Welcome to the University of Venda Institutional Repository, an open digital archive of the research output of the University of Venda. Univen IR contains theses and dissertations, research papers as well as conference papers. For further information and assistance please contact Mr Keith Malabi at +27 15 9628564 or +27 15 962 8314 during office hours
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Recent Submissions
Culturally Congruent Interventions for People Living with Epilepsy in Selected Rural Communities of Limpopo and Mpumalanga Provinces
(2025-09-05) Nemathaga, Muofheni; Maputle, M. S.; Makhado, L.; Mashau, N. S.
Background: Epilepsy is a neurological disorder characterised by recurrent seizures. It affects millions of people worldwide and significantly impacts their quality of life. Most people living with epilepsy, particularly those in rural areas, do not receive adequate treatment to control their seizures. Traditional healers and faith-based healers are usually given first preference, and healthcare practitioners are considered later, causing unnecessary delays in early diagnosis and treatment.
Aim: This study aimed to develop culturally congruent interventions for people living with epilepsy in selected rural communities in Limpopo and Mpumalanga Provinces. The goal was for these interventions to bridge the gap between faith-based, traditional, and modern healthcare practices, ensuring that individuals receive the necessary care and support while respecting their cultural values and beliefs.
Methods: A multi-method research approach was used to achieve the study’s objectives. Data collection was performed through in-depth individual interviews. Data was analysed using Tesch’s method of qualitative data analysis.
Findings: A series of articles was generated from the findings:
1. Global availability of epilepsy interventions: A systematic review. Fifteen articles were reviewed and appraised using the Critical Appraisal Skills Programme rating tool. Four themes emerged from the findings: cultural interventions, faith-based interventions, Western interventions, and intervention programmes.
2. Diagnosis of epilepsy by traditional healers and its implications on management in selected rural communities of Limpopo and Mpumalanga provinces: A qualitative study. Findings from this study revealed that traditional healers have varied beliefs and misconceptions regarding the causes and diagnosis of epilepsy, hence greatly influencing the management. The misconceptions on the causes include a calling by ancestors, urine contents, snake in the stomach, contaminated digestive system, and witchcraft. The management included using herbal plants, insects, foam excreted during seizures and urine of the person living with epilepsy.
3. Views of traditional healers collaborating with health professionals when managing epilepsy in selected rural areas of Limpopo and Mpumalanga Provinces (South Africa). The study's findings revealed two themes: a perspective on collaboration in epilepsy treatment and strategies to enhance its implementation. Most traditional healers were unaware of the official collaboration in managing epilepsy. When they found out about it, most of them were willing to collaborate with health professionals.
4. Experiences of people living with epilepsy regarding treatment and interventions in selected rural communities in Limpopo and Mpumalanga Provinces, South Africa. Three themes emerged from the data: experiences with care by traditional healers, experiences with care by faith-based healers, and experiences of care by professional nurses at local clinics. The findings revealed that the majority of people living with epilepsy preferred care provided by traditional healers and faith-based healers over modern medical treatment from the local clinics, even though they were not always effective. Modern treatment was usually considered later, causing delays in diagnosis and treatment.
5. Professional nurses’ experiences of managing epilepsy at limited resource rural facilities in Limpopo and Mpumalanga provinces, South Africa. Four themes emerged from the data: experiences of professional nurses during the management of epilepsy, inadequate training in the management of epilepsy, insufficient supply of antiepileptic drugs, and late presentation to local clinics.
6. Which way to go? Exploring faith-based healers’ practices regarding the management of epilepsy in selected rural communities in Limpopo and Mpumalanga provinces. This study found that faith-based healers had varied beliefs and misconceptions regarding the causes of epilepsy, significantly influencing the diagnosis and management of the condition. Misconceptions regarding the causes of epilepsy included evil spirits, demonic possession, difficulty breathing, and foam in the lungs. Traditional and faith-based management involved prayer, fasting, and consuming fresh milk and weak tea. However, no scientific evidence regarding this traditional management approach's potential anticonvulsive properties or pharmacokinetics could be provided.
7. Conceptual framework to provide culturally congruent care to people living with epilepsy in selected rural communities in Limpopo and Mpumalanga provinces, South Africa. The study found that many patients were not receiving the necessary interventions because treatment preferences were greatly influenced by their cultural beliefs.
8. Development of culturally congruent interventions for people living with epilepsy in rural communities Limpopo and Mpumalanga provinces, South Africa. This study developed culturally congruent interventions that are sensitive and acceptable to the community members of Limpopo and Mpumalanga Provinces.
Conclusion: Cultural beliefs, values, and practices significantly impact how epilepsy is perceived and managed in rural communities. Healthcare professionals must comprehend and honour these cultural norms when developing interventions for people with epilepsy. Healthcare professionals can enhance patient outcomes and increase acceptance of medical interventions by implementing culturally appropriate practices, such as engaging with community leaders or traditional healers to incorporate traditional healing practices into treatment interventions.
Investigating the Involvement of Teachers in the Curriculum Development of Life Sciences Education in Secondary Schools
(2025-09-05) Tshilongamulenzhe, Zwivhuya; Tshisikhawe, M. P.; Tshiovhe, T. E.
This study aims to examine the involvement of Life Sciences teachers in curriculum development and how their participation influences the effectiveness of Life Sciences education in secondary schools in the Vhembe District. Life Sciences is a key subject in secondary education, yet teachers’ voices in curriculum development remain limited, which may affect teaching practices and learner performance. This study seeks to provide insight into the extent of teacher participation and its impact on curriculum implementation. This study will be underpinned by Vygotsky’s Socio-Cultural Theory, which emphasises the role of social interaction and collaboration in learning and knowledge construction, and the Teacher Professionalism Theory, which highlights the importance of teacher agency and participation in curriculum decision-making. A mixed-methods research approach will be employed, using a concurrent triangulation design to collect and interpret both quantitative and qualitative data simultaneously. For the quantitative component, the study will adopt a positivist paradigm, focusing on objective measurement of teachers’ participation through structured surveys. For the qualitative component, an interpretivist paradigm will be used to explore teachers’ experiences, perceptions, and insights through semi-structured interviews. A combination of quantitative surveys and qualitative semi-structured interviews will be used to gather data directly from Life Sciences teachers. Purposive sampling will be employed to select teachers who are directly involved in teaching Life Sciences. The sample will consist of 30 Life Sciences teachers drawn from selected secondary schools in the Vhembe District, which is considered adequate to provide meaningful and context-specific insights. Data analysis will involve descriptive statistics for quantitative data to summarise trends and patterns, while qualitative data will be analysed using thematic analysis to identify recurring themes, perceptions, and experiences relating to teacher involvement in curriculum development. The findings of this study are expected to contribute to improving curriculum development processes, enhancing teacher participation, and strengthening the overall quality of Life Sciences education in the Vhembe District.
Challenges in Teaching and Learning of Reading in English as a Second Language in Ghanaian Basic Schools
(2025-09-05) Dorvio-Dzakpa, Comfort; Klu. E. K.; Sikitime, T. E.; Mashige, M. C.
This study investigated the challenges pre-service teachers from Accra College of Education encountered when teaching reading comprehension in English as a second language within Ghanaian basic schools. It was conducted in the school environments of six basic schools drawn from the basic schools of Accra College of Education. The participants were Level 400 students (final-year pre-service teachers) from Accra College of Education, learners they instructed during their macro teaching practice, and their mentors (teachers from the basic schools).
The study was an action research design utilizing a mixed-method approach. The sequential explanatory design was adopted to enable the collection of quantitative data (the primary source of data) first, followed by gathering qualitative data to enhance the initial findings. The quantitative data were collected through questionnaires and tests as instruments. One hundred pre-service teachers responded to the questionnaires, while three hundred and sixty learners were assessed through the pre-test and post-test. An intervention interspaced the tests. Then, the qualitative data were collected through classroom observations, semi-structured interviews with in-service teachers, and focus group discussions involving pre-service teachers and learners. The qualitative data were organized through thematic analysis, highlighting the key themes emerging from the data, with content analysis providing interpretation of these themes, supported by direct quotes from participants. Quantitative data were analysed using SPSS Version 21.
The findings identified teaching large classes, limited availability of English reading textbooks in the basic schools, and learners' lack of foundational reading skills, even at the Junior High (Basic Eight) level, as some challenges that pre-service teachers encounter in delivering reading comprehension instruction in the basic schools. The study also highlighted a disconnect between the strategies intended for teaching reading comprehension to basic school learners and the training received by pre-service teachers in college. Based on the findings, suggestions and recommendations were made to policymakers, teacher education curriculum designers, and the Heads of Colleges of Education in Ghana.
Development of Strategies for Implementation of Preconception Care: A Tool to Improve Perinatal Outcomes in Selected Districts of Limpopo Province
(2025-09-05) Ndou, Ntombizodwa Paulinah; Malwela, T.; Maputle, M. S.; Raliphaswa, N. S.
Preconception care (PCC) is the provision of biomedical, behavioural, and social health interventions to women and couples before they fall pregnant. The purpose of PCC is to lessen factors leading to maternal conditions; thus, reducing maternal and perinatal mortality rates. PCC focuses on the following elements: nutrition, vaccines for preventable diseases, treatment of chronic and infectious diseases, genetic counselling, prevention of too early or unwanted and rapid successive pregnancies, infertility, mental health, human immunodeficiency syndrome, and prevention of tobacco and psychoactive substance use. There is evidence that provision of PCC can improve maternal health and perinatal outcomes. The implementation of PCC can assist in promoting positive perinatal outcomes; thus, a reduction in maternal and perinatal mortality. PCC have been successfully implemented in high income countries like China and Netherlands, while countries like UK are still struggling to get it established, though they have PCC policies and guidelines. The purpose of the study was to develop strategies for implementing PCC recommendations to improve perinatal outcomes in selected districts of the Limpopo Province.
An exploratory sequential mixed method approach was utilized, wherein the researcher employed the qualitative and quantitative research techniques, methods, approaches, and concepts in a single study. Participants for the qualitative study were professional nurses who have worked at the clinics and community health centers (CHCs) in the selected districts of the Limpopo Province for a period of three years or more, and women of childbearing age (WCBA) aged 19-35 years visiting clinics and CHCs. Both groups of participants were purposively sampled. The study was conceptualized within Pender’s Health Promotion Model (HPM) and was conducted in three phases.
In phase one, qualitative data were collected from 29 professional nurses working at clinics and CHCs through in-depth interviews and 51 WCBA through eight focus group discussions. Data were analyzed using Tesch’s eight steps of data analysis. The qualitative results guided the development of an instrument to collect data quantitatively in phase two. Participants in phase three were 180 professional nurses
selected through simple random sampling, and a questionnaire was used to collect the quantitative data. SPSS version 25 was employed to analyze quantitative data. The inclusion criteria for professional nurses required that they had worked at a clinic or CHC for three or more years and for the WCBA to be 19-35 years old and utilizing those clinics or CHCs. Ethical research principles and measures of trustworthiness were adhered to. Reliability and validity were also ensured.
Findings: The qualitative findings revealed the partial implementation of PCC, knowledge gap, task shifting among professional nurses, lack of awareness about preconception, good perception of preconception, lack of support from spouse, fear of knowing about HIV status, and cultural practices surrounding pregnancy and childbirth. The quantitative results revealed that professional nurses knew some PCC aspects, though inadequate, had a good perception of the role of PCC in improving maternal health, and had a positive attitude towards PCC. This study followed the Chartered Management Institute steps of strategy development modified from Hunt’s strategy development model during the development of the strategy in Phase 3 stage 2. The following are some of the strategies that were developed: Increase the number of professional nurses in clinics and CHCs so that they can be able to cope with the workload. Capacity building of professional nurses working at the clinics and CHCs regarding PCC recommendations, empowering of the lower categories of nurses with PCC-related information in order to help professional nurses with health education, training of Mother mentors should also be empowered with PCC-related information Managers to monitor the implementation of PCC recommendations, community awareness regarding PCC and addressing cultural issues with respect and sensitivity. The developed strategies were validated using the Delphi technique.
Conclusion: There is a partial implementation of the preconception recommendations in the districts selected related to the knowledge gap and lack of awareness by WCBA. Both professional nurses and WCBA perceived preconception as a valuable service in improving maternal health before conception, hence, positive pregnancy outcomes.
Recommendations: The study has proposed the following recommendations: Empowering professional nurses with PCC recommendations to enhance implementation and raising awareness of PCC among WCBA and the community at large to enhance the implementation of the PCC recommendations.
Implementation of South African Government Language Policy in Public Institutions: A Case Study of Siloam Hospital
(2025-09-05) Tshigabe, Aluimelwi John
This study investigated the implementation of the South African Government Language Policy within public institutions, using Siloam Hospital, a district hospital located in the rural Vhembe District of Limpopo Province, as a case study. Rooted in the constitutional recognition of twelve official languages, including the recent inclusion of South African Sign Language (SASL) in 2023, this study critically assessed how public healthcare institutions align with national and departmental language policies, specifically the National Department of Health Language Policy of 2015. The research was anchored in Spolsky’s Theory of Language Policy, which emphasises the interplay of language practices, beliefs, and management within multilingual contexts. Employing a qualitative research design, data were gathered through semi-structured interviews with healthcare professionals, including doctors, nurses, pharmacists, and paramedics, as well as through the examination of internal hospital documents, signage, and notices. The study explored both the internal communication dynamics among staff and the external interactions between healthcare providers and patients, with an emphasis on how linguistic mismatches affected service delivery, diagnosis, treatment adherence, and patient satisfaction. Findings revealed a persistent gap between language policy mandates and actual practices at Siloam Hospital. Although the Constitution and departmental policies require the use of multiple official languages in government institutions, English continues to dominate most interactions. The hospital’s staff composition, comprised of multilingual professionals from various regions, faces challenges in communicating effectively with patients who primarily speak Tshivenda, Xitsonga, or Sepedi. A lack of trained interpreters, limited translation infrastructure, and insufficient awareness of language policy obligations contribute to systemic communication barriers. These barriers often result in misdiagnosis, ineffective treatment, and heightened patient anxiety, undermining the goals of equitable and inclusive healthcare. The study also addressed historical and socio-political factors influencing language use in South African institutions, including the legacy of colonial and apartheid-era language dominance. It examined the slow progression in the elevation of African indigenous languages in public life, despite constitutional provisions and policy frameworks designed to reverse historical injustices. The
research highlights the contradiction between legal mandates and practical implementation, exacerbated by socioeconomic challenges, staff shortages, budgetary constraints, and public attitudes that prioritise English for perceived upward mobility. The study concludes that while policies advocating multilingualism exist on paper, their practical execution remains inadequate in healthcare settings such as Siloam Hospital. It recommends the appointment of trained interpreters, increased budgetary allocation for language services, targeted staff training, community language profiling, and robust policy monitoring mechanisms. By bridging the gap between policy and practice, public institutions can foster inclusive service delivery, enhance healthcare outcomes, and promote the dignity of all official languages. This research contributes to the broader discourse on language rights, public health equity, and post-apartheid transformation in South African governance.