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19 October 2021 | Story André Damons | Photo Charl Devenish
Dr Champion Nyoni and Dr Annali Fichardt, together with Prof Yvonne Botma (not on the picture), from the School of Nursing at the University of the Free State (UFS) came in second for their research paper on this innovative educational strategy at the recent Faculty of Health Sciences’ Faculty Research Forum.

When South Africa went into hard lockdown due to the outbreak of the COVID-19 pandemic, the School of Nursing at the University of the Free State (UFS) adopted the conventional boot camp as an innovative way to continue learning and teaching clinical skills for its students.

School of Nursing leadership adopting an innovative educational strategy

The COVID-19 pandemic, specifically the hard lockdown of 2020, challenged the leadership of the School of Nursing to adopt  innovative educational strategies to continue learning and teaching, especially for undergraduate nursing students. Adapting theory classes to the online space appeared easier due to the various enabling modalities in the university such as Blackboard, but the same could not be said about learning clinical skills. It is near impossible to learn clinical skills at home. The School of Nursing had to devise ways to facilitate learning of clinical skills in campus during the pandemic. Underpinned by the theory of deliberate practice, they used the boot camp as an innovative educational strategy to continue the learning and teaching of clinical skills. 

Dr Champion Nyoni, Dr Annali Fichardt and Prof Yvonne Botma, who did research on this innovative educational strategy, came in second place at the recent Faculty of Health Sciences’ Faculty Research Forum. They also won the Kerneels Nel medal for best educational research paper in 2020. 

Manuscript already accepted

The manuscript about their research has already been accepted by The African Journal of Health Professions Education and will be published next year. 

“Deliberate practice is understood as a type of purposeful and systematic learning of skills requiring focused attention and is conducted to improve performance. Boot camps are synonymous with conventional training camps, such as used in the military, where specific skills are learnt, and the School of Nursing adopted the practice for this particular situation,” wrote the researchers in the manuscript. 

According to them, the boot camps had the dual aim of developing foundational clinical skills for undergraduate nursing students, including sessions missed during the higher levels of lockdown, and preparing them for the ‘new’ workplace environment. 

Educational institutions were compelled to adapt their education strategies during the pandemic and the innovation of the use of boot camps as a strategy for learning and teaching clinical skills is an example of what the School of Nursing applied immediately after the hard lockdown. 

How the boot camps worked 

Each student year group was allocated a week at the simulation laboratory. Each year group was then split into smaller groups to attend their boot camp on specific days of the week. The module outcomes determined the nature and number of clinical skills to be taught per camp. 

All the students received a video recording of the clinical skills and associated learning material prior to the boot camp to prepare for the session. On the day of the camp, the group was further split into smaller manageable groups, which were stationed in smaller venues of the simulation laboratory with a preceptor. 

Equipment and materials related to the clinical skills for the day were made available in all the venues. A central venue hosted the leading session facilitator, who provided foundational information about the clinical skill before a demonstration while being live-streamed to the other smaller venues. Students in smaller venues watched the leading facilitator via live streaming after which they had opportunities for clarification from their preceptor. All the students in the small groups then demonstrated the taught skills to the preceptor who immediately provided feedback. 
This intervention commenced after the hard lockdown and continued for the whole of the year 2020.

Outcomes of the strategy 

The boot camps appeared to have influenced the learning and teaching of clinical skills positively, but the strategy is an emergency solution only in response to COVID-19 and is not regarded as suitable for long-term educational purposes. Students’ clinical outcomes appear to have improved compared to previous years and they appreciated the efforts taken by their educators in facilitating the learning of clinical skills and re-integrating them into the clinical environment. 
“We always encourage our students to be innovative in their own practice, – the boot camps were an exceptional demonstration of practising what we preach,” says Dr Nyoni.

The infrastructure, the educators, and the leadership of the School of Nursing appeared to be enablers for the effective influence of this strategy. The boot camps were located at the state-of-the-art simulation facilities at the school that have multiple venues and facilities for live streaming. Teamwork among the educators in each year group drove the process through reflecting on their own practice. 

News Archive

Researcher part of project aimed at producing third-generation biofuels from microalgae in Germany
2016-05-09

Description: Novagreen bioreactor  Tags: Novagreen bioreactor

Some of the researchers and technicians among the tubes of the Novagreen bioreactor (Prof Grobbelaar on left)

A researcher from the University of the Free State (UFS), Prof Johan Grobbelaar, was invited to join a group of scientists recently at the Institute for Bio- and Geo-Sciences of the Research Centre Jülich, in Germany, where microalgae are used for lipid (oil) production, and then converted to kerosene for the aviation industry.

The project is probably the first of its kind to address bio-fuel production from microalgae on such a large scale.  

“The potential of algae as a fuel source is undisputed, because it was these photoautotrophic micro-organisms that were fixing sunlight energy into lipids for millions of years, generating the petroleum reserves that modern human civilisation uses today.  However, these reserves are finite, so the challenge is marrying biology with technology to produce economically-competitive fuels without harming the environment and compromising our food security.  The fundamental ability that microalgae have to produce energy-rich biomass from CO2, nutrients, and sunlight through photosynthesis for biofuels, is commonly referred to as the Third-Generation Biofuels (3G),” said Prof Grobbelaar.

The key compounds used for bio-diesel and kerosene production are the lipids and, more particularly, the triacylglyserols commonly referred to as TAGs.  These lipids, once extracted, need to be trans-esterified for biodiesel, while a further “cracking” step is required to produce kerosene.  Microalgae can store energy as lipids and/or carbohydrates. However, for biofuels, microalgae with high TAG contents are required.  A number of such algae have been isolated, and lipid contents of up to 60% have been achieved.

According to Prof Grobbelaar, the challenge is large-scale, high-volume production, since it is easy to manipulate growth conditions in the laboratory for experimental purposes.  

The AUFWIND project (AUFWIND, a German term for up-current, or new impetus) in Germany consists of three different commercially-available photobioreactor types, which are being compared for lipid production.

Description: Lipid rich chlorella Tags: Lipid rich chlorella

Manipulated Chlorella with high lipid contents (yellow) in the Novagreen bioreactor

The photobioreactors each occupies 500 m2 of land surface area, are situated next to one another, and can be monitored continuously.  The three systems are from Novagreen, IGV, and Phytolutions.  The Novagreen photobioreactor is housed in a glass house, and consist of interconnected vertical plastic tubes roughly 150 mm in diameter. The Phytolutions system is outdoors, and consists of curtains of vertical plastic tubes with a diameter of about 90 mm.  The most ambitious photobioreactor is from IGV, and consists of horizontally-layered nets housed in a plastic growth hall, where the algae are sprayed over the nets, and allowed to grow while dripping from one net to the next.

Prof Grobbelaar’s main task was to manipulate growth conditions in such a way that the microalgae converted their stored energy into lipids, and to establish protocols to run the various photobioreactors. This was accomplished in just over two months of intensive experimentation, and included modifications to the designs of the photobioreactors, the microalgal strain selection, and the replacement of the nutrient broth with a so-called balanced one.

Prof Grobbelaar has no illusions regarding the economic feasibility of the project.  However, with continued research, optimisation, and utilisation of waste resources, it is highly likely that the first long-haul flights using microalgal-derived kerosene will be possible in the not-too-distant future.

Prof Grobbelaar from the Department of Plant Sciences, although partly retired, still serves on the editorial boards of several journals. He is also involved with the examining of PhDs, many of them from abroad.  In addition, he assisted the Technology Innovation Agency of South Africa in the formulation of an algae-biotechnology and training centre.  “The chances are good that such a centre will be established in Upington, in the Northern Cape,” Prof Grobbelaar said.

 

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