https://hdl.handle.net/10646/2774 2026-04-10T02:27:19Z 2026-04-10T02:27:19Z Chikwanha, T. M. Chidhakwa, S. Dangarembizi, N. https://hdl.handle.net/10646/3071 2025-12-14T01:14:21Z 2015-01-01T00:00:00Z

Occupational therapy needs of adolescents and young adults with cerebral palsy in Zimbabwe: Caregivers’ perspectives Chikwanha, T. M.; Chidhakwa, S.; Dangarembizi, N. Objectives: To determine occupational therapy needs of adolescents and young adults with cerebral palsy living in an urban setting, to identify participation levels in activities of daily living and social activities, to identify factors influencing participation and to determine the contribution of occupational therapy in participating in these activities. Design: Descriptive cross-sectional Setting: Community rehabilitation outreach points in Epworth, Mufakose, Glenview, Dzivarasekwa, Mabvuku and Norton. Participants: Thirty-five randomly selected primary caregivers of adolescents and young adults with cerebral palsy. Data analysis: Data collected on the questionnaires was analysed using SPSS/16.0 for frequencies and means. Results: Fourteen (41%) of the adolescents and young adults were independent in self-care activities such as toileting, grooming, dressing, mobility and bathing. Twenty-one (59%) were totally dependent or needed some assistance in performing activities of daily living. Factors reported to influence participation included upper and lower limb contractures, lack of transport, financial constraints and a difficult home environment. Occupational therapy needs of adolescents and young adults as reported by their caregivers included further training in activities of daily living (74%), home adaptations (66%), vocational skills training (20%) and provision of appropriate assistive devices (6%). Conclusion: In light of these findings performance areas that still needed occupational therapy interventions included activities of daily living, vocational skills training, use of assistive devices and home adaptations. Therefore adolescents and young adults with cerebral palsy living in Zimbabwe still have functional performance deficits that can be addressed by provision of follow-up community occupational therapy interventions.

2015-01-01T00:00:00Z Kaseke, F. Mutsambi, M. https://hdl.handle.net/10646/2953 2026-01-06T01:11:29Z 2014-01-01T00:00:00Z

Experiences of health science students during clinical placements at the University of Zimbabwe Kaseke, F.; Mutsambi, M. Background: Clinical placement is an essential component of training in health sciences because it is where theory and practice interface. Objective: To explore experiences of health sciences students during clinical placement in terms of supervision, challenges and coping strategics. Design: It was a cross sectional survey. Setting: University ofZimbabwe, College of 1 lealth Sciences. Participants: 179 multidisciplinary health science students. Materials and Methods: A cross-sectional survey was conducted using a self-administered questionnaire. Ethical clearance was obtained. Descriptive statistics were used for analysis. Main Outcome Measures: These were perceptions of students with regard to supervision, challenges faced during clinical placement and coping strategics used. Results: 179 participants responded to the questionnaires. Participants enjoyed linking theory to practice. Perceptions on supervision were both positive and negative. Inadequate supervision and inappropriate behaviours by supervisors were some of the challenges faced. Almost 89% used stress-relieving strategies such as focusing on why they were doing the clinical placement and the importance of successful completion. Ninety-one per cent had never used cannabis/mbanje but 41% had engaged in sexual activity to cope with challenges. Conclusion: This study found that the perceptions of health sciences students about supervision clinical placement, challenges faced and the coping strategics arc almost the same as those found elsewhere. It is therefore important to plan clinical placement with the involvement of clinical educators. Recommendations: .Supervisors' workshops should be held to create a forum to discuss clinical placement issues. Follow-up of students by academics is recommended. Students should be empowered to cope with challenges.

2014-01-01T00:00:00Z