121 research outputs found
BBSinCRTS_Table5__Resubmission_Supplementary_20180803 – Supplemental material for Value and Limitations of Broad Brush Surveys Used in Community-Randomized Trials in Southern Africa
No full textSupplemental material, BBSinCRTS_Table5__Resubmission_Supplementary_20180803 for Value and Limitations of Broad Brush Surveys Used in Community-Randomized Trials in Southern Africa by Virginia Bond, Fredrick Ngwenya, Emma Murray, Nothando Ngwenya, Lario Viljoen, Dumile Gumede, Chiti Bwalya, Jabulile Mantantana, Graeme Hoddinott, Peter J. Dodd, Helen Ayles, Musonda Simwinga, Sandra Wallman and Janet Seeley in Qualitative Health Research</p
QHR809940_Supplemental_Material_REV4 – Supplemental material for Value and Limitations of Broad Brush Surveys Used in Community-Randomized Trials in Southern Africa
No full textSupplemental material, QHR809940_Supplemental_Material_REV4 for Value and Limitations of Broad Brush Surveys Used in Community-Randomized Trials in Southern Africa by Virginia Bond, Fredrick Ngwenya, Emma Murray, Nothando Ngwenya, Lario Viljoen, Dumile Gumede, Chiti Bwalya, Jabulile Mantantana, Graeme Hoddinott, Peter J. Dodd, Helen Ayles, Musonda Simwinga, Sandra Wallman and Janet Seeley in Qualitative Health Research</p
Who is answerable to whom? Exploring the complex relationship between researchers, community and Community Advisory Board (CAB) members in two research studies in Zambia
No full textThis paper explores the accountability relationships that arise between researchers, the community and community representative structures known as Community Advisory Boards (CABs). It draws on ethnographic and case study research that documented the history, recruitment, composition and representativeness of two CABs and their relationships with researchers and communities, carried out in two studies in Zambia between 2010 and 2014. The findings revealed contradictions, nuances and imbalances in actual community participation and representation. In both studies, the general population was not given the opportunity to participate in the election of their CAB representatives, and the elected CAB members themselves were initially told to have little or no direct contact with research participants whom they were supposed to represent (unless researchers dictated otherwise). Owing to the researchers’ monopoly of scientific knowledge, literacy and financial resources, power relations were imbalanced. Further, researchers were quick to ask for and formalise community commitment through the CABs whilst reticent about their own accountability to the community. Yet despite these imbalances and CABs lacking formal authority over researchers, CABs did have subtle powers arising from their wider influence in the community, which they could tap into to either support or resist research. To achieve a more balanced and open accountability between research stakeholders, more genuine participatory processes need to be built and sustained
English versus Zambian languages: exploring some similarities and differences with their implication on the teaching of literacy and language in primary schools.
No full textArticleThis desk study aimed at comparing English and selected Zambian Languages with
a view of identifying some similarities and differences. Data was collected through author
introspection and document analysis of existing literature. Publications in English and some
Zambian Languages were collected from international databases such JSTOR, Cambridge
Journals Online, and Palgrave Macmillan Journals. Searches for literature was extended to
Google Scholar, Institutional Repository and visited the University of Zambia library in person.
The documents collected were subjected to content analysis where key words, concepts and themes
were picked and compared. Findings of the study revealed that English Language has an opaque
orthography as there is no grapheme-phoneme correspondence while Zambian Languages have a
transparent orthography where each grapheme correspond to individual sounds and that the
number of graphemes is almost equal to phonemes. Literacy and language instruction would be
much easier for learners in a transparent orthography than opaque. English has certain parts of
speech such as articles (determiners) which are not there in Zambian Languages. Unlike English,
vowel length is distinctive in all Zambian language. English and Zambian languages use
alphabetic writing system with about 93% shared symbols or graphemes. These similarities and
variations imply that pedagogically, if learners learn letter knowledge and decoding in a Zambian
language, they will transfer such knowledge to English or any other alphabetic language and vice
versa. Conversely, in areas where there are differences, literacy and language learners will face
difficulties. The study recommended that teachers in early grade classes should understand the
variation of English and selected Zambian languages well in their regions to guide learners in
schools.Sel
Navigating 'ethics in practice': An ethnographic case study with young women living with HIV in Zambia.
No full textWhile 'procedural ethics' provides essential frameworks for governing global health research, reflecting on 'ethics in practice' offers important insights into addressing ethically important moments that arise in everyday research. Particularly for ethnographic research, renowned for it's fluid and spontaneous nature, engaging with 'ethics in practice' has the potential to enhance research practice within global health. We provide a case study for such reflexivity, exploring 'ethics in practice' of ethnographic research with middle-income young women living with HIV in Lusaka, Zambia. We explore the ethical issues arising from the layered interaction of the population (young women), the disease under investigation (HIV), the method of study (ethnographic), and the setting (Zambia, a lower middle income country). We describe how we navigated five key practical ethical tensions that arose, namely the psycho-emotional benefits of the research, the negotiated researcher-participant relationship, protecting participants' HIV status, confidentiality and data ownership, and researcher obligations after the end of the research. We exemplify reflexive engagement with 'ethics in practice' and suggest that engaging with ethics in this way can make important contributions towards developing more adequate ethical guidelines and research practice in global public health
Tuberculosis infection in Zambia: the association with relative wealth.
No full textThis study aimed to assess the association between household socioeconomic position and tuberculosis (TB) infection in two communities of Zambia. For this purpose we implemented a cross-sectional investigation, nested within a larger case control study. Infection was assessed using Quantiferon-TB Gold. A socioeconomic position index was constructed through principal component analysis combining data on human resources, food availability, housing quality, and access to services and infrastructures. In this study, higher socioeconomic position, rather than lower, was associated with significantly higher risk of TB infection. None of the traditional risk factors for TB infection mediated this association, suggesting that in these two communities TB transmission may occur through exposure to as yet undefined risk factors that are associated with higher socioeconomic position. Although further studies are needed, these results suggest emerging new patterns of TB transmission and a role of socioeconomic position on the risk of TB infection opposite to that expected
Understanding the language barriers to translating informed consent documents for maternal health trials in Zambia: a qualitative study
No full textObjective Providing comprehensible information is essential to the process of valid informed consent. Recruitment materials designed by sponsoring institutions in English-speaking, high-income countries are commonly translated for use in global health studies in other countries; however, key concepts are often missed, misunderstood or ‘lost in translation’. The aim of this study was to explore the language barriers to informed consent, focusing on the challenges of translating recruitment materials for maternal health studies into Zambian languages.Design We used a qualitative approach, which incorporated a multistakeholder workshop (11 participants), in-depth interviews with researchers and translators (8 participants) and two community-based focus groups with volunteers from community advisory boards (20 participants). Content analysis was used to identify terms commonly occurring in recruitment materials prior to the workshop. The framework analysis approach was used to analyse interview data, and a simple inductive thematic analysis approach was used to analyse focus group data.Setting The study was based in Lusaka, Zambia.Results The workshop highlighted difficulties in translating research terms and pregnancy-specific terms, as well as widespread concern that current templates are too long, use overly formal language and are designed with little input from local teams. Framework analysis of in-depth interviews identified barriers to participant understanding relating to design and development of recruitment materials, language, local context and communication styles. Focus group participants confirmed these findings and suggested potential solutions to ensure the language and content of recruitment materials can be better understood.Conclusion Our findings demonstrate that the way in which recruitment materials are currently designed, translated and disseminated may not enable potential trial participants to fully understand the information provided. Instead of using overly complex institutional templates, recruitment materials should be created through an iterative and interactive process that provides truly comprehensible information in a format appropriate for its intended participants
Sexual and reproductive health interventions for mobile adolescents and young people in sub-Saharan Africa: a scoping review.
No full textBACKGROUND: Mobility among adolescents and young people (AYP) is a key factor influencing their access to sexual and reproductive health rights (SRHR) services. Young migrants are more likely to experience gender-based violence and their access to SRHR services and education is often limited in their new communities. We conducted a scoping review which aimed to map what is known about the extent and type of interventions focused on SRHR for mobile adolescents and young people (mAYP) in sub-Saharan Africa. METHODS: We followed Arksey and O'Mally's (2005) steps for conducting scoping reviews: 1. Identifying the research question; 2. Identifying relevant studies; 3. Study selection; 4. Charting the data and 5. Collating, summarising and reporting the results. We searched four databases identifying 1,069 articles. After screening, 25 articles were included. RESULTS: Many studies were conducted in Uganda (n = 12), reported on conflict-related mobility (n = 15), and focused on HIV (n = 11). Two main intervention types were identified: Links to service provision and Knowledge, information, and skills development. Implementation facilitators included recruiting community health promoters, mentors and peer supporters. Implementation barriers included limited literacy, social norms, access to facilities and stigma associated with accessing services. CONCLUSIONS: Research exploring SRHR interventions for mAYP is limited in sub-Saharan Africa. Future research and interventions should be underpinned by an understanding of young people's health and wellbeing more broadly, and foreground the social, cultural, religious and economic factors shaping mAYP's SRH needs
Adolescent Health Series: Engagement with young people as partners in health research: Four case studies from Sub-Saharan Africa.
No full textOBJECTIVES: Existing health services for young people (YP)(10-24 years), which are predominantly designed for but not with young people, often do not meet YP's needs. The 2018 Global Consensus Statement on meaningful adolescent and youth engagement affirms that YP have a fundamental right to actively and meaningfully engage in all matters that affect their lives. We present four case studies from three countries in sub-Saharan Africa as practical examples of the engagement of young people as partners in health research. We critically reflect on best practices to inform and guide the increasing adoption of collaborative approaches. METHODS: We developed a narrative summary of each case study through review of study documentation and discussions with research staff and young people. A youth engagement framework was used to describe partnership activities according to the following dimensions: purpose, process, positioning, perspective, power relations, place and protection. We reflected on innovative practices used, overall level of participation achieved and strategies to address ethical, logistical and/or financial barriers. RESULTS: In all case studies, we found evidence of engagement activities that aligned with the Global Consensus Statement on Meaningful Youth Engagement. However, access to participation was often uneven and despite efforts, marginalised young people continue to have insufficient opportunities to engage. Furthermore, although young people had some opportunity to influence the research methods, many of the key design decisions had been determined prior to their involvement. In our case studies, researchers had built in insufficient opportunities to evaluate the level and impact of youth engagement. CONCLUSIONS: We therefore recommend early involvement of young people in the research process so that they can contribute to setting the research agenda, the design of planned studies and thus increase the scope of their engagement from the beginning. Youth engagement activities need to be evaluated from the perspective of all stakeholders including young people themselves with a focus on opportunities to engage, the level of engagement achieved and impact of engagement. From the beginning, researchers should provide space for learning, and involve young people in encouraging critical reflection of what does not yet work, as well as what does, to enable improvements
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