Spelling suggestions: "subject:"bealth education﹒about verticalurban"" "subject:"bealth education﹒about digitalurban""
1 |
"We sow the seed": perspectives of health educators at the Institute of Family and Community Health in Durban in the 1940s and 1950s.Vis, Louise. January 2004 (has links)
Health education is critical to the success of a community health program. Yet the
majority of research on health education is conducted from the point of view of
programme designers or evaluators. Where health educators themselves are the focus,
data is often generated through surveys, questionnaires, field notes, or quantitative
measures. Narrative accounts by health educators describing their activities and their
perceptions of programme efficacy are thus a neglected line of inquiry.
My thesis examines one group of health educators who trained and worked with
Sidney and Emily Kark at the Institute of Family and Community Health in Durban
during the 1940s and 1950s. The importance of health educators in the Institute's project
has often been acknowledged by key figures like the Kark, but few scholars have
highlighted the contributions of these paraprofessionals. As catalysts of change and
disseminators of knowledge, their role was encapsulated by health educator Neela
Govender: "So many things people can do to [become] aware of health problems, and
how much they themselves could be responsible for their own health ... that's not
something they can forget. They will pass it on to another generation, or influence each
other. We sow the seed, and it must grow, and spread".
In focusing on the health educators' role, I seek to integrate perspectives of
"history from below" to enhance previous analyses that concentrated on doctors and
government administrators as the main architects of the Institute of Family and
Community Health. To this end, I have collected testimony of health educators as a
valuable source of historical evidence, which not only uncovers a foot soldier's view of
what the Karks called a "practice of social medicine" but also illuminates various social,
political, and economic contexts underpinning health education in South Africa.
This study used oral history techniques to explore how retired health educators
perceived their experiences at the Institute. It thematically analysed their narratives to
gain a sense of their training, goals, methods and working conditions in segregationist and
apartheid-era South Africa. My interview subjects were predominantly women
whose work reflected the centrality of maternal, child, and family health to the Institute.
As intermediaries between the clinic and the community, they were integral to the
Institute of Family and Community Health's investigation of the links between health and
culture. The themes of race, gender and culture were as pertinent in the mid-twentieth
century as they are today in the delivery of health services; health educators' narratives
might provide insights into how such conceptual factors influence the operation of
community health programs in contemporary South Africa. The ways in which the
Institute's health educators became active agents in the face of oppressive circumstances
also contain potential lessons for their counterparts currently struggling to address an
HIV/AIDS epidemic with inadequate resources and governmental support. / Thesis (M.Med.Sc.)-University of KwaZulu-Natal, 2004.
|
2 |
Educators perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children : the case of an urban secondary school in DurbanParag, Armita 02 1900 (has links)
The rapid increase in HIV-infections is changing the face of modern society. The number of HIV/AIDS orphans for sub-Saharan Africa is expected to increase to 18, 67 million in 2010. Education has a pivotal role to play in effectively dealing with the effects of the pandemic, as well as creating awareness among learners. The focus of this study is to explore educators’ perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children. The HIV/AIDS education curriculum has been introduced in a milieu of change and restructuring in South African education, presenting particular challenges for educators. This study set out to uncover how educators are engaging with their new roles and responsibilities when teaching HIV/AIDS education. / Sociology / MA (Social and Behaviour Studies in HIV/ Aids)
|
3 |
Educators perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children : the case of an urban secondary school in DurbanParag, Armita 02 1900 (has links)
The rapid increase in HIV-infections is changing the face of modern society. The number of HIV/AIDS orphans for sub-Saharan Africa is expected to increase to 18, 67 million in 2010. Education has a pivotal role to play in effectively dealing with the effects of the pandemic, as well as creating awareness among learners. The focus of this study is to explore educators’ perceptions of teaching learners about HIV/AIDS and of schools as care-giving centres for orphans and vulnerable children. The HIV/AIDS education curriculum has been introduced in a milieu of change and restructuring in South African education, presenting particular challenges for educators. This study set out to uncover how educators are engaging with their new roles and responsibilities when teaching HIV/AIDS education. / Sociology / MA (Social and Behaviour Studies in HIV/ Aids)
|
4 |
Development of nutrition education material for caregivers of immune compromised children in children's homes in the Durban areaGrobbelaar, Hendrina Helena January 2011 (has links)
Dissertation submitted in fulfillment of the requirements for the Degree of Magister
Technologiae: Consumer Science Food and Nutrition, Durban University of
Technology, 2011. / Nutrition plays a fundamental role in the care and support of people living with the
Human Immunodeficiency Virus (HIV) and children in particular are affected by
HIV and the Acquired Immunodeficiency Syndrome (AIDS) epidemic in Africa in
various ways. The epidemic puts children at risk physically, psychologically and
economically. Children are indirectly affected by HIV and AIDS when the epidemic
has a negative impact on their communities and the services these communities
provide. Undernutrition is a major problem in HIV-positive children in South Africa
with severe malnutrition as a common finding in HIV-positive children. HIV
contributes to an increased incidence and severity of undernutrition and
micronutrient deficiency. Low serum levels of vitamins A, E, B6, B12 and C, betacarotene,
selenium, zinc, copper and iron deficiencies are frequently documented
during all stages of HIV-infection. Malnutrition in turn further weakens the immune
system which increases the susceptibility to infections and the duration and the
severity of infections. Thus, the immune response is less effective and less vigorous
when an individual is undernourished. Although guidelines exist for the treatment
and management of HIV-infected children, it is clear from the literature that
exceptional measures are needed to ensure the health and well-being of the children
are met. Furthermore, residential care should not only be considered as a last resort
for children’s care, but also as an intervention that requires more than merely
addressing children’s basic physical needs. Nutrition education has been utilised
globally and in South Africa to address nutrition related problems. The main
purpose of nutrition education is to provide individuals with adequate and accurate
information, skills and motivation to buy, produce and consume the correct foods to
stay healthy and lead an active life.
Aim
The purpose of this study was to develop reliable and valid nutrition education
material for the child care workers (CCWs) of Immune Compromised children
vi
resident in Children’s Homes in the Durban area in order to maintain the child’s
immune system and to optimise their quality of life.
Methodology
The FAO framework used for planning, implementing and evaluating a nutrition
education programme was followed to develop the nutrition education material in
this study. Phase I included a situational analysis of the children homes involved.
The residential care settings that participated in this study included three Children’s
Homes in Durban. The total purposive sample included: boys (5–19 years) n = 112,
girls (5–19 years) n = 38 and CCWs n = 40. The sample of HIV-positive children
included boys (5–19 years) n = 3 and girls (5– 19 years) n = 6. The physical
measurements obtained for this study to determine nutritional status were weight and
height. The anthropometric measurements were captured and analysed by the
researcher using the World Health Organisation’s AnthroPlus version 1.0.2.
Statistical software. The following indices were included: height-for-age (stunting),
weight-for-age (underweight) and BMI-for-age (overweight and wasting). The WHO
growth standards for school-aged children and adolescents were used to compare the
anthropometric indicators. Dietary intake measurements were done by analysing the
cycle menus by means of the Food Finder® Version 3 computer software program
and comparing the results with the Dietary Reference Intakes (DRIs), specifically the
EAR and AI where the EAR were not available. The data were analysed to determine
the adequacy of energy and nutrient intake. Average portion sizes were established
by the plate waste studies method as well as observation of practices, interviews with
the central buyer and focus group discussions with the CCWs. Nutrition knowledge
of the CCWs was determined by a self-administered questionnaire developed and
tested for reliability and validity. The problems identified in Phase I through the
implementation of the questionnaires and other methods directed the design of
messages in Phase II. Once suitable media was selected, nutrition education material
was developed based on existing guidelines pertaining to HIV and AIDS. The
material developed was then tested for reliability and validity before it was produced.
vii
Results
The anthropometric measurements indicated that the majority of the HIV-negative
boys and girls were of normal height-for-age and weight-for-age. The results also
showed that possible risk of overweight and overweight were more prevalent in girls
whereas underweight was more prevalent in boys. Furthermore, the results indicated
that a third (33.0%) of the HIV-positive children were stunted and 16.7% was
severely stunted. Findings of the menu analysis indicated that both girls and boys
consumed three times more carbohydrates than the recommended intake. The DRIs
for girls and boys were met for energy and protein in all the age groups except boys
aged 14-18 years did not meet the DRI for energy. However, the comparison of the
actual intake of the macro nutrients with the WHO guidelines indicated that the
protein (10.78%) and carbohydrate (58.07%) is within the recommendations of 10-
15% and 55–75% respectively. This comparison also showed that the total fat intake
of 31.15% was above the recommended intake of 15-30%. None of the age groups
met the DRIs for fibre. The comparison of the intake with the WHO guidelines also
indicated that the total dietary fibre intake was only 19.67g/day and not 27–40g/day.
The actual fruit and vegetable intake was a mere 68.64g/day instead of 400g/day as
recommended. None of the groups met the DRIs for calcium and iodine. The results
clearly showed that micro nutrient inadequacies were more prevalent in the dietary
intake of age groups 9-13 and 14-18 years in both girls and boys. Inadequate intake
of magnesium, vitamin A, vitamin C, riboflavin, niacin, vitamin B6, pantothenate,
biotin, vitamin E and vitamin K were evident in the age group 14-18 year. Overall, it
is evident from the results on nutrition knowledge that although the respondents’
knowledge was fair on general nutrition guidelines, the results of the nutrition
knowledge questionnaire indicated that knowledge on the importance of a variety in
the diet is lacking. The CCWs displayed a very poor knowledge of the recommended
number of fruit and vegetable portions per day as well as correct serving sizes of
vegetable portions. A very poor knowledge also existed regarding the role of healthy
eating in maintaining and supporting the immune system and a limited knowledge on
correct hygiene practices was noted. The fridge magnets developed included five
messages relating to nutrition and four messages relating to food safety and hygiene.
viii
Conclusion
This study established that malnutrition is apparent in the children’s homes and that
there were many gaps in the nutrition knowledge of the CCWs. These gaps included
the role of good nutrition in the support and maintenance of the immune system and
the importance of adequate intake of fruit and vegetables daily. The NEM developed
in this study will address these gaps.
|
Page generated in 0.0718 seconds