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Parents’ perceptions towards adolescents’ use of contraceptives in Chawama township.
Full text linkThesis of Master of Science in Midwifery and Women’s HealthBackground: Adolescent girls have a high prevalence of unintended pregnancies. Adolescent reproductive health is an area of major public health challenge, in which unintended pregnancies and maternal mortality due to pregnancy are the top causes of death among adolescent girls globally. Despite the availability of contraceptives, their use is low among African adolescents, a situation partly attributable to parental disapproval and societal stigma. The study aimed to assess the perception of parents of adolescents in Chawama township of Lusaka.
Methods: A descriptive cross-sectional design was employed and a sample size of 258 parents was drawn by simple random sampling in Chawama township of Lusaka District, Zambia. Data were collected using a researcher-administered questionnaire that was developed by the researcher. Both descriptive and inferential analyses were computed using Statistical Package for Social Statistics version 27.
Results: The results revealed that a slight majority (51.5%) held negative perceptions of adolescent contraceptive use; a significant proportion (43.5%) of respondents possess an average level of knowledge about contraceptives; a significant majority (67.4%) of respondents hold negative attitudes towards contraceptives; and a slight majority (56.9%) of respondents reported having supportive and open communication with adolescents regarding sexual and reproductive health. Independent predictors of positive perception toward adolescent contraceptive use included average knowledge level [AOR: 4.8; 95% CI: 1.5–10.2; p = 0.006], adequate knowledge level [AOR: 3.9; 95% CI: 1.8–12.4; p = 0.001], positive attitudes [AOR: 3.3; 95% CI: 1.7–6.4; p <
0.001], and supportive sexual and reproductive health communications [AOR: 4.4; 95% CI: 2.3–8.4; p < 0.001].
Conclusion. This study reveals that 51.5% of parents in Chawama Township, Lusaka, Zambia, hold negative perceptions of adolescents' contraceptive use. Factors
associated with positive perceptions include adequate knowledge, positive attitudes, and supportive communication regarding contraceptives. Emphasizing education and effective communication is vital for shaping favourable views. The findings suggest that interventions should enhance parental knowledge and attitudes to improve adolescent access to contraceptives, fostering a more supportive environment for sexual and reproductive health
Experiences of mothers with premature babies admitted in neonatal intensive care unit at Princess Marina hospital Gaborone, Botswana.
Full text linkThesis of Master of Science in Neonatal Nursing.Preterm birth is a major concern contributing significantly to the world's neonatal mortality. It is stressful and associated with many emotional crisis among mothers of preterm babies. This study explored the experiences of mothers with premature babies admitted to Neonatal Intensive Care Unit (NICU) at Princess Marina Hospital (PMH) in Gaborone, Botswana. The study utilised Qualitative phenomenological descriptive design. Twelve mothers of premature babies were purposively sampled. In-depth interview guide was used to collect data on mothers of preterm babies aged 20-40 years. Audio recorded in-depth interviews were transcribed verbatim, those in Setswana were translated to English. Data was analysed inductively using Braun and Clarke thematic analysis, with the aid of Nvivo` 15 software for codes generation, which were organised into subthemes and themes manually. The study uncovered an intricate journey noticeable by the interchange periods of sadness, disappointment, excitement, fear and anxiety of
losing their babies with paucity in emotional and psychological support, inadequate rest and lack of information. Mothers yearned for bonding and interaction with their babies. Misinformation about the baby`s demise and baby swapping compounded their difficult journey. Despite these challenges, mothers of premature babies remained optimistic about their babies, showing the resilience amidst the complexities of prematurity. Mothers expressed divided opinions on their interaction with the NICU staff, variability in hospital care and support and perceived the need for increased resources in NICU. The findings underscores the necessity for a comprehensive interventions to overcome the physical, emotional, psychological and social burdens experienced by mothers of preterm babies, ensuring mothers are informed, quality health care and aid in reducing the neonatal morbidities and mortalities in NICU. Recommendations include review of the NICU guidelines for all mothers of premature babies admitted to NICU to be routinely referred to a psychologist. Integration of holistic approach to address the needs of mothers, babies and their families. Implementation of in service training programs of NICU staff to enhance the provision of educational and emotional support to mothers.Prioritisation and mobilisation of resources in NICU.
Keywords: Mothers of premature babies, experiences, Neonatal intensive care Unit, perceptions
Application of recombinant nucleocapsid protein-immunofluorescence assay (IFA) in hospital-based serological surveillance of rift valley fever in humans.
Full text linkThesis of Master of Science in One Health Laboratory Diagnostic Sciences.Rift Valley fever (RVF) is a mosquito-borne viral zoonosis caused by the Rift Valley fever virus (RVFV), a negative-sense RNA virus belonging to the genus Phlebovirus in the family Phenuiviridae. Transmission to humans and animals occurs through mosquito bites (Culex and Aedes spp.), direct contact with infected animal blood or organs, ingestion of contaminated animal byproducts, or inhalation of aerosols from infected animals. In this study, analysis of human serum was conducted at the Virology Laboratory at the University of Zambia in Lusaka. Human serum samples were screened using a locally prepared recombinant Nucleocapsid-based Immunofluorescence Assay (IFA), where Vero E6 cells were transfected with a plasmid encoding the RVFV N gene and cultured on glass slides to express the recombinant protein. After incubation, the cells were fixed, preserved,
and stored for later use. The commercial ID Screen® Rift Valley Fever Competition Multi-species enzyme-linked immunosorbent assay (ELISA) was used as confirmatory test; the tests were analysed according to the manufacturer’s guidelines. From previous studies a prevalence of 9.43% of RVF
antibodies was recorded in Lusaka abattoir workers dealing with cattle, while in Mazabuka district 18.63% tested were sero-positive of RVFV antibodies. However, Zambia has not recorded an outbreak of RVF for over 30 years. The current sero-prevalence and risk factors associated with
RVFV in human populations is not known. This study utilized convenience sampling, obtaining archived human serum samples from selected hospitals. Sample selection was based on availability, patient records, and storage conditions at -30°C. A total of 593 archived human serum samples were
analysed, revealing an overall seroprevalence of 1.7% (10/593) on both IFA and ELISA. Lukulu District Hospital had the highest prevalence 0.84% (5/593); Choma General Hospital and Kanyama Hospital both had 0.34% (2/593), while Kalabo had the lowest 0.17% (1/593). Occupation was
significantly associated with RVF seropositivity (p = 0.000), with farmers accounting for 1.35% (8/593) of cases. The highest seroprevalence was among farmers, individuals from Western Province, and patients attending Lukulu District Hospital. The aim of the study focused on the application of the Recombinant Nucleocapsid Protein (rNP) - IFA for hospital-based serological surveillance of RVFV in humans. IFA was successfully applied for the detection of RVF-specific antibodies in human serum samples, demonstrating high sensitivity and specificity in identifying seropositive cases. These findings highlight the potential of IFA as a valuable method for hospitalbased surveillance for further development of rapid, point-of-care diagnostic tests based on the recombinant RVFV Nucleocapsid protein (NP) could improve early detection in rural or resourcelimited areas
Lived experiences of family members of patients admitted to the intensive care unit at the Adult university teaching hospital, Lusaka, Zambia.
Full text linkThesis of Master of Critical Care Nursing.Family members of patients in the Intensive Care Unit (ICU) play a crucial role in the care and support of their loved ones. Understanding their experiences, challenges, and needs is essential for providing effective family-centered care in the ICU setting. This study therefore sought to explore the lived experiences of family members of patients admitted to the ICU at the Adult University Teaching Hospital in Lusaka, Zambia. This qualitative study used in-depth interviews with 12 family members of patients admitted to ICU to gather their perspectives and experiences of having a family member admitted to ICU. Thematic analysis using NVIVO 14 was used to identify notable patterns and themes within the narratives of the participants. Thematic analysis revealed four key themes, which were (1) emotional impact, (2) communication challenges, (3) support systems and (4) healthcare system. Emotional impact emerged as a significant theme, highlighting feelings of fear, anxiety, and stress due to uncertainty and the critical condition of their loved ones. Communication challenges were also prominent, with participants expressing difficulties in understanding medical information and feeling excluded from decision-making processes. Coping mechanisms revealed reliance on social support, spirituality, and practical
strategies to navigate the stress of having a loved one in the ICU. Lastly, the healthcare system experience revealed mixed experiences, with some family members expressing trust and satisfaction in healthcare providers, while others reported feeling overwhelmed and neglected. The study revealed that admission of a loved one to ICU is a stressful event in the lives of family members. Family members of ICU patients experienced significant stress and anxiety, primarily due to inadequate communication and emotional support. It is therefore recommended that healthcare providers implement structured communication protocols and provide dedicated support services to enhance the experiences of both patients and their families.
Keywords: Family-centered care, Intensive Care Unit, experiences, challenges, coping strategies, Emotional impac
Quality assurance mechanisms that enhances academic and administrative performance in public higher learning institutions in Zambia.
Full text linkArticle on Quality AssuaranceThe study evaluated how the quality assurance mechanisms in Higher learning institutions in Zambia enhances academic and administrative performance. The objective was to evaluate quality assurance mechanism effectiveness in enhancing academic and administrative performance. The study employed a convergent parallel mixed-methods design, collecting quantitative data through questionnaires from 89 academic staff and qualitative data through interviews with 20 administrative staff and Quality Assurance Directorate personnel. Data analysis included descriptive statistics, chi-square tests, correlation analysis, multiple regression, and thematic analysis. Quality assurance mechanisms showed varying effectiveness across functions, with student assessment rated highest (mean=1.92). Regression analysis identified awareness level as the strongest predictor of perceived effectiveness (β=0.412, p<0.001). Training status was the strongest predictor of high staff engagement (OR=4.816, p=0.012), with trained staff nearly five times more likely to engage actively. Based on these findings, the study recommends implementing a tiered quality assurance training framework, developing discipline-sensitive quality assurance approaches, and establishing a decentralized quality assurance support structure with designated officers in each school.
Keywords: Quality Assurance, Higher Education, Academic Performance, Administrative engagement, Institutional Effectivenes
A phenomenological examination of the experiences and perceptions of learners, teachers and other eductational stakeholders about the agricultural science curriculum in selected secondary schools of Lusaka district, Zambia.
Full text linkThesis of Master of Education in Curriculum StudiesAmong the most effective ways of helping citizens acquire knowledge, skills, values, and attitudes is through education. Policymakers and administrators must recognize that education is the most reliable path to the sustainable development of any nation. In Zambia, the national goal of diversifying the country’s economy from mining to agriculture has been a persistent objective for several decades. Despite this, the Agricultural Science curriculum at the secondary education level remains an optional subject and thus not widely taught. It is a known fact that agriculture is one of the main sources of livelihood for most people in Zambia especially for those in rural areas who produce most of the food that is also dependent on by the urban population. However, implementing Agricultural Science as an optional subject may likely lead to what is aimed at in the nation in terms of providing more skills in agriculture to many citizens and diversifying the economy remain in speeches and not in practice. It is for this reason that this study was a phenomenological examination of the experiences and
perceptions of learners, teachers and other educational stakeholders about the Agricultural Science curriculum in selected secondary schools of Lusaka so as to understand how national aims are being translated into practical ways in relation to agricultural science. The objectives were to: establish why Agricultural Science is not widely taught to learners in secondary schools, examine learners, teachers’, education administrators and parents’ perceptions and experiences about the teaching and learning of Agricultural Science in secondary schools and examine the availability of facilities, human resource, teaching and learning resources in schools for the implementation of Agricultural Science in secondary schools which all took place in Lusaka district. The researcher employed a phenomenological research design. Semistructured interview schedules and focus group discussion guide were used to collect data from teachers, learners, head teachers, parents and an Agricultural Science curriculum specialist. The sample size was 66, consisting of 36 learners, 11 teachers, 12 parents, 6 head teachers and 1 Agricultural Science curriculum specialist. Data was analyzed using the main themes that emerged from the research objectives in relation to related literature that was reviewed and the theoretical framework that guided the study. The findings of the study clearly showed that Agricultural Science curriculum cannot be implemented in all secondary schools because of the absence of various teaching and learning materials and the shortage of qualified teachers of the subject. The perceptions of the implementation of Agricultural Science from various participants were that the subject was not being effectively implemented. It was further revealed that due to lack of funding, there were insufficient teaching and learning resources for effective implementation of Agricultural Science. From this study, it was concluded that the implementation of Agricultural Science was not being effectively done in secondary schools
of Lusaka district. It was thus recommended that the government of the Republic of Zambia and the Ministry of Education should give serious consideration to the recommendations of curriculum specialists based on the provision of teaching and learning resources to ensure that practical subjects such as Agricultural Science are effectively implemented
The impact of mobile phones on the moral formation of pupils: an assessment of the perceptions of school administrators, teachers and pupils on the effects of mobile phones on moral formation in Marist catholic mission secondary schools in Zambia, 2018 to 2022.
Full text linkThesis of Doctor of Philosophy in Religious Studies.Mobile phones have become integral part of people’s lives across the globe. While they have a potential to transform human life and society, they too bring about ethical concerns. In Zambia, there has been political and social debate as to whether it is good for school pupils to use mobile phones at school or not. In tandem, there has been an upward trend in the possession and use of mobile phones among pupils, despite the prohibition. The perception is that Mobile phones in the hands of pupils contribute to indiscipline and deterioration of morals. The perceived effects of mobile phones on moral formation of pupils prompted this study. The study investigated the fears and perceptions of teachers and administrators toward mobile phones in the hands of pupils. The study answered questions such as: Are the teachers and administrators’ claims founded on empirical evidence? Do the pupils share the concerns and anxieties of their teachers and administrators? The study investigated the claims through empirical methods by using an Embedded Mixed Method Design. Quantitative and qualitative data were collected, analyzed and blended to develop a stronger understanding of the research problem. Data collection instruments included questionnaires, semi-structured interviews and focus group discussions. A sample of 248 respondents was considered for this study. The study was carried out in two Marist Catholic Mission Secondary Schools on the Copperbelt and Central provinces of Zambia. The study established that the majority of teachers and administrators were against mobile phone possession by pupils. The findings also were that the pupils did not share the concerns of teachers and administrators; instead, they felt it was a matter of personal choice and the environment in which an individual was raised. The study found that the majority of pupils used and owned a mobile phone, and that WhatsApp, TikTok, Facebook, and YouTube were applications that had the potential to affect moral formation. However, the perceptions on the effect of mobile phones on behaviour patterns of pupils remained divided, with teachers and administrators perceiving negative influence contrary to
the positive perception of the majority of pupils who felt mobile phones had no direct bearing on their behaviour patterns. The study recommended that government through the Ministry of Education establish “Smart Labs” with personalized mobile phones, and “Mentorship Programs” in secondary schools, and that the Managing Agency put up “Moral Encounter” programs.
Keywords: Catholic mission school, Marist, Mobile phone, Moral formation, Pupil, Teache
Exploring the financial literacy practices among selected youth entrepreneurs in Lusaka district, Zambia: a phenomenological perspective.
No full textThesis of Doctor of Philosophy in Adult Education.This study aimed to explore the financial literacy practices among selected youth entrepreneurs in Lusaka District, Zambia, from a phenomenological perspective. The objectives that guided the study were to: (1) establish the financial literacy practices among selected youth entrepreneurs in
Lusaka District, (2) identify factors affecting financial literacy practices among selected youth entrepreneurs in Lusaka District, (3) ascertain the opportunities of financial literacy practices among selected youth entrepreneurs in Lusaka District, and (4) establish the constraints encountered by youth entrepreneurs in financial literacy practices in Lusaka District. A qualitative research approach was adopted and used in which a total sample size of 30 participants, including youth entrepreneurs and officers from the Ministry of Small and Medium Enterprises, were purposively selected from Lusaka District. Data was collected through face-to-face interviews and non-participant observations. An interpretive phenomenological research design was used to explore and analyse the experiences and perspectives of participants in depth. The study found that youth entrepreneurs in Lusaka engage in several key financial literacy practices, which included; budgeting, separating needs from wants, saving for emergencies, setting financial goals, and planning for the future. Furthermore, they recognize the importance of protecting themselves through life insurance and investing in education. Among the factors affecting financial literacy practices included gender, socio-economic status, access to education, professional financial role models, availability of financial training, financial attitude, and psychosocial experiences based on age. The study also established several opportunities associated with financial literacy practices among youth entrepreneurs and these were not limited to; the development of saving habits, access to accurate financial information, financial independence, and the ability to identify financial scams. However, youth entrepreneurs faced various constraints that hinder their financial literacy skills, such as lack of financial accountability, transparency, financial ethics, inadequate capital,
policy inconsistencies, limited financial networks, and the absence of financial education. Based on these findings, the study recommends that the government increase the number of financial literacy programmes and target more youth beneficiaries to encourage participation. NGOs should
improve the reach and appeal of their programmes to ensure higher youth involvement. Moreover, the government should foster greater collaboration with financial literacy role models and organizations to help youth entrepreneurs grow in their ventures. Youth entrepreneurs themselves are advised to actively engage in financial literacy programmes, seek mentorship from experienced financial professionals, and embrace sound financial management practices to enhance their business sustainability and growth.
Keywords: Youth; Entrepreneurs; Financial Literacy; Practices; Phenomenology
Exploring parental involvement in supporting play-based learning in selected early childhood education centres in Kitwe, Zambia.
Full text linkThesis of Masters in Early Childhood Care, Development and EducationParental involvement is positively associated with greater wellbeing of children in their earlier ages for the sake of educational success. The aim of this study was to explore the nature of parental involvement in supporting Play Based Learning (PBL) in Early Childhood Education. The study was guided by the following objectives, to establish the nature of parental involvement in supporting PBL, examine the perceptions of parents regarding their involvement in PBL and to establish strategies used to strengthen PI in supporting PBL in ECE settings. The study implored a qualitative approach and used case study design to have an insight on PI in supporting PBL. Data for the study was collected through semi-structured interviews with 12 parents whose children are in ECE and 3 focus group discussions with teachers teaching at ECE in Kitwe District. Particularly Zonal schools were purposefully selected for the study. Parents were selected from the same schools whose children attended ECE in the Zonal schools. The data collected was analysed thematically. Findings revealed that
parents predominantly engaged with their children in PBL activities at home rather than at school. Parental activities at home include providing resources such as building blocks, toys, and engaging in games. While many parents actively support their children’s play and learning, challenges were observed, including limited knowledge of play-based learning (PBL) practices, such as how to effectively engage children and selecting activities that align with school-based learning as well as cultural dynamics, such as discomfort with a male parent engaging in play with a daughter. In contrast, school engagement by parents was minimal, often limited to obligatory activities such as attending meetings and open days. The study emphasises on the transformative impact of parental involvement in PBL, fostering holistic child development, strengthening family bonds, and creating a nurturing learning environment that bridges the home and school. It highlights the importance of strengthening communication, providing educational resources, and addressing systemic challenges to foster effective parental involvement in PBL. Recommendations included capacity-building workshops, home-school activity alignment, and increased investments in PBL resources
Examining the effect of caregiver training on cognitive development of children aged 4-5 years in community based childcare centres in Dowa district, Malawi.
Full text linkThesis of Master of Education in Early Childcare and Development Education (ECCDE).This study examined the effects of caregiver training on the cognitive development of children aged 4-5 years in community-based childcare centers (CBCCs) in Dowa District, Malawi. The study aimed to achieve four objectives: to assess the effects of trained caregivers on early childhood education; to examine children's competencies in language and literacy in CBCCs managed by trained and untrained caregivers, to evaluate children's social and emotional development in these centers; and to investigate the effect of caregiver training on cognitive development. Using a quantitative approach and a causal-comparative research design, the study compared the impact of trained and untrained caregivers on children's cognitive development. A total of 120 children (70 girls and 50 boys) were sampled from the Traditional Authorities of Mponela and Chiwere. Stratified and systematic random sampling techniques were used to ensure equal representation of children cared for by trained and untrained caregivers. The Measuring Early Learning for Quality Outcomes (MELQO) tool, with thirteen assessment components, was used for data collection. Data were analyzed using SPSS, with Ttests conducted to determine statistical significance. Findings revealed that caregiver training had a statistically significant impact on children's cognitive development. All but one component through which children were assessed showed statistically significant differences. Only in the component of “how it was written”, there was no statistical significance. The results showed that neither the untrained nor the trained caregivers contributed to the development of skills in social-emotional, language and cognitive development. Components like naming items, copying shapes, receptive spatial vocabulary, forward digit span, producing a set, verbal counting, number identification and pencil tapping confirmed that trained caregivers contributed more positively to social-emotional, language and cognitive development skills while components like listening comprehension, name writing, and letter identification showed that even untrained caregiver can equally contribute to social-emotion, language and cognitive development in children. The study recommended that the government provide financial support for caregiver training and incentivize volunteers. It also suggested that trained
caregivers share their skills with untrained counterparts. The study emphasized that caregiver training supports multiple Sustainable Development Goals (SDGs), particularly quality education and health and well-being, and provides long-term economic benefits through early childhood education (ECD) strategies