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Faculty of Health Sciences, Infusion Facilitation, Orientation, and Ubuntu
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Mudau AG, Lebese RT, Mohale TK and Magadani HB. Ubuntu Infused First Year Entering Students’ Orientation for the Faculty of Health Science: Experiences of Facilitators at an Institution of Higher Learning. [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:8 (https://doi.org/10.12688/f1000research.171000.1)
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Research Article
Ubuntu Infused First Year Entering Students’ Orientation for the Faculty of Health Science: Experiences of Facilitators at an Institution of Higher Learning.
[version 1; peer review: awaiting peer review]
PUBLISHED 06 Jan 2026
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Abstract
Corresponding author:
Azwinndini G. Mudau
Competing interests:
No competing interests were disclosed.
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The author(s) declared that no grants were involved in supporting this work.
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© 2026 Mudau AG et al.
This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to cite: Mudau AG, Lebese RT, Mohale TK and Magadani HB. Ubuntu Infused First Year Entering Students’ Orientation for the Faculty of Health Science: Experiences of Facilitators at an Institution of Higher Learning. [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:8 (https://doi.org/10.12688/f1000research.171000.1)
First published: 06 Jan 2026, 15:8 (https://doi.org/10.12688/f1000research.171000.1)
Latest published: 06 Jan 2026, 15:8 (https://doi.org/10.12688/f1000research.171000.1)
Introduction and background
Orientation of first entering students in an institution of higher learning plays an important role in shaping and developing students to face the challenges of the profession and university life. The emphasis of orientation is to foster development and adjustment in academic learning, skills development, and character formation.1 The new entering health science students are often faced with the challenge of adapting to a new environment because of an unfamiliar culture and imposing professional demands. It is therefore essential for health science faculties within an institution of higher learning to develop effective orientation programs that will enable students to transition from one environment to the next.
An institution of higher learning with specific reference to health sciences professionals is a place where character and moral values related to the professions are formed, hence the importance of infusing Ubuntu principles and values during orientation and beyond. Values and norms are an integral part of society, as society understands itself and judges its worth through their value system. These values are also embedded in Ubuntu Philosophy, which all health professionals are expected to ascribe to. The core values of Ubuntu in education are to provide a supportive basis or the frame of reference from which both students and lecturers can engage during the learning process. The use of this framework is more pronounced in the interaction of health professionals with their clients and patients.
Ngubane and Makua2 emphasise the need for the Ubuntu philosophy to be embraced as a teaching approach since it is culturally responsive to the indigenous students, clients, and patients, as this can be used as a means of preserving indigenous knowledge systems and practices and restoring identity among students, clients, and patients. Ubuntu in education is considered to provide indigenous knowledge, which is important for integrating into the African culture of inclusion, which in turn promotes inclusivity, equality, and social justice in our education system.3 The purpose of education is to free the minds of the oppressed to destroy social classes and create one human consciousness within society. Ubuntu in education makes learners acknowledge humanity in themselves and others. The whole education process centres around Ubuntu as a philosophy or set of ethical principles that captures the belief system of the South Africans, according to which people take responsibility for others and accept the authority and guidance of others to progress. Ubuntu in education gives learners primacy to humanness, which is a vital quality for a health professional.3
The study conducted by Letsika4 indicated the importance of Ubuntu philosophy, values, and principles to be exposed to the students in their learning environment in South Africa. In line with this idea, Masolo5 alluded that educating learners about Ubuntu includes equipping them with characteristics and personality that can assist them to live their lives in communal understandings of personhood and humanness, as these will eventually address social and cultural challenges in South Africa and the continent. In addition, education is a process of transmitting the culture of a particular society from one generation to another, thus reflecting on education and morality in Africa. The researchers further indicated that educating young people should entail exposing them to other cultures.
Infusing Ubuntu values and principles into the health science students during orientation can assist lecturers to manage classrooms effectively, as it encourages group work among students and teamwork amongst colleagues in the organization.6 It should also be noted that these values and principles are important as a guide during their interaction with clients and patients in their different clinical settings. Ubuntu values are the combination of humanness, trust, empathy, respect, tolerance, and compassion. Students in their learning context, including both patients and clients, must be recognised as a community, not an individual. Ubuntu encompasses values of social justice and promotes relationships between learners, breaking down barriers and stereotypes regarding race, gender, ability, language, and culture. It is therefore concluded that for learning institutions to function properly, lecturers and learners should be influenced by Ubuntu values and principles.7
Professional ethics is grounded on principles and values of Ubuntu, as ethics in health sciences focuses on aspects related to honesty, respect, love, caring, and compassion, which are a cornerstone of all health sciences professions.1 Education more than often reflects on the values and beliefs that society considers worthy, hence it is important for learning to transmit those values and ethics during the learning process, as the lecturers and students are part of the society.8,9
Imparting knowledge of Ubuntu to the first entering students is learning that should begin from day one of their schooling, which is during their orientation, because most of the successful institutions are those that are currently embracing Ubuntu leadership, for example, in the learning environment that treats all students equally or that practices the values of Ubuntu. Ubuntu in education is reflected by discipline to ensure the safety of the workers and students, and secondly, creating an environment conducive to learning.10
Ubuntu values and principles are fading among Africans. South Africa, like any other African country, is not immune to this dilemma, with the young generation no longer having respect and humanity. Most of the young people are indulging in unhealthy practices such as alcohol and drug abuse, and unsafe sexual behaviour in the learning environment and within communities, and disrespect for property and rules, which is an indication that their lives are not rooted in the values of Ubuntu.11
It has also been noted that the Department of Education (DoE) has recently publicly acknowledged that violence is, indeed, a problem in South African schools based on data from a study undertaken by the Centre for Justice and Crime Prevention.12 The violence experienced in schools is also experienced within communities where there are also high levels of crime, gender base violence in all age groups, rape, and destruction of infrastructure during riots. Therefore, it can be concluded that infusing the concept of UBUNTU in the orientation program, especially among health science first-year entering students, is fundamental to restoring values among youth, because Ubuntu encompasses the whole community in contrast to the Western ideology of individualism and hence the need to sustain and transmit these values from one generation to the next.13 The focus in learning context, irrespective of the field, needs to be grounded on notions of Ubuntu, where lecturers should respect and care for themselves, and then care for all the learners irrespective of their background or circumstances. This can also be said of clients and patients.
It is against this background that teachers must implement Ubuntu values and principles in education. When implementing Ubuntu in education, lecturers need to understand constructivist notions of teaching and learning, as asserted by Terwel,14 who indicated that “constructivism is not a robust concept: it seems to flourish under relatively ideal educational circumstances”. This notion could impact the implementation of Ubuntu in education.
The researchers in this study participated in the Ubuntu-infused orientation for the faculty of health sciences, first entering students to impart Ubuntu values and principles to the learners and foster their willingness to serve as ambassadors. These values and principles will further guide their interaction with clients and patients in their different learning environments. Hence, this study aimed to explore and describe the lecturers’ experiences regarding the Ubuntu orientation of the health sciences first-year entering students. Even though previous studies have explored the experiences and perceptions of Ubuntu values among adults, there are no similar studies conducted among lecturers’ experiences regarding the orientation of first-year health sciences students on Ubuntu principles and values.
Aims and objectives
This study aimed to explore the experiences of facilitators on the infusion of Ubuntu in the orientation of faculty of health first entering students. The objectives of this study were to explore the experiences of facilitators in relation to the infusion of Ubuntu values and principles during the orientation of the faculty of health first entering students, the different ways in which facilitators were involved in Ubuntu orientation of learners, and their views regarding how students responded to the inclusion of Ubuntu in their orientation. Identified challenges were also explored.
Research methods and design: Study design
An interpretivism approach was used for the study because it is assumed that reality is subjective, multiple, and socially constructed. The study aimed at understanding the facilitators’ experience from the participants’ point of view, which can be different from one person to the next. In this approach, facilitators were questioned, and rich data was generated. The data gave a deeper understanding of the phenomena under investigation.15,16 The study was explorative in nature as the focus was on exploring and describing the facilitators’ experiences in relation to facilitating and an infused orientation to faculty of health science first entering students. This study employed a qualitative, explorative, descriptive phenomenological approach.17
Setting
The setting for this study was the Faculty of Health Sciences in one of the institutions of higher learning in Limpopo Province. The Faculty of Health Sciences consists of five departments, which include public health, nursing, nutrition, psychology, and Biokinetics, sports, and recreation. Orientation was conducted for all first-year students entering the faculty, who were in large numbers. However, out of the said number of first-year students entering, only 83 of them attended the orientation. This can be attributed to the last-minute change of venue for the orientation, and some students were lost.
The study population and sampling
The study population comprised all lecturers in the faculty of health sciences who were involved in the orientation of first-year students, who were about 19 in total. However, for this study, 12 facilitators who were facilitating orientation related to Ubuntu were purposefully selected, and they formed the total population. All these facilitators agreed to participate in the study, and all of them were participating in the Ubuntu research project in the faculty. Lecturers who came to the orientation as observers were not involved in the study.18
Data collection
Researchers developed a semi-structured interview guide with open-ended questions. The qualitative research method often uses a semi-structured interview as it can combine a pre-determined set of open questions. It also allows the interviewer to explore further on what the interviewee has shared to deepen the understanding of the phenomenon.17 The developed instrument was then emailed to Ubuntu collaborating researchers in other institutions of higher learning for review and to ensure that the questions yield the required information. Comments were then received back, and amendments were made. After finalising the guide, it was mailed to the 12 facilitators via Google Forms for them to respond and give their experiences. More spaces were also provided to allow the facilitators to share some of the experiences that were not covered in the interview guide. All 12 facilitators responded within 15 days; however, some had to be followed up. Follow-up interviews were conducted telephonically after the agreement with 4 facilitators to get more understanding and clarity on some of the responses. Follow-up interviews were done because open-ended question in qualitative research allows the interviewer to probe the interviewee to allow him/her to elaborate or to follow a new line of information introduced by the interviewee.17,18
Data analysis
Colaizzi’s phenomenological method of analysis was used in this study because it provided clear and logical steps to explore the experiences and revealed emerging themes and their relationship.19 Analysis of data involved the following steps: 1. Reading and re-reading of the transcript until one got the general sense, 2. Extracting a significant statement that relates to the phenomena, 3. Forming of meaning from derived data, 4. Organising formulated meaning into clusters, 5. Integrating the findings into the description, 6. Description of the fundamental structure of the phenomena and lastly 7. Validation of the findings from the study participants. No further changes were made after validation with participants. An independent coder was used to go through the responses and develop themes and sub-themes. Themes and sub-themes were compared and discussed, and consensus was reached between all researchers.17,18
Trustworthiness
Trustworthiness is concerned with the quality of confidence that is in the data, its interpretation, and the methods used in the study. The techniques for establishing trustworthiness were ensured in this study, which are credibility, transferability, dependability, and confirmability. In ensuring credibility, the researchers maintained prolonged engagement with facilitators from the time of recruitment, signing of consent forms, data collection, and during validation of results. Dependability was achieved through thick description of the research design and methods. Member checks were also used with fellow researchers, an independent coder, and facilitators to ensure the correctness of the results. Transferability was achieved by the use of purposive sampling of participants who gave relevant information, such as those who have experienced Ubuntu orientation facilitation. Confirmability was achieved by the use of open-ended semi-structured interviews, which allowed participants to narrate their experiences.20
Ethical considerations
Ethical clearance was sought from the Faculty of Health Sciences Higher Degree Committee and the University of Venda Ethics Committee, with ethics clearance number: FHS/21/PH/17/131/D. Informed consent was sought from all facilitators in the study, and they signed as an indication that they agreed to participate in the study. Participants were assured of their anonymity and confidentiality, as all participants used code names that were difficult to identify and match to a specific participant. Participants were further assured of their voluntary participation as they were allowed to withdraw at any point in the study without any penalty. The independent coder and all researchers signed a confidentiality agreement.
Results
Demographic characteristics of facilitators
Twelve participants were selected using a purposive sampling method to ensure that rich data is obtained from the selected sample based on the experience they had in relation to facilitation of Ubuntu-infused orientation.21 The sample comprised mainly female and a few male educators from the faculty of health sciences. Among the twelve participants, eight were females and four were males. Their ages ranged between 35 and 64 years. Among the participants, 7 were facilitators who belonged to the Ubuntu research group, 3 were program managers in the faculty, and 3 were program implementers. The qualifications of facilitators included a Bachelor of Nursing Education and Administration (BCur Ed & Admin) with specialisations in Health assessment treatment and care, advanced midwifery, paediatric nursing, psychiatric nursing, nutritionist, biokinetics, sports science specialist, and Psychologist. Experience levels range from 2 to 23 years, indicating a mix of both seasoned professionals and those with relatively fewer years in the field.
Presentation of findings
Data that was collected from participants yielded the following themes: Four main themes emerged from the analysis as presented below: Facilitators experiences in relation to the infusion of Ubuntu in the orientation of faculty of health sciences first entering students, facilitators’ description of the different ways in which they were involved in during Ubuntu orientation of students, facilitators’ views about how the students responded to the concept of Ubuntu during orientation and Theme 4. Facilitators perceived challenges related to the successful implementation of Ubuntu during orientation.
Theme 1: Facilitators’ experiences in relation to the infusion of Ubuntu in the orientation of faculty of health sciences first entering students
Facilitators felt that the infusion of Ubuntu values and principles in the orientation program was beneficial to both the educators and the students, and subsequently, clients and patients. Learning about Ubuntu values and principles was said to have been beneficial, as the participants were from diverse cultural groups in South Africa. The diversity of the cultural group was said to have provided them with a vast educational and worthwhile experience, which was said to be exciting. The participants indicated how they had learnt a lot from the student’s presentation, as students eagerly participated in the program and shared their knowledge of the practical applications of Ubuntu ideas, making it enjoyable as well as challenging, as this experience was their first time.
This is what some of the participants said: Participant 8, “I was wondering how it would go about because it was my first time attending. I realized that it was a very useful and enlightening orientation, not only for students but for staff as well. it reminded us about our values and standards as health care professionals.” The findings show that the orientation was very helpful as it served as a reminder of their professional standards and principles for the participants who worked with patients and staff. Participant 10 said, “The feedback sessions in groups were fun, and the experience was good. The session was informative and an excellent one.” Some experiences shared were that the session was both fascinating and demanding due to the unfamiliar audience’s knowledge of the concepts and atmosphere, and the most difficult aspect of the experience was the time constraint, which required a lot of information to be delivered in a short amount of time. This is what participant 9 said , “I recommend that the workshop be spread over a period of two days.”
Theme 2: Facilitators’ description of the different ways in which they were involved during the Ubuntu orientation of students
The study found that facilitators engaged in Ubuntu orientation in different ways, which were the introduction of the event, leading group discussions and scenarios for new students, participating as discussants, motivation, and identification of Ubuntu ambassadors for the faculty, and discussion of the way forward. They presented practical examples of how to use Ubuntu effectively in everyday activities and rectify conduct that is not consistent with the values. Facilitators were also hands-on in assisting groups as they discussed the different scenarios and their presentations. It was also reported how facilitators motivated students to volunteer as Ubuntu ambassadors, which was said to be positive, as more students volunteered.
The following are quotes from the Participants: Participant 2, “I participated as a coordinator during the facilitation of group discussions among newly entering students. I explained how they should answer the question in the scenario. Analysing a scenario was the first experience for students; however, they managed to generate the required information.” The findings show that the instructor aimed to disseminate Ubuntu values and principles using scenarios so that students can relate to these scenarios and stimulate their thinking. It was said that the scenarios were a representation of real-life events, which were intended to inspire students and eventually facilitate better relations amongst themselves and their clients/patients. The participants also discussed cleanliness and sanitation with the students. This was said to be important as students need to always be presentable, especially in front of their clients and patients, to gain their trust and respect. Participant 10 “The involvement also involved sharing on their hygiene and sanitation, which was to guide them on how they should present themselves in front of their clients and patients.”
Theme 3: Facilitators’ views about how the students responded to the concept of Ubuntu during orientation
The participants indicated that the students showed a lot of interest in the subject matter. It was said to be clear that they understood the values and principles of Ubuntu. It was said that students were able to identify bad behaviour and its causes, and they set themselves apart from bad role models, which was said to be encouraging. Students were said to be eager to learn about Ubuntu values and principles and were willing to incorporate these values in their daily lives.
Some of the participants, particularly participant 11, stated that “Students seemed interested to know more about the concept and its values and principles. Students were amazed at how to apply the Ubuntu values within their everyday life on campus, in classrooms, and during their extracurricular activities.” These findings demonstrate that the idea was well-received and assimilated by the students, who thought it was fascinating and useful as they indicated a desire to share knowledge about Ubuntu and a willingness to take part in the further distribution of Ubuntu information as ambassadors. Participant 9 said, “There was one student who followed me after the session and wanted to be enlisted in the group of ambassadors; she also wanted to discuss how this program can be rolled out to her previous high school.”
Theme 4: Facilitators perceived challenges related to the successful implementation of Ubuntu during orientation
Ubuntu-infused orientation was said to be a success as it was said to be well organised despite the reported change of venue, which affected the attendance of the orientation by students. It was indicated that the program was executed as expected, and all presentations were found to be of importance and well presented by different facilitators. Students’ participation was said to be good, especially after settling down and using an ice breaker. It was noted that almost all the participants felt that the time allocated for the workshop was short, and it was suggested that two days should be allocated for this workshop to achieve the intended outcomes.
Some of the participants said: Participant 4 said “The program was well outlined and implemented with no challenges that hindered the effective incorporation of UBUNTU values during the orientation.” However, some of the participants indicated that there were challenges as not all students attended because of change of venue’ Participant 6 said, “there were challenges when we started as the venue was changed and students were not informed, we relied on the security guard to redirect the students hence the attendance was not satisfactory and it also made us to start 45 minutes late” the findings also enlighten about the venue arrangement as it does not allow for group seating and activities that were conducted during the ubuntu orientation program, challenges with the venue were also elaborated by participant 5 “The venues could not allow them to sit down as groups because of the classroom layout.” Overall, the findings suggest that the ubuntu orientation program might be enhanced by implementing it across the institution, and not only within the faculty of health sciences as a lot more students may benefit from it. Participants 8 said, “Unfortunately, I did not see any challenge that could be rectified. However, I can recommend that the Ubuntu orientation be implemented university-wide instead of just the faculty of health sciences students.”
Discussion
The study participants felt that the infusion of Ubuntu values and principles in the orientation program was beneficial to both the educators and the students, and subsequently, clients and patients. This was affirmed in the study by Nkambule,22 who conducted the study on the infusion of Ubuntu values in the curriculum by heads of departments in an under-resourced public school. The findings of the study identified that the Head of Department who used the following leadership styles, which are in line with Ubuntu, that is, democratic, participative, and transformational, were found to have strengthened their curriculum leadership role. Heads of department who used both participative and transformational leadership styles sufficiently promote the ethos of Ubuntu in HODs’ curriculum leadership role. On the other hand, the head of the department who promoted transactional, autocratic, and managerial leadership styles was found to have largely contributed to the erosion of Ubuntu values. This study also identified that learning about Ubuntu values and principles is beneficial when participants are from diverse cultural groups in South Africa. The diversity of the cultural group provides a vast educational and worthwhile experience, which is said to be exciting. The use of the Ubuntu approach in managing the classroom was also described in the study by Maphalala23 as a way in which the learners’ sense of responsibility, coexistence, and collaboration is increased between the learners in the classroom. The learners in an Ubuntu approach class learn the notion of collectivism, and their positive behaviour is said to be increased. They learn how to manage their own behaviour from positive affirmation when their behaviour is good, while on the other hand, negative behaviour is corrected in a human way and developmental rather than vindictive. To concur, authors Chigangaidze, Mafa, Simango, and Mudehwe,24 also indicated that Ubuntu can be used to inculcate the spirit of sharing, support, and cooperation among communities, learners, and participating groups from different backgrounds. Ubuntu has been identified in this study as bringing diversity to every aspect of life where an example of Agriculture was given as farmers also cultivated a diverse crop to enhance food supplies.
This study also identified the benefits of being involved in this workshop, where students were actively involved and excited about learning on Ubuntu. Makoba25 and Molefe26 also emphasize the importance of teaching and learning of Ubuntu values and principles within families and communities. Ubuntu proposes sharing and communitarianism, which is opposed to individualism that has been brought by modernisation, which has ended up eroding Ubuntu within communities. The participants indicated that they had learnt a lot from the students’ presentation, as students eagerly participated in the program and shared their knowledge of the practical applications of Ubuntu in their everyday lives. This was said to be an enjoyable as well as challenging first experience. This reaction was also experienced by researchers who conducted a study about the experiences of high school learners regarding Ubuntu education and training in South Africa. This study also identified that the learners were excited about the education and training that they received about Ubuntu, and they participated very well and gave real-life examples during their presentation.27 It has been noted that from all this discussion, which brings Ubuntu into the learning environment, it has enhanced participation and encourages openness about sharing personal life experiences, which often leads to growth.
Participation report in the program was said to be positive, as the students showed a lot of interest in the subject matter, and it was clear that they understood the values and principles of Ubuntu. A study by Msila28 established Ubuntu and peace-making initiatives in schools in South Africa where there was violence between learners and between learners and teachers. The cohort of learners and teachers in the study learnt that Ubuntu could enhance peace in the schools. It was also indicated in the same study that transformation was necessary for participants to be receptive to Ubuntu ideals. It was said that students were able to identify bad behaviour and its causes, and they set themselves apart from bad role models, which was said to be encouraging. Identification of bad behaviour was alluded to by Moyo.29 When he described how Ubuntu was used to decolonise himself when faced with racism in an Australian institution of higher learning. The study describes how Ubuntu values and principles were used to develop anti-racism strategies, as Ubuntu has the required elements that contribute to having a racially inclusive society. Ubuntu, in the same study, is said to have afforded individuals the opportunity to be resilient when confronted with dehumanising or challenging situations. This, therefore, affirms the ability of students to identify bad behaviour and role models from the scenario. This then means that infusing Ubuntu in orientation might end up being a deterrent to bad behaviour among students. Students were said to be eager to learn about Ubuntu values and principles and were willing to incorporate these values in their daily lives. This contrasts with the reaction described from the life orientation class, which was mixed as learners reported both positive and negative reactions, which is different from the reaction of the students in this study. The group that gave a positive reaction regarding the enjoyment of the Life orientation class was said to have given positive responses to the investigators, while after some time, they changed their responses to negative, as they indicated that they were not enjoying the life orientation classes. This is regrettable as evaluations that are done immediately after the delivery of training cannot be relied on, as the results may change with time.30
Ubuntu-infused orientation was reported as being successful by the facilitators, besides the hiccups experienced due to the change of venue. In another study on training and educating learners about Ubuntu in a boot camp, learners expressed gratitude to the organisers for the generosity that was displayed to them. Generosity was described as hospitality, they received the trip, and the venues were paid for them. The generosity of organisers was also described in relation to giving them all the attention, love, and respect, which is something they said they will cherish for the rest of their lives, as they have never received so much attention. Learners in this study might have experienced this generosity as the boot camp was organised over the period of three days.27 Students’ participation was said to be good, especially after settling down and using an ice breaker. It was noted that almost all the participants felt that the time allocated for the workshop was short, and it was suggested that two days should be allocated for this workshop to achieve the intended outcomes.
Limitations notwithstanding its benefits
The method of interview was semi-structured and was conducted via Google Forms, which was a bit challenging as a few interviewees took time to respond, as they had to be followed up several times by email. The study’s strength was the triangulation of data analysis researchers, including the use of an independent coder and some participants. The use of Guba and Lincoln’s Trustworthiness Framework in the study ensured trustworthiness of the study findings through reflective journaling, data verification with participants, and bracketing.31
Study implications
This study provided information on how to infuse Ubuntu within the orientation programme of first-year students in the faculty of health sciences. This study sought to equip first-year students with values and principles of Ubuntu, which is in line with the ethical principles of each professional program which are offered in the faculty of health sciences, which are (Public Health, Nutrition, Biokinetics and sports sciences, nursing, and psychology). The exercise included the development of a workshop workbook, which was used with scenarios that directed the discussions. Time was found to be short, and it was recommended that more time be allocated for the program.
Conclusion
Facilitators who were lecturers in the department experienced how Ubuntu values and principles, which were also said to have revived their own values. Poor moral value systems have been identified as the main cause of complaints from the public accessing hospitals and primary health care centres. Poor application of Ubuntu values and principles exacerbated negative experiences by clients and patients in need of health services. Ubuntu values and principles must be applied in all settings to create a conducive environment for learning, education, and health provision.
Disclaimer
The views and opinions expressed in this article are those of the authors and are the product of professional research. It does not necessarily reflect the official policy or position of any affiliated institution, funder, agency, or publisher. The authors are responsible for this article’s results, findings, and content.
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Mudau AG, Lebese RT, Mohale TK and Magadani HB. Ubuntu Infused First Year Entering Students’ Orientation for the Faculty of Health Science: Experiences of Facilitators at an Institution of Higher Learning. [version 1; peer review: awaiting peer review]. F1000Research 2026, 15:8 (https://doi.org/10.12688/f1000research.171000.1)
NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article.
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