Educational Institutions ◽  
Western Cape ◽  
The University

Abstract:Based on a classroom encounter of the author, this article explores the gendered nature of African university space. It discusses a 2007–8 policy that banned pregnant adult students from living in the student residence halls at the University of the Western Cape in Cape Town, South Africa. The policy was implemented despite protests from the university’s students and staff. The article argues that the more visibly reproductive a student’s body became, the more alien it was considered to be in spaces of knowledge production. This alienation was incongruous at a university widely considered as the most politically progressive in South Africa. It was rooted, however, in Western-oriented traditions of masculinist knowledge production in which there is no space for the female, let alone the pregnant, body in intellectual spaces; and in South African traditions of marginalization, exclusion, and “passing” in public space. Exploring ideas of “body language” and “bodies of knowledge,” the article concludes that there is a need for an interdisciplinary politics and epistemology of “seepage” in higher educational institutions that recognizes women’s minds and their bodies.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Extrapunitive, Intropunitive and Impunitive Responses of Indian Students to Different Racial Groups in South Africa

1980 ◽  
Vol 10 (3-4) ◽  
pp. 77-80 ◽  
Author(s):  
D. Rajab ◽  
E.A. Chohan
Keyword(s):  
South Africa ◽  
South African ◽  
Racial Groups ◽  
Group A ◽  
Group B ◽  
The University ◽  
Indian Students

The Rosenzweig P — F Study was administered to a group of South African Indian students (N = 403) from the University of Durban-Westville with slight modifications in administration. The subjects were divided into three groups and were instructed to react to Blacks in Group A, to Whites in Group B, and to Indians in Group C. The results indicated that the subjects differed in their responses to the three racial groups revealing predominantly intropunitive and impunitive responses to Blacks, and extrapunitive responses to Indians.

Recontextualising the teaching of commercial transactions law for an African university

Acta Juridica ◽  
2021 ◽  
Vol 2021 ◽  
pp. 275-296
Author(s):  
A Hutchison
Keyword(s):  
South African ◽  
Life Experiences ◽  
First Century ◽  
Student Life ◽  
South African Council ◽  
Protest Movements ◽  
African Higher Education ◽  
University Of Cape Town ◽  
The University ◽  
South African Higher Education

This article reflects on the changing political environment in South African higher education and offers one potential view of the future of contract law teaching in the twenty-first century. Specifically, the author discusses changes made to the final-level LLB course, Commercial Transactions Law, at the University of Cape Town. These changes were inspired by the #MustFall protest movements and also incorporated the requirements of the South African Council on Higher Education’s 2018 report on the LLB degree. In essence, this involved a recontextualisation of the component topics to speak to a broader range of student life experiences, as well as an attempt to incorporate more materials focused on social justice or which are characteristically ‘African’.

Black Engineers in South Africa

1993 ◽  
Vol 7 (3) ◽  
pp. 141-147
Author(s):  
Jeffrey C. Hillman
Keyword(s):  
South Africa ◽  
South African ◽  
Engineering Students ◽  
Comparative Data ◽  
University Preparation ◽  
University Course ◽  
The University

The need for South African industry to attract black engineers has necessitated its involvement in their university preparation. This article describes a pre-university course for black engineering students at the University of the Witwatersrand. A summary of its alumni's results to date is provided together with some comparative data.

Sign in / Sign up

Export Citation Format

Share Document