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Background. Studies have shown that poverty has reduced in households receiving a child support grant (CSG), and that it has contributed to improving the lives of beneficiaries. Objectives. The study objectives were to determine the contribution of the CSG to the diet and nutritional status of children under 5 years old. Methods. The study was a cross-sectional descriptive survey with an analytical component of 189 caregiver-child pairs receiving CSGs from Mogalakwena Municipality. Data were collected by using a validated questionnaire and anthropometric measurements. Results. About 36.5% of caregivers were between the ages of 26 and 35 years, 75.7% unmarried, and 84.1% unemployed. The mean (standard deviation (SD)) age of children was 2.84 (1.33) years of whom 77.8% lived in a household of more than 5 people. Most caregivers received nutritional education from relatives, 71.1% were never educated about nutrition, and 57.9% of children were fed 3 times/day. The child support grant was used by 94.2% of recipients to buy food, with an average monthly expenditure of ZAR171.55 (155.25), while the proportion of the total grant spent on food was 44%. There was a 53.5% prevalence of stunting, 32.3% of wasting and 5.3% underweight among the children, while 22.1% of caregivers were overweight and 12.1% obese. Conclusion. Most caregivers were not taught about child feeding. The proportion of CSG spent on food was less than 50%, with most bought food being of low nutritional quality. The prevalence of wasting and stunting was very high, accompanied by a high prevalence of overweight and obesity in caregivers. [ABSTRACT FROM AUTHOR]

Background. Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The current education programme at the School of Health Care Sciences, University of Pretoria, South Africa primarily follows a uniprofessional approach. Objectives. To describe the development of interprofessional modules over 4 years between the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography. Methods. The Knowledge-to-Action model guided the module development process. The planning phase comprised three steps: (i) problem identification (e.g. national and international policy focus on interprofessional education); (ii) review of existing knowledge (e.g. common learning outcomes); and (iii) adaptation of knowledge to the local context (e.g. syllabi and logistics). Results. The development of interprofessional modules can be guided by the above-mentioned model to meet the needs of the faculty, departments, students and community and to contribute to interprofessional education, while overcoming the associated challenges. Conclusion. Challenges included clashes in timetable schedules, financial constraints, administrative support, logistical issues and resistance to change. The designing and implementing of new modules were intense and time consuming, and required commitment. The development of the modules was an excellent example of interprofessional teamwork that needs to be transferred to the implementation and role modelling of interprofessional education. [ABSTRACT FROM AUTHOR]

Background: Healthcare professionals (HCPs) produce various types of waste in the course of rendering healthcare services. Each classification of waste must be disposed of according to the prescribed guidelines. Incorrect disposal of waste may pose a danger to employees, patients and the environment. HCPs must have adequate knowledge of the disposal of medical waste., Objectives: To determine the knowledge and practices of HCPs with regard to medical waste disposal at a hospital in Mpumalanga Province, South Africa., Methods: A quantitative cross-sectional research approach was used. The study respondents included nurses, medical doctors, dental health staff and allied health staff. Data were collected through self-administered questionnaires and analysed using IBM SPSS version 22.0., Results: A high proportion of HCPs did not have adequate knowledge regarding the disposal of medical waste, but nevertheless disposed of medical waste appropriately. While the knowledge and practices of HCPs with regard to medical waste disposal were not associated with age, gender or years of experience, there was an association between professional category and knowledge and practices., Conclusions: Disposal of medical waste is the responsibility of all HCPs. All categories of HCPs should receive regular training to improve their knowledge regarding disposal of medical waste and to minimise the risks associated with improper waste management. This will further increase compliance with the guidelines on disposal of medical waste.