NuSpace

NuSpace is the official repository platform of the National University of Science and Technology that enables researchers in:

  • obtaining easy access to a wide range of academic materials,
  • promoting knowledge dissemination and facilitating interdisciplinary collaboration.

Explore our repository to discover a wealth of knowledge across various disciplines.

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Communities in NuSpace

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Now showing 1 - 5 of 12

Recent Submissions

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Perceptions of Healthcare Workers on the Attributes of the Integrated Disease Surveillance and Response System in Zimbabwe
(2024) Mteliso, F.; Adalier, A.; Malunguza, N.J.; Chiyaka, E.T.
Objective: To investigate healthcare workers' perceptions of the integrated disease surveillance and response (IDSR) strategy. Methods: A cross-sectional survey of healthcare workers (HCWs) was conducted from December 2021 to June 2022 to assess their perceptions of the IDSR system attributes. Results: Of the 409 respondents, 12 (2.9%) reported no prior training on disease surveillance. The IDSR was deemed simple, acceptable, useful, and timely by most participants. There were sharp differences in perceptions of flexibility and simplicity between doctors and the other healthcare professionals. However, acceptability, timeliness, and usefulness were uniformly perceived. Healthcare workers with at least 11-years’ experience perceived the usefulness of the IDSR system significantly higher than those with lesser years of experience. However, work experience did not have an impact on HCWs perceptions of the simplicity, timeliness, and flexibility of the IDSR system. Conclusions: Most healthcare workers have positive perceptions of the IDSR approach. However, there are reservations about how well the system can adapt to changing conditions and demands (flexibility) and how well it simplifies the implementation processes. These findings demonstrate the necessity of adopting cutting-edge strategies for capacity building as well as ongoing professional development of healthcare professionals responsible for the implementation of the IDSR strategy.
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Validation of the DigComp tool and evaluation of the level of digital literacy skills among Zimbabwean in-service secondary school teachers
(POTRAZ/RCZ, 2024) Dabengwa, I.M.; Moyo, Sibonile; Gashirai, T.B.; Makaza, D.; Makoni, P.; Pasipamire, N.; Chademana, G.K.; Mufudzi, M.; Mandaza, D.; Mapfumo, S.
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An Assessment of Digital Literacy Skills Among Secondary School Teachers Using the Digcomp Tool
(POTRAZ/RCZ, 2024) Dabengwa, I.M.; Moyo, Sibonile; Gashirai, T.B.; Makaza, D.; Makoni, P.; Pasipamire, N.; Chademana, G.K.; Mufudzi, M.; Mandaza, D.; Mapfumo, S.
The International elecommunications Union’s (ITU) Digital Skills Assessment Guidebook and the Digital Competence Framework for Citizens (DigComp) were used to conduct the national assessment. The study used a mixed methods approach.The latest version of DigComp (2.2) was selected for assessing secondary school teachers. Data was collected from 2,263 conveniently selected secondary school teachers from 150 purposively selected secondary schools spread over 10 provinces in Zimbabwe. The selection included private, public, boarding, day, night, urban, peri-urban, rural schools, boys only and girls only and mixed sex schools. An ICT facility assessment was conducted at each school, 30 in-depth interviews ere held with teachers, and 15 focus group discussions with secondary school learners from each province. Qualitative data was analysed in MaxQDA 24 for themes, while quantitative data was analysed in SPSS 27 for statistical inferences. It was found that the Zimbabwean secondary school teachers have Intermediate digital literacy. Most of the digital skills were on Information and Data Literacy, Communication and Collaboration, Digital Content Creation, Problem Solving and Safety. There were differences in the way that males and females ompleted the questionnaire, especially on the Communication and Collaboration dimension. The absence of school learning management systems had led teachers to rely heavily on social media to conduct flipped classroom teaching and learning. However, learners saw the shortage of devices and restrictive school device policies as a challenge to integrate ICTs tools in classroom and when learning is flipped. Policymakers are encouraged to support teachers with adequate ICTs devices, supportive infrastructure and supportive policies that encourage the development of digital competences within this sector.
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Factors influencing the transfer of training in internal training programmes: the case of the National University of Science and Technology (NUST) Library
(2024) Marowa, J.; Fusire, L.R.
Whereas academic librarians’ knowledge, skills, and attitudes (KSAs) need to be constantly updated through training to meet professional demands in the field, such training should be transferred to the job for improved job performance. This study identified factors affecting the transfer of training in internal training programmes at NUST Library. A multi-methods research design was employed. Data were collected by administering questionnaires to trainers and trainees while senior library management was interviewed. Data from 32 responses were presented and analysed using Microsoft Excel software. Trainee characteristics, training design and delivery, the work environment, and trainer characteristics were the major factors that affect training transfer. Although trainees had high cognitive abilities, they were not highly motivated to train and transfer trained KSAs. The training design did not include trainees fully and training content was decided by library management. The work environment lacked relevant equipment and technological infrastructure. Training methods in place were sufficient although the need to utilise a blended learning approach incorporating online tutorials was realised. Trainers were experienced in the delivery of training although their pedagogical, presentation, interpersonal, and communication skills needed honing. The importance of training transfer should be emphasised before, during, and after training. Supply of adequate equipment as well as sending trainers for the training of trainers’ courses targeting deficient areas were recommended.
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Economic migration and the socio-economic impacts on the emigrant’s family: A case of Ward 8, Gweru Rural district, Zimbabwe
(2018-03) Ndlovu, Everson; Tigere, Richard
Gweru Rural district in the Midlands province of Zimbabwe has witnessed an increasing number of outward migrations of breadwinners, leaving behind a desperate environment for families. This study was motivated by the realisation that most of the sick left behind, the elderly and children would visit the health centres unaccompanied, risking taking prescribed drugs incorrectly, thus further compromising their health. The study sought to establish the socio-economic effects of international migration on family members left behind in ward 8 of Gweru Rural. The study adopted a qualitative case study approach. Focus group discussions, questionnaires and structured individual interviews were used to elicit for data. Nonprobability sampling design was used because of small samples available. Convenience and purposive sampling techniques were particularly used. Data were manually analysed and presented both qualitatively and quantitatively. The study revealed that international migration particularly to South Africa, especially by non- professionals, was not yielding the much expected economic gains; instead it was characterised by more negative social effects on the emigrant’s family. The study recommends that emigrants should consider migrating with their loved ones and, where it is not feasible, to put in place sound alternative caregiving arrangements. The study has provided an insight into international migration and its effects on left-behind families. However, a more comprehensive and quantitative survey remains critical to delving deeper into this migration phenomenon, particularly on how both the emigrant and left-behind spouses handle the issue of conjugal rights.