Practice of food hygiene among nursing mothers attending under-five clinics in a rural community in Edo State, Nigeria

Children under the age of five are prone to foodborne diseases, resulting from poor food hygiene because of their less effective immune systems. This study aimed to assess the knowledge, attitude and practice of food hygiene among nursing mothers attending under-five clinics.Method: This study was a descriptive cross-sectional study, involving 330 nursing mothers attending the under-five clinic in health care facilities. Data were collected using interviewer-administered questionnaires and analyzed using Statistical Package for Social Sciences (SPSS) version 21.A p-value < 0.05 at 95% confidence interval was considered statistically significant.Result: Eighty-two percent of the respondents had good knowledge of food hygiene; 95.2% had a good attitude and 82.7% demonstrated good practice. Knowledge on food hygiene was significantly associated with the age of the respondents (P=0.008) and their educational status (P=0.001), those with tertiary education doing better. Similarly, respondents with tertiary education had significantly better attitude (P=0.001 and practice (P=0.001). The predictors of knowledge on food hygiene were education status (odds ratio [OR] =0.249, 95% confidence interval [CI]: 0.126, 0.492) and occupation of the respondents (OR = 2.158, 95% CI: 1.156, 4.026). Educational status was also the predictor for positive attitude (OR =0.143, 95% CI: 0.031, 0.667) and practice of food hygiene (OR =0.394, 95% CI: 0.210, 0.738).Conclusion: The knowledge, attitude and practice of food hygiene among the respondents was good. Predictors of knowledge included level of education and occupation. Government at the State and Local Government levels should organize regular health promotion on food hygiene.

South African single mothers' experiences of raising a child with a disability

Background: Historically, in South Africa (SA), single motherhood has been part of the landscape and continues to increase. Disability in children is also increasing, yet it remains under-researched. Mothers are often left to raise their children with a disability alone, yet their voiced maternal experiences continue to largely be unheard, particularly in SA. Objectives: This study aimed to explore the lived experiences of single mothers raising a child with a disability in SA. Furthermore, the aim was to explore how these mothers navigate their complex realities and practice of mothering, and to amplify the voices of mothers. Finally, the study sought to shed light on the particular contextual factors that affect single maternal experiences in caring for a child with a disability. Method: Twelve South African single mothers raising a child with a disability between the ages of 7 years and 18 years were individually interviewed in this exploratory interpretivist study. Thematic analysis was utilised on the data. Results: The four themes highlight the complex, multi-level strain of raising a child with a disability, which has had a significant impact on the social, financial and emotional facets of single mothers' lives. Conclusion and contribution: The findings of the study are important for developing a thorough understanding of the needs of single mothers in this specific context as well as their daily experiences as mothers of children with disabilities. These needs include the necessity of psychosocial support and equipping single mothers with accurate knowledge about their child's disability so that they can make better accommodations for themselves and their child.

Family-integrated diabetes education for individuals with diabetes in South-west Niger

Objectives: This study aimed to determine the effects of family-integrated diabetes education on diabetes knowthe ledge of patients and family members, as well as its impact on patients' glycosylated haemoglobin (A1C). Design: The design was a two-group Pretest Posttest quasi-experimental. Setting: The study took place at the diabetes clinics of two tertiary hospitals in southwestern Nigeria. Participants: People Living with Diabetes (PLWD) and family members aged 18 years and over and without cognitive impairment were placed, as clusters, into either a control group (CG) or an intervention group (IG) The CG comprised 88 patients and 88 family members while IG comprised 82 patients and 82 family members. Of these, 78 and 74 patients completed the study in CG and IG, respectively. Interventions: PLWD in IG along with their family members were given an educational intervention on diabetes management and collaborative support with an information booklet provided. This was followed by three (3) complimentary Short Messaging Service (SMS).Main outcome measures: A1C and diabetes knowledge. Results: Over half (52.4%) and about a fifth (18.2%) of family members and patients, respectively, had never had diabetes education. There was a statistically significant increase in the knowledge of patients and family members in IG. Unlike CG, the A1C of patients in IG improved significantly at three and six-month post-intervention, (p<0.01). Regression showed an independent effect of family members' knowledge on IG's A1C. Conclusions: Improved family members' diabetes knowledge positively impacted patients' glucose level. There is a need to integrate family members into diabetes care better.

Women's intention to use long acting and permanent contraceptive methods and associated factors among family planning users in Addis Ababa, Ethiopia: A Cross sectional study

The main objective of the study was to assess the magnitude of women's intention to use long-acting and permanent contraceptive methods and associated factors among short term family planning users in Addis Ababa public health centers, Ethiopia, 2020. A Facility-based cross-sectional study design was implemented in Addis Ababa public health center and data was collected using a pretested structured questionnaire on 504 participants, which was selected by multistage cluster sampling methods among family planning users in selected public health centers from March to April 2020. Collected data were coded and entered into EPI INFO version 4.6.0.0 and exported to SPSS version 25.0 for analysis. Multivariate logistic regression model was used to determine independent predictors at a 95% confidence interval and p<0.05 was considered significant. This study found the prevalence of contraception intention to use long acting and permanent methods (LAPMs) among participants were 60%. Predictors of LAPM desired number of children (AOR: 14.55, 95%CI (3.29-6.42), respondent's education (AOR: 0.36, 95%CI (0.20-0.64) and participant's occupation status (AOR: 8.75, 95% C I (1.31-5.84) were significantly associated with contraception intention. (Afr J Reprod Health 2022; 26[4]: 22-31).

Experiences of adolescent pregnancy among Maasai in Kenya: Implications for prevention

Adolescent fertility rates are high in Kenya and increase the likelihood of maternal and infant morbidity and mortality. The objectives were to (1) explore the prevalence of unintended pregnancy among Maasai adolescent mothers, (2) understand the context in which pregnancy is occurring, and (3) suggest community-based strategies to prevent adolescent pregnancy. In in-depth, individual, qualitative interviews with Maasai females that gave birth during adolescence, pregnancy was unintended in 100% of cases. Our results suggest a desire among this population to prevent pregnancy and the need for contraception. Our recommendations include comprehensive sex education that targets very young adolescents, implementation of mechanisms to strive toward universal primary education, and the provision of resources and skills to adolescents that they need to practice safer sex. (Afr J Reprod Health 2022;26[6]:36-44).

Exploring Senior Phase teachers' competencies in supporting learners with specific learning difficulties: Implications for inclusive education

Teaching learners with specific learning difficulties requires competent teachers who can provide learning support. Competencies such as identifying learning difficulties, assessing learners, designing interventions such as curriculum differentiation and facilitating referral systems are crucial. However, Senior Phase teachers in South Africa seem to be challenged when it comes to providing learning support. Consequently, learners do not meet the desired learning outcomes. Objectives: The purpose of this study was to explore Senior Phase teachers' competencies in supporting learners with specific learning difficulties in four mainstream schools. Methods: A qualitative research approach and phenomenological research design were used. Eighteen teachers who were members of the school-based support teams, including learning support educators, were selected through purposive sampling. Data were collected through individual and focus group interviews, the analysis of support forms and field notes. A thematic data analysis was used to generate findings. Results: The thematic data analysis revealed discrepancies relating to participants' competencies in identifying language difficulties, short-term memory problems and contextual barriers. Also, participants differed in collaborating with peers, social workers, and the district-based support teams. Furthermore, some participants were able to design intervention programs and facilitate internal and external referral processes. Conclusion: The study concludes that teachers have different competencies in providing learning support. Therefore, the Department of Basic Education should provide a clear practical learning support strategy in the Senior Phase mainstream schools as well as continuous professional development for teachers couple with monitoring. Contribution: It is envisioned that the study will contribute to understanding teachers' competences in providing learning support for learners with specific learning difficulties in the senior phase. The study advocates for collaborative continuous professional teacher development focusing on interventions programs to support learners with specific learning difficulties in the mainstream schools

Implementation of UN Convention on the Rights of Persons with Disabilities in public and private schools in three districts of Uganda

The study was grounded in the recent developments of implementing the United Nations Convention on the Right of Persons with Disabilities (UNCRPD) in schools in Uganda, leading to a renewed interest in the questionings about inclusive education. Objectives: The inclusive approach was evaluated in terms of: (1) how public or private schools in Uganda understand inclusive education; (2) how schools implement inclusive education under the influence of the UN Convention; and (3) what determines the course of action and school routine of private and state schools. Methods: This exploratory qualitative research included interviews with six schools purposively selected in Mukono, Wakiso and Kampala districts of Central Uganda. The selected schools comprised three private and three state schools (i.e. representing primary and secondary schools and a vocational training institute). Results: The research demonstrated that 'inclusive education practice' that was upheld by all the schools, was ironically stained with exclusion, for example, by non-admission of students with visual and hearing impairment, inaccessible physical environment, inadequate funding and separation of students according to abilities. However, whilst all schools followed the regular curriculum, some schools developed their own ways of teaching learners with diverse learning needs. Conclusion: Some schools in Uganda have developed meaningful approaches of including students with disabilities but there are still many challenges for many. Enforcing Uganda's disability policies adapted from the CRPDs could enable learners with disabilities to enjoy their legal rights. Contribution: Since the intention of inclusion of students with disabilities stands in contrast to the reality of practice found in many schools, there seems to be a need to carry out regular assessments and measures of support for a sustainable inclusive school development

Learning support strategies for learners with neurodevelopmental disorders: perspectives of recently qualified teachers

Background: Inclusive education envisages the improvement of the quality of education for all learners. This further implies that schools must adjust all systems of teaching and learning to accommodate all learners regardless of their diverse needs. The reduction of educational inequalities through inclusive practices is aimed at supporting the accomplishment of academic outcomes for all. Learners presenting with neurodevelopmental disorders (NDDs) place specific requirements on teachers, particularly when they find themselves in mainstream classrooms. Objectives: This study focused on the learning support strategies used by recently qualified teachers in accommodating learners with NDDs in mainstream classrooms in the Gauteng province of South Africa. Method: A qualitative approach was used to explore the support strategies used by recently qualified teachers in mainstream classrooms when dealing with learners with NDDs. Purposive sampling was used to select six recently qualified teachers from different mainstream classroom. Data were collected using semi-structured interviews, observations and critical incident reports. Results: The findings revealed that teachers employ a variety of support strategies such as cooperative learning, peer learning, ability grouping, extensive visual aids and curriculum differentiation in an attempt to support learners. The support provided by the teachers was evident in their performance as learners with NDD were able to learn and understand the lessons irrespective for their barrier to learning. Conclusion: Contrary to literature findings that teachers do not support learners with diverse needs because of lack of skills, training and knowledge, this study revealed that recently qualified teachers employ a variety of support strategies to support learners with NDDs. However, it appeared that these support strategies were rather general teaching and learning strategies. More support strategies should be applied to help learners with NDD in the mainstream classroom

The development of education for learners with diverse learning needs in the South African context: a bio-ecological systems analysis

Background: Prior to 1994, special education in South Africa was marginalised and fragmented; therefore, the new democratic government promoted inclusive education as a means to transform education in general and diverse education in particular. However, transformation in diverse education is seemingly moving forward at a snail's pace ­ too slow to benefit all learners experiencing barriers to learning and development. Objectives: This article serves a dual purpose: firstly, to apply a bio-ecological approach to highlight the historic development of diverse education and, secondly, to explore the interactive processes within the systemic levels in the South African education system, which affects the learner on the person dimension of the bio-ecological approach. Method: A document analysis approach was utilised to collect information by exploring a large body of research literature, which included academic articles, reports, policies and policy reviews. Data were categorised within the systems of the bio-ecological model to determine successes and challenges at each level. Results: Results from the bio-ecological systems analysis of related literature revealed not only many successes but also many challenges that inhibit change, growth and development in the South African education system, even more so for children experiencing barriers to learning. Conclusion: The transformation process of change from what was to what should be, regarding diverse education, seems to be stuck at what is and not moving forward to what could be. It has not transformed significantly enough to fill the gap between reality and the envisaged aim or dream of quality education for all

The impact of an inclusive education intervention on learning outcomes for girls with disabilities within a resource-poor setting

Background: Despite a global commitment to the right to education for persons with disabilities, little is known about how to achieve inclusive education in practice, particularly in low- and middle-income countries (LMICs), where the majority of the world's people with disabilities reside. Moreover, although exclusion from education is magnified by intersecting gender and socioeconomic inequalities, there is especially little knowledge regarding what approaches to inclusive education are effective amongst girls with disabilities living in resource-poor settings. Objectives: The objective of this article was to assess the impact of an inclusive education intervention led by a non-governmental organisation (NGO) on the educational attainment of girls with disabilities in the resource-poor Lakes region of Kenya. Method: A quasi-experimental design was employed, where the literacy and numeracy educational attainment of the intervention and control groups was compared over two time points a year apart (Time 1 and Time 2; total matched N = 353). During this period, activities pertaining to six core components of a holistic inclusive education model were implemented. Results: Relative to the control group, girls with disabilities in the intervention group reported a greater increase in literacy and numeracy attainment, adjusted for grade and level of functional difficulty. Conclusion: Findings suggest that the intervention was successful in engendering additional improvements in the educational attainment of girls with disabilities from the resource-poor Lakes region of Kenya. Results highlight both the applicability of NGO-led interventions in settings, where national implementation of inclusive education is constrained, and the potential of taking such interventions to scale

Students' prior knowledge and skills in computer and internet use: An exploration of incoming first year undergraduate health sciences students at Gulu University, Uganda

Internet has provided infrastructure that enables access to a variety of information resources for use by medical students at Gulu University in Northern Uganda. However, little attention has been put to explore prior internet knowledge of undergraduate medical students in Uganda. Cross-sectional research design was used. Fifty-six first year undergraduate health sciences students participated in the study. Self-administered structured questionnaire was used for data collection and analysis was done using SPSS version 16. Results shows that a majority of the participants had prior knowledge of computer 48 (86.0%) and internet 44 (79.0%). 38 (68.0%) participants had access to internet and 34 (61.0%) owned computer before joining the University. Majority owned mobile phones 41 (73.0%) and used it for internet access 43 (84.0%). Use of internet was high in social media 46 (86.8) and searching general information 44 (84.6%). Participants expected easy access to teaching materials 52 (94.5%) and communication 49 (90.7%) via internet. These findings suggest need for healthcare librarians to train incoming medical students on use of ICTs; including social media platforms and mobile phones to improve their ICT literacy skills to enable them access the best academic information resources to enhance medical education.

The implementation of inclusive education in South Africa: reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training

Energy saving bulbs: an emerging threat to public health, from. mercury contamination of the environment

Energy saving bulbs are promoted for their efficiency and capacity to reduce the emission of greenhouse gases; the acknowledged cause of global warming and climate change. They however contain varying quantity of mercury that can easily contaminate the environment. Mercury is a neuro-toxin; but damage has also been reported in the kidney; skin and the cardiovascular system. There is therefore an urgent need to emphasize the safe disposal of the energy-saving bulbs as their use increase in Nigeria. Recycling programme should be institutionalized; with the active participation of the manufacturers and importers of the bulbs; while education programme should be mounted on the handling and safe disposal of broken bulbs

The Academic Transitional Experiences of Masters' Students at the University of the Western Cape

Transition has been a major focus of educational institutions. However; most of the research into student transition focuses on the challenges related the transition from high school to university. Not much emphasis has been placed on the transition from undergraduate to postgraduate studies; despite the steadily increasing postgraduate enrolment rates in higher education institutions. The discrepancy between the enrolment and completion rates is an indication that postgraduate students are facing transitional challenges when engaging with postgraduate studies. The aim of this research study was to describe the academic transitional experiences of masters' students in the Faculty of Community Health Sciences at the University of the Western Cape. The objectives were to determine the academic preparedness of postgraduate students; to explore their primary motivations for pursuing postgraduate studies; and to assess their utilisation of the available support services at UWC. A quantitative; exploratory; descriptive research design was employed. A cross-sectional survey was conducted with masters' students during 2009; using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness; even though most of them had a bachelor's degree. The primary reasons listed as motivation for master's study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However; concerns are that not many students utilised the academic writing centre and those who did; rated the overall service as average. One of the main recommendations was that a research culture needs to be established

The Status of Academic Integrity amongst Nursing Students at a Nursing Education Institution in the Western Cape

Honesty is regarded as a basic ethical value in all educational programmes; and academic integrity is of undisputed importance in educational environments. The literature reviewed revealed that academic dishonesty is wide-ranging and also encountered in the nursing education environment. This phenomenon is of concern to the nursing fraternity because of the proven positive correlation between unethical academic practices and future unethical professional behaviour. Limited research data regarding academic dishonesty at nursing education institutions in South Africa and this correlation motivated the present study. The purpose was to examine the status of academic integrity amongst nursing students at a nursing education institution in the Western Cape. Formulated bjectives guided investigation of several variables which impact upon academic integrity; for example the incidence of and student perceptions around academic dishonesty. A quantitative; descriptive survey design was used; with a self-reported questionnaire (based on literature review and study objectives) designed to obtain information about academic dishonesty. Provision was also made for qualitative input from the respondents by including three open-ended questions. It was found that academic dishonesty was a reality at the nursing education institution where this study was done. Cheating associated with plagiarism and assignments was identified as the main problem area. An unacceptably high level of dishonesty in completion of practical records was also an area of concern. The main recommendations are development and implementation of a code of honour and implementation of comprehensive academic integrity policies at the nursing education institution; with practical measures aimed at combating cheating in tests and examinations

Knowledge of Blood-Borne Transmission Risk is Inversely Associated with HIV Infection in Sub-Saharan Africa

Introduction: Accurate; comprehensive knowledge of an infectious pathogen's modes of transmission helps people to avoid infection. Growing evidence suggests that blood-borne HIV transmission is widespread in sub-Saharan Africa. Methodology: I examined the association between knowledge of blood-borne HIV risk and prevalent HIV infection in Demographic and Health Survey data from 16 sub-Saharan African countries. I also searched three online databases for evidence of public education campaigns focused on blood-borne HIV risks in these countries. Results: Knowledge was moderately to strongly inversely related to HIV prevalence at the national level (i.e.; countries in which many respondents were aware of blood-borne risk had lower HIV prevalence than countries in which few respondents were aware of such risk). At the individual level; respondents who knew about blood-borne HIV risks were modestly less likely to be infected than those who did not show awareness of this risk; independent of demographic and sexual behavior variables. This relationship was stronger in southern Africa than in west; central; and east Africa. In parallel analyses; knowledge of condom use as a way to prevent HIV was positively associated with prevalent HIV infection at both the national and individual levels. West; central; and east African countries with low to moderate HIV prevalence had implemented public education campaigns that included a focus on blood-borne transmission risks. Such campaigns were absent from high prevalence countries in southern Africa. Conclusion: These findings suggest that knowledge of blood-borne HIV risk protects against HIV infection and that public education campaigns are important for spreading that knowledge

Challenges of Otolaryngologic Referral in a Nigerian Tertiary Hospital

Background: The referral system offers one strategy for making the best use of hospitals and tertiary healthcare services. The aim of this study was to analyze the referral system of patients to the otorhinolaryngologist and to examine the use of in-house referral system in the teaching hospital set up. Methods: This was a retrospective review of all patients referred to the ENT Department between January 2000 and December 2007. Data retrieved from all referral notes included the review of referral letter; demographic; referral status; clinical presentations and examination findings. These data were entered into the SPSS computer software version 11.0 and analysed Results: A total of 1402 cases were analyzed. The patients' ages ranged from 3weeks to 90yrs; with 70.4of cases being below 40yrs of age while 25.9were between 40-64yrs and 3.7were above 65yrs. The Male to female sex ratio was 1:1. The majority (70.4) of the patients had at least primary school education. The rest (29.6) had no formal education. Slight over half (51.5) of the patients were unemployed. The rest were either civil servants or self employed. Out of the 1402 patients that were referred to the hospital; in-house referral accounted for 74.1; 7.2of came from private health facility and 4.3were self referrals. Out of the 1038 in-house referrals; 42.8were from GOPD; 5.0from Staff clinic; 13.3from surgery; 4.7from medicine; 3.5from Obstetrics and Gynaecology; 10from paediatrics and 10.4from ophthalmology and 10.3from ENT staffs such as residents; ENT Nurse Practitioner and ENT supporting staffs such as speech therapist and audiologist. Conclusion: The challenges of referral to the otolaryngologists are enormous thus the need to organize continuous medical education for the family physician; to make patients have confidence in the primary care physician; early referral of patients and to allow the otorhinolaryngologist to focus on the cutting edge issues of the specialty

A Profile of Current pharmacy Education in the Sudan

The first pharmacy college affiliated to University of Khartoum was established in (1963) with intake of only twenty students per year. This policy of admission continued with no substantial annual increase in the number of students enrolled in the college of pharmacy. However; after the revolution of higher education in the (1990) (s); the number of governmental and national pharmacy colleges has multiplied enormously. Today there are about thirteen pharmacy colleges with possibly more in the pipeline. It is true that expansion in higher education is a requirement for national development; albeit; a clear strategy should be envisaged whereby quality of the university graduate matters mare than number. Pharmacy graduates of the last ten years or so labored in an environment of severe shortages of qualified teaching staff and facilities. These graduates are understandably of low standards and consequently their contribution in health care will be poor

Interaction of Continuing Professional Development; Organizational Culture and Performance in Health Service Organizations: a Concept Paper

Whereas Continuing Professional Development (CPD) has been acknowledged as a tool for improving performance through updating and widening of professionals' knowledge and skills; there is no concrete evidence to support this claim. Recent studies on this subject have either shown contradicting evidence or remained utterly inconclusive posing an empirical dilemma. This paper posits that CPD is highly context-dependent and therefore best supports performance where a positive organisational culture plays a moderating role. The paper aims to provide a framework that can be used to analyse the interplay between CPD; organisational culture and performance. It is argued that for CPD to support performance there is need for a culture that is adaptive and receptive to learning; change; innovation and performance improvement