Browsing by Author "Mahlelehlele, Bokang A"

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    Democratic education in technology-mediated postgraduate nursing
    (ERRC Forum, 2025-05-27) Mahlelehlele, Bokang A; Marittz, Jeanette E; Van Rensburg, Gisela H
    This study explores how Master of Nursing Sci- ence students navigate technology-mediated learning and institutional support, examining how digital platforms ei- ther promote or hinder equitable access in resource-lim- ited contexts through a critical pedagogy lens. A qualita- tive research approach, specifically constructivist grounded theory, was used to explore the problem. Data were collected during three focus group discussions in- volving 24 Master of Nursing Science students from the National University of Lesotho. The analysis identified key structural barriers, including unreliable internet con- nectivity, inadequate training on digital platforms, and disparities in technological literacy, which constrained students’ full participation in online learning. In response to these challenges, students developed adaptive strate- gies such as peer support networks, self-directed learning, and emotional resilience. However, relying on individual agency rather than systemic transformation underscores the persistent inequities that postgraduate students expe- rience in resource-limited contexts. The findings highlight the need for universities to transition from passive re- source provision to proactive institutional engagement, ensuring structured support that fosters meaningful learning experiences. To achieve equitable access in technology-mediated postgraduate nursing education, institutions must invest in digital infrastructure, faculty development, and psychosocial support mechanisms. This study contributes to the discourse on democratic education by advocating for systemic reforms that promote inclusive and participatory learning environments in postgraduate nursing education.
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    Raising stroke prevention champions
    (MDPI, 2026) Shelile, Mpho; Mahlelehlele, Bokang A; Bass, Nick
    Globally, stroke is a significant health problem and is considered one of the leading causes of mortality and permanent disability worldwide. Nurses are key stake- holders and integral members of the stroke care team, contributing to every stage of care. Objective: This study aimed to assess the effects of a nurse-led stroke training program on the knowledge, attitudes, and practices of registered nurses working in Berea primary health care facilities, Lesotho, before and after an educational intervention. Methods: To evaluate the effectiveness of the nurse-led intervention, this study used a pre-experimental one-group pretest–posttest design. Participants completed a structured questionnaire be- fore the intervention to assess their baseline knowledge, attitudes, and practices related to stroke. Following the intervention, which consisted of educational sessions led by trained nurses, the same questionnaire was administered again to measure changes in participants’ knowledge, attitudes, and practices. Paired t-tests compared results. Results: A total of 34 registered nurses from 18 primary healthcare facilities participated in this pre- and post-intervention questionnaire study. When comparing knowledge, attitudes, and prac- tices related to stroke before and after the educational intervention, the increase in correct response rates was statistically significant (p < 0.001). The training evaluation received positive feedback from the participants. Conclusions: Structured nurse-led educational interventions enhance nurses’ knowledge, attitudes, and practices in stroke care, leading to improved patient outcomes and stronger community-based prevention. These find- ings highlight the need to integrate continuous stroke education into nursing policies and primary health care practice.