A qualitative study of mothers’ health literacy related to malnutrition in under 5-year-old children in southern Mozambique

Objective: To explore mothers’ perceptions of malnutrition and its causes in U-5’s in Mozambique, as well as their ability to recognise, prevent and act on signs of malnutrition. Design: A qualitative exploratory inquiry using focus group discussions and individual interviews analysed using Nutbeam’s health literacy themes. Setting: Manhiça District Hospital in Manhiça, Mozambique. Participants: Mothers of U-5’s (n 53) attending the in- and out-patient paediatric wards. Results: Different malnutrition literacy levels were identified in mothers’ responses. Mothers’ reflections on the causes of malnutrition in U-5’s were more elaborate compared to those of recognition, prevention and treatment strategies. Only severe forms of acute malnutrition were recognised by mothers, while early signs of undernutrition and stunting largely went undetected or unmentioned. Limited knowledge, time and financial resources were mentioned as contributors to suboptimal practices resulting in malnutrition. The district hospital, rather than community resources or local health posts, was indicated as the place mothers would go to seek advice and treatment for malnutrition. All mothers requested additional information on how to prevent and treat malnutrition. Conclusions: The varying literacy levels among mothers, the lack of references to community health workers as a resource in identifying and managing malnutrition, and the identification of poverty and sociocultural conditions as contributors to suboptimal practices indicate the need for in-depth research focused on the social determinants of malnutrition. A more comprehensive understanding of mothers’ health literacy would contribute to the development of holistic programmes aiming to improve community management of malnutrition.

Breakers, benders, and obeyers: Inquiring into teacher educators’ mediation of edTPA

This article reflects a qualitative exploratory inquiry into the lived experiences of faculty members working within a system of urban schools of education as they supported diverse teacher candidates in completing the Educative Teacher Performance Assessment (edTPA) during its first semesters of high-stakes implementation. Drawing upon questionnaire responses and semi-structured interviews, our findings demonstrate the disparity and variation in the level and kind of support offered to teacher candidates. We discuss the ways that the policy, stance, and the ethical, pedagogical, and logistical dilemmas teacher educators faced as they supported candidates intersected to shape the supports provided. Implications focus on utilization of such test scores for evaluating teacher preparation institutions, faculty relations, and the diversification of the teacher workforce.