International Journal of Africa Nursing Sciences最新文献

Background

Purpose

Method

Main findings

Conclusion

Background

Vaccination against COVID-19 diminishes the risk of infection and provides robust protection against severe illnesses and death when coupled with existing preventive measures. Despite comprehensive research, there are still complaints of short-term side effects of COVID-19 vaccines among healthcare workers. This study aims to specifically identify the short-term side effects that manifest after receiving the COVID-19 vaccine.

Methodology

A descriptive cross-sectional hospital-based study included 100 Healthcare Workers (HCWs) at Soba University Hospital from April to May 2022, focusing on Short-Term Side Effects following Covid-19 Vaccination. Data were collected using a structured interview questionnaire distributed via Google Docs and Microsoft Teams. The survey was sent to healthcare workers, including doctors, nurses, and others, through email and WhatsApp. Chi-square, t-test, and logistic regression analyses were employed to assess the determinants and associations between side effects after COVID-19 vaccination and other variables using STATA version 17 software.

Results

Among the 100 participants, nearly half (42 %) were in the age group of 20 to 30 years, and over two-thirds (61 %) of the participants were female, with 31 % being registered nurses. The majority, 91 %, received the AstraZeneca vaccine. This current study revealed a statistically significant relationship between the onset of symptoms and the type of vaccine (AstraZeneca) with a p-value of 0.001. Additionally, a statistically significant relationship was observed between muscular pain, fever, itching as side effects, and AstraZeneca, with p-values less than 0.05. Logistic regression indicated that male nurses between 31–40 years were almost 61 % less likely to report side effects.

Conclusion

The study concluded that most of those who took the vaccination of COVID-19 experienced short-term side effects including chills, fever, muscle pain, and headache after receiving the vaccine after each dose but they did not develop diarrhea.

Background

Simulation-based education has recently been promoted among midwifery students in Malawi. Reflective debriefing is essential for a successful educative simulation. It is therefore crucial to explore debriefing practice, particularly when simulation-based education is novel. Therefore, the study aimed to explore practice of debriefing with focus on level of reflection in questions posed by lecturers and responses from midwifery students when learning postpartum haemorrhage.

Methods

The study applied qualitative exploratory design. During debriefing of a simulation session on postpartum hemorrhage management, data were collected through audio recordings. Seven midwifery lecturers and 107 midwifery students from midwifery education program in Malawi participated in the study. Using Gibbs’s reflective cycle, data from the lecturers’ questions and midwifery students’ responses were analysed by rating stages of reflection. The reporting of the results follows Consolidated Criteria for Reporting Qualitative Research.

Results

Most of lecturers’ questions and midwifery students’ responses were evaluative, 46% and 47%, respectively. The fewest questions and responses were conclusive, 4% and 2% respectively. Only 12% of the lecturers’ questions were analytic, while 16% of students’ responses were rated as analytic.

Conclusion

The results revealed that debriefing provides a forum for students to reflect on their simulated experience. Though, more evaluative questions and responses were elicited from lecturers and students, respectively, than the rest of the stages in Gibbs’s reflective cycle. If debriefing in simulation-based education is going to pave the way for student reflection in Malawi, it is necessary to enhance debriefing practices through further training.

Background

Tonsillectomies are generally performed on paediatric patients in ambulatory settings. The children are discharged after a short post-operative period of three to four hours which results in their parents becoming the primary caregivers at home. It is imperative that they receive extensive preparation and guidance on how to prevent, identify and manage complications related to the surgery at home. In this study, rapid-cycle evaluation and adjustment in combination with qualitative research in implementation science were used to show how health education can be revised during implementation.

Aim

The study aimed to evaluate and adjust the paediatric tonsillectomy primary caregiver health education at a designated ambulatory hospital.

Design

A rapid cycle evaluation and adjustment of paediatric tonsillectomy health education was done through qualitative research in implementation science. It was guided by the contextual and interventional facilitators and barriers of the Consolidated Framework for Implementation Research. Two rounds of semi-structured interviews were conducted with parents as the primary caregivers of children and nurses who was directly involved with the health education.

Results

The process of evaluation and adjustment provided the researcher with valuable information that were applied to create a more compressive piece of primary carer health education. A guideline was created with current information to manage pain, eating practices and to limit post-operative haemorrhaging.

Conclusion

Rapid-cycle evaluation and adjustment in combination with qualitative research in implementation science is effective to revise health education processes and material.

Introduction

Although job stress is found in most jobs, it is of higher significance in occupations that deal with human health. This study seeks to investigate the effectiveness of stress management with the action research approach on the job stress of pre-hospital emergency staff in Arak (Iran).

Methods

The present study is comparative causal research conducted using the participatory action research method on 14 pre-hospital emergency staff in Arak. At the beginning of the study, the Osipow job stress questionnaire was completed by the group, and the individuals then participated in stress management sessions in groups of six and completed the questionnaires again after the final action research session. Data analysis was carried out using descriptive data and paired t-tests using SPSS V.16 software.

Results

The first stage of the action research identified the two main categories 1. Inadequate stress management knowledge and 2. Organizational obstacles. The theme obtained at this stage was “the bottlenecks of job stress management in the workplace.” Four categories and one theme were also obtained at the seventh stage of the action research including the categories of perceived performance change benefits, empowerment for stress management, receiving encouraging feedback, and preparedness for the development of stress management among other colleagues, and the theme of “moving towards stable stress management.” After the steps of the action research were completed, Results of the mean comparison indicated significant differences (P < 0.05) between the job stress of the staff before and after group therapy in all cases.

Conclusion

Stress management group therapy affects the job stress of the staff. Pre-hospital emergency staff is recommended to take advantage of stress management skills training to improve their mental health.