Blended learning during and beyond the COVID-19 pandemic: Attitudes of nurse educators in Gauteng

Background: The use of blended learning (BL) pedagogy has become inevitable due to contemporary technological innovations in the nursing education sector. As of late, the need to use BL pedagogy has resulted by the sudden occurrence of the COVID-19 pandemic. However, several nurse educators still experience uncertainties in using BL due to technological, psychological, infrastructure and equipment readiness barriers. Aim: To report the attitudes of nurse educators towards the use of BL pedagogy as a new norm of teaching and learning in public nursing education institutions (NEIs) in the Gauteng Province (GP), South Africa, during and beyond the COVID-19 pandemic period. Setting: The study was conducted in five Gauteng public NEIs. Methods: A descriptive non-experimental quantitative design was conducted with 144 nurse educators. Data was collected through a questionnaire. Statistical Analysis Software (SAS) was used to analyse data with the help of a biostatistician. Results: Technologically, only 50% (N = 72) found BL easy to use while 48% (n = 69) were ready and willing to use the BL Psychologically, more than half, that is, 65% (n = 94) lacked the confidence to use BL pedagogy. About 55% (n = 79) reported having inadequate BL infrastructure, while 32% (n = 46) seemed to be satisfied with the availability of effective equipment to support BL pedagogy. Conclusion: Based on the results, it is apparent that nurse educators in Gauteng are not technologically and psychologically ready, since the infrastructure and equipment to support the BL are not adequately provided.

Perceptions of undergraduate allied health students of the clinical learning environment and clinical educators' attributes at the University of Ghana

Background. Clinical education is a vital aspect of the education of health sciences students and consists of two components, i.e. the clinical learning environment and supervision.Objectives. To determine the undergraduate allied health sciences students' perceptions regarding clinical educators' attributes and the clinical learning environment.Methods. This cross-sectional study included 169 undergraduate students, randomly recruited from various allied health professions programmes of the University of Ghana. The McGill clinical teacher evaluation tool and the clinical learning environment inventory were used to determine students' perceptions of clinical educators' attributes and the clinical learning environment, respectively. The Kruskal-Wallis test and independent t-tests were used to test for relationships between students' level and programme of study and their perceptions. The level of significance was set at 95%.Results. Of the 169 participants, there were 99 (58.6%) male students, 79 (46.7%) third-year students and 82 (48.5%) medical laboratory science students. Only 16 (9.5%) participants indicated visits by lecturers during clinical rotations. The third-year students had a statistically significant perception of their clinical learning environment (p=0.000), while the differences between perceptions of clinical learning environment among the various programmes were also statistically significant (p=0.028), but not for clinical educators' attributes (p=0.261).Conclusion. Allied health sciences students have positive perceptions of their clinical learning environment and clinical educators' attributes. More frequent visits by lecturers to students during clinical rotations may ensure that student innovation is achieved in accordance with their classroom tuition

COVID-19 and medical educator perceptions: Sense-making during times of crisis

Background. Although crises are generally considered uncommon, health professions education (HPE) literature gives evidence of repeated and ongoing crises. This has been most recently demonstrated by the global impact of COVID-19. Crisis management literature proposes that such recurrent crises are opportune moments for learning. While there has been much literature published that describes changes made to the format of HPE amid COVID-19, there has been little attention given to the perceptions of medical educators. Medical educators' experiences may serve as a resource to uncover lessons that may have been learnt during this period. Objective. To address the gap in the literature, by analysing the perceptions of medical educators at the University of Cape Town (UCT) during the COVID-19 pandemic of 2020-2021. Methods. A qualitative case-study approach was adopted. Rich data were collected from four medical educators using semi-structured interviews and a focus group discussion, and then analysed using a reflexive thematic approach. Results. The data indicated that educators grappled with a multitude of struggles during the COVID-19 pandemic. These were analysed thematically as: tensions with technology, balancing expectations, and the distribution of support. However, surface-level challenges faced by educators seem to belie a much deeper personal struggle. Conclusion. The data suggest that whe the rany learning occurs and what is learnt are embedded within the process of sense-making. If institutions of higher education aim to adopt proactive responses to crises, then further research ­ as well as support for these sense-making processes during crises ­ should form a critical part of overall institutional preparedness.

Effect of HIV/AIDS on fertility: historical evidence from South Africa's women educators

Context/Background: The HIV/AIDS epidemic remains a public health challenge. Globally, South Africa ranks second in HIV prevalence and has the second lowest fertility rate in sub-Saharan Africa. The effect of HIV/AIDS on fertility is contentious, although it is often assumed in population projections that HIV/AIDS reduces fertility. This study examines the effect of HIV/AIDS on the probability of getting pregnant among South Africa's educators controlling for confounders.Data Source and Methods: The data consisted of a representative sample of educators in public schools in South Africa in 2004. Statistical analysis utilized multivariate logistic regression. Results: Controlling for confounders, HIV positive women educators aged 18-34 had higher odds of being pregnant in the preceding 12 months compared with HIV negative women educators in the same age group. Conclusion: There was no evidence from this study that HIV positive women were less likely to be pregnant than HIV negative women

Caring as a Core Concept in Educating Midwifery Learners: A qualitative Study

Caring is the core business of nursing and midwifery; involving a relationship in which the carer is committed to the needs of the one being cared for (Mason-Whitehead; Mcintosh; Bryan et Mason). Caring is the emotion which drives a midwife to care; the motive aimed at assisting someone to grow and self-actualise (Watson). The concern in midwifery is that irrespective of caring being central to the midwifery profession; caring taught in theoretical learning does not always translate into caring behaviour in practice. A qualitative exploratory study examined how midwifery educators impart the skill of caring during theoretical learning and clinical accompaniment; in order to respond to the general complaint made both locally and internationally that midwives are uncaring. The aim was to explore caring during theoretical learning and clinical accompaniment from the perspective of midwifery educators. Participants in the study were midwifery educators teaching midwifery in institutions of learning in Tshwane; South Africa. The naive sketch was used to gather data; wherein one central question was asked and the educators were invited to narrate and respond. Three themes emerged: the meaning of caring; how caring was conveyed during theoretical learning; and how it was conveyed during clinical accompaniment. Although the midwifery educators expressed how they conveyed caring to the learner midwives; it was not evident how caring competencies were assessed in order to ensure caring midwives at the end of training

Equipping Educators to Address HIV and AIDS: A Review of Selected Teacher Education Initiatives

Teacher educators; school principals and teachers are potentially well positioned to play a pivotal role in changing the course of the HIV and AIDS epidemic. The purpose of this article is to focus on a spectrum of educational initiatives in sub-Saharan Africa and South Africa which are designed to equip educators to be informed about; and to manage; HIV and AIDS in their personal and professional lives. Criteria for inclusion in the review are that the HIV and AIDS education endeavours must be operational (already functioning) and experience-based (have been experienced first-hand by the author). The review begins with a reflective account of two major undertakings: (a) an e-learning course for teacher educators in sub-Saharan Africa and (b) South Africa's Higher Education HIV/AIDS Programme. Thereafter; the review considers a range of academic pursuits currently involving inservice school teachers and principals studying at a South African university. These include (a) two Advanced Certificates in Education; (b) doctoral studies; and (c) a new short learning programme. In reflecting on these various innovative but 'do-able' offerings; the article concludes that experiential and context-specific action-based learning and research into the social and educational aspects of HIV and AIDS can contribute to breaking the silence and reducing stigma while; at the same time; equipping educators to provide care and support for infected and affected learners and colleagues

A 4-year review of psychiatrists' participation in prosecutorial workshops on criminal capacity

Objective. The objective was to review psychiatric involvement in seven prosecutorial workshops on criminal capacity between 2004 and 2009. The aim was to evaluate the changing role of the psychiatrists in the workshops in order to identify areas in forensic psychiatry where prosecutors have a specific need for training; and to identify more suitable methods of training. Method. The workshop programmes; copies of presentations; the number of attending prosecutors at each workshop; informal personal notes from the presenters; suggestions from meetings in preparation for workshops and formatted feedback reports were reviewed. Information from a total of seven workshops was reviewed and interpreted by 2 psychiatrists from Weskoppies Hospital Forensic Psychiatry Unit (WHFPU). Results. The psychiatrists' involvement increased over the years. Problematic topics that were identified include non-pathological criminal incapacity; child psychiatry and the different roles of the psychiatrist and the psychologist in court. Exposure to practical aspects; interactive workshops with case presentations; discussion groups and audience participation seemed to be the preferred method of training. Attitudes of prosecutors towards psychiatry improved with increased knowledge and understanding of the field; and overall the training was rated as relevant and enriching. Conclusion. Psychiatrists can offer valuable training opportunities to legal professionals about the major mental illnesses and how they can affect criminal capacity; but evaluation of the training should be an ongoing process to address changing needs. Training sessions provide an opportunity for reciprocal sensitisation between the different fields. The ultimate goal is to work towards improved association between the criminal justice and mental health systems

Workplace Peer Educators and Stress

Peer educators form an important component of company responses to HIV and AIDS. Based on interviews with peer educators working in and around a mining company in South Africa's North-West Province; the study examines the relationship between involvement in peer education and stress. The paper discusses how becoming a peer educator can be a response to the often personal stress brought about by the HIV epidemic. In addition; structural difficulties; skills deficiencies and other obstacles to effective communication with their peers can create stress. The stress that active peer education brings to individuals is discussed; particularly in regard to the embeddedness of peer educators within their communities. The need for confidentiality also magnifies stress in the case of individuals who disregard peer educators' advice. Peer educators face many stresses in managing and supporting their own lives; thus their (voluntary) work as peer educators should not be taken out of context. Using this approach; we discuss how the role of peer educator should be conceptualised and how they can be organised and supported in order that their stress be minimised and effective engagement maximised

The Roots of REds: a Rationale for the Support of Educators Affected by the HIV and AIDS Pandemic

The nature of educators' work has changed dramatically; in part because of the challenges of the HIV and AIDS pandemic. Despite these multiple and relentless challenges which educators contend with; and despite numerous calls for educator empowerment to cope with HIV -related challenges; little has been done up until now to support educators. By reviewing current literature; this article outlines the HIV-altered professional reality of South African educators and makes the argument that affected educators need support to cope. In conclusion; the support programme; Resilient Educators (REds); is introduced as one possible means of educator support