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As a clarion call by Higher Education HIV/AIDS programme (HEAIDS) to South African universities, entrenching, integration and infusing the teaching and learning of HIV/AIDS in the curriculum of universities prove to be a sustainable solution to changing risky behaviour and attitudes of university students towards HIV/AIDS. The majority of students in South African universities lack general awareness and education in HIV/AIDS. This raises the need to produce graduates who are knowledgeable and have a positive attitude regarding HIV/AIDS. A pilot study on HIV/AIDS curriculum integration at the University of Fort Hare involved academic staff was done. A qualitative case study approach was used to describe the process and effectiveness of the curriculum integration process. The data collection was through evaluation forms, reports and a focus group interview. Data were analysed using content analysis. Guskey's model for professional development was followed to understand the process and effect of curriculum integration. Initially, the academic staff anticipated that the HIV/AIDS curriculum integration process would result in credit overload for students, time constraints and increased workload. Later, most academic staff affirmed the benefits of being involved in the project such as improving teaching and facilitation styles and research. [ABSTRACT FROM AUTHOR]

Objective: To assess type, nutrient profile and cost of food items sold by informal vendors to learners; and to determine nutrient content of corn-based processed snacks frequently sold.Design: Cross-sectional survey.Setting: Quintile 1 to 3 schools (n 36) randomly selected from six education districts; Eastern Cape, South Africa.Participants: Informal food vendors (n 92) selling inside or immediately outside the school premises.Results: Food items sold at most schools were corn-based processed snacks (94 % of schools), sweets (89 %), lollipops (72 %) and biscuits (62 %). Based on the South African Nutrient Profiling model, none of these foods were profiled as healthy. Foods less commonly sold were fruits (28 % of schools) and animal-source foods; these foods were profiled as healthy. Mean (sd) energy cost (per 418 kJ (100 kcal)) was highest for animal-source foods (R2·95 (1·16)) and lowest for bread and vetkoek (R0·76 (0·21)), snacks (R0·76 (0·30)) and confectionery products (R0·70 (0·28)). The nutrient profiling score was inversely related to the energy cost of the food item (r = -0·562, P = 0·010). Compared with brand-name corn-based processed snacks, non-branded snacks had lower energy (2177 v. 2061 kJ; P = 0·031) content per 100 g. None of the brand-name samples contained sucrose; six of the nine non-branded samples contained sucrose, ranging from 4·4 to 6·2 g/100 g.Conclusions: Foods mostly sold were unhealthy options, with the healthier food items being more expensive sources of energy. [ABSTRACT FROM AUTHOR]

Unplanned child birth generates serious health and financial problems for families, and results in a population explosion in the presence of inadequate infrastructure. In spite of the various awareness creation campaigns on family planning, many women are still ignorant of its importance; some believe that children are gifts from God and women should bear children without any restrictions. This study therefore sought to assess the knowledge, attitude and practice of family planning among women of child-bearing age attending selected hospitals in Osogbo, Osun State, Nigeria. A structured questionnaire was administered to 200 purposively selected women of child-bearing age attending the two largest infant welfare clinics in Osogbo. The mean age of the participants was 26.23 (SD ± 1.23) years. The majority (170; 85%) were married, had 3-4 children (114; 57%) and were Muslim (118; 59%). Most (130; 65%) of the participants had secondary level education. Almost all the participants (194; 97%) were knowledgeable about family planning and contraception and all of them practised it. About 70% of the women had a good attitude to family planning. There was a significant relationship between education qualification (p < 0.000) and parity (p < 0.000) and women's attitude to family planning. Likewise, there was a significant relationship between the family planning knowledge of women of child-bearing age as well as their practice of family planning (p < 0.000). The study showed that these women in the selected hospitals had good knowledge of and attitudes to family planning and applied good practices. [ABSTRACT FROM AUTHOR]

A collaborative practice of maternity obstetric unit midwives and private midwives was established in Johannesburg in 2006/2007 as a response to women's requests for natural childbirth. The values and cultural practices of the private midwife differ from those of the maternity obstetric unit midwife which leads to conflict. The therapeutic relationship between midwife and clients becomes adversely affected if the midwife is in conflict with the primary caregiver. Minimal research was found on the inter-professional relationship between midwives within the context of private midwifery care. The goal of this study was to explore and describe the experiences of midwives working for private midwives in an obstetric unit, during labour, birth and the post partum period in Gauteng. A purposive sampling technique was used and midwives who worked for a private midwife obstetric unit in Johannesburg, who met the inclusion criteria, were invited to participate in the study. A qualitative phenomenological approach was used. Phenomenological interviews were conducted with midwives working for midwives. Audio-recordings were transcribed verbatim; organized into themes and sub-themes and checked by an independent researcher using Tesch's steps of analysis. Lincoln and Guba's criteria for trustworthiness were applied to the study. These interviews were followed by a focus group interview with eight participating midwives. [ABSTRACT FROM AUTHOR]

As a clarion call by Higher Education HIV/AIDS programme (HEAIDS) to South African universities, entrenching, integration and infusing the teaching and learning of HIV/AIDS in the curriculum of universities prove to be a sustainable solution to changing risky behaviour and attitudes of university students towards HIV/AIDS. The majority of students in South African universities lack general awareness and education in HIV/AIDS. This raises the need to produce graduates who are knowledgeable and have a positive attitude regarding HIV/AIDS. A pilot study on HIV/AIDS curriculum integration at the University of Fort Hare involved academic staff was done. A qualitative case study approach was used to describe the process and effectiveness of the curriculum integration process. The data collection was through evaluation forms, reports and a focus group interview. Data were analysed using content analysis. Guskey's model for professional development was followed to understand the process and effect of curriculum integration. Initially, the academic staff anticipated that the HIV/AIDS curriculum integration process would result in credit overload for students, time constraints and increased workload. Later, most academic staff affirmed the benefits of being involved in the project such as improving teaching and facilitation styles and research.