UNESWA Journal of Education (UJOE)

FACTORS ASSOCIATED WITH ELECTIVE SURGERY PATIENT CANCELLATION IN ESWATINI

B.P. Mabila — 2023-10-24

Elective surgical patient cancellation is a widespread health challenge, with resultant poor patient outcomes. This study assessed the prevalence of elective surgical procedure cancellation in three (3) Hospitals in Eswatini, which were obtained through cluster sampling. A quantitative descriptive correlational design was used. Data were collected from 344 participants booked for elective surgery. Data were analyzed using descriptive statistics, Pearson’s Correlation, and Chi-square. The mean age of the participants was 32.7 years and ± 3.04 years standard deviation. Seventeen percent (17.4%, n= 60) of the participants had surgery cancelled. The 17.4% prevalence of elective surgery cancellation exceeded international baseline of theatre efficiency measure of less than 5%. Most participants were booked for orthopedics (31.1% n=107) and general surgery (22.7%, n=78). The findings revealed that most cancelled participants were in advanced age and had more co-morbidities compared to younger participants (r=0.457, p= 0.001).There was an association between gender and surgery cancelation (X²=5.397, p=0.023) indicating that gender contributed to cancellation. More males (23%, n=33) had elective surgical procedure cancelled compared to females (13%, n = 27). The majority (83.3% (n = 50) of cancellations were a result of avoidable factors. Furthermore, 37% (n= 22) of cancellations were a result of facility-related, 23% (n=14) patient-related, 20% (n=12) surgeon–related, and 20% (n=12) anaesthesia-related factors. The introduction of pre-operative clinics by the Ministry of Health in all health facilities of Eswatini performing surgeriesis imperative.

Key words: Elective surgery, Cancellation, Optimization, Avoidable, Unavoidable.

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*Corresponding Author: Tengetile R. Mathunjwa-Dlamini, University of Eswatini, Faculty of Health Sciences, Mbabane, Eswatini, Southern Africa. Email:tmathunj@uniswa.sz

NURSES’ PERCEIVED STRESS AND QUALITY OF LIFE ASSOCIATED WITH DEPLOYMENT TO RURAL / URBAN HEALTH FACILITIES IN ESWATINI

N.Z. Mngometulu — 2023-10-24

Nurse Professionals are at the forefront of health service provision and play an important role in care of the people and communities. Deployment has been reported to contribute towards work-related stress and poor Quality of Life among nurses in Eswatini. The purpose of the study was to investigate the nurse’s perceived stress and Quality of Life associated with being deployed to rural or urban health facilities in Eswatini. A quantitative, descriptive-correlational design was utilized. Out of 1554 nurses practicing in the public sector, 233 were selected using the multistage-cluster sampling method. Data were collected using adapted questionnaires from the Expanded Nursing Stress Scale and World Health Organization Quality of Life– BREF. Most participants were females (79.9%, n = 173). The mean age was 37.1 years with a standard deviation of 8.3 years. Most participants were deployed in settings of their preference. The overall perceived stress among the participants was rated moderate (2.33), as well as their Quality of Life (64.25%). The data did not support any relationship between overall perceived stress nor Quality of Life and deployment setting. Participants perceived workload as more stressful due to inadequate staff. Moreover, the participants regarded the physical domain as good while environmental domain was rated as poor. Nurses deployed to rural health facilities did not perceive more stress nor poorer Quality of Life compared to their urban counterparts. The study recommends establishment of wellness programmes and that nurse managers should allow subordinates time away for full engagement in wellness sessions to reduce stress, improve Quality of Life among nurses and ultimately improve patients’ outcomes.

KEY WORDS: Deployment, Nurses, Perceived Stress, Quality of Life. __________________________

CORRESPONDING AUTHOR: Mathunjwa-Dlamini, T.R. Email: tmathunj@uniswa.sz

EFFECT OF GUIDED DISCOVERY INSTRUCTIONAL METHOD ON ACADEMIC ACHIEVEMENT OF AGRICULTURAL SCIENCE STUDENTS’ IN SENIOR SECONDARY SCHOOLS IN UMUAHIA NORTH, ABIA STATE

Oketoobo, Emmanuel Akintunde — 2023-10-24

This study investigated effect of guided discovery instructional method on academic achievement of Agricultural Science students’ in senior secondary schools in Umuahia North, Abia State, Nigeria. The study adopted quasi-experimental research design. The population of the study is 1,841 students offering Agricultural Science. 424 students was randomly selected using intact class which served as sample for the study. The instrument used for data collection is Agricultural Science Achievement Test (ASAT) on ornamental plant, crop diseases, crop pests and weeds. The instrument was validated by three experts and reliability coefficient of 0.89 was obtained using test retest. Three research questions were answered using descriptive statistics of mean and standard deviation while three hypotheses were tested using ANCOVA at 0.05 level of significance. The results obtained from the analysis showed that students in experimental group performed better than the control group. The result also showed that the female students recorded a higher achievement mean score than the male students which indicated that there was a significant interaction effect of treatment using guided discovery instructional method and gender on the mean achievement scores in Agricultural Science. Based on this findings, it was concluded that guided discovery instructional method helps students to be responsible in self-learning contrary to conventional method and it is an appropriate method for teaching Agricultural Science. It was recommended that the Secondary Education Management Board (SEMB) should engage Agricultural Science teachers for an in service training to be exposed to the use of guided discovery method in teaching.

KEYWORDS: Guided discovery, crop diseases, crop pests, weeds.

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CORRESPONDING AUTHOR: Oketoobo, Emmanuel Akintunde, Department of Agricultural and Vocational Education, College of Education, Michael Okpara University of Agriculture, Umudike. oketooboea@gmail.com

EXPLORING ESWATINI GENERAL CERTIFICATE OF SECONDARY EDUCATION SISWATI TEACHERS’ EXPERIENCES ON ONLINE TEACHING

Musa S. Nxumalo — 2023-10-24

The unprecedented lockdown due to COVID-19 pandemic has forced a rapid transition to online teaching and learning in Eswatini. The study explores EGCSE siSwati teachers’ experiences on online teaching. The objectives of the study were to: determine the platforms EGCSE siSwati teachers used for online teaching; determine the extent at which online teaching platforms are used by EGCSE siSwati teachers; and the challenges EGCSE siSwati teachers faced during online teaching. The study utilised a mixed method. A close-ended online questionnaire and semi-structured online interviews were used to collect data. Out of the 225 siSwati teachers in eight (8) clusters in the Hhohho Region, the researchers sampled (N=40) teachers using stratified random sampling. Data collected through the questionnaire was analysed descriptively while qualitative data was analysed using thematic content analysis. Findings revealed that teachers used WhatsApp, Google classroom, Facebook, Microsoft Teams and Zoom. Most used platforms were WhatsApp (40%), Facebook (30%) while least used platforms were Google Classrooms (10%) and Zoom (5%). Nonauthentic assessment, language barrier, lack of professional expertise in ICT use, and minimal learner participation are challenges of online teaching. The conclusions were: teachers used a variety of online teaching platforms to different extents, and the major challenge is that of language barrier. Recommendations were: online teaching should be flexible; platforms should be used according to learners’ context; siSwati must be infused as a language of ICT and online assessment applications be improved in order to maximise learner participation.

KEYWORDS: Online platforms, Online teaching, EGCSE.

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CORRESPONDING AUTHOR: Musa S. Nxumalo, Madzanga High School, P.O. Box 104 Tshaneni, Eswatini, Email: mzethinxumalo@gmail.com Tel: (+268) 76051301

SCAFFOLDING IN EDUCATION RESEARCH MENTORSHIP: WHAT, WHY, AND HOW?

Vincent Chidindu Asogwa — 2023-10-24

Scaffolding is necessary for effective mentorship in educational research. The mentorship between the mentor and mentee in educational research is fraught with challenges that can be eliminated through scaffolding. Consequently, this research paper was conducted with the sole purpose of answering the following basic questions: what, why, and how is scaffolding done in educational research mentorship? Soliciting information from existing bodies of knowledge, scaffolding in education research mentorship enables mentors to build mentees from what they cannot do, to what they can do with help; and finally, to what they can do alone without help from a mentor in research. It involves the development of instructional plans that leads the students from the known to the unknown and the execution of the plans which provides support to the students at every step of the learning process. Scaffolding has six basic steps: providing feedback to initial probing questions; giving hints, clues or suggestions to help the mentee proceed further; instructing the mentee on what to do; explaining to provide more details or clarification; modelling to demonstrate for the mentee; and questioning to check understanding. It was concluded that scaffolding in education research mentorship enables the mentee to acquire necessary competencies in conducting research in universities and beyond. Therefore, it was recommended that scaffolding must be an integral part of education mentorship.

KEYWORDS: Education, Mentorship, Research, Scaffolding, Vygotsky’s (1978) __________________________

CORRESPONDING AUTHOR: Vincent Chidindu Asogwa. University of Eswatini, Luyengo Campus asovinchidi@yahoo.com

INFLUENCE OF PARENTAL EDUCATIONAL BACKGROUND ON THE ACADEMIC PERFORMANCE OF STUDENTS IN LAGOS STATE NIGERIA: COUNSELLING IMPLICATIONS

Mubaidat Adenrele ADENIYI — 2023-10-24

This study focuses on the rationale for poor performance of secondary school students from both literate and non-literate homes family’s backgrounds whose parents cannot guide their children in their day-to-day activities in school; to find out what could be done to encourage children from both literate and illiterate family’s backgrounds to improve academically. An inferential research design was used; the population is all secondary students in Lagos state. A purposive sampling technique was used to select five junior secondary schools in Ojo Local Education District of the State. A self-constructed questionnaire known as Parental Educational Background on Academic Performance Questionnaire (PEBAPEQ) was administered for data collection. A questionnaire was validated by the expert in test and measurement. The information collected was analyzed using simple percentage and dichotomous scale. The findings showed that educational backgrounds of parents have positive effect on student achievement. Also, attainment of educated parents make possible for them to see that their prospects reach the highest level in life. The study recommends that education is a very important tool in the life of a child; it is an instrument of social change and a tool for enlightenment. With this assertion, parents should encourage their children to enroll subjects they desire which can improve the child’s academic performance in school and total life. Also, the school administration should ensure that they find a way of getting in touch with pupils’ parents because it is their duty to give regular information on the activities of the school.

KEYWORDS: Influence, Parental, Educational Background, Academic Performance and Counselling.

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*CORRESPONDING AUTHOR: Dr. Mubaidat Adenrele ADENIYI, Lagos State University of Education, College of Specialised and Professional Education,Department of Educational Foundations &Counselling Psychology, Oto/Ijanikin, P.M.B. 2007 Ijanikin, Lagos State,

Nigeria. Email: Adenrele.adeniyi@yahoo.com Tel: +2348034551638

KNOWLEDGE AND ATTITUDES OF NURSES TOWARD PRE–EXPOSURE PROPHYLAXIS (PREP) IN A HEALTH FACILITY IN THE LUBOMBO REGION, ESWATINI

N. Magagula — 2023-10-24

Though the incidence of HIV is decreasing in Eswatini it is still high compared to other countries in the region. More strategies such as Pre-Exposure Prophylaxis (PrEP) for HIV prevention have to be employed to curb the spread of the disease. The study sought to determine the knowledge and attitudes of nurses towards Pre – Exposure prophylaxis in one of the health facilities in the Lubombo Region, in Eswatini. A quantitative - descriptive cross sectional approach was utilised in this study with a total of 31 respondents’ selected using simple random sampling. All the participants were registered nurses working in designated Anti-Retroviral departments. Self – administered questionnaires were adapted and also pretested to ensure validity and reliability. Data were analyzed using descriptive statistics and Pearson’s Correlation through the Statistical Package for Social Sciences. All the respondents were aware of PrEP however few new the eligibility criteria. There is a high level of awareness about PrEP but low level of knowledge (16.1) about when PrEP should be taken, who is eligible for PrEP (38.7%) and what drugs are recommended for PrEP (45.2%). A majority (90.4%) believed that PrEP is likely to reduce HIV transmission. Above average (64.5) % were willing to prescribe PrEP though were sceptical of side effects (61.3%). Though they believed PrEP was 100% effective majority (74.2) were concerned about poor adherence. The study shows poor knowledge but attitude was moderate towards PrEP among nurses

KEYWORDS: Knowledge, attitude, nurses, pre – exposure prophylaxis (PrEP)

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*CORRESPONDING AUTHOR: Magagula, N. Good Shepherd Hospital. nmagagula@uniswa.sz

THE DEFENCE OF AFRICAN HUMANISTIC COMMUNALISM FOR AFRICAN PEDAGOGY

Christopher O. Omoregie — 2023-10-24

Against the background of merely condemning Western paradigms for the African educational system, this paper integrates humanism and communalism as two concepts that can be combined to serve as a new orientation for an African pedagogy. African humanistic communalism would not be a celebration of a shattered past in the quest for an African meaning. Rather, it would be an attempt at going back to the root of all human efforts evidenced in the practice of togetherness and oneness where ‘we ness’ is greater than an exaggerated ‘I’. Past Pan-African authors like Nkrumah (1970) and Nyerere (1974) had earlier expressed African unity in their respective consciencism and self-reliance doctrines but they did not anchor their ideas on an appropriate pedagogy that could sustain the ideas more tangibly in educational systems. This paper used a systematic and critical analysis to call for a change in thinking that can strengthen the African educational systems through deliberate expressions of care for one another representative of a belief system.

KEYWORDS: African humanistic communalism, African pedagogy, Communalism, Humanism

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CORRESPONDING AUTHOR: Dr. C. Omoregie, University of Eswatini, Adult Education. Email:

comoregie@uniswa.sz

Preliminary Pages

Patrick Mthethwa — 2023-10-24