Teaching and Learning


Dean: Teaching and Learning: Professor Sinegugu Duma

Prof Sinegugu Duma has the following educational qualifications: Doctor of Philosophy, Doctor of Philosophy, obtained from the University of Cape Town (2006); Masters in Nursing Education, Obtained from University of KwaZulu Natal (1998), B Cur in Nursing Administration and Nursing Education, obtained from UNISA (1994) and Diploma in Nursing (Psychiatry, Community) and Midwifery, obtained from Natal College of Nursing. She also holds Certificate in Sexual Assault Forensic Nursing and postgraduate courses in gender based violence and forensic nursing, obtained from Johns Hopkins School of Nursing, Baltimore, USA (2003).

She is a fellow of the Academy of Nursing of South Africa since 2013 and is the recipient of the Fundisa Excellence Nursing Research Award (2016) for research that improved nursing practice and health outcomes for victims of sexual violence. Her current research is on prevention of sexual violence in different settings including universities. She has secured both national and international research grants.

She serves in many national and international professional nursing societies, including the South African Forensic Nursing Association, of which she is a founding member, the International Association of Forensic Nurses where she serves in the international advisory committee, Sigma Theta Tau international and it’s African Chapter, Tau Lambda at Large.

She has served as the Chairperson of the Accreditation Committee and Deputy Chairperson of the South African Nursing Council (2008 -2013), responsible for development of regulations for nursing curriculum as well as accreditation of nursing programmes and higher education nursing institutions in Southern Africa, including Lesotho.

She is an Adjunct Professor at Great Lakes University of Kisumu, Kenya and Foreign Faculty at Johns Hopkins School of Nursing, Baltimore and Stanford University where she teaches gender based violence as a public health issue to graduate students on international exchange programme in South Africa.

She comes from the University of Cape Town where she established and chaired the first ever national Campus Sexual Assault Response Team (SART), a multidisciplinary team which coordinates services for victims and survivors of sexual violence on campus. She was the Head of the Division of Nursing & Midwifery, between 2008 and 2013. She was the Deputy Director (Postgraduate Programmes), Department of Health and Rehabilitation Sciences, between 2008 and 2013 She also served as an executive board member of the Forum for University Nursing Deans of South Africa (FUNDISA) where she served as the Chairperson for the Practice Portfolio responsible for the monitoring and evaluation of nursing practice and nursing scholarship development in South Africa.

She has successfully supervised and graduated six PhD Graduates and 19 Masters Graduates. She has authored a book “The Pain of Being a Women, an in-depth research in sexual assault and several chapters in medical and nursing practice books. She has published more than 20 articles in scientific nursing education, forensic nursing and nursing practice journals. She has been invited as a guest speaker in both national and international conferences.

Telephone:  +27 31 260 4946 

EMail: Dumas1@ukzn.ac.za

Campus:   Howard, 1st Floor George Campbell Building  

School Academic Leaders of Teaching and Learning

SHS: Frasia Oosthuizen

SLLMS: Pam Pillay

SCM: Munira Motala

SNPH: Sipho Mkhize

SSS: Saloschini Pillay

Transformation within South Africa’s Higher Education system: What does this mean for young academics in
Health Professions Education?

This is the first interview in a series entitled ‘Conversations in Health Sciences’ that deals broadly with the topic of the transformation imperative within higher education in South Africa, and its implications for health professions programmes and academics within the School of Health Sciences UKZN.

 The series will continue with further episodes planned for the second half of 2021, dealing with other topical issues facing the sector and health professions education in general. 



  1. A pilot of the use of Short Message Service (SMS) as a training tool for anaesthesia nurses. (Duys, R, Duma, S and Dyer R, 2017)
  2. Upskilling nursing students and nurse practitioners to initiate and manage patients on ART: An outcome evaluation of the UKZN NIMART course. (Mnqibisa, R,Muzigaba. M, Ncama, BP, Pillay, S and Reddy, N.N, 2017)
  3. Developing, implementing and evaluating a simulation learning package on post-partum haemorrhage for undergraduate midwifery students in KwaZulu-Natal. (Amod H.B and Brysiewicz, 2017)
  4. An evaluation of the emergency care training workshops in the province of KwaZulu-Natal, South Africa. (Naidoo, M, 2017)
  5. Benefits of Group Learning As a Collaborative Strategy in a Diverse Higher Education Context (Van Wyk, J and Hafajee, F, 2017)
  6. Use of role-play and community engagement to teach parasitic diseases (Hafejee, F, Van Wyk and Hira, 2017)
  7. Fanning and refueling the flickering flame of faculty development (Van Wyk, 2017)
  8. A Rose By Other Names: Some General Musings on Lawrence and Colleagues’ Hidden Curriculum Scoping Review (Hafferty, F.W and Martimianakis, M.A, 2017)
  9. The relevance and role of homestays in medical education: a scoping study. (Hughes, B.M, Moshabela, M, Owen, J and Gaede, B, 2017)
  10. Impact of the learning environment on career intentions of paediatric interns. (Naidoo, K.L, Van Wyk, J and Adzikari, M, 2017)
  11. The Hidden Curricula of Medical Education:A Scoping Review. (C, Mhlaba, T, Moletsane, R, Gaede, B and Moshabela. M, 2017)
  12. Mastering your Fellowship. (Von Pressentin, Naidoo, M and Mabuza, L.H, 2017)
  13. Mastering your Fellowship. (Naidoo, M, Mabuza, H.L, Ross, A and Scweitzer, B, 2017)
  14. Mastering your Fellowship. (Naidoo, M, Mabuza, H AND Ross, A, 2017)
  15. Mastering your Fellowship. (Von Pressentin, K.B, Naidoo, M and Mabuza, L.H, 2017)
  17. Community stakeholders’ perspectives on the role of occupational therapy in primary healthcare: Implications for practice. (Naidoo, D, Van Wyk, J and Joubert, R, 2017)
  18. Supervision on Social Media: Use and Perception of Facebook as a Research Education Tool in Disadvantaged Areas. (Pimmer, C, Chipps, J, Brysiewicz, P, Walters, F and Lixen, S, 2017)
  19. Physiotherapy postgraduate studies in South Africa: Facilitators and barriers. (Cobbin, S, Maddocks, S, Govender, S, Khan, S, Mbhele, M, Naidoo, K, Tootla, S and Weston, C, 2017)
  20. Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa. (Van Wyk, J.M, Knight, S.E, Dlungwane, T and Glajchen, S, 2017)
  21. Medical Education in Decentralized Settings: How Medical Students Contribute to Health Care in 10 Sub-Saharan African Countries. (Talib, Z, Van Schalkwyk,S, Couper,I, Pattanaik, S, Khadija Turay,

Sagay, S.A, Baingana, R, Baird, S, Gaede, B, Kibore, M, Manongi, R, Matsika, M, Mogodi, M, Ramucesse, R, Heather Ross, Simuyeba, M and Haile-Mariam, D

  1. Does gender impact on female doctors’ experiences in the training and practice of surgery? A single centre study.(Umoetok, F, Van Wyk, J and Madiba, T.E, 2017)