AAMUSTED Knowledge Manager

Welcome to the AAMUSTED Knowledge Manager (Institutional Repository), an open access digital archive of scholarly intellectual and research outputs of AAMUSTED. The Knowledge Manager contains and preserves: Theses and Dissertations; Research Articles and Conference Papers; Rare and Special Materials and many other Digital Assets of the University.

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    Relation Between Religious Perspectives and Views on Sickle Cell Disease Research and Associated Public Health Interventions in Ghana
    (ORIGINAL ARTICLE, 2019) Dennis‐Antwi, A. Jemima; Ohene‐Frempong, Kwaku; Anie, A. Kofi; Dzikunu, Helen; Agyare, A. Veronica; Boadu, Okyere Richard; Antwi, Sarfo Joseph; Asafo, K. Mabel; Anim‐Boamah, Oboshie; Asubonteng,K. Augustine; Agyei, Solomon; Wonkam, Ambroise; Treadwell, J. Marsha
    Sickle cell disease (SCD) is highly prevalent in Africa with a significant public health burden for under‐resourced countries. We employed qualitative research methods to understand the ethical, legal, and social implications of conducting genomic research in SCD under the Human Heredity and Health in Africa (H3Africa) initiative. The present study focused on religious and cultural aspects of SCD with the view to iden‐ tifying beliefs and attitudes relevant to public health interventions in Ghana. Thematic analyses from individual and group interviews revealed six key areas of importance, namely, reliance on a supreme being; religion as a disruptive influence on health be‐ haviors; role of religious leaders in information sharing and decision‐making; social, religious, and customary norms; health and religious/supernatural beliefs; and need for social education and support through church and community. Findings suggest that public health programs in Ghana should not only aim at increasing knowledge and awareness about SCD and its management but also create an understanding of the relevance of genomics and alternative technological advancement to diagnosis and ethical decision‐making around available options for health seeking. Future re‐ search should engage communities to help address the ethical and social implications of a persuasive religious influence on SCD‐related health decisions.
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    Perceived power dynamics in nursing education on students’ learning experience in Ghana
    (RESEARCH ARTICLE, 2025-08-01) Poku, Atta Collins; Agyare, Adwoa Veronica; Baafi, Samuel; Attafuah, Priscilla Yeye Adumoah; Berchie, Eunice
    ntroduction Educator-student connectedness is where students can thrive, even amid failure, preserving their worth and self-dignity. Every relationship may have challenges, which is no different in nursing education. Students are sometimes unhappy with the educator-student relationship, as power creates a certain distance that must be appropriately exhibited. The study explored the perceived power dynamics of the educator-student relationship in nursing education. Methods The study utilised an exploratory, descriptive qualitative approach to understand student nurses’ educator-student interaction. Twenty-four final-year students were involved in the study based on information power. Thematic analysis was used to generate codes, sub-themes, and themes. Findings Two main themes emerged: 1) difficulties faced by students and 2) the perceived impact of power dynamics. The identified subthemes include issues with teaching methods, feelings of suppression, and discouraging attitudes of educators. The findings further showed that students often pretend to understand when an educator becomes angry, reflecting the power dynamics in the classroom, where students may feel powerless to challenge authority even when their academic needs are unmet. Additionally, there is a lack of student autonomy, which affects their mental well-being and development as competent professionals.
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    Exploring the evolving relationship between students and nurse educators in tertiary institutions in Ghana
    (Agyare et al. BMC Medical Education, 2025) Agyare, Adwoa Veronica; Poku, Atta Collins; Baafi, Samuel; Berchie, Eunice; Attafuah, Priscilla Yeye Adumoah
    Background As most nursing academics have suggested, training student nurses to be professionals with all the qualities of a good nurse requires time and attention to detail. Students in the nursing program exhibit enthu siasm and dedication to succeeding in their chosen field from the moment they are accepted into the school. This comes with varied expectations regarding teaching, learning, and relationships with educators. It is essential how teaching and learning are affected by the student-nursing-tutor interaction, which significantly impacts learning, growth, and professional development. This study explored the evolving relationship between students and educa tors in nursing institutions from the perspective of students. Methods The study used an exploratory, descriptive qualitative approach to understand the phenomenon. Partici pants in the final year of their training were recruited, and a focused group discussion was conducted. Thirty partici pants, all students, were involved in the study. Data saturation determined the sample size. All the interactions were audio-recorded and transcribed verbatim. Transcriptions were analysed using thematic analysis. Results The findings revealed two main themes, initial relationship and subsequent relationship, with related sub themes: uncertainty regarding the initial relationship, welcoming relationship, influencers of subsequent relationship and adaptational relationship. Students mentioned that they are admitted into nursing institutions with personal expectations and preconceived notions about educators, leading to interaction uncertainty. Some of these notions were confirmed as their expectations were unmet. It was reported that students experienced a welcoming first interaction. However, the subsequent relationship was influenced by educators’ attitudes and teaching approaches. Overall, students described the student-tutor relationship as adaptational. Conclusion This study provides actionable recommendations for improving nursing education practices in Ghana. Findings reiterate the impact of unhealthy student-educator relationships on learning and teaching outcomes; there fore, educators should deliberately enhance their relationships by properly socialising students into the profession and acting as role models. Educators should regularly reflect on student interactions and enhance their skills for better output
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    INTEGRATION OF CROSS-CULTURE EXPERIENTIAL LEARNING INTO THE MBA CURRICULUM AT THE FACULTY OF BUSINESS EDUCATION, AAMUSTED
    (2025-10-07) AWOPONE, VICTORIA WEPEA WEOBONG
    This proposal recommends the integration of the internationally recognised Cross-Culture (X Culture) experiential learning programme into the Master of Business Administration (MBA) curriculum at the Faculty of Business Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). This initiative aligns with AAMUSTED's mandate to provide higher education in technical, vocational, and entrepreneurial training and to develop strong linkages with industry for holistic training. X Culture is a global collaborative project where students from over 100 universities around the world work in international virtual teams to solve real business challenges like developing business proposals, marketing strategies, or operational solutions presented by corporate partners. A key feature of this programme is its emphasis on cross-cultural collaboration. That is, working with people from different national, cultural and linguistic backgrounds, each bringing unique perspectives, values, and communication styles. Through this experience, MBA students will have the opportunity to work in diverse cross-cultural teams, develop critical global business skills, strengthen their digital collaboration capacity, and enhance their employability. This proposal highlights the introduction, problem statement, justification, overview of X-Culture, benefits to AAMUSTED, conclusion and recommendations adopting X-Culture into MBA curriculum.
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    Renegotiating the Terms of African Womanism: Binwell Sinyangwe’s A Cowrie of Hope and Neshani Andreas’ The Purple Violet of Oshaantu
    (Journal of Literature, Languages and Linguistics, 2020-08-31) Ben-Daniels, Faith
    Over the years African women have struggled for space and recognition in all spheres of human life. Writers from Efua Theodora Sutherland, Buchi Emecheta and Ama Ata Aidoo down to Chimamanda N. Adichie, Lola Shoneyin and Ayobami Adebayo have expressed African women’s struggles from divergent viewpoints. As such, this paper returns to the concept of African womanism as created by Clenora Hudson-Weems and endeavours to dissect how Binwell Sinyangwe’s A Cowrie of Hope and Neshani Andreas The Purple Violet of Oshaantu engages this concept in order to create awareness of the African woman’s disposition. Subsequently, this paper focuses on the new approaches to the discussion of the African woman’s liberation. It takes a look at the face of African womanism as a movement that advocates the liberation of the African woman within her cultural niche. It also discusses how Sinyangwe and Andreas address the negative factors oppressing the African woman and also suggest ways of liberation by renegotiation.