Research Articles (CHNS)

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Browsing Research Articles (CHNS) by Subject "Development"

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    The development of a psychosocial educational programme to facilitate the reintegration of incarcerated women who had dumped babies and / or committed infanticide
    (2016) Sumpi, Ndempavali; Amukugo, Hans J.
    This paper focused process followed on the development of a psychosocial educational programme to facilitate the reintegration process of women who had dumped their babies and / or committed infanticide. The development of the educational programme established was based on the survey guide suggested by Dickoff et al. (1968) namely agent, recipient, dynamic and terminus. According to the data analysis, the women who had dumped babies and / or committed infanticides were experiencing psychological and socioeconomic challenges, as well as reintegration, legal, and ethical challenges. The researcher decided to develop a psychosocial educational programme to address those challenges. The educational programme was also designed to meet the needs of women who had dumped babies and / or committed infanticide and to equip them with competencies; such as skills, knowledge, attitudes, and values to manage the psycho-social aspects and to facilitate their reintegration. The educational programme comprises, the aim of educational, objectives, contents of an educational programme educational approaches, programme development process, evaluation of an educational programme.
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    Development of an educational programme to facilitate critical thinking of student nurses in Namibia
    (2016) Pretorius, Louise; Van Dyk, Agnes; Amukugo, Hans J.
    The article focused on the development process of an educational programme to facilitate the development of critical thinking in the students. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the need of the students in terms of critical thinking. The deductive data analysis of phase 1 served as basis of the conceptual framework for the development of an educational programme. Phase 2 focused on the development of the conceptual framework and it was achieved by utilized a specific educational approaches and philosophical framework were employed. Phase 3 and 4 were conducted simultaneously. Phase 3 focuses on implementation while phase 4 focuses on evaluation. A quasi – experimental design was implemented which focused on active participation by the participants in the programme.
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    Development of model to facilitate male involvement in the reproductive health context by the registered nurses
    (2015) Amukugo, Hans J.; Jooste, Karen; Mitonga, Kabwebwe H.
    The purpose of this article is to describe the process followed in the development of the model of facilitating male partner involvement in reproductive health (RH) context by the nurses. Namibia is one of the African countries affected by cultural and socio-economic influences that have persuaded gender roles in a way that hinders male-partner involvement in RH context. This phenomenon make difficult for the nurses to facilitate their involvement. The research methods were done in four phases. Phase 1 entitled concepts analysis. Phase one was done into two steps namely step1 - concepts identification and step 2 - concepts definition. During concept identification, qualitative, exploratory, descriptive design was followed. The target population included male and female partners attending health facilities and all nurse managers (registered nurses in charge) that provided RH services in the health facility in a northern region in Namibia. Individual interviews and focus were conducted until data saturation occurred. During the research three fundamental principles such as respect person, beneficence and justice were adhered. Tech’s eight steps of descriptive data analysis were used. Three (3) main categories, six (6) categories and twelve (12) subcategories were identified using open coding and conceptualization. The main concepts of the model were identified and classified using a survey list of Dickoff, James, Wiedenba (Dickoff,James, Wiedenbach, 1968; Mckenna, 2006). Phase 2 dealt with the creation of interrelationship statements between concepts identified in step 1. In phase 3 focuses with the description of the model using strategies proposed by (Chinn & Kramer, 1991). In phase 4, the description of guidelines and evaluation for the model was also done. The applied the principle of trustworthiness through developing dependability, credibility, transferability and confirmability in all four phases. A model was developed based on a theory generated approach. The model consist of five phase namely, situational analysis in the external environment (community) and internal environment (health facilities); establishment of partnership (male and female partner and Nurses), management process, maintaining the conducive environment and control & terminus/ outcome phase. It was concluded that facilitation of Male involvement in RH care context is needed. Further the recommendations were made to implement a model within the current health care framework in which reproductive health is provided.
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    Development of the conceptual framework for a quality improvement training programme for health professionals in the Ministry of Health and Social Services in Namibia
    (2016) Nangombe, Julia P.; Amukugo, Hans J.
    This article describe the process followed by the researcher in the development of the conceptual framework for a quality improvement training programme for health professionals in the Ministry of Health and Social Services in Namibia. The conceptual framework of this study was based on the Practice Orientated Theory of Dickoff (1968) that assisted with explaining the concepts used in developing the quality improvement training programme for health professionals at the health facilities. Dickoff’ s (1968) practice orientated theory consists of the agent, recipients, context, procedure, dynamics, and the terminus. In this study, the agent was a quality specialist, the recipients were health professionals, the context was the health facilities, the dynamics were challenges that health professionals were experiencing; the procedure was the training programme, while the terminus was knowledgeable and skillful health professionals in quality health care delivery.