No Abstract. / Dissertation (Magister Educationis)--University of Pretoria, 2005. / Educational Psychology / unrestricted

Doctor Educationis / Background: South Africa has the largest burden of HIV in the world with 7.9 million people living with HIV and 4.4 million registered on antiretroviral therapy (ART) in 2017. KwaZuluNatal is hardest hit by the HIV epidemic with a prevalence of 27% among adults aged 15 to 49 years old. With the widespread ART uptake, the spectrum of HIV related admissions in hospitals has changed over the last decade. Hypertension, diabetes, cardiovascular disease, and renal failure have become significant reasons for inpatient care. Increased life expectancy, rising non-communicable diseases (NCDs) and easier access to ART have played a significant change in the landscape of inpatients as compared to the pre-ART era. To provide integrated healthcare to the patient, it is necessary to understand the prevalence and patterns of HIV comorbidities for efficient and effective service delivery to HIV patients at facility-level. Aim: The current study aimed to describe the prevalence and patterns of HIV-related comorbidities in adult hospital admissions in iLembe, KwaZulu-Natal. Methodology: A retrospective, cross-sectional survey was conducted of all adult HIV-related admissions between 1st October and 31st December 2019. Clinical and demographic characteristics were extracted from admission and discharge records, and laboratory data was collected via the National Health Laboratory Services using Labtrack. Summative and inferential analyses were done using SPSS v 23.

Thesis (Ph. D.)--University of California, San Diego, 2005. / Vita. Includes bibliographical references (leaves 296-309).

In this study the relationship between the South African Grade 11 Life Sciences curriculum documents, HIV and AIDS knowledge and behavioural preferences of students was investigated. The Life Sciences curriculum and textbooks used in Grade 11 Life Sciences were analysed to determine the curriculum ideology of the subject and concepts related to HIV and AIDS that are prescribed for teaching with the aim of educating students about HIV and AIDS and promoting safe behaviour. Life Sciences and non-Life Sciences students were compared to determine whether academic HIV and AIDS knowledge taught in Life Sciences was related to functional HIV and AIDS knowledge and behavioural preferences. Findings indicate that Life Sciences does not promote safe behaviour related to HIV and AIDS. Furthermore Life Sciences is knowledge-oriented and integrates HIV and AIDS knowledge as extra content. In addition Life Sciences does not have a clear curriculum ideology for HIV and AIDS education even though it has characteristics of various curriculum ideologies with greater emphasis on the scholar academic ideology. The Life Sciences curriculum makes provisions for the construction and application of HIV and AIDS knowledge, but it does not provide guidance with regards to application of knowledge. Moreover textbooks are not consistent with regard to presentation of content and do not present sufficient content for meaningful application in everyday life. Results also showed that academic HIV and AIDS knowledge improves some students’ knowledge of functional HIV and AIDS knowledge. It was also found that HIV and AIDS knowledge does not significantly correlate with some students’ behaviour presumably because students have difficulty in relating Life Sciences knowledge to real life. Consequently some students do not fully know some HIV and AIDS concepts, and they rely on alternative means to respond to questions for which they do not have the necessary content knowledge. It was also found that some students do not take ownership of social problems related to HIV and AIDS. The researcher believes that there is a need to review HIV and AIDS education in Life Sciences by basing it on a precise curriculum ideology that will ensure that suitable scientific content, which may lead to behaviour transformation, is integrated. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / Unrestricted

Thesis (MPH.) -- University of Limpopo, 2016 / Purpose of study: The purpose of this study was to determine the factors that contribute to HIV and AIDS stigma amongst nurses at the Polokwane-Mankweng Hospital Complex in Limpopo Province, South Africa. Objectives: The objectives of this study were to identify the sources of stigma at the health facility, to determine whether attitudes, beliefs, and knowledge contribute to HIV and AIDS stigma, and to develop intervention programmes to reduce HIVrelated stigma. Method: A descriptive cross sectional survey using self-administered questionnaire was used in this study to describe factors that contributed to HIV and AIDS stigma. Data collection: The researcher collected data by means of a structured questionnaire and analysed the results with the assistance of the Statistical Package for Social Sciences (SPSS) software program. Results: The study revealed that negative attitudes and a lack of knowledge contributed to AIDS-related stigma. The study recommended that any stigma reduction programme should be implemented at three levels; namely at the individual, environmental, and policy levels. Conclusion: Fear of infection and lack of knowledge about HIV and AIDS fuel negative attitudes towards people living with HIV and AIDS. Education and training are necessary to mitigate stigma.

The delivery of psychosocial support (PSS) services to children living with HIV and AIDS (CLHA) by PSS service providers, such as community-based organisations (CBOs) in resource-poor settings, ensures the availability of consistent and sustainable support to children living with HIV and AIDS. These children face various psychological and social challenges associated with living with HIV and AIDS, such as drug adherence to HIV medication, stigmatisation and distress, among others. This qualitative study explored the critical factors that influence the delivery of community-based PSS services to CLHA younger than 15 years of age in a resource-poor setting by a community-based organisation. Multiple data-collection tools were adopted. The findings revealed the critical factors that contributed to the delivery of community-based PSS services to CLHA, and also ways in which these important services could be improved. / Social Work / M.A. (Social Behaviour Studies in HIV/AIDS)

The delivery of psychosocial support (PSS) services to children living with HIV and AIDS (CLHA) by PSS service providers, such as community-based organisations (CBOs) in resource-poor settings, ensures the availability of consistent and sustainable support to children living with HIV and AIDS. These children face various psychological and social challenges associated with living with HIV and AIDS, such as drug adherence to HIV medication, stigmatisation and distress, among others. This qualitative study explored the critical factors that influence the delivery of community-based PSS services to CLHA younger than 15 years of age in a resource-poor setting by a community-based organisation. Multiple data-collection tools were adopted. The findings revealed the critical factors that contributed to the delivery of community-based PSS services to CLHA, and also ways in which these important services could be improved. / Social Work / M.A. (Social Behaviour Studies in HIV/AIDS)

Thesis (Ph. D.)--Université Laval, 2005. / Title from PDF title page (viewed on Oct. 5, 2006). Includes bibliographical references (p. [299]-320).

The HIV and Aids pandemic and its impact on socio-economic development in South Africa led to the development of the broad National Strategic Plan (NSP 2007-2011) with the aim to guide the country’s response to the pandemic. This document was the second plan post 1994, to deal with the pandemic, the first one being the NSP 2000-2005. However, despite addressing the HIV and Aids pandemic since the 1990s, national statistics indicate that the country still grapples with curbing the spread of new HIV infections. The goal of the study was to investigate the alignment of the FBOs HIV and Aids service delivery with the NSP 2007-2011 in Ekurhuleni Metropolitan Municipality (EMM). To achieve this goal, the study conceptualised and analysed the NSP 2007-2011 with regards to its implications for partnerships in addressing the HIV and Aids pandemic within the context of the social development approach. The study investigated the Faith-Based Organisations (FBOs) HIV and Aids service delivery, the main partners in the field and policy implementation, to establish the extent of their service alignment with the NSP 2007-2011 and to identify and describe elements required for service delivery necessary for alignment to the policy. A qualitative research approach, using a collective case study design was utilised for the study. Data was gathered by means of two focus group interviews with the HIV and Aids Projects’ managers/coordinators in the employment of the Christian-based FBOs in Ekurhuleni. Findings showed that most FBOs HIV and Aids service delivery focus on the management of the disease, and as a result neglect the grassroots and fundamental integrative prevention services. Some difficulties in the partnership between FBOs and government were found by the study, coupled with poor communication between government and FBOs leading to the isolation of FBOs in rendering HIV and Aids services. Research findings further revealed poor application of the NSP 2007-2011 elements of effective communications, partnerships, service coordination, monitoring and evaluation including provision of support through financial resources by government to enhance FBOs HIV and Aids service delivery. The study concluded that the FBOs service delivery in the field of HIV and Aids in EMM is not in full alignment with the NSP 2007-2011. Furthermore, it was established that without an application of the developmental approach to facilitate the implementation of the NSP elements, FBOs HIV and Aids service delivery in alignment with the NSP 2007-2011, will be difficult to achieve. The study recommended that the NSP implementation must be based on the social development model to facilitate HIV and Aids service delivery linkages amongst government departments on a broad range of the interrelated development issues caused by the pandemic. It was also recommended that future National Strategic Plans should include social developmental themes, to ensure improved alignment of FBOs HIV and Aids service delivery, namely, a rights-based approach; partnerships; economic and social development; participation and a macro and micro focus. In particular, it was noted that government needs to strengthen its partnership with the FBOs and to provide intensified funding towards HIV and Aids service delivery. Further research should be conducted to establish how the NSP 2012-2016 (RSA, 2012) has incorporated these recommendations in order to fill the gaps identified in this study. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Social Work and Criminology / MA / Unrestricted

Resilient Educators Support Programme (REds) for HIV and AIDS affected educators was initiated by the University of North West in 2006 following a research project in 2005 that highlighted the need for a support programme that addresses the challenges of educators affected by HIV and AIDS, as existing support structures were found to be inadequate. REds is implemented in phases, and with each phase it is modified to meet the needs of a broader audience of educators. The first phase was implemented in the Gauteng Province in 2006. Recommendations made from this phase were used to modify it for phase two, that is, implementation in Mpumalanga Province and two additional provinces. The goal of the research project was to evaluate the effectiveness of the Resilient Educators Support Programme (REds) in empowering and supporting HIV and AIDS affected educators in Mpumalanga. Programme evaluation research was adopted, using the dominant-less dominant model of combining both quantitative and qualitative research approaches, with the quantitative approach being the dominant approach. The research design for the quantitative research approach was the quasi-experimental one group pre-test post-test design whilst the collective case study design was used for the qualitative research approach. Quantitative data was collected through a group administered standardized questionnaire, the Professional Quality of Life Scale (ProQOL) and for qualitative data, a non-standardized questionnaire with drawings, semi-structured interviews, observation and field notes were used. Data was collected before and after the respondents were exposed to REds. The respondents, ten educators from Sozama High School in Middelburg, were recruited using non-probability volunteer sampling method. Additional qualitative data was collected from the five members of school management team using semi-structured interviews, after the respondents were exposed to REds. Although the quantitative empirical research findings showed no significant differences between the pre- and post-test data, it seems from the qualitative approach as if the respondents found the programme addressing their support needs as HIV and AIDS affected educators and they felt empowered with knowledge and skills that they lacked and thus making them resilient. Conclusions drawn from the qualitative research findings indicated that REds Support Programme was effective in meeting the support needs of HIV and AIDS affected educators in Mpumalanga. From a quantitative perspective, it is recommended that the reason/s for the non-significant test results from the standardized questionnaire be investigated. Copyright / Dissertation (MSW)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted