International Journal of Africa Nursing Sciences最新文献

Background

The clinical learning environment is a multidimensional entity that affects the clinical learning outcomes of nursing students. Most studies in Ethiopia showed that nursing students' clinical competency was below half and their satisfaction with clinical practice is crucial to enhance their competency. However, in Ethiopia satisfaction of nursing students with their clinical learning environment is unknown.

Objective

This study aimed to assess satisfaction with the clinical learning environment and associated factors among undergraduate nursing students.

Methods

Institution-based cross-sectional study was conducted in public universities, in northwest Ethiopia. A total of 416 undergraduate nursing students were selected by a simple random sampling technique. Data were collected by a structured, pre-tested, self-administered questionnaire, entered into Epi-Info and exported to SPSS for analysis. Bivariable and multivariable binary logistic regression analyses were done to test the association. The odds ratio at 95 % CI and P-value < 0.05 was used to ascertain statistical significance.

Results

Of the study participants, one hundred seventy-three (41.6 %) were satisfied with their Clinical learning environment. Third-year students (AOR = 0.41, 95 % CI: 0.22, 0.74), having pre-clinical orientation (AOR = 7.17, 95 % C.I: 3.33, 15.4) comfort on ward rotation (AOR = 2.01, 95 % CI: 1.06, 3.77), less frequent supervision (AOR 0.44, 95 % C.I: 0.24, 0.81), practice at primary hospital (AOR = 3.40, 95 % C.I: 1.20, 9.62), and clinical staff support (AOR = 2.59, 95 % C.I: 1.29, 5.17) were factors significantly associated with their satisfaction.

Conclusion

The nursing students’ satisfaction with their clinical learning environment was low. Thus, it would be better if nursing students have clinical practice in primary hospitals with pre-clinical orientation, and frequent supervision. In addition, it would be better if hospital staff provided support for nursing students while doing procedures.

Background

Nowadays, transferring care plans to the home, shifts the burden of care from medical staff to informal care providers that include family members, spouses, friends, or relatives.

Aims

This study aimed to assess the burden of care and its relationship with the sleep quality of cancer patients' caregivers.

Design

A descriptive-correlational study.

Methods

This study was conducted in a referral center for cancer in Zanjan province, northwest of Iran. 135 caregivers of cancer patients participated. The data were collected using a demographic characteristics questionnaire, Novak and Guest's caregiver burden inventory, and Pittsburgh sleep quality index (PSQI).

Results

The mean (±SD) burden of care and sleep quality of the participants was 45.22 (±17.75) and 8.88 (±4.21), respectively. A significant positive relationship between the burden of care and quality of sleep scores was detected.

Conclusions

Cancer patients' caregivers endure a remarkable burden of care and their quality of sleep is undesirable. Results indicated that an increase in the burden of care reduces the caregivers' quality of sleep. Reducing the burden of care is an effective strategy for improving the caregivers' quality of sleep.

Introduction

Discontinuation of implants is the removal or switch to other methods before duration completion. Despite the improvement in the utilization of implants, discontinuation is high. There are limited studies conducted on implant discontinuation and factors in Bahir Dar City. This research aimed to evaluate the proportion and explanatory variables of discontinuation of implants among users in health facilities in Bahir Dar City, Ethiopia.

Methods

A health facility-based cross-sectional design was conducted on 415 respondents from April 1 to May 30, 2021. Data were collected through face-to-face interview questionnaires using a systematic random sampling method. Epi Data version 3.1 and Statistical Package for Social Sciences were used for data entry and formal analysis, respectively. Logistic regression analyses were used, and a P value less than 0.05 was considered a statistically significant factor for discontinuation.

Results

The overall proportion of discontinuation of implants was 55.3 % (95 % CI: 61.42–69.13). In bivariate logistic regression analysis, sociocultural factors like maternal religion and occupation, were factors for discontinuation of implants. After adjusting other variables in multivariate regression analysis, no formal education (AOR = 0.49; 95 % CI: 0.30–0.82), primary education (AOR = 0.39; 95 % CI: 0.18–0.81), wish to become pregnant (AOR = 2.57; 95 % CI: 1.64 to 4.02), no history of contraceptive use (AOR = 2.01; 95 % CI: 1.19 to 3.38), no counselling on benefits (AOR = 1.68; 95 % CI: 1.08–2.62), and side effects (AOR = 1.95; 95 % CI: 1.21–3.16) were the factors associated with discontinuation.

Conclusion

The overall discontinuation of implants was low compared to the 2016 Ethiopian Demographic Health Survey. Education, desire for pregnancy, no history of contraceptives, lack of counselling on benefits, and side effects were factors for discontinuation.

Background

Children’s rights to participate in decisions and activities of their lives have been well documented. Due to varied challenges, the implementation of children’s rights to healthcare involvement has not been fully achieved. The unsuccessful implementation could be attributed to factors originating from parents/caregivers, health professionals, children, policymakers, and the healthcare system. Therefore, investigating the barriers and enabling factors to the implementation of children’s rights to healthcare involvement is critical.

Objective

This study therefore examined the enabling and barrier factors to nursing staff involvement of children in care activities.

Methods

An institutional-based cross-sectional design was used to conduct the study at the Evangelical Church of Ghana Hospital, Kpandai. With a total census sampling technique, all nursing staff members providing care to paediatric patients were invited to participate in the study due to the relatively small number of nursing staff. A total of 97 nursing staff members finally participated. An adapted Patient Participation Questionnaire was used for the data collection. Descriptive and inferential analyses were done at p < 0.05 and considered statistically significant.

Results

Out of 116 nursing staff, 97 (83.6% response rate) participated. The frequently reported barrier factors to nurses' involvement of children in care activities were staff uncertainty about children’s competence (78.4%), nurses’ limited knowledge about children’s rights (66%), and children’s age and maturity (65%). On the other hand, regular sensitization of nurses about children’s rights recorded more than 90% of responses as an enabling factor. Nurses who perceived children not to be mature were -1.175 (AOR = 0.309; 95% CI: 0.145–0.658) times less likely to involve children in their care. Nurses who frequently communicated with children were 0.660 (AOR = 1.935; 95% CI: 1.098–3.411) times more likely to involve children in their care.

Conclusion

Nurses' involvement of children in care is largely influenced by their limited knowledge about children’s rights and policies. Therefore, training modules involving children’s rights should be included in the curricula of students in the medical field, while in-service training seminars organized regularly for practicing nurses.

Background

Infectious diseases pose a constant threat to public health, necessitating a robust and continually evolving response from healthcare professionals. Despite advancements in medical education, there remains a persistent deficiency in disease-related knowledge among nurses. This study addresses this gap by investigating the impact of nano-teaching sessions compared to self-directed learning on enhancing nurses' knowledge, attitude, and confidence in the diagnosis and management of Monkeypox.

Aim

This study aims to assess and compare the effectiveness of nano-teaching sessions and self-learning in improving nurses' knowledge, attitude, and confidence levels regarding mpox diagnosis and management.

Methods

In the Quasi experimental study, 50 nurses from clinics at both the Students' University Hospital and Mansoura University colleges, Egypt, were randomly assigned to nano-teaching or self-learning groups. Nano-teaching involved interactive sessions over three months, while the self-learning group received study materials. Pre- and post-intervention assessments measured changes using various tools. Statistical analyses were performed using SPSS for Windows version 20.0 (SPSS, Chicago, IL). Approval was obtained from the Research Ethics Committee at the Faculty of Nursing, Mansoura University, under reference number P.0287.

Results

The study involved participants with diverse backgrounds. They primarily relied on the internet for mpox information. Pre-intervention, both study and control groups had low knowledge and confidence levels. Post-intervention, the study group showed significant improvements in knowledge, confidence, attitude, and practice compared to the control. For instance, 88 % of the study group demonstrated high knowledge post-intervention, contrasting with only 22 % in the control (p < 0.001). Correlation analysis revealed strong connections among knowledge, confidence, attitude, and practice, especially post-intervention within the intervention group. Regression analysis highlighted the significant impact of educational level and years of experience on knowledge, confidence, attitude, and practice, underscoring their pivotal role in shaping understanding and behavior concerning mpox.

Conclusion

Nano-teaching sessions emerged as a more effective intervention for enhancing nurses' knowledge, attitude, and confidence in Monkeypox diagnosis and management compared to self-learning. The results underscore the importance of innovative educational strategies tailored to the specific needs of healthcare professionals.

Recommendations:

Based on the study findings, it is recommended that healthcare institutions integrate nano-teaching methodologies into their ongoing education programs. Additionally, further research is warranted to explore the long-term impact of nano-teaching on nurses' clinical practi