Experience of Non-Consensual Sex among Students in a Tertiary Institution in Ibadan; Nigeria

Non-consensual sex (NCS) is a major problem that disproportionately affects young persons. Studies on NCS in Nigeria have focused on secondary schools students with limited attention paid to students in tertiary institutions. This study therefore explored experiences of NCS among students of a polytechnic in Ibadan, Nigeria. A total of 594 randomly selected students completed - questionnaires which explored experience of NCS and help-seeking behaviour.The mean age of the respondents was 22.7 ± 2.9 years and 58.9% were females. Fifty-six percent of respondents had experienced sexual intercourse; of this number 9.0% reported that their first sexual intercourse was due to rape. Forty-seven percent of the entire sample had ever experienced at least a form of NCS out of which 70.5% were affected during the six months preceding the study. Forms of NCS experienced included unwanted touch of breast or back side (26.4%), attempted rape (14.0%) and rape (5.7%). Rape victims consisted of 5.3% of males and 6.0% of females. Predictors of the experience of NCS were alcohol consumption (Odd Ratio [OR] =1.7, CI =1.17­ 2.52), being a female (OR =1.9, CI =1.34 ­ 2.72) and having a friend of the opposite sex (OR =2.4, CI =1.04­5.52, p =0.04). Well known friends of the victims were the major perpetrators of all forms of NCS. Most (86.6%) of those who reported experience of NCS did not seek redress or medical care. Non-consensual sex remains a major problem among students of tertiary institution. This underscores the need to develop intervention programmes such as health education and sexual harassment prevention policy to reduce young people's vulnerability to NCS in tertiary institutions

Moving Beyond Description: Research that Helps Improve Teaching and Learning

This paper is premised on the assumption that education research; in order to be relevant; needs to generate explanations that have educational significance and applicability. It argues that much of the health sciences education research showcased at conferences falls short of generating explanations that have practical applicability because the reported studies do not move beyond description. The paper suggests ways in which health professions educators might move beyond description in order to generate explanations of teaching and learning that can be used to inform `best practice' in education. The paper commences with a discussion of the role of theory in education research. Three forms of theory are identified personal theoretical assumptions; theory from literature; and generation of theory from research. The paper highlights the limitations of rearch without theory and the role that theory might play in generating understandings of teaching and learning. Practical ways to ensure theoretical rigor in education research are suggested

Teaching Biopsychosocial Competence and the Principles of the Primary Health Care (PHC) at the Patient's Bedside

The importance of behavioural and social determinants in health was recognised long ago; yet we still grapple with the challenges of developing appropriate teaching pedagogies to bring these principles into routine clinical practice. A teaching pedagogy blending the biopsychosocialapproach and the principles of primary health care (PHC); as expressed in the Alma-Ata Declaration of 1978; is lacking in the literature. This report hopes to address this need.In 1994 the University of Cape Town (UCT); South Africa; adopted a PHC-based approach to health sciences education to equip its graduates with the necessary knowledge; skills and attributes required to meet the challenges of providing health care in a country with vast socio-political inequalities. This paper describes an educational pedagogy which weaves these principles into clinical practice in an undergraduate medical clerkship. The methodology uses real patient encounters linked to an interactive seminar and a portfolio of case studies. Students described the teaching pedagogy as interesting and informative. They recognised the importance of holistic; patient-centeredcare based on a biopsychosocial approach and the importance of the PHC principles. Barriers to implementing this approach were also highlighted. The pedagogy; in use for four years; is being adopted by another department; indicating the sustainability and success of the course

Influence of Gender and Age on Psychosocial Adjustment of People Living with HIV/AIDS in Calabar; Nigeria

Purpose: Health and adjustment to chronic health conditions are often affected by various sociodemographic variables. This study assessed the influence of gender and age on the psychological; social and spiritual adjustment of people living with HIV/AIDS in Calabar; Cross River State; Nigeria. Materials and methods: A comparative descriptive research design was adopted to study 280subjects selected from two health facilities within the study area. A validated adjustment questionnaire was the instrument for data collection while stratified random sampling involving balloting with replacement was used for sample selection. Results: Results showed a significant influence of gender on the respondents' psychological; social and spiritual adjustment (Cal.t=7.89; 4.05; 3.78 Crit.t=1.96). The males adjusted better than the females. Similarly; age of respondents exerted significant influence on psychological adjustment (Cal.F=5.54 Crit.F.=2.37) but not on social and spiritual adjustment (Cal.F=1.67; 0.56 Crit.F

Evaluation of Health Knowledge of Teachers in Public Primary Schools in Bonny Local Government Area of Rivers State

Background: The noncompulsory nature of health education as a subject in some teacher training colleges and the generalists' position of teachers in primary schools raise concern over the teachers' health knowledge and the accuracy of health information that pupils are given. Aim: The study was undertaken to evaluate the health knowledge of primary school teachers and to assess the effect of short term training on their health knowledge. Methods: This was a school-based intervention study carried out in June 2006. Health knowledge of all teachers from the 20 public primary schools in Bonny Local Government Area of Rivers State was assessed before and after a workshop on school health using a health knowledge assessment test. Scores of 50and more were regarded as pass. Data was analyzed using SPSS version 11 software. Test for statistical significance was done using Chi-square test and student t-test. P value less than 0.05 was regarded as statistically significant. Results: Twenty nine of the 100 participants (29) passed the pre-test. These were holders of University degrees [13 (56.5)]; National Certificate of Education [13 (28.3)] and Teachers' Grade II Certificate (TCII) [3(10)]. Post workshop; health knowledge improved across board as all the teachers passed (p=0.000). Conclusion: The health knowledge of school teachers from public primary schools in Bonny local government area is low. This was worse among those with lower academic qualifications (TCII and below). However this improved following a short term training workshop

Manual de cuidados essenciais ao recem-nascido

Este manual fala dos cuidados essenciais para o recem-nascido. Esta dividido em modulos: modulo I fala da reanimacao neonatal; II-cuidados profilacticos; III-cuidados com recem-nascido durante o transporte para o bercario; IV-exame clinico do recem-nascido; V-cuidados ao recem-nascido de alto risco; VI-hipoglicemia; VII-convulsoes; VIII-ictiricia neonatal; IX-infeccoes congenitas/sepsis; X-aleitamento materno; XI-recem-nascido de mae seropositiva; XII-metodo mae canguru; XIII-cuidados de enfermagem; XIV-malformacoes congenitas; XV-plano para alta do bebe