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The purpose of the paper was to survey transformational leadership traits in three academic libraries in the Gauteng province in South Africa. The three academic libraries were chosen based on the fact that two of the universities were residential research-intensive universities and the third was an academic library of a distance learning university.

The study adopted a quantitative approach with a survey design in three academic libraries in the Gauteng province in South Africa in which a close-ended questionnaire yielded quantitative data. The study included 29 academic staff from the rank of assistant librarian to the director from the three academic libraries, as these are the personnel in leadership positions. To code and analyse, quantitative data from a Likert scale, SPSS version 25 was used. Cronbach's alpha was used to evaluate the instrument's reliability on the five constructs used in this study to determine readiness to adopt a transformational leadership style. The overall level of internal consistency exceeded the theoretical minimum of 70 percent. The Shapiro-Wilk test was used to determine the normality of the data and the p values were greater than 0.05 (p > 0.05). Tables have been used to present descriptive and inferential statistics based on data.

Participants expressed favourable opinions about academic libraries' ability to learn from the best practices of others in the profession, with mean scores greater than 3.5 on a 5.0 scale. Participants' perceptions of transformative versus traditional management styles yielded a moderate mean score of 3.0, with moderate mean scores ranging from 2.8 to 3.3. The average score for talent identification and succession planning in academic libraries was 3.5. Perceptions of leadership responsibilities had a mean score of 4.1, with attributes on leadership responsibilities scoring at least 3.5. Perceptions of problems for the next generation of leaders in academic libraries were moderate, with a mean score of 3.2 on a scale of 5.0.

Only three of the seven public university libraries in the Gauteng province in South Africa were surveyed in this study. The sample size was reasonably small for generalizations beyond the South African Gauteng province academic libraries. However, it was felt useful for this particular case. A survey of all 26 South African public universities is required to assess transformational leadership traits in academic libraries.

Next-generation leaders in South African academic libraries are perceived as not being aggressive in terms of team building, coaching and motivating others.

In the wake of COVID-19, new leadership traits such as scenario planning are needed for academic libraries.

Leadership studies abound in the library and information studies (LIS) profession and they are not new. However, research on transformational leadership in South African libraries is still in its early stages. As a result, this study fills a gap in the literature on transformative leadership in academic libraries in South Africa.

The purpose of this study is to examine levels of health research evidence in health policies in Malawi.

The study selected a typology of health policies in Malawi from 2002 to 2017. The study adopted the SPIRIT conceptual framework and assessed the levels of research evidence in health policy, systems and services research using the revised SAGE policy assessment tool. Documentary analysis was used to assess levels of health research evidence in health policies in Malawi.

In 29 (96.7 per cent) of the health policies, policy formulators including healthcare directors and managers used generic search engines such as Google or Google Scholar to look for heath research evidence. In 28 (93.3 per cent) of the health policies, they searched for grey literature and other government documents. In only 6 (20 per cent) of the heath policy documents, they used academic literature in a form of journal articles and randomised controlled trials. No systematic reviews or policy briefs were consulted. Overall, in 23 (76.7 per cent) of the health policy documents, health research evidence played a minimal role and had very little influence on the policy documents or decision-making.

The empirical evidence in the health policy documents are limited because of insufficient research citation, low retrievability of health research evidence in the policy documents and biased selectivity of what constitutes health research evidence.

The study indicates that unfiltered information (data from policy evaluations and registries) constitutes majority of the research evidence in health policies both in health policy, systems and services research. The study seeks to advocate for the use of filtered information (peer reviewed, clinical trials and data from systematic reviews) in formulating health policies.

There is dearth of literature on the levels of health research evidence in health policy-making both in health policy, systems and services research. This study seeks to bridge the gap with empirical evidence from a developing country perspective.

The purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa.

Five databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.’s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically.

Quantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings.

SBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation.

While there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature.

This qualitative case study aims to investigate how current services meet the emotional needs of young women growing up with perinatally acquired human immunodeficiency virus (HIV). Young women (15–19 years old), caregivers and service providers were recruited through three multidisciplinary HIV management centres in Malawi.

In-depth interviews were used to collect data for 14 “cases” (each “case” involved a young woman, a caregiver and a service provider, for a total of 42 participants). The interviews with adolescents were conducted using an innovative visual method known as the “my story” book.

Thematic analysis revealed that young women experienced traumatic experiences and emotional neglect after being diagnosed as HIV positive. Lack of adult support networks and social isolation were identified as intersecting factors contributing to their mental distress. According to the findings of this study, HIV care should more explicitly include comprehensive mental health-care services. This provision should include ongoing individualised counselling sessions, supplemented by communication skills training to help break the prevalent cultural silence on HIV issues. Young people living with HIV, in general, and young women, are more likely to experience mental health issues than their non-infected peers. Integrating comprehensive mental health evaluation and treatment into HIV care for young people can be beneficial.

Mental health issues are critical and underserved challenges among young people living with perinatally acquired HIV. Women experience a higher prevalence of mental challenges than men. Integrating comprehensive mental health evaluation and treatment into HIV care for young people can be beneficial. Therefore, interventions to assist young people with mental health issues are needed within the context of HIV management in Malawi.

Many studies on mental health and HIV/AIDS have been conducted. However, there is very little information as regards the emotional needs of young women growing up with perinatally acquired HIV. This study fills the void.

This paper aims to assess whether the current eResearch Knowledge Centre’s (eRKC) research support practices align with researchers’ requirements for achieving their research objectives. The study’s objectives were to assess the current eRKC research support services and to determine which are adequate and which are not in supporting the Human Sciences Research Council (HSRC) researchers.

This study uses interviews as part of the qualitative approach. The researcher chose to use interviews, as some aspects warranted further explanation during the interview. The interviews were scheduled using Zoom’s scheduling assistant. The interviews were semi-structured, guided by a flexible interview procedure and supplemented by follow-up questions, probes and comments. The research life cycle questions guided the interviews. The data obtained were coded and transcribed using MS Excel. The interview data were analysed, using NVivo, according to the themes identified in the research questions and aligned with the theory behind the study. Pre-determined codes were created in line with the six stages of the research life cycle and applied to group the data and extract meaning from each category. Interviewee responses were assigned to groups in line with the stages of the research life cycle.

The current eRKC research support services are aligned with the needs of HSRC researchers and highlight services that could be expanded or promoted more effectively to HSRC researchers. It proposes a new service, data analysis, and suggests that the eRKC could play a more prominent role in research impact, research data management and fostering collaboration with HSRC research divisions.

This study is limited to assessing the eRKC’s support practices at the HSRC in Pretoria, South Africa. A more comprehensive study is needed for HSRC research services, capabilities and capacity.

Assessment of eRKC followed a comprehensive interviewee schedule that followed Raju and Schoombee’s research life cycle model.

Zoom’s scheduling assistant may have generated Zoom fatigue and reduced productivity. Technical issues, losing time, communication gaps and distant time zones may have affected face-to-face interaction.

eRKC research support practices are rare in South Africa and most parts of the world. This study bridges the gap between theory and practice in assessing eRKC research support practices.

The paper seeks to report on research-evidence-based health policy formulation in Malawi based on interviews with policymakers and questionnaire administered to health researchers.

Quantitative data for inferential statistical analysis was obtained through a questionnaire administered to researchers in the University of Malawi's College of Medicine and the Kamuzu College of Nursing. Interviews were conducted with four directors holding decision-making national health policy roles in the Ministry of Health and the National Assembly. The five national policymakers interviewed constituted five of the nine interviewees. The remaining four interviewed represented other government agencies and non-governmental organisations in the health sector. These constituted a piloted group of health policymakers in Malawi. Data from interviews shows illustrative comments typical of consistent perspectives among interviewees. Where they disagreed, divergent views have been presented.

The survey has revealed that health researchers rarely interact with health policymakers. Policymakers rarely attend researchers' workshops, seminars and conferences. Researchers prefer to interact with policymakers through expert committees or technical working groups. However, the meetings are called by policymakers at their own will. In terms of health research designed for user relevance, survey respondents suggested that developing research products; formulating study objectives; analysing and interpreting research findings and; developing research designs and methods were their responsibility. However, policymakers felt that research evidence should appeal to specific priorities needed by health policymakers in policy formulation. Health researchers suggested that health research evidence should be communicated through syntheses of the research literature and reprints of articles published in scientific journals. However, policymakers were of the view that research products should not be bulky, should be presented in points form and should provide options for specific policy areas.

University research groups and technical working groups provide an opportunity for interacting and enhancing the use of health research evidence.

For the purposes of facilitating the use of research evidence into policy, the study provides a low-cost framework for linking research groups and technical working groups to inform health research utilisation.

The purpose of this study was to investigate metadata creation practices in a functional academic institution repository in Malawi, with a specific focus on the Lilongwe University of Agriculture and Natural Resources (LUANAR) library.

The study used a qualitative approach with a case study design. The study adopted a case study strategy that focuses on the in-depth, holistic and in-context examination of one or more cases. The researcher used non-probability purposive sampling to include all three LUANAR Digital Repository (LDR) staff at LUANAR library because they were thought to be knowledgeable about the LDR metadata work. The three library staff members directly involved in repository metadata were investigated for the study. Data collection techniques used in a case study approach included semi-structuring face-to-face interviews and documentary analysis. Data from interviews and documentary reviews were manually analyzed and presented in thematic categories based on the study’s objectives.

Qualified Dublin Core (DC) was chosen by all participants as the only metadata structure scheme that they will use to create and implement metadata in the repository. DC application profile was the only scheme used to enforce uniform naming and capitalization conventions in the application of Qualified DC element definitions. The scheme, however, was discovered to be the Qualified DC default format in the DSpace system. All participants indicated that the Agricultural Organization of the United Nations Vocabulary is used. Participants highlighted that institutional repository system compatibility, the subject matter of the resources, resource types and staff expertise influenced the selection criteria for the metadata schemes. The repository policy had been developed but had yet to be adopted by the LUANAR management.

The current study was limited to LUANAR library. A wider study across public and private universities in Malawi is needed to ascertain the role of metadata policy, technical knowledge and metadata specialist institutional repositories.

Metadata policy is to aid in the understanding of the data, ensuring that appropriate security measures are used to protect the data and for metadata harvesting purposes.

Academic libraries should lobby for management support towards metadata policy for institutional repositories.

Very little is known about challenges affecting the growth of institutional repositories and standards adopted, including metadata harvesting. This paper bridges the gap in metadata standards for institutional repositories in developing countries.

The purpose of this study was to ascertain the adoption of transformational leadership qualities in South African libraries in Gauteng Province.

The study used a qualitative approach with open-ended questions that yielded some qualitative data. For the study, a multi-case study design was used. The study specifically targeted participants by identifying three directors of academic libraries in Gauteng. The criteria for selecting the three directors were that two of the universities are residential research-intensive universities, and the third is an academic library of a distance learning university. Atlas.ti8 was used to analyse the data, which was then presented using thematic content analysis.

Thematic areas for leaders of the 21st century, as mentioned by the directors, were a mixed bag. That empowerment was suggested by the first academic director. The appropriate leadership qualities were fiduciary, analytical, pragmatic, transformative and visionary. The second academic director proposed consultative, innovative and adaptable approaches, while the third proposed collaborative, ethical and adaptive approaches.

Transformative leadership is required, particularly in the aftermath of technological advances and pandemics such as COVID-19, which have altered the way academic libraries should operate.

Many studies on transformative leadership have been conducted. However, in the aftermath of technological advancements and pandemics such as COVID-19, the role of transformative leadership remained untested. This study fills the void.

The current paper sought to assess health research institutions in transferring knowledge from health research findings into decision and policy making in Malawi. The study employed both a qualitative and a multi-case study approach. Data was gathered through interviews. The study's participants were purposefully chosen directors of research institutions, public universities, and the ministry of health. Few research institutions compile a list of organisations that might benefit from their health research findings, and even fewer libraries have databanks or repositories. Policymakers rarely receive actionable messages from research institutions. Researchers are short on communication skills as well as time to transfer research findings into usable formats. Research centres including libraries should provide an opportunity for interacting and enhancing the use of research evidence. Individuals, research groups, institutions must all develop stakeholder interaction structures. Structures should define incentives and advancement opportunities for those working in health research institutions.

The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region.

A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality.

The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy.

The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation.

Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa.

The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.