Pub Date : 2016-11-15DOI: 10.14419/IJANS.V5I2.6878
Jamal A. S. Qaddumi, M. Holm, A. Alkhawaldeh, M. ALBashtawy, O. Omari, A. Batiha, F. Alhalaiqa, Mohammad M. Suliman, Khalid A Aljohani, Ayat Da’she
Hypertension and pre-hypertension are major contributors to morbidity. Early detection of hypertension and pre-hypertension among adolescents may prevent their complications. A cross-sectional study was conducted to estimate the prevalence of hypertension and pre-hypertension among adolescents attending government high schools in Nablus city, Palestine and to identify associated factors, in a sample of 487 adolescents aged 16-18 years in the year 2016. Associations between hypertension, pre-hypertension and known contributing factors were analyzed with Chi-square tests. The prevalence of hypertension and pre-hypertension were 59.2%. Body Mass Index (BMI) was significantly associated with a greater prevalence of hypertension (normal weight 13.1%, overweight 33.3%, and obesity 54.8 %) and pre-hypertension (normal weight 40.4%, overweight 47.4% and obesity 40.5%). The results confirmed a prevalence of hypertension and pre-hypertension among adolescents. Of known contributing factors studied, gender, age, BMI, and family history of hypertension were significantly associated with a greater prevalence of hypertension or pre-hypertension.
{"title":"Prevalence of hypertension and pre-hypertension among secondary school students","authors":"Jamal A. S. Qaddumi, M. Holm, A. Alkhawaldeh, M. ALBashtawy, O. Omari, A. Batiha, F. Alhalaiqa, Mohammad M. Suliman, Khalid A Aljohani, Ayat Da’she","doi":"10.14419/IJANS.V5I2.6878","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6878","url":null,"abstract":"Hypertension and pre-hypertension are major contributors to morbidity. Early detection of hypertension and pre-hypertension among adolescents may prevent their complications. A cross-sectional study was conducted to estimate the prevalence of hypertension and pre-hypertension among adolescents attending government high schools in Nablus city, Palestine and to identify associated factors, in a sample of 487 adolescents aged 16-18 years in the year 2016. Associations between hypertension, pre-hypertension and known contributing factors were analyzed with Chi-square tests. The prevalence of hypertension and pre-hypertension were 59.2%. Body Mass Index (BMI) was significantly associated with a greater prevalence of hypertension (normal weight 13.1%, overweight 33.3%, and obesity 54.8 %) and pre-hypertension (normal weight 40.4%, overweight 47.4% and obesity 40.5%). The results confirmed a prevalence of hypertension and pre-hypertension among adolescents. Of known contributing factors studied, gender, age, BMI, and family history of hypertension were significantly associated with a greater prevalence of hypertension or pre-hypertension.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122432420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-02DOI: 10.14419/IJANS.V5I2.6797
Atiat Osman, E. Ahmed, Hend S Mohamed, Farok E Hassanein, D. Brandon
Background: A Survival rate in early preterm infants has increased over the last 30 years, but many of these infants have medical and developmental problems. Difficulty with feeding and poor nutrition complications are common, which contribute to their readmission and morbidity. Objective: To purpose of this study was to assess whether an oral motor stimulation intervention can decrease the time to achieve full oral feeding and shorten the length of hospitalization in preterm infants. Design and Methods: Seventy-five preterm infants born at 30 to ≤ 32 weeks gestational age were randomly assigned to three groups to assess intervention effects. Two groups received the intervention once per day with varying different intervention doses across time, while the control group received a sham intervention. Results: The time needed to reach full oral feeding was significantly different among groups (P <0.0001). Infants who received the intervention from initiation of tube feedings until full oral feeding (high dose) gained full oral feedings and were discharged from the hospital earlier than the low dose and control groups (P = 0.0001). Infants in the high dose group were discharged 6 days earlier than controls and 4 days earlier than the low dose group. Conclusion: Oral motor stimulation intervention accelerated the time to full oral feeding and decreased the length of hospital stay.
{"title":"Oral motor intervention accelerates time to full oral feeding and discharge","authors":"Atiat Osman, E. Ahmed, Hend S Mohamed, Farok E Hassanein, D. Brandon","doi":"10.14419/IJANS.V5I2.6797","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6797","url":null,"abstract":"Background: A Survival rate in early preterm infants has increased over the last 30 years, but many of these infants have medical and developmental problems. Difficulty with feeding and poor nutrition complications are common, which contribute to their readmission and morbidity. Objective: To purpose of this study was to assess whether an oral motor stimulation intervention can decrease the time to achieve full oral feeding and shorten the length of hospitalization in preterm infants. Design and Methods: Seventy-five preterm infants born at 30 to ≤ 32 weeks gestational age were randomly assigned to three groups to assess intervention effects. Two groups received the intervention once per day with varying different intervention doses across time, while the control group received a sham intervention. Results: The time needed to reach full oral feeding was significantly different among groups (P <0.0001). Infants who received the intervention from initiation of tube feedings until full oral feeding (high dose) gained full oral feedings and were discharged from the hospital earlier than the low dose and control groups (P = 0.0001). Infants in the high dose group were discharged 6 days earlier than controls and 4 days earlier than the low dose group. Conclusion: Oral motor stimulation intervention accelerated the time to full oral feeding and decreased the length of hospital stay.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114865523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-28DOI: 10.14419/IJANS.V5I2.6735
Esther Kamenye, S. Iipinge, Denise du Plessis
The overarching purpose of this study was to explore and describe the factors contributing to the changing of study courses among student nurses at Welwitchia University in Namibia. A qualitative explorative, descriptive and contextual research design was conducted, using individual in-depth interviews to gather information from 55 students, registered at Welwitchia University from 2013 to 2015, who had changed their course of study before joining the university. A purposeful sampling (convenience) technique was used. Interviews were conducted from October to November 2015 until the data were saturated. The results of this study established that after completing Grade 12, students enrol for any courses with no clear sense of understanding of the choice they have made just to keep themselves busy. This is mostly done when they have been rejected for their initial choice of course (nursing course) at the universities to which they have applied. The study also revealed that some students enrol for courses that are chosen for them by their families, which results in students later changing courses to one of their preference that is nursing. Others changed courses to nursing because they found the first course too difficult. The recommendations based on the findings of this study include the consideration of a gap year to take up voluntary jobs at places like old age homes, orphanage homes to practice caring activities while waiting to be admitted for the nursing course, and introducing or strengthening of career guidance at all secondary schools and institutions of higher learning.
{"title":"Factors contributing to course changes among students at welwitchia university in Namibia: a student nurse perspective","authors":"Esther Kamenye, S. Iipinge, Denise du Plessis","doi":"10.14419/IJANS.V5I2.6735","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6735","url":null,"abstract":"The overarching purpose of this study was to explore and describe the factors contributing to the changing of study courses among student nurses at Welwitchia University in Namibia. A qualitative explorative, descriptive and contextual research design was conducted, using individual in-depth interviews to gather information from 55 students, registered at Welwitchia University from 2013 to 2015, who had changed their course of study before joining the university. A purposeful sampling (convenience) technique was used. Interviews were conducted from October to November 2015 until the data were saturated. The results of this study established that after completing Grade 12, students enrol for any courses with no clear sense of understanding of the choice they have made just to keep themselves busy. This is mostly done when they have been rejected for their initial choice of course (nursing course) at the universities to which they have applied. The study also revealed that some students enrol for courses that are chosen for them by their families, which results in students later changing courses to one of their preference that is nursing. Others changed courses to nursing because they found the first course too difficult. The recommendations based on the findings of this study include the consideration of a gap year to take up voluntary jobs at places like old age homes, orphanage homes to practice caring activities while waiting to be admitted for the nursing course, and introducing or strengthening of career guidance at all secondary schools and institutions of higher learning.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133710724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-14DOI: 10.14419/IJANS.V5I2.6555
Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo
The purpose of this article is to present the conceptualise empirical findings arrived at from the needs assessment (phase 1), which reflected the application of critical thinking skills by the respondents. The ultimate aim was to develop an educational programme to facilitate critical thinking in nursing practice. Conceptualization as the definition of key concepts in a study with a view to integrating one’s research into conceptual frameworks. The findings revealed six main concepts and their related sub-concepts. These concepts included interpretation, analysis, evaluation, inference, explanation and self-regulation. These concepts were inferred from the deduction by the researcher. These concepts were the results of the concept analysis of critical thinking by 46 experts directed by Facione together with the related dispositions. These six main concepts constituted the framework within which the educational programme was developed. The following steps were followed during the conceptualization namely concepts synthesis, clarification of the concepts, interpretation of the concepts, analysis of the concepts, evaluation of the concepts, interference/ conclusion, explanation, self – regulation and critical approaches.
{"title":"Conceptualisation as basis for the development ofcritical thinking within the nursing perspective","authors":"Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo","doi":"10.14419/IJANS.V5I2.6555","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6555","url":null,"abstract":"The purpose of this article is to present the conceptualise empirical findings arrived at from the needs assessment (phase 1), which reflected the application of critical thinking skills by the respondents. The ultimate aim was to develop an educational programme to facilitate critical thinking in nursing practice. Conceptualization as the definition of key concepts in a study with a view to integrating one’s research into conceptual frameworks. The findings revealed six main concepts and their related sub-concepts. These concepts included interpretation, analysis, evaluation, inference, explanation and self-regulation. These concepts were inferred from the deduction by the researcher. These concepts were the results of the concept analysis of critical thinking by 46 experts directed by Facione together with the related dispositions. These six main concepts constituted the framework within which the educational programme was developed. The following steps were followed during the conceptualization namely concepts synthesis, clarification of the concepts, interpretation of the concepts, analysis of the concepts, evaluation of the concepts, interference/ conclusion, explanation, self – regulation and critical approaches.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122207347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-14DOI: 10.14419/IJANS.V5I2.6556
Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo
This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2. Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation. The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.
{"title":"An educational programme to facilitate critical thinking within the nursing perspective","authors":"Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo","doi":"10.14419/IJANS.V5I2.6556","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6556","url":null,"abstract":"This article is focuses on an educational programme to facilitate critical thinking within the nursing perspective. For the purpose of developing an educational programme; the study was conducted in four phases, beginning with a needs assessment in Phase 1 through which the researcher determined the need of student nurses in terms of critical thinking. The deductive data analysis of phase 1 served as conceptual framework for the development of education programme in phase 2. Phase 2 consisted of the development of educational framework to facilitate critical thinking in student nurses. Specific educational approaches and a philosophical framework were employed during the development of the programme. An expert opinion on the programme was obtained before the implementation could be concluded in phase 3. Phase 3 and 3 of the study were conducted simultaneously. Phase 3 covered the implementation of the educational programme and Phase 4 the evaluation. The process itself includes, the purpose of the development of the programme, conducting a situational analysis; utilization of philosophical approaches, developing the educational programme; content of the programme; educational and curriculum approaches integrated into the development of an educational programme and strategies to overcome obstacles during the implementation of an educational programme.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134308773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-07DOI: 10.14419/IJANS.V5I2.6554
Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo
This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problem The researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.
{"title":"Assessment of the needs of student nurses regarding critical thinking in nursing practice","authors":"Louise Pretoruis, A. V. Dyk, L. Small, H. Amukugo","doi":"10.14419/IJANS.V5I2.6554","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6554","url":null,"abstract":"This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problem The researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"47 82","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120942143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-23DOI: 10.14419/IJANS.V5I2.6482
S. Kuugongelwa, L. Small
Providing care for the survivors of a cerebro-vascular accident in home settings is an increasingly common practice. Accordingly, a conceptual framework was developed with the aim of establishing guidelines for the implementation of a support programme to enable survivors and their caregivers to function optimally at home. The framework involves the attributes of the agent (lecturer as a facilitator), the recipients (survivors and caregivers), the context (the home setting), the procedures for enabling optimal functioning and, finally, the terminus, which is defined at optimal functioning for both the survivors and their caregivers.
{"title":"A conceptual framework for facilitating optimal functioning by survivors of cerebro-vascular accidents and their caregivers at home in Oshana Region, Namibia","authors":"S. Kuugongelwa, L. Small","doi":"10.14419/IJANS.V5I2.6482","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6482","url":null,"abstract":"Providing care for the survivors of a cerebro-vascular accident in home settings is an increasingly common practice. Accordingly, a conceptual framework was developed with the aim of establishing guidelines for the implementation of a support programme to enable survivors and their caregivers to function optimally at home. The framework involves the attributes of the agent (lecturer as a facilitator), the recipients (survivors and caregivers), the context (the home setting), the procedures for enabling optimal functioning and, finally, the terminus, which is defined at optimal functioning for both the survivors and their caregivers.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122257914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-20DOI: 10.14419/IJANS.V5I2.6552
L. Pretorius, A. V. Dyk, L. Small, H. Amukugo
This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously. The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.
{"title":"Paradigmatic perspective for development of an educational programme to facilitate critical thinking of student nurses in Namibia","authors":"L. Pretorius, A. V. Dyk, L. Small, H. Amukugo","doi":"10.14419/IJANS.V5I2.6552","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6552","url":null,"abstract":"This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction. The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously. The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133954627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-09-06DOI: 10.14419/IJANS.V5I2.6533
N. A. El-aty, Nazek Ibrahim Abd El-Ghany, F. Moftah, S. Labeeb, A. Mohammed
Background: Child labor today represents the largest single cause of child abuse across the global. Most of it takes place in economically less developed countries and much is hidden. Objectives: The aims of this study were to found out the nature and impact of child labor in the stone quarries on his health status and assess the work hazards associated with these concern. Methods Design: A descriptive comparative design was used .Setting: at stone quarries in El-Minia city and two Governmental schools (primary and preparatory). Sample: Study consisted sample of two groups: two hundred working children (studied group) and three hundred school children as control group. Tools: Three tools were developed and utilized. Socio-demographic characteristics, assessment sheet, and Observation check list. Results: It was found that the mean age studied group was 13.0± 1.2, compared to 12.0± 1.2for control group. More than half of studied group of studied group were working for the need to money and to share in family income. About two third of studied group exposed to different types of injuries during work in quarry. There was statistical significant difference between studied and control group groups regarding body mass index physical assessment and bad habits. Also the results of this study explored that most of studied group exposed to all items of work hazards. Conclusion: It can be concluded that almost all working children in stone quarries were facing much health complains and working hazards. Recommendations: Quarries owners should provide all working children with appropriate protective measures and trained them on methods of protecting themselves from work hazards.
{"title":"Impact of child labor in stone quarries on his health status in El- Minia city","authors":"N. A. El-aty, Nazek Ibrahim Abd El-Ghany, F. Moftah, S. Labeeb, A. Mohammed","doi":"10.14419/IJANS.V5I2.6533","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6533","url":null,"abstract":"Background: Child labor today represents the largest single cause of child abuse across the global. Most of it takes place in economically less developed countries and much is hidden. Objectives: The aims of this study were to found out the nature and impact of child labor in the stone quarries on his health status and assess the work hazards associated with these concern. Methods Design: A descriptive comparative design was used .Setting: at stone quarries in El-Minia city and two Governmental schools (primary and preparatory). Sample: Study consisted sample of two groups: two hundred working children (studied group) and three hundred school children as control group. Tools: Three tools were developed and utilized. Socio-demographic characteristics, assessment sheet, and Observation check list. Results: It was found that the mean age studied group was 13.0± 1.2, compared to 12.0± 1.2for control group. More than half of studied group of studied group were working for the need to money and to share in family income. About two third of studied group exposed to different types of injuries during work in quarry. There was statistical significant difference between studied and control group groups regarding body mass index physical assessment and bad habits. Also the results of this study explored that most of studied group exposed to all items of work hazards. Conclusion: It can be concluded that almost all working children in stone quarries were facing much health complains and working hazards. Recommendations: Quarries owners should provide all working children with appropriate protective measures and trained them on methods of protecting themselves from work hazards.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129779532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-17DOI: 10.14419/IJANS.V5I2.6535
Bonnie L. Pope, K. Bloom
Racial and ethnic differences in health outcomes exist in all areas of health care even when factors related to income; insurance status and access to care are controlled. The importance of the social environment versus biological influences a person’s health status are explored in this study. Healthy People 2020 identified maternal health status to pregnancy-related health outcomes and African American women are at greater risk for poor pregnancy outcomes including increased rates of maternal, perinatal, neonatal, and infant mortality. Study Purpose: To understand the meaning of being and African-American woman living in poverty and their experiences with the health care system. Research Design: Exploratory qualitative, community-based participatory action research study used oral and digital storytelling. Participants and Setting: African American mothers residing in government subsidized housing. Data Collection and Analysis: Focus groups, storytelling, and photovoice for data collection. Thematic analysis the focus groups’ transcriptions and storyboard findings was conducted. Results: Common themes from the transcripts were “respect me…don’t stereotype me” and “be safe.” Themes from storyboards were “love of family,” “love of community,” and “hope for the future.” Courage, family, and community are the foundation of their lives. Limitation: Sample size does not allow generalization to larger populations.
{"title":"Hopes and dreams: poverty, motherhood and health care","authors":"Bonnie L. Pope, K. Bloom","doi":"10.14419/IJANS.V5I2.6535","DOIUrl":"https://doi.org/10.14419/IJANS.V5I2.6535","url":null,"abstract":"Racial and ethnic differences in health outcomes exist in all areas of health care even when factors related to income; insurance status and access to care are controlled. The importance of the social environment versus biological influences a person’s health status are explored in this study. Healthy People 2020 identified maternal health status to pregnancy-related health outcomes and African American women are at greater risk for poor pregnancy outcomes including increased rates of maternal, perinatal, neonatal, and infant mortality. Study Purpose: To understand the meaning of being and African-American woman living in poverty and their experiences with the health care system. Research Design: Exploratory qualitative, community-based participatory action research study used oral and digital storytelling. Participants and Setting: African American mothers residing in government subsidized housing. Data Collection and Analysis: Focus groups, storytelling, and photovoice for data collection. Thematic analysis the focus groups’ transcriptions and storyboard findings was conducted. Results: Common themes from the transcripts were “respect me…don’t stereotype me” and “be safe.” Themes from storyboards were “love of family,” “love of community,” and “hope for the future.” Courage, family, and community are the foundation of their lives. Limitation: Sample size does not allow generalization to larger populations.","PeriodicalId":311537,"journal":{"name":"International Journal of Advanced Nursing Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129093613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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