Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Globally there is a serious need to equip children and young people with knowledge, attitudes, skills and values to assist them in making healthy lifestyle choices. Life skills education is possibly among the most important answers to the problems and challenges many young people are faced with. Life skills programs are being developed to address the alarming increase in high risk health behaviours among adolescents. According to international research, Health promotion is a critical life skill to acquire, since health impacts on almost every facet of a person and their society. The South African Department of Education introduced Life Orientation as a Learning Area as part of Outcomes Based Education. The paramount role of Life Orientation within the context of the Health Promoting School is increasingly being recognised by educational planners, policy makers, school managers, teachers, parents and even learners themselves. Health promotion as part of Life Orientation aspires to promote a healthy lifestyle and equip learners with the knowledge and skills to attain and maintain a healthy lifestyle. It further aims to reduce risk behaviours and equip learners with social skills. Empirical research was done in the Gauteng Province of South Africa. In order to give voice to teachers and health co-ordinators in terms of their views and comments on Life Orientation, questionnaires and focus group interviews were utilised. Based on the evidence gathered in questionnaires, discussions and observations in the selected Health Promoting Schools, it emerged that Life Orientation has a major role to play in instilling knowledge and skills to promote health and well-being. However, even though Health promotion is included in the Life Orientation curriculum, there seems to be a lack of energy and motivation to progress to Health Promoting Schools. It emerged that Life Orientation teachers viewed a healthy lifestyle as the link between Life Orientation and Health promotion, which is a positive indication that schools are making progress towards becoming Health Promoting Schools. Furthermore, the quantitative research revealed key issues that need be dealt with, especially proper water and sanitation, policies on tobacco and substance use, the enhancement of physical well-being of the learners and an integrated nutrition program. Schools need an effective safety and security plan to ensure a safe school environment conducive to teaching-and-learning. Learners should receive basic health screening with appropriate referrals from school nurses. Also, trained health promoters should oversee and manage the health promoting program in the Health Promoting School. The qualitative research indicated that healthy lifestyles are promoted, with particular focus on balanced diets, clean and hygienic environments and adequate physical activity. It emerged that stakeholders play an important role, including the community, school nurses, private companies and governmental departments. Community involvement is particularly important, since community members assist the school by cleaning, cooking, gardening and participating in health promoting awareness. It can be concluded that Life Orientation has a prominent role to play in the Health Promoting School. A successful initiative requires the involvement of the entire school, changes to the schools’ psychosocial environment and participation from the parents and wider community. / Thesis (PhD (Educational Psychology))--North-West University, Potchefstroom Campus, 2013.

Hierdie navorsing het die bevordering van die regering se gesondheidsbevorderingsdoelwitte soos vervat in die Witskrif vir die Transformasie van die Gesondheidstelsel in Suid-Afrika, Kennisgewing 667 van 1997 (White Paper for the Transformation of the Health System in South Africa Notice 667 of 1997) ten doel. 'n Verdere doel was om die behoefte na beroepsgesondheidsbevorderende programme in geselekteerde beroepsituasies vanuit 'n verpleegkundige perspektief vas te stel. Die resultate van hierdie navorsing het aangedui dat daar wel 'n behoefte bestaan aan beroepsgesondheidsbevorderende programme in geselekteerde beroepsituasies. Hierdie behoefte is vasgestel deur middel van die literatuurstudie en deur die versameling van inligting deur middel van 'n opname. 'n Holistiese en bemagtigingsbenadering tot beroepsgesondheidsbevorderende, asook 'n gesondheidsbevorderende verplegingsbenaderingsraamwerk word voorgestel. Addisioneel word riglyne vir die ontwikkeling en implementering van beroepsgesondheidsbevorderingsprogramme asook 'n gesondheidsbevorderende verpleegopleidingsprogram voorgestel. Daar word aanbeveel dat gesondheidsbevorderende verpleegkunde ingesluit word in alle verpleegkunde praktyke en verpleegkunde kurrikula. Aanbevelings ten opsigte van toekomstige navorsing sentreer rondom 'n ondersoek na die huidige status van beroepsgesondheidsbevordering, navorsing met betrekking tot die gesondheidsbevorderende werkplek en kampus - wat alle belanghebbendes insluit - die status van gesondheidsbevorderende opleiding; en navorsing gelyksoortig aan hierdie een in ander streke van Suid-Afrika. Die skeiding tussen beroeps- en primere gesondheidsorg in werkplekke behoort ook ondersoek te word. / This research is aimed at furthering the health promotion and occupational health objectives of the government as is set out in the "The White Paper for the Transformation of the Health System in South Africa Notice 667 of 1997". The aim of this research was to determine the need for occupational health promotion programmes in selected occupational settings from a nursing perspective. The overall outcome of this research demonstrated that a need exists for occupational health promotion programmes in selected occupational settings. This was illustrated by the literature study and by the information collected through a survey. Three frameworks are proposed, namely a holistic approach to an occupational health promotion programme, an empowerment occupational health promotion approach, and a health promoting nursing framework. In addition, guidelines for the development and implementation of an occupational health promotion programme and a health promotion and health promoting nursing training programme are recommended. It is also recommended that health promoting nursing be included in all nursing practice and nursing training curricula. Recommendations for future research centred on the investigation of the present status of occupational health promotion, research regarding the health promoting workplace and campus that involves all stakeholders, the status of health promotion training, and research similar to this one in other regions of South Africa. The division of occupational health and primary health care in occupational health settings needs to be investigated as well. / Health Studies / M.A. (Advanced Nursing Sciences)

Hierdie navorsing het die bevordering van die regering se gesondheidsbevorderingsdoelwitte soos vervat in die Witskrif vir die Transformasie van die Gesondheidstelsel in Suid-Afrika, Kennisgewing 667 van 1997 (White Paper for the Transformation of the Health System in South Africa Notice 667 of 1997) ten doel. 'n Verdere doel was om die behoefte na beroepsgesondheidsbevorderende programme in geselekteerde beroepsituasies vanuit 'n verpleegkundige perspektief vas te stel. Die resultate van hierdie navorsing het aangedui dat daar wel 'n behoefte bestaan aan beroepsgesondheidsbevorderende programme in geselekteerde beroepsituasies. Hierdie behoefte is vasgestel deur middel van die literatuurstudie en deur die versameling van inligting deur middel van 'n opname. 'n Holistiese en bemagtigingsbenadering tot beroepsgesondheidsbevorderende, asook 'n gesondheidsbevorderende verplegingsbenaderingsraamwerk word voorgestel. Addisioneel word riglyne vir die ontwikkeling en implementering van beroepsgesondheidsbevorderingsprogramme asook 'n gesondheidsbevorderende verpleegopleidingsprogram voorgestel. Daar word aanbeveel dat gesondheidsbevorderende verpleegkunde ingesluit word in alle verpleegkunde praktyke en verpleegkunde kurrikula. Aanbevelings ten opsigte van toekomstige navorsing sentreer rondom 'n ondersoek na die huidige status van beroepsgesondheidsbevordering, navorsing met betrekking tot die gesondheidsbevorderende werkplek en kampus - wat alle belanghebbendes insluit - die status van gesondheidsbevorderende opleiding; en navorsing gelyksoortig aan hierdie een in ander streke van Suid-Afrika. Die skeiding tussen beroeps- en primere gesondheidsorg in werkplekke behoort ook ondersoek te word. / This research is aimed at furthering the health promotion and occupational health objectives of the government as is set out in the "The White Paper for the Transformation of the Health System in South Africa Notice 667 of 1997". The aim of this research was to determine the need for occupational health promotion programmes in selected occupational settings from a nursing perspective. The overall outcome of this research demonstrated that a need exists for occupational health promotion programmes in selected occupational settings. This was illustrated by the literature study and by the information collected through a survey. Three frameworks are proposed, namely a holistic approach to an occupational health promotion programme, an empowerment occupational health promotion approach, and a health promoting nursing framework. In addition, guidelines for the development and implementation of an occupational health promotion programme and a health promotion and health promoting nursing training programme are recommended. It is also recommended that health promoting nursing be included in all nursing practice and nursing training curricula. Recommendations for future research centred on the investigation of the present status of occupational health promotion, research regarding the health promoting workplace and campus that involves all stakeholders, the status of health promotion training, and research similar to this one in other regions of South Africa. The division of occupational health and primary health care in occupational health settings needs to be investigated as well. / Health Studies / M.A. (Advanced Nursing Sciences)

BACKGROUND Cardiovascular disease (CVD) is a major health problem worldwide. In South Africa, the prevalence of cardiovascular disease (CVD) is often underestimated. The prevalence of CVD is very high, especially in urban areas, where two thirds of Africans present with multiple risk factors for CVD. The surge in CVD seems largely caused by modifiable risk factors. Although several studies have been conducted on the high prevalence and burden of CVD, there is limited research investigating possible relationships between CV risk factors and CVD knowledge. In order to address the burden of CVD as a public health issue, it is necessary to determine the level of CVD knowledge to bridge the possible knowledge gap in the control and primary prevention of CVD. It is therefore important to get a clear understanding of the relationship between CV risk factors and knowledge of CVD to contribute to the development and implementation of primary prevention programmes to reduce the prevalence of CVD. The findings from the study may be useful in designing community based health promotion programmes to prevent and control CVD within primary health care settings. A clear and comprehensive understanding of how risk factors contribute to the development of the CVD may enable individuals to identify their risk factors, but also to take action to reduce their risk for developing CVD. AIM This study aimed to determine the relationship between CV risk factors and knowledge of CVD in a group of African men. METHODOLOGY This study is quantitative in nature and followed a descriptive correlational design to describe the relationship between CV risk factors and knowledge of CVD. The study included 118 African men employed at the Vaalharts Water Scheme, North-West Province, South Africa. For the purpose of the study, data was collected by means of questionnaires and individual health screening. Participants completed a general health questionnaire, as well as a Heart Disease Knowledge Questionnaire. Individual health screening included anthropometric measurements (height, weight, waist circumference and body mass index), blood pressure (BP), rapid testing of blood glucose and cholesterol. By using Pearson correlations we determined whether CVD knowledge scores relate to individual CV risk factors. RESULTS The mean CV knowledge score was 75%, with an acceptable Cronbach’s alpha of 0.64 (CA=0.64). One third of the group displayed moderate to high CV risk profiles. Participants had a mean BP of 146/92 mmHg, which falls in the hypertensive range of the European guidelines. Their fasting blood glucose levels of 5.8 ± 2.0mmol/L were higher than the normal cut-off of 5.6mmol/L. Their mean body mass index was 25.9 ± 5.9 kg/m2. Overall, we observed a lack of association between CV risk factors and CVD knowledge. Only one borderline significant association existed between triglycerides and CVD knowledge (r=0.167; p=0.071). CONCLUSIONS Despite African men having increased CV risk and a relatively good knowledge of CVD risk factors, there seems to be a disconnect between their CV risk and CVD knowledge. Furthermore, in this group of African men, this knowledge does not appear to translate to changes in their own perceived severity of risk factors. Our results suggest that a good CVD knowledge does not appear to influence changes in CV risk factor levels. / MCur, North-West University, Potchefstroom Campus, 2015

BACKGROUND Cardiovascular disease (CVD) is a major health problem worldwide. In South Africa, the prevalence of cardiovascular disease (CVD) is often underestimated. The prevalence of CVD is very high, especially in urban areas, where two thirds of Africans present with multiple risk factors for CVD. The surge in CVD seems largely caused by modifiable risk factors. Although several studies have been conducted on the high prevalence and burden of CVD, there is limited research investigating possible relationships between CV risk factors and CVD knowledge. In order to address the burden of CVD as a public health issue, it is necessary to determine the level of CVD knowledge to bridge the possible knowledge gap in the control and primary prevention of CVD. It is therefore important to get a clear understanding of the relationship between CV risk factors and knowledge of CVD to contribute to the development and implementation of primary prevention programmes to reduce the prevalence of CVD. The findings from the study may be useful in designing community based health promotion programmes to prevent and control CVD within primary health care settings. A clear and comprehensive understanding of how risk factors contribute to the development of the CVD may enable individuals to identify their risk factors, but also to take action to reduce their risk for developing CVD. AIM This study aimed to determine the relationship between CV risk factors and knowledge of CVD in a group of African men. METHODOLOGY This study is quantitative in nature and followed a descriptive correlational design to describe the relationship between CV risk factors and knowledge of CVD. The study included 118 African men employed at the Vaalharts Water Scheme, North-West Province, South Africa. For the purpose of the study, data was collected by means of questionnaires and individual health screening. Participants completed a general health questionnaire, as well as a Heart Disease Knowledge Questionnaire. Individual health screening included anthropometric measurements (height, weight, waist circumference and body mass index), blood pressure (BP), rapid testing of blood glucose and cholesterol. By using Pearson correlations we determined whether CVD knowledge scores relate to individual CV risk factors. RESULTS The mean CV knowledge score was 75%, with an acceptable Cronbach’s alpha of 0.64 (CA=0.64). One third of the group displayed moderate to high CV risk profiles. Participants had a mean BP of 146/92 mmHg, which falls in the hypertensive range of the European guidelines. Their fasting blood glucose levels of 5.8 ± 2.0mmol/L were higher than the normal cut-off of 5.6mmol/L. Their mean body mass index was 25.9 ± 5.9 kg/m2. Overall, we observed a lack of association between CV risk factors and CVD knowledge. Only one borderline significant association existed between triglycerides and CVD knowledge (r=0.167; p=0.071). CONCLUSIONS Despite African men having increased CV risk and a relatively good knowledge of CVD risk factors, there seems to be a disconnect between their CV risk and CVD knowledge. Furthermore, in this group of African men, this knowledge does not appear to translate to changes in their own perceived severity of risk factors. Our results suggest that a good CVD knowledge does not appear to influence changes in CV risk factor levels. / MCur, North-West University, Potchefstroom Campus, 2015

Psychological violence is mistreatment that is severe enough to influence the target person's health, to destroy his work or total career and overstrain his relationship with his family or friends. The impact of psychological violence has compelled many a company and organization to introduce policy to stop the serious consequences thereof. It seems not to be the case in the South African education. The mixed method research design was used in this study to investigate the nature and impact of psychological violence on the health of secondary school educators in the Free State. Strategies were proposed to reduce educators' experiences of psychological violence and the impact thereof on their health. Two measuring instruments were used in this study to collect the quantitative data, namely the Revised Negative Acts Questionnaire (NAQ-R) and the Symptoms Checklist. Both these measuring instruments were distributed amongst 727 secondary school educators at 82 schools in the five education districts of the Free State. The qualitative data collection was done with 32 educators. The sources of psychological violence, likewise in the literature, are management, learners and parents. Psychological violence often causes enormous stress and it leads to a situation where educators feel depressed and traumatised. The general aim of this study is to invsetigate the nature and impact of psychological violence on secondary school educators in the Free State. Some of the findings in this study are that there are not differences between men and women with regard to exposure to psychological violence; older educators experience more exposure to psychological violence; teaching experience, qualifications and ethnicity are indeed determining factors with regard to exposure. It is also possible, as appears from the findings, that here a minority group is exposed more to psychological violence. The results of both data sets, quantitative and qualitative, are mutually confirming. It was found in this study that secondary school educators indeed experience psychological violence. The assumption is that the findings of this study will help to strengthen information that will be useful for the enhancement of educator health at schools. / PhD (Educational Psychology), North-West University, Potchefstroom Campus, 2014

Psychological violence is mistreatment that is severe enough to influence the target person's health, to destroy his work or total career and overstrain his relationship with his family or friends. The impact of psychological violence has compelled many a company and organization to introduce policy to stop the serious consequences thereof. It seems not to be the case in the South African education. The mixed method research design was used in this study to investigate the nature and impact of psychological violence on the health of secondary school educators in the Free State. Strategies were proposed to reduce educators' experiences of psychological violence and the impact thereof on their health. Two measuring instruments were used in this study to collect the quantitative data, namely the Revised Negative Acts Questionnaire (NAQ-R) and the Symptoms Checklist. Both these measuring instruments were distributed amongst 727 secondary school educators at 82 schools in the five education districts of the Free State. The qualitative data collection was done with 32 educators. The sources of psychological violence, likewise in the literature, are management, learners and parents. Psychological violence often causes enormous stress and it leads to a situation where educators feel depressed and traumatised. The general aim of this study is to invsetigate the nature and impact of psychological violence on secondary school educators in the Free State. Some of the findings in this study are that there are not differences between men and women with regard to exposure to psychological violence; older educators experience more exposure to psychological violence; teaching experience, qualifications and ethnicity are indeed determining factors with regard to exposure. It is also possible, as appears from the findings, that here a minority group is exposed more to psychological violence. The results of both data sets, quantitative and qualitative, are mutually confirming. It was found in this study that secondary school educators indeed experience psychological violence. The assumption is that the findings of this study will help to strengthen information that will be useful for the enhancement of educator health at schools. / PhD (Educational Psychology), North-West University, Potchefstroom Campus, 2014

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014