Information-rich Participants Research Articles

Economic and Management Sciences Teachers’ Experiences of Teaching Financial Literacy: Implications for Teacher Training

This paper reports on economic and management sciences (EMS) teachers’ experiences of teaching the financial literacy component in this learning area. It also provides a holistic understanding of their challenges and professional development needs in this integrated field. A qualitative case study approach was used to allow for an in-depth understanding of EMS teachers’ views and experiences. Data were collected through open-ended questionnaires and semi-structured interviews. Purposive sampling was used to select information-rich participants from selected government secondary schools in Gauteng province, South Africa. Participants in the study included grades 8 and 9 EMS teachers. A thematic analysis approach was used to analyze data collected from the open-ended questionnaires and interview responses. The findings show that, due to poor training, EMS teachers continue to experience challenges in integrating the financial literacy component. Consequently, teachers default to fragmented approaches to teaching EMS, which undermines government initiatives aimed at realizing social transformation objectives through the EMS curriculum. The study recommends an implicit approach to teacher development programs by incorporating EMS teachers’ views, experiences, and specific needs as well as contexts. The research contributes to the literature on commerce education in South Africa by offering ways in which education can be transformative and how the quality of teaching financial literacy in EMS can improve.

Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study

Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.

Strategies that enabled access to chronic care during the COVID-19 pandemic and beyond in South Africa.

The COVID-19 epidemic has revealed disturbing information about how chronic diseases are treated globally. Healthcare providers and coronavirus response teams have primarily reported on how individuals with chronic conditions sought care and treatment. However, individuals' experiences of patients are yet unknown. This study aimed to explore those strategies that enabled patients with chronic diseases access to chronic care and treatment during and beyond the COVID-19 pandemic. The study was conducted in the predominantly rural district of the Northwest Province, South Africa. An explorative qualitative research design was followed. Information-rich participants were chosen using a purposive sampling technique. Individual face-to-face interviews were used to gather data. Data saturation was achieved after interviewing n = 28 people in total. The six steps of Braun and Clarke thematic data analysis were used to analyse the data. The study revealed three themes, which includes improved healthcare structural systems, shift from traditional chronic care to digital care services and medication refill and buddy system. The findings of this study revealed a range of effective and noteworthy approaches that facilitated access to treatment and continuity of care. As a result, enhancing telemedicine as well as structural systems such as appointment scheduling, decanting choices, mobile and medication home delivery can improve access to care and treatment. The burden of disease and avoidable death will be eventually addressed by maximising the use of telemedicine and sustaining the new norm of ongoing care through digital and remote care and decanting strategies.

Digital Technologies for Mathematics Learning in Rural Higher Education: Students’ Perspectives

The use of digital technologies is a fundamental part of being a university student. Hence, there is a growing interest in equipping students with the skills they need to thrive in a world that is full of technology and constantly changing. Moreover, the need to provide university students with the skills they need to succeed in a rapidly changing, technologically advanced society is also growing. It has become more common for students to learn mathematics using digital technologies and conventional techniques as a result of recent advancements in both the world and technology. To ensure the future of mathematics students and society for sustainability, technology, and education should collaborate. The study investigated how students felt about using digital technology to teach mathematics. This study employed a case study design and was qualitative in nature. The technology Acceptance Model was employed as the theoretical framework which explains how to encourage users to accept and utilise new digital technologies. Twenty second-year mathematics students who were specifically chosen to be information-rich participants made up the study's participant pool. Data were collected using semi-structured interviews. The collected data was analysed using thematic analysis. The findings revealed that students had a positive attitude towards embracing digital tools to learn mathematics. However, they encountered some difficulties as they were learning mathematics using digital tools.

Online Teaching and Learning of Mathematics in Higher Education: Post-Covid 19 Lecturer Perspectives

Online learning offers excellent chances for both students and teachers because it is flexible, affordable, and convenient in terms of time and space. This paper examined the perspectives of lectures on online teaching and learning mathematics in higher education after COVID-19. This paper adopted the Technology Acceptance Model (TAM) as a theoretical framework. The theory was used in the study to understand the lecturers’ viewpoints on how they embrace the use of technology in their teaching of mathematics. This was a qualitative study that used a case study as a design. The study’s participants were ten (10) mathematics lecturers at the Mathematics Department in one rural university in the Eastern Cape Province purposefully selected as information-rich participants. Data was collected using face-to-face, semi-structured interviews which were analysed through thematic analysis. The findings of the study revealed that lecturers saw the importance of teaching mathematics using technology to close the resource gap as universities steadily shift to 21st-century learning environments. At the same time, lecturers in rural universities are impacted by the challenges they face, which include a lack of technology skills, teaching practical work online, classroom control during online teaching, shortage of resources such as poor internet connections and electricity load shedding in the country which had strained the smooth running of online mathematics classes especially while teaching mathematics online. Based on the findings the study recommended that lecturers should be provided with technology professional development in mathematics, strengthening of internet access points, and methods for monitoring and controlling mathematics classes. Keywords: Higher Education, Learning, Mathematics, Online, Teaching.

Examining the Learner-Teacher Digital Divide: Implications for Learning in Basic Education Classes - Insights from Teachers in Botswana

The world has witnessed a technological revolution that has impacted almost all spheres of life. Technology is transforming the way people interact and do their everyday activities. This technological revolution has also transformed the teaching and learning space; now, the effectiveness of traditional teaching method is being challenged. However, technological advances are not universally available leading to a phenomenon called digital divided. In the classroom, empirical evidence has revealed a discrepancy between teachers and learners concerning ownership and use of technological devices. In some cases, teachers have more computer skills than learners; in other cases, learners are embracing technology more than their teachers. This disparity may serve to inhibit rather than facilitate learning. The constructivist paradigm was applied to enhance the dependability of the data and the credibility of the inferences drawn from the data. Purposive sampling technique facilitated select of information-rich participants or teachers who were able to give a detailed account of the digital gap phenomenon in schools. Structured interviews and focus group sessions were used to capture the livid experiences and perspectives of the teachers. Diffusion of innovation theory, technological acceptance model and technological pedagogical content knowledge framework were also used to explain the level of technology acceptance in schools. The findings of the study pointed towards the existence of the digital divide with learners embracing technology much faster than the teachers. Younger teachers were reported to be interested in the use of technology more than long-serving teachers. The paper presents solutions aimed at reducing the digital gap.

Challenges and coping strategies among young adults living with perinatally acquired HIV infection in Botswana. A qualitative study.

Due to antiretroviral therapy, many people with perinatally acquired HIV are surviving into young adulthood which is a critical period of human development. Research conducted in various settings globally has shown that young adults living with perinatally acquired HIV (YALPH) face multiple challenges related to HIV infection while also confronting the same challenges of young adulthood faced by other HIV-negative youth. However, there is a paucity of information on YALPH in Botswana and what needs to be done to improve their health and wellbeing. Therefore, this study explores the challenges and coping strategies of YALPH in order to inform health policies and programming in Botswana. In-depth interviews were conducted with 45 YALPH (ages 18-27 years) who were enrolled on antiretroviral therapy at the Botswana-Baylor Children's Clinical Centre of Excellence (Botswana-Baylor Clinic). The Botswana-Baylor Clinic is the largest centre for pediatric, adolescent, and young adult HIV treatment and care in Botswana. The maximum variation sampling method was used to select information-rich participants. The questions focused on the challenges YALPH faced and how they coped with HIV. The data was analyzed using content analysis. The results showed that the majority of YALPH had suppressed HIV viral load and perceived themselves to be in good physical health and functioning. They did, however, face numerous challenges, including occasional or longstanding poor antiretroviral therapy adherence, disabilities and impairments, poor school performance and attainment, unemployment, financial stressors, fear of stigma, disclosure worries and concerns, and limited social support. The most vulnerable YALPH included those with disabilities and impairments, those transitioning out of residential care, young parents, the unemployed, and those with maladaptive coping strategies. The YALPH mainly used adaptive coping strategies. The most commonly used maladaptive coping strategies were self-distraction and venting. Interventions to prevent, screen for, assess, and manage the challenges identified by this study are critical to improving the health and well-being of YALPH. In addition, diverse interventions that can contribute to the development of adaptive coping mechanisms and reduce the likelihood of maladaptive coping in YALPH should be sought.

Moving towards social dentistry: How do dentists perceive the Montreal-Toulouse model?

This study aimed to understand the perspectives of dentists towards the Montreal-Toulouse model, an innovative approach that encompasses person-centredness and social dentistry. This model invites dentists to take three types of actions (understanding, decision-making, intervening) on three overlapping levels (individual, community, societal). This study aimed to understand (a) How dentists perceived the Montreal-Toulouse model as a framework for the practice of dentistry and (b) What parts of this model they were ready to adopt in their own practice. A qualitative descriptive study was conducted based on semi-structured interviews with a sample of dentists in the Province of Quebec, Canada. A combination of maximum variation and snowball sampling strategies was employed and 14 information-rich participants were recruited. The interviews were conducted and audio-recorded through Zoom and lasted approximately 1 h and a half. The interviews were transcribed verbatim and thematically analysed through a combination of inductive and deductive coding. The participants explained they valued person-centred care and tried to put the individual level of the Montreal-Toulouse model into practice. However, they expressed little interest in the social dentistry aspects of the model. They acknowledged not knowing how to organize and conduct upstream interventions and were not comfortable with social and political activism. According to them, advocating for better health-related policies, while a noble act, 'was not their job'. They also highlighted the structural challenges that dentists face in fostering biopsychosocial approaches such as the Montreal-Toulouse model. To promote the Montreal-Toulouse model and empower dentists to address social determinants of health, an educational and organizational 'paradigm shift' towards social accountability might be necessary. Such a shift requires curricular modifications and reconsidering traditional teaching approaches in dental schools. Moreover, dentistry's professional organization could facilitate dentists' upstream actions through proper resource allocation and openness to collaboration with them.

Challenges encountered by teachers in improving essay writing skills in rural schools of O.R. Tambo Inland District Eastern Cape Province

The essay is a typical task provided in schools to evaluate learner’s writing abilities and newly acquired knowledge. Because of how text-oriented the world has become, writing has been regarded as one of the most important abilities. As a result, teachers are in tremendous need of efficient methods to boost writing abilities in their classrooms. Yet, most learners lack the ability to write an English essay, particularly in remote areas. The aim of the study is to investigate the underlying reasons for the difficulties teachers encounter while attempting to teach English writing skills in rural schools of OR Tambo Inland District, Eastern Cape Province. The Zone of Proximal Development is highlighted as the issue of collaboration in the education system in order to develop children’s creative writing. Therefore, the study adopted socio-cultural theory as the theoretical framework. The study also adopted a quantitative research method. The participants of the study included six language teachers that were purposefully selected as information-rich participants. The findings of the study revealed that (i) teachers were lacking inappropriate methods, (II) the time spent in teaching essay writing was grossly inadequate, and finally (III) teachers experienced many challenges in reading and writing skills, which included, difficulty in motivating their learners, learners of diverse levels, difficult materials and time constraints to teach the learners. Therefore, the study recommended the use of pre-taught vocabulary, various teacher influences and the implementation of positive literacy practices.

Impact of Tender Price Variability on Economic Sustainability of Construction Sector in Developing Countries

Economic sustainability in the construction sector is increasingly important in developing countries, and threats from construction tender price variability and inflation require immediate action. While global trends emphasize sustainable construction practices triggered by rapid economic growth and augmented environmental impact considerations, this paper underscores the significance of adopting tender-price practices that focus on attaining economic sustainability for enhancing sustainable development in developing countries. The study predicates how construction tender price variability accentuates sustainable construction practices. The study identified respondents through purposive sampling for better insights and a more thorough investigation of the construction tender-price phenomena. The adopted method presented the study with information-rich participants and cases regarding issues of central significance to the inquiry. In addition, the study utilized snowball sampling in which existing respondents recruited or referred other respondents from among their professional acquaintances. The study findings 13 factors requiring immediate consideration to address construction tender price variability and inflation. These include material costs; interest rates; equipment costs; labor costs; delayed payments; exchange rates; and the nature and type of project. The results categorize four specific areas significantly affected by high construction tender prices. The harmful impacts were immediate and more severe to stakeholders like the government (client). The effect on projects is equally devastating; however, contractors appear to experience more positive-impact though in the short term. The long-term effects of high construction tender-price variability inflation were detrimental to all stakeholders by observation. Thus, the article recommends strategies that address tender price sustainability challenges faced in the construction sector.

Faculty Perceptions of Virtual Field Experience Placement in a Teacher Preparation Program in the UAE

Aim/Purpose: The purpose of this study was to examine faculty perceptions of virtual field placement of preservice teachers at a university in the United Arab Emirates and to explore the factors that promote or hinder the success of this experience. Vygotsky’s concept of scaffolding was used as the theoretical framework of this study and to explain the faculty’s engagement with the field placement experience. Background: The global pandemic of COVID-19 has affected the provision of teacher education programs around the world. It forced many universities to implement emergency remote teaching strategies including virtual field experiences. Methodology: Considering the novelty of this phenomenon, an exploratory qualitative research design was followed to arrive at an in-depth description of the faculty’s perceptions. A convenience sampling, which is characterized by the deliberate targeting of information-rich participants, was used to select five faculty members who supervised 40 Emirati preservice teachers during their virtual field experience. Data was collected using semi-structured interviews and analyzed using thematic analysis. Contribution: The framework put forth in this study could serve as a guideline for teacher education programs, especially field experience preparation. Findings: It was found that faculty had different perceptions of virtual field experiences. Although preservice teachers were faced with unprecedented virtual field experiences, collaboration with different stakeholders helped them achieve the learning outcomes. A main drawback of the virtual field experience, however, impacted preservice Emirati teachers’ motivation about online teaching. Recommendations for Practitioners: Preservice teachers’ technological skills should be reinforced and built to enable purposeful and practical technological integration in the teaching and learning process. Therefore, a holistic inclusion of all stakeholders’ approach is needed to upskill and develop the competencies of all parties involved in the process taking into consideration a more enriching collaborative manner. Such a redesign should be examined to assess its validity and efficiency on a wider and more diverse sample to ensure its reliability and success. Recommendation for Researchers: Researchers are recommended to explore the impact of virtual field experience on young children learning and engagement by including all stakeholders involved in the teaching and learning process, especially young students’ parents since findings showed that children under the age of eight are at a disadvantage in online learning. Impact on Society: Implications of the findings of this study show that sustainable virtual field experiences can be attained through a collaborative approach. Collaboration is essential as it enables preservice teachers to succeed in implementing inclusive pedagogical approaches. Future Research: Further studies can enrich the findings of this paper by expanding the collected data to provide deeper and more generalizable results. For example, virtual student teachers’ and school students’ scores should be collected and compared to face-to-face scores in order to assess and evaluate the learning itself.

Influence of Student Research Mentoring on Research Publications Output During COVID-19 at One Higher Education Institution in Eastern Cape Province, South Africa

The study explored the influence of research mentoring on research publications output during COVID-19 in a selected Higher Education Institution (HEI) of the Eastern Cape Province as the incessant poor publications from the dissertations and theses of postgraduates upon completion of their studies prompted the researchers to want to understand the nature of the mentorship experiences during the COVID-19 pandemic. The study was situated within an interpretivist paradigm which aided in the interpretation of the facts and adopted a case study design within a qualitative research approach. The participants for the study comprised eight research supervisors, and eight master’s and doctoral students purposefully selected as information-rich participants. Semi-structured interviews were utilised to collect data. Data collected were analysed thematically. Findings of the study revealed that there was a dearth of research mentoring by research supervisors that adversely affected research publication output in the rural HEI, especially during the COVID-19 era. Additionally, supervisors struggled with online supervision, which strained the relationship between supervisors and their students. Furthermore, the study revealed that both supervisors and students lacked skills and knowledge of paper writing. The study recommends that there should be a call for student mentoring and development in research seminars, article writing seminars, and writing for publication workshops to develop and promote academic success in higher education institutions. It is anticipated that a strengthened system of mentoring and development, which is cognizant of COVID-19, will help novice writers comprehend articles published through the holistic guidance of their mentors rather than mentors leaving them to sink or swim. Keywords: COVID-19, Higher education institutions, Mentoring, Postgraduate students, Research output

Constructing Professional Intervention with IPV Across Generations in a Faith-Based Society: An Intersectional Perspective.

The intersectionality between the social and personal dimensions influencing the construction of intimate partner violence in the ultra-Orthodox Jewish community is examined by studying attitudes toward professional intervention among community members coping with IPV. Semi-structured interviews were conducted among 38 information-rich participants coping with IPV, from three generations in the ultra-Orthodox community. Three themes emerged: "Don't think you can do it alone": Professional intervention as a preferred option; "I did everything to hide the situation": The end of the era of shame?;"If it's not his problem, then it's my problem": Professional intervention as a concept of reference. The study findings indicate the ways in which professional intervention among ultra-Orthodox couples coping with IPV is affected and affects the community.

Sensitizing Prospective Workplaces on the Needs of Students with Hearing Impairments

Social preconceptions and physical barriers can prevent people with disabilities from accessing education or training that prepares them for meaningful employment. As a result, they face challenges of poverty and exclusion from mainstream society. It is particularly difficult for Deaf and Hard-of-Hearing (DHH) people because the implications of their education and employment is often misunderstood. The research reported here interrogated training models used by the National Institute for Development and Training (NIDT) in Worcester, South Africa to find a model that would best suit students, the training institute, and prospective employers. A case study using mixed methods was employed to investigate how students could be trained and helped to find employment in DHH-sensitized work environments. The research paradigm was interpretive and purposive sampling provided information-rich participants. As the existing College Training Model did not serve the needs of students, two new training models were piloted. The results were compared with the existing model to ascertain which of the models was most successful. The model in which employers, staff and students were involved in recruitment, training and employment was the most successful, but there were still gaps that needed further research. A holistic, student-centred training ecosystem in which training providers and employers take equal responsibility in the training and employment processes is necessary.

Incurable but treatable: Understanding, uncertainty and impact in chronic blood cancers-A qualitative study from the UK's Haematological Malignancy Research Network.

ObjectiveMost blood cancers are incurable and typically follow unpredictable remitting-relapsing pathways associated with varying need for treatment, which may be distressing for patients. Our objective was to conduct a qualitative study to explore understanding among patients with such malignancies, including the explanations given by HCPs and the impact of uncertain trajectories, to generate evidence that could guide improvements in clinical practice.MethodsThe study is set within a population-based patient cohort (the Haematological Malignancy Research Network), in which care is delivered across 14 hospitals according to national guidelines. In-depth interviews were conducted with 35 patients with chronic lymphocytic leukaemia, follicular lymphoma, marginal zone lymphoma or myeloma; and 10 accompanying relatives. Purposive sampling ensured selection of information-rich participants and the data were interrogated using reflective thematic analysis.ResultsRich data were collected and four themes (11 sub-themes) were identified: 1) Knowledge and understanding of chronic haematological malignancies; 2) Incurable but treatable; 3) Uncertainty about the future; and 4) Treatable (but still incurable): Impact on patients. Patients had rarely heard of blood cancer and many expressed difficulty understanding how an incurable malignancy that could not be removed, was treatable, often for long periods. While some were reassured that their cancer did not pose an immediate survival threat, others were particularly traumatised by the uncertain future it entailed, suffering ongoing emotional distress as a result, which could be more burdensome than any physical symptoms. Nonetheless, most interviewees understood that uncertain pathways were caused by the unpredictability of their disease trajectory, and not information being withheld.ConclusionsMany participants lacked knowledge about chronic haematological malignancies. HCPs acted to reassure patients about their diagnosis, and while this was appropriate and effective for some, it was less so for others, as the cancer-impact involved struggling to cope with ongoing uncertainty, distress and a shortened life-span.

Assessment of medicine stock-outs challenges in public health services

Background: Essential medicines are important in the provision of healthcare services. In order to promote effective management of diseases, essential medicines should be consistently available at various healthcare service points. However, in several parts of South Africa and other African countries, there are challenges with essential medicines provisioning, as evidenced by public health sector stock-outs occurring when patients visiting the healthcare services do not get all the medicine prescribed for their health conditions. This research investigated the problems involved in the provision of essential medicines in order to propose strategies that will reduce medicine stock-outs.Aim: This study aimed to investigate the problems involved in the provision of essential medicines within the district healthcare services in order to propose strategies to promote reduction in medicine stock-outs.Method: A qualitative exploratory research design was utilised. Data collection was carried out through semi-structured interviews with pharmaceutical managers identified as information-rich participants, as they have first-hand experience in the provision of essential medicines. The data were analysed using thematic analysis.Results: The study identified the various aspects including inadequate appointment of post-basic pharmacist assistants and manual medicine stock management systems have a negative impact on medicines provisioning in the public health sector. Rural health facilities experience more challenges with essential medicines provisioning.Conclusion: Based on the challenges identified, the study concludes that a comprehensive strategic framework should be implemented including placement of Post-Basic Pharmacist Assistants in the primary healthcare facilities and deployment of electronic medicine stock management system to facilitate consistent provisioning and availability of medicines in particular for the rural health facilities.

Female university computing students’ perceptions of technology careers: Interpretivist research to inform careers practice

The representation of women in the technology sector, reported at 16.4% (Wise, 2020), necessitates investigation. How female university students’ perceptions of careers in technology formed can help understanding of the causes of female underrepresentation and suggest possible practice by careers professionals to help redress this imbalance. This research utilised purposive sampling to identify four information-rich participants (Palinkas et al., 2013) for semi-structured interviews, followed by thematic analysis via coding (King & Horrocks, 2010). Societal influences on students’ perceptions of technology careers, both prior to university and once employed in technology, emerged as significant factors.

“Over-preoccupation with healthy food is perceived as worship of the body”: Food, culture and beliefs in Ultra-Orthodox Jewish families

BackgroundEating behaviours vary by culture and religion, and an understanding of attitudes and practices are essential for providing culturally competent nutritional guidance. The Ultra-orthodox Jewish community is characterized by poor diet, high rates of obesity, anemia and diabetes. This study aimed to acquire insights that could influence the promotion of healthier eating in the Ultra-orthodox and other closed religious communities, particularly regarding children's eating habits and the food they consume. MethodsIn depth face-to-face recorded interviews were conducted with 20 information-rich participants: religious leaders, opinion leaders and education/health professionals from Gur and Chabad, two Ultra-orthodox Jewish religious communities in Israel. The focus was on exploring young family eating behaviours and perceived challenges to encouraging healthier nutrition in the community. Interviews were transcribed and thematic analysis employed using grounded theory. ResultsSeven themes were identified with findings that had clear implications for the promotion of health at both the community and individual level. These included spiritual aspects of eating, deficits in knowledge and awareness, less relevance of kashrut than previously thought, the centrality of motherhood and family meals, the quality of food in educational institutions, the significance and sensitivity of Sabbath and festive meals and pragmatic considerations. Discussion and conclusionsBy illuminating attitudes and behaviors, the study broadens and enhances our understanding of the Ultra-orthodox communities' perspectives on eating behaviours in the family. The findings have the potential to contribute to strengths-based health promotion for children's nutrition. Recommendations regarding culturally competent guidance and implications for other secluded religious communities are discussed.

Views on mobile health apps for skin cancer screening in the general population: an in‐depth qualitative exploration of perceived barriers and facilitators*

SummaryBackgroundMobile health (mHealth) applications (apps) incorporating artificial intelligence for skin cancer screening are increasingly reimbursed by health insurers. However, an in‐depth exploration of the general public’s views towards these apps is lacking.ObjectivesTo explore the perceived barriers and facilitators towards mHealth apps for skin cancer screening among the Dutch general population.MethodsA qualitative study consisting of four focus groups with 27 participants was conducted. A two‐stage purposive sampling method was used to include information‐rich participants from the Dutch general population with varying experience of mHealth. A topic guide was used to structure the sessions. All focus group meetings were transcribed verbatim and analysed in thematic content analysis by two researchers using several coding phases, resulting in an overview of themes and subthemes, categorized as (sub‐)barriers and (sub)facilitators.ResultsMain barriers to using mHealth apps included a perceived lack of value, perception of untrustworthiness, preference for a doctor, privacy concerns, a complex user interface, and high costs. The main factors facilitating the use of mHealth among the general population were a high perceived value, a transparent and trustworthy identity of app developers, endorsement by healthcare providers and government regulating bodies, and ease and low costs of use.ConclusionsTo increase successful adoption in skin cancer screening apps, developers should create a transparent identity and build trustworthy apps. Collaboration between app developers, general practitioners and dermatologists is advocated to improve mHealth integration with skin cancer care. Special attention should be given to the development of low‐cost, privacy‐friendly, easy‐to‐use apps.

An ethnographic study exploring the experiences of patients living with cancer illness in support group settings in KwaZulu-Natal, South Africa

BackgroundThe major strength of support groups stems from their ability to help patients manage their health within and outside the traditional hospital settings. Despite the known benefits of support groups for people living with cancer, ethnographic studies documenting the cancer patients’ experiences of living with cancer within the support group contexts in KwaZulu-Natal are scarce.AimThe aim of this study was to examine the experiences of patients living with cancer within a support group setting.SettingThe study setting was support groups in KwaZulu- Natal, South Africa.Materials and MethodsThis study was conducted using, participant observation, focus group discussions and in-depth interviews. Data were generated over a 3-month period. Purposive sampling was used to identify the information-rich participants. Thematic data analysis was performed in order to obtain insights into the collective meaning of data generated.ResultsParticipants viewed the support group settings as creating an environment with a unique sense of community. This was in contrast with the sense of isolation, rejection and lack of empowering knowledge on cancer, often experienced outside these contexts. Moreover, the support groups were lauded for facilitating positive relationships with family and friends and providing a safe space for members to freely express their emotions.ConclusionPsychosocial support provided by support groups can help to ameliorate the distress caused by cancer diagnosis and its treatment; however, these support groups are still few and far in between. Therefore, there should be a greater investment in establishing support groups.