Abstract:

This study was designed to study the knowledge, perception and practice of Telenursing among Nurses in Plateau State, Nigeria. It aims at the need for good policy in health care delivery and implementation of Telenursing to reduce to a greater extend the consequences associated with inadequate health care distribution. A cross sectional study involving Nurses in Plateau State, Nigeria was carried out with information on socio-demographic characteristics, knowledge of telenursing, perception towards telenursing and team work, willingness and attitude of Nurses to use telenursing and challenges affecting the implementation of telenursing in Plateau state were collected, using a semi-structured questionnaire. Data was analysed using descriptive statistical and chi-square test. The level of significance was set at p ≤ 0.05. 270 Nurses participated in the study. Majority 148 (54.8%) had not heard about telenursing though 117 (43.3%) have heard. 90.7% participants have never been engaged in telenursing, 84.4% stated inadequate resources affected telenursing practice. Majority (84.8%), 52.3% indicated interest for telenursing to be used and for improved communication and collaboration respectively between Nurses and other disciplines. Majority 66.5% agreed that telenursing is easy to use. Only 31.1% felt that telenursing may not bring any extra value to existing nursing practice when implemented. Lack of knowledge (47.4%), funding (80%), policy (15.2%), Poverty (13.3%), time/interest/will/attitude of nurses (2.6%), Shortage/lack of manpower/workload (4.8%), and Inadequate power supply (11.1), were pointed out by the participants as challenges that can affect the implementation of telenursing.

Keywords: Telehealth, telenursing, information, technology, knowledge, practice.

References:

[1]. Adam D., Patricia R., Rita K., Linda F., Ellen E., Bonnie W., Anne E., Lancaster;http://online.liebertpub.com/doi/pdfplus/10.1089/tmj.2008.0021?src=recsys 28/1/17.

[2]. Alexander, M. 1996. “Telemedicine in Australia. 1: The Health Communication Network.” Journal Of Telemedicine and Telecare 2. http://jtt.sagepub.com/content/1/4/187.full.pdf 29/1/17z.

[3]. Adewumi M.T. and Adekunle Y.A, (2013). Clinical Decision Support System for Diagnosis of Pneumonia in Children, International Journal of Advanced Research in Computer Science and Software Engineering Volume 3, issue 8 pg 40-43, www.ijarcsse.com.Retrieved 20/04/2016.

[4]. Adeleke, I. T., Salami, A. A., Achinbee, M., Anamah, T. C., Zakari, I. B., & Wasagi, M. H. (2015). ICT knowledge, Utilization, and Perception among Healthcare Providers at National Hospital Abuja, Nigeria. American Journal of Health Research. Special Issue: Health Information Technology in Developing Nations: Challenges and Prospects Health Information Technology. Vol. 3, No. 1-1, pp. 47-53. doi: 10.11648/j.ajhr.s.2015030101.17.

[5]. Ajayi, I.A., (2010). Role of information and communication technology in health care delivery in Nigeria. International Professional Nursing Journal 71-10; 3 (1):19-25.American Psychological Association. (2007). APA style guide to electronic references. Washington, DC. Retrieved from http://www.worldcat.org/../162653855 on 14/4/2016

[6]. American Telemedicine Association., (2010). TELEMEDICINE and e-HEALTH.

[7]. Attewell, B. S. and Whitten, P., (2005). The diffusion of telemedicine: effect on educational practice. London; Oxford University Press.

[8]. Bakken, S., Currie, L.M. and John, R., (2010). Information and communication technology infrastructure for evidence-based practice. In W.M. Holzemer (ed.) Improving Health through Nursing Research. Chichester: Wiley-Blackwell, 225-237.

[9]. Bath, P.A., (2010). How ICT developments can support health care. British Journal of Healthcare Management 16(4), 5-9.

[10].  Bonnie W. Telenursing and Remote Access Telehealth Inger A.R., RN, Hilde S., Ida T.B., Dr.polit; Nursing Students' Perspectives on Telenursing in Patient Care After Simulation April 2015http://www.nursingsimulation.org/article/S1876-1399(15)00014-6/fulltext 29/1/17.

[11].  Bembridge, E., Levett-Jones, T., and Jeong, S. Y., (2011). The transferability of information and communication technology skills from university to the workplace: a qualitative descriptive study. Nurse Education Today, 31(3), 245-252. doi:10.1016/j.nedt.2010.10.020 [doi].

[12].  Covington, B., Koszalka, M. V., and Yocom, C. J., (2007). The use of technology to assist nurses in caring for patients. Retrieved from http://www.mbon.org/commision on 20/4/2016.

[13].  Daniel T.Telenursing: The Future Is Now.

[14].  Evaluation and Organizational Development, IFAS, University of Florida. PEOD-5.

[15].  Fairley, J. W., Computers in medicine. Journal of Royal Society of Medicine.1991; 84: 566 – 567.

[16].  Godlee, F., Pakenham-Walsh, N., Ncayiyana, D., Cohen, B., and Packer, A., (2004). Can we achieve health information for all by 2015? Lancet.2004; 364: 295-300.

[17].  Irinoye, O., and Fakunle, I., (2013). Nurses’ Perception and Barriers to Use of Information Communication Technology in a Teaching Hospital in Nigeria. Retrieved from: https://www.researchgate.net/publication/249320391 on 16/4/2016.

[18].  Karanbir, S., (2007). Computer for Nurses made easy. 2nd edition. New Delhi, India, Published by Jaypee Brothers Medical Publisher.

[19].  Israel, G. D., (1992). Sampling the Evidence of Extension Program Impact. Program

[20].  Lisa M., Williams., Olive D., Connie B., Glinkowski W., Pawłowska K., Kozłowska L. Telehealth and telenursing perception and knowledge among university students of nursing in Poland.

[21].  Loretta S., Victoria E., Andrea D., Patient S. Telenursing, and Telehealth.

[22].  Leedy, P. D., and Ormrod, J. E., (2005). Practical Research Planning and Design, 5th ed, New Jersey: Pearson Merrill Prentice Hall.

[23].  Lewis, T., Synowiec, C., Lagomarsino, G. and Schweitzer, J. (2012). E-health in low and middle-income countries: findings from the Center for Health Market Innovations. Bulletin of the World Health Organization 90, 332-334.

[24].  Lipke, L., (2014). Nurses’ Competence in Information and Communication Technology (ICT) Usage in Patient Care. Published by Helsinki Metropolia University of Applied Sciences. Retrieved from http://www.ICTLipke.pdf on 20/11/2015.

[25].  Molnar, K. and Sharda, R., (2005). “Using the internet for knowledge Acquisition in expert system development a case study” in journal of information technology. 1996; 11 (3): 44-51.

[26].  Nigeria National Health ICT Strategic Framework 2015–2020 // August 2015 Draft For Review. National Health Information and Communication Technology (Health ICT) Strategic Framework. Retrieved from http://www.national-health-ict-strategic.pdf on18/1/ 2016.

[27].  Nilsson, C., Skär, L. & Söderberg, S., (2010). Swedish District Nurses’ experiences on the use of information and communication technology for supporting people with serious chronic illness living at home - a case study. Scandinavian Journal of Caring Sciences 24, 259–265.

[28].  Olatokun, W. M., and Adeboyejo, O. C., (2009). Information and Communication Technology Use by Reproductive Health Workers in Nigeria: State of the Art, Issues, and Challenges. Human Technologists, 5 (2), 181–207.

[29].  Oyekunle, R. A. and Afolayan, O. T., (2014). Availability, Accessibility and Frequency of Use of ICT Tools by Health Professionals in Ilorin Metropolis. Published by Covenant Journal of Informatics and Communication Technology (CJICT) Vol. 2, No.1.

[30].  Ozohu-Sulaiman, Y., (2006). Assessing the potentialities of traditional media and new communication technologies. A paper presented at the International Conference on Africa’s Indigenous science and Knowledge system, Nasarawa State University.

[31].  Online (Home/Project Management/Lewin's Change Management Model)9/2/17.

[32].  Rouleau, G., Marie-Pierre G., & Jose C., (2015) Impacts of information and communication technologies on nursing care: an overview of systematic reviews (protocol). Systematic Reviews DOI 10.1186/s13643-015-0062-y.

[33].  Sandhya G., Geetanjli K. Tele-nursing an Emerging Innovation in Health Sector.

[34].  Siinclair, Wynchank., Jill, Fortuin; Africa’s Telenursing Today (and Tomorrow?, https://www.thinkmind.org/download.php?articleid=lifsci_v2_n34_2010_10 29/1/17.

[35].  https://nurseslabs.com/dorothea-orems-self-care-theory/ 6/2/17.

[36].  Villanueva, F. L., Hardey, M. J., & Torrent, P. F., (2011). The Integration of Information and Communication Technology into nursing. Vol.80, Issue 2, pages 133-140. Retrieved from http://dx.doi.org/10.1016/j.ijmedinf.2010.001 on 20/4/2016.

[37].  Walker, L.O. and Avant, K.C., (2011). Strategies for Theory Construction in Nursing 5th Edition Boston: Prentice Hall.

[38].  Wallis, A., (2012). Survey Explores Nurses’ Use of e-Health Tools. Nursing Management 18(10), 14-19.

[39].  Wheatley, B., (2013). Transferring care delivery through health information technology. Perm J. 2013; 17(1): 81-86.

[40].  Whetmore, E. J., (2006). Content and consequences of communication. 5Th edition California: Wardsward Puplishers.

[41].  While, A. and Dewsbury, G., (2011). Nursing and information and communication technology (ICT): A discussion of trends and future directions. International Journal of Nursing Studies 48(10), 1302 - 131.

[42].  Wojciech G., Katarzyna P,, and Lena K., Telemedicine and e-Health. July 2013, 19(7): 523-529. doi:10.1089/tmj.2012.0217.

[43].  World Health Organization, (2005). Department of essential health technologies, Information technology in support of health care. Geneva. Retrieved from: http://www.who.int/entity/eht/en/InformationTech.pdf on 10/3/2017.

[44].  http://online.liebertpub.com/doi/pdfplus/10.1089/tmj.2012.0196?src=recsys 28/1/17.

[45].  http://online.liebertpub.com/doi/pdfplus/10.1089/tmj.2012.0243?src=recsys 28/1/17.

[46].  http://online.liebertpub.com/doi/pdfplus/10.1089/tmj.2012.0011?src=recsys 28/1/17.

[47].  http://online.liebertpub.com/doi/pdfplus/10.1089/tmj.2008.0022?src=recsys 28/1/17.

[48].  https://academic.oup.com/cid/article/51/Supplement_2/S224/383896/Telemedicine-The-Future-of-Outpatient-Therapy 29/1/17.

Abstract:

The study was carried out between March and August 2017.The purpose of the study was to determine factors associated with choice of nursing profession among first Year students at Consolata Nkubu School of Nursing, Meru County, Kenya. The study adopted a cross-sectional design. The target population consisted of October 2016 and April 2017 classes. The total population during the year was 263 students. Census as a sampling method was used owing to the small sample population which was only 77 respondents’. 71 Self-administered questionnaires were distributed to the respondents who met the inclusion and exclusion criteria and 4 class representatives (Key informant) were interviewed using a checklist. The study reviewed that Majority of the students who joined the training were positive about nursing. A few students did not like nursing and were forced to join the profession. The result showed many students have changed their priorities and have settled on nursing profession after the introduction to the nursing curriculum. Given a second chance most (90%) would still choose nursing as their career of choice. The researcher realized the need to sensitize the pupils and secondary school students on nursing profession through the media, career guidance and volunteer works to healthcare facilities. Generally the student nurses neither considered factors like well-paying career as the priority nor related to the occupation of the parents rather the desire to serve patients well was the greatest expectation after completing the course followed by advancing in the profession and desire to get a good job.

Keywords: Nursing, Profession, nurse, career, choice, associated Factors.

References:

[1]. Allen, M., Allison, M. M., and Stevens, S. (2006). Mapping the literature of nursing education. Journal of the Medical Library Association, 94.

[2]. Attree, M., Flinkman, M., Howley, B., Lakanmaa, R-L., L ima-Basto, M., & Uhrenfeldt, L. (2011). A review of nursing workforce policies in Five European countries: Denmark, Finland, Ireland, Portugal and United Kingdom.

[3]. Booth, R.Z. (2002).The nursing shortage: A worldwide problem. Revisto Latino-Careers in Nursing. A world of opportunities (2017) 10 Reasons Why You Should Choose Nursing. Registered Nurses Association of Ontario

[4]. Clara B. Wallace (2007) Nursing students’ perceptions of the public image of nursing. A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Capella University. Conversion among student nurses. In A Sociology of Medical Practice (Cox, C. & Mead, A. Ed). Macmillan, London, pp.116–131.

[5]. Imison C, Buchan J, Xavier S (2009). NHS Workforce Planning: Limitations and possibilities. London: The King’s Fund.

[6]. International Council of Nurses. (2003). Global issues in the supply and demand of nurses. SEW News January- March. Retrieved July 17, 2006.

[7]. Law W, Arthur D (2003) what factors influence Hong Kong school students in their choice of a career in nursing? International Journal of Nursing Studies 40: 23-32.

[8]. Matejski, M. P. (1981). Nursing education, professionalism, and autonomy: social constraints and the Goldmark Report. Advances in Nursing Science, 3(3), 17-30.

[9]. Mkhize S, Nzimande S (2007) Career choices in relation to nursing. Cross-sectional descriptive study investigating the career choices of school leavers in relation to nursing and what influences these choices. Report prepared by research programme of Health Systems Trust.

[10].  Paul, S. (1996). The Top 10 Steps for Choosing a Career. Retrieved September 24, 2008, from http://topten.org/public/AB/AB6.html.

[11].  Romem P. and Anson O. (2005) Israeli men in nursing: social and personal motives. JNurs Manag 13: 173-178.

[12].  Safadi, R.R., Saleh, M.Y. M., Nassar, O.S., Amre, H. M., Froelicher, E.S., 2011. Nursing Students perceptions of nursing: a descriptive study of four cohorts. International Nursing Review oct.2011 p.p.54.

[13].  Tomey, A. M., & Alligood, M. R. (1998). Nursing theorists and their work (p. 102). St. Louis: Mosby.

[14].  World Health Organization (2006).World Health Report: Working Together for Health [PowerPoint Slides].

Abstract:

The present study showcases the leadership style of head nurses of Tertiary Care Hospitals in Pakistan (Lahore). Purpose is to see that what type of leadership style is mostly practiced / adapted. For data collection, quantitative methods are employed that includes a scale LPS (least preferred co-worker scale) and checklists to assess head nurses that either they are relationship motivated or task motivated. Two lists were made named as A and B for getting data about autocratic and democratic style respectively. Total sample from the populating of nurses and head nurses was 65 (n = 65) among which 18 are head nurses and 47 are charge nurses. From 18 head nurses 3 are task motivated (17% of total sample), 13 are relationship motivated (72% of total sample) and 2 are mixed of mixed leadership style (11.1% of total sample). The checklists revealed similar findings that remained consistent further strengthening the results. It was concluded that Democratic Leadership Style is most rampant in Tertiary Care Hospitals. The head nurses are very encouraging and they appreciate every creative idea from their colleagues. They promote collaborative work. They support every initiative taken for the betterment. The head nurses of Tertiary Care Hospitals share the decision making and problem-solving responsibilities with their colleagues. Charge nurses develop a greater sense of self-esteem due to importance given to their ideas and contribution.

References:

[1].     Careers, Finance and Investing. Money-zine.com. Retrieved March 16, 2012.

[2].     Coombs, M. & Dilon, A. (2002). Crossing boundaries, re-defining care: the role of the critical care outreach team. Journal of Clinical Nursing, 11(3), 387-393.

[3].     Ericksson, J. & Ditommassi, M. (2005). The clinical Nurse Leader: New in Name Only. J Nurs Educ, 44(3): 99-100.

[4].     Erben and Guneser, Gul and Ayse (November 2008). "The Relationship Between Paternalistic

[5].     Foster, D.E. (2002). "A Method of Comparing Follower Satisfaction with the Authoritarian, Democratic, and Laissez-faire Styles of Leadership." Communication Teacher 16 (2): 4–6.

[6].     Johnson, C. E.; Hackman, M. Z. (2003). Leadership, a communication perspective (4 Ed.). Waveland Press. p. 38. ISBN 9781577662846.

[7].     Leadership and Organizational Commitment: Investigating the Role of Climate regarding ethics". Journal of Business Ethics 82 (4): 955–968. Retrieved 12/1/2012.

[8].     Leadership Styles - Autocratic, Laissez Faire, Participative and Bureaucratic". Management Study Guide. Retrieved 19 March 2012.

[9].     Martindale, N (2011). "Leadership Styles: How to handle the different personas". Strategic Communication Management 15 (8): 32–35.

[10].  McCallin, A. (2003). Interdisciplinary team leadership: A revisionist approach for an old problem. Journal of Nursing Management. 11, 364-370.

[11].  McCallin, A. (1999). Pluralistic dialogue: a grounded theory of interdisciplinary practice. The American Journal of Rehabilitation Counselling, 5(2), 78-85.

[12].  Nelson, E., Batalden, PB, Huber, TP., Mohr, JJ., Godfrey, MM., & Headrick, LA. (2002). Microsystems in health care, Part I: Learning from higher performance frontline clinical units. J Qual Improv. 2002; 28(9): 472-493.

[13].  Porter-O’Grady, T. (2000). Vision for the 21st century: new horizons, new health care. Nursing Administration Quarterly, 25(1), 30-38.

[14].  Rowold, Jens; Schlotz, Wolff (Spring 2009). "Transformational and Transactional Leadership and Followers’ Chronic Stress". Leadership Review (Kravis Leadership Institute) 9: 35–48.

[15].  Schultz & Schultz, Duane (2010). Psychology and work today. New York: Prentice Hall. pp. 201–202. ISBN 0-205-68358-4.

[16].  Styles of Leadership". Assortment. Retrieved March 16, 2012.

[17].  Sabo, JA. Combere, PC. Rusch, A., & Wilson, W. (2005). Developing an Outcome-based Multidisciplinary Care Planning Tool: Process and Outcome. J Nurs Care Qual 20(2). 145-155.

[18].  Scott, L. (2005). Shared governance and shared leadership: meeting the challenges of implementation. Journal of Nursing Management, 13, 4-12.

[19].  Tornabeni, J., Stanhope, M. & Wiggins, M. (2006). Clinical Nurse Leader Evolution of a revolution. The CNL Vision. JONA. 36(3). 103- 108.

[20].  Woods, A.P. (2010). "Democratic leadership: drawing distinctions with distributed leadership". International Journal of Leadership in Education 7 (1): 3–36.

[21].  Wilson, N.L. & Gleason, M. (2001). Team roles and leadership. In Interdisciplinary team leadership: A revisionist approach for an old problem. McCallin.

Abstract:

The Standardized Nursing Languages (SNLs) is a new innovation in nursing which is aimed at improving the standard of nursing practice and the professionalism of Nursing. This study was carried out to know the level of knowledge and utilization of Standardized Nursing languages among nurses at the Federal Medical centre Owo. It was aimed at identifying nurses familiarity with the Language, their level of knowledge, use in patient care and also to identify the possible barriers that might prevent the use of the Language in Practice. The use of SNLs is still not gaining popularity among nurses in this tertiary institution, despite its formal introduction to Nigeria since 2010, hence the need for this research work.

A descriptive/correlational design was employed using a self-structured questionnaire. A sample size of 250 nurses was targeted and sampled using a non-probability technique. The data was entered using the SPSS software and analysis done using tables of frequency and percentage, mean and standard deviation, chi test, Pearson correlation where necessary.

Result showed that nurses have a poor knowledge of SNLs. They are mostly familiar with NANDA. The major method of documentation was paper as they have no computer system in their unit. 54% of respondents use SNLs at work most of which are not correct based on the responses given. Correlation showed that there is no significant difference between years of experience, qualification of nurses and their knowledge of SNLs. (p>0.05). The major challenges identified by the respondents include poor knowledge of the language, lack of basic amenities, poor policy, inefficient continuous education, shortage of manpower.

High quality nursing documentation promotes effective communication in the healthcare team, which facilitates continuity and individuality of care. The use of SNLs promotes quality nursing documentation and enhances the visibility of the contribution of nursing to patient care.

Keywords: Standardized Nursing Languages, Knowledge, Practice, NANDA-I, NIC, NOC.

References:

[1]. Abraham Ajayi, Richard Adeola, Okpe Daniel, Nanbu Stephen, Nanle Gusen, Ajayi A, Adeola (2015): Knowledge And Utilization Of Standardized Nursing Language Among Nurses In Jos University Teaching Hospital Plateau State, Nigeria. International Professional Nursing Journal and Research. 2015 Sep 18 [Last Modified: 2015 Nov 18]. Edition 1. Doi: 10.001/26ae0c1f377469682e0e989cdae2e6dc.

[2]. Erdemir F, Altun E. (2003): Nursing students’ self-assessments and opinions about using nursing diagnosis in clinical practice. International Journal of Nursing Terminology Classification.

[3]. Everett M. Rogers (2003): Diffusion of Innovations, Fifth Edition, Free Press, New York, p221.

[4]. Hebda, Toni lee; czar, Patricia (2013): handbook of informatics for nurses & healthcare professionals, 5th edition, © 2013. Reprinted by permission of Pearson education, inc., upper saddle river, nj.

[5]. John, M. E. (2010): Innovations in nursing education and practice (Standardized nursing languages. A paper presented during 2-day scientific conference on innovation and change. Organized by FAME, West African College of Nursing on 18^th – 20^th May, 2010, at College of Health Technology, Calabar, Cross River State.

[6]. Johnson, M., Bulechek, G., Butcher, H., Dochterman, J. M., Maas, M., Moorhead, S., & Swanson, E. (2006): NANDA, NOC and NIC Linkages. (2^nd ed.), St. Louis, Missouri: Mosby, Inc.

[7]. Jones, D., Lunney, M., Keenan, G., & Moorehead, S. (2010). Standardized nursing languages: Essential for the nursing work force. Annual Review of Nursing Research, 28(1), 253‐294.

[8]. Kaminski, J. (Spring 2011).Diffusion of Innovation Theory Canadian Journal of Nursing Informatics, 6(2). Theory in Nursing Informatics Column. http://cjni.net/journal/?p=1444.

[9]. Keenan, G. (1999): Use of standardized nursing language will make nursing visible. Michigan Nurse, 72(2), 12-13.

[10].  Kennedy, R. (2003). The nursing shortage and the role of technology. Nursing Outlook, 51(3), S33-34.

[11].  Klehr J, Hafner J, Spelz L M, Steen S., Weaver K(2009): Implementation of Standardized Nomenclature in the electronic Medical Record. International Journal of Nursing Classification. 2990 Oct-Dec 20(4) 160-80. Doi. 10.1111/j.1744-618.2009.01.132.x.

[12].  Korst LM, Eusebio-Angeja AC, Chamorro T, et al. (2003): Nursing documentation time during implementation of an electronic medical record. J Nurs Adm 2003; 33(1):24-30.

[13].  Language for clinical reasoning with the Outcome-Present State-Test (OPT) Model. International Journal of Nursing Terminologies and Classifications, 17, 129-138. DOI: 10.1111/j.1744-618X.2006.00033.x.

[14].  Lee, E., Park, H., Nam, M., & Whyte, J. (2011). Identification and comparison of interventions performed by Korean school nurses and U.S. school nurses using the nursing interventions classification (NIC). Journal of School Nursing, 27 (2), 93‐101. doi: 10.1177/1059840510391095.

[15].  Moss J, Damrongsak M, Gallichio K. (2005): Representing critical care data using the clinical care classification. AMIA Annual Symposium Proceedings. 2005:545–549.

[16].  Müller-Staub, M., Needham, I., Odenbreit, M., Lavin, M.A., &van Achterberg, T. (2007). Improved quality of nursing documentation: Results of a nursing diagnoses, interventions and outcome implementation study. International Journal of Nursing Terminologies and Classifications, 18, 5–17.

[17].  NANDA International. (2012). nursing diagnosis: Definitions and classification, 2012-2014. Oxford: Whiley-Blackwell.

[18].  National Institute of Medicine (IOM), Robert Wood Johnson Foundation. (2010). the future of nursing: Leading change, advancing health. Washington, D.C.: The National Academies Press.

[19].  Olaogun, A., Oginni, M., Oyedeji, T. A., Nnahiwe, B., and Olatubi, I., ( 2011) Assessing the Use of the NANDA- International Nursing Diagnoses at the Obafemi Awolowo University Teaching Hospital Ile Ife, Nigeria. International Journal of Nursing Terminologies and Classifications. Vol 22(4). Oct- Dec pp 157-161.

[20].  Pearson, A. (2003). The role of documentation in making nursing work visible. International Journal of Nursing Practice, 9(5), 271.

[21].  Poissant L, Pereira J, Tamblyn R, et al. The impact of electronic health records on time efficiency of physicians and nurses: a systematic review. J Am Med Inform Assoc 2005; 12:505.

[22].  Rogers, E. M. (2003). Diffusion of innovations (5th ed). New York: Free Press.

[23].  Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? The Online Journal of Issues in Nursing, 13. doi: 10.3912/OJIN.Vol13No01PPT05.

[24].  Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, OJIN: 13 (1) retrieved 23/11/2011 from http://www.nursingworld.org.

[25].  Sani S, Sani AM. (2015): Relationship between knowledge of standardized nursing language and working experience among nurses in Sokoto, Nigeria. International Journal of Science Resources 2015 .4(2):1008–10.

[26].  Sani S, Sani AM. (2015): Nurses attitude and barriers towards utilization of Standardized Nursing Languages in Sokoto State Nigeria. Asian Journal of Medicine and health, 2(2): 1-6, 2017; Article no. AJMAH.29433.

[27].  Schwirian, P., Thede, L., (May 21, 2012) "Informatics: The Standardized Nursing Terminologies: A National Survey of Nurses’ Experience and Attitudes—SURVEY II Participants, Familiarity and Information Sources" OJIN: The Online Journal of Issues in Nursing Vol. 17 No. 2.2.

[28].  Smith K, Smith V, Krugman M, et al. evaluating the impact of computerized clinical documentation. Comput Inform Nurs 2005; 23 (3):132-8.

[29].  World Health Organization (2007). Communication during Patient Hand-Over, Patient Safety Solutions, 1 (3) Solution.pdf accessed: 01 June 2010.

Abstract:

Background: Education is important in the development of any profession. It is the process of transferring knowledge from a generation of professionals to another. Stress can be beneficial in the education of a student, motivating them to reach their full potential. However, nursing education has its peculiar attendant stress that can be harmful when excessive. Majority of nursing students around the world have reported a level of stress in their academic pursuit. Objective: The study was carried out to determine the stress level of students in the various levels of the nursing education, to examine the pattern of stress amidst the students according to their sociodemographic, and to determine the relationship between the various coping mechanisms adopted and the overall stress score through a questionnaire- based study in a government school of nursing in Osun state, Nigeria. Method: A descriptive cross-sectional study was carried out at the Osun state school of nursing, Asubiaro, Osogbo, Osun state. A sample of 120 students was drawn from all the classes of the school using a multistage sampling method of proportional allocation. To achieve the objective of the study, a questionnaire was designed that contained three sections; A. Sociodemographic data, B. The perceived stress scale (PSS) and C. The brief coping orientation for problem experiences (COPE). Data were entered and analysed using the statistical package for social sciences (SPSS) version 20.0. Results: The mean age of the respondents was 22.11±4.14 years with the median and range being 21.00 and 30.00 years respectively. About 78% of the respondents are females and 70% are Christians. Using the PSS, 48.3% of the respondents sometimes become upset because of something that happened unexpectedly, 17.5% becomes upset fairly often, 12.5% almost never becomes upset among the others. Equal number of respondents (5.8%) never or almost never felt nervous or stressed in the last month, others sometimes (44.2%), fairly often (19.2%) and very often (25.0%) feel nervous or stressed. Other responses about the PSS are presented in table 2. There is a significant difference between the stress score of the respondents in between the sexes (16.70 vs 19.17; p=0.045). Also, the proportion of the females that are stressed is significantly more than the proportion of the males (66.7% vs 87.1%; p=0.018). The odds of respondents who practice behavioural disengagement to be highly stressed is 0.262 (95% CI, 0.117 – 1.483) times that of respondents who practice other coping mechanisms. Conclusion: The level of stress in the population studied is relatively low when compared with the results from other studies both locally and internationally. The various stressors identified are basically as a result of lack of control over academic events, nervousness, inability to handle personal problems, irritations, and anger. The nursing education authority should look into these stressors with the view to find ways of mitigating them, thereby providing an optimum learning environment for the students. Some of the students already practice both active and avoidant coping techniques.

Keywords: stressors, counselling, perceived stress scale (PSS), coping orientation for problem experiences (COPE).

References:

[1]. Ab Latif, R., & Mat nor, M. Z. (2016). Stressors and coping strategies during clinical practices among diploma nursing students. Education in Medicine Journal. 8(3):21–33. http://dx.doi.org/10.5959/eimj.v8i3.422.

[2]. Abasimi, E., Atindanbila, S., Gai, X., & Mahamah, M. M., (2015). Analysis of Stress Coping Strategies among Diploma Nursing Students in Ghana. International Journal of Applied Psychology. 2015; 5(2): 26-32. doi: 10.5923/j.ijap.20150502.02.

[3]. Ajibade B.L, Olabisi O.O, Fabiyi B, Ajao O.O, & Ayeni A. (2016). Stress, types of stressors and coping strategies amongst selected nursing schools’ students in south-west, Nigeria. European Journal of Biology and Medical Science Research. 4(3): 1-15.

[4]. Al-Kandari, F., & Vidal, V. (2007) Correlation of the health-promoting lifestyle, enrolment level, and academic performance of College of Nursing students in Kuwait. Nurs Health Sci. 9(2):112e9.

[5]. Asani, M. O., Farouk, Z., & Gambo, S., (2016). Prevalence of perceived stress among clinical students of Bayero University Medical School. Niger J Basic Clin Sci, 13: 55-58.

[6]. Aston, L., & Molassiotis, A. (2011). Supervising and supporting student nurses in clinical placements: the peer support initiative. Nurse Educ Today. 23(3):202–210.

[7]. Backović, D. V., Živojinović, J. I., Maksimović, J., Maksimović, M. (2012). Gender Differences in Academic Stress and Burnout among Medical Students in Final years of education. Psychiatria Danubina, 24(2): 175-181.

[8]. Bankert, E., & Kozel, V. (2005) Transforming pedagogy in nursing education: a caring learning environment for adult students. Nurs Educ Pers. 26(4):227–229.

[9]. Benavente, S. B. T., & Costa, A. L. S. (2011). Physiological and emotional responses to stress in nursing students: an integrative review of scientific literature. Acta paul. enferm. 24(4). http://dx.doi.org/10.1590/S0103-21002011000400019.

[10].  Brown, H., & Edelmann, R. P. (2000) A study of expected and experienced stressors and support reported by students and qualified nurses. J Adv Nurs 31(4):857e64.

[11].  Burnard, P., Edwards, D., Kim, B., Thaibah, H., Tothova, V., & Baldacchino, D. (2008) A comparative, longitudinal study of stress in student nurses in five countries: Albania, Brunei, the Czech Republic, Malta and Wales. Nurse Educ Today, 28(2):134e45.

[12].  Chang, E. M., Hancock, K. M., Johnston, A., Daly, J., & Jackson, D. Role stress in nurses: review of related factors and strategies for moving forward. Nurs Health Sci. 7(1):57e65.

[13].  Deary, I., Watson, R., & Hogston, R. (2003). A longitudinal cohort study of burnout and attrition in nursing students. J Adv Nurs, 43(1):71e81.

[14].  Del Prato, D., Bankert, E., Grust, P., & Joseph, J. (2011). Transforming nursing education: a review of stressors and strategies that support students’ professional socialization. Advances in Medical Education and Practice. 2: 109–116.

[15].  Eswi, A. S., Radi, S., & Youssri, H. (2013). Stress/ stressors as perceived by baccalaureate Saudi nursing students. Middle East Journal of Scientific Research. 14(2):193-202.

[16].  Frankel, A. (2009). Nurses’ learning styles: promoting better integration of theory into practice. Nurs Times. 105(2):24–27.

[17].  Gibbons, C. (2010). Stress, coping and burn-out in nursing students. International Journal of Nursing Studies, 47, 1299-1309.

[18].  Gibbons, C., Dempster, M., & Moutray, M. (2007). Stress and eustress in nursing students. Journal of Advanced Nursing, 61(3): 282-290.

[19].  Hughes, L. (1992) Faculty-student interactions and the student-perceived climate for caring. Adv Nur Sci; 14(3):60–71.

[20].  Kaneko S, & Momino, K. (2015) Stress Factors and Coping Behaviors in Nursing Students during Fundamental Clinical Training in Japan. Int J Nurs Clin Pract 2: 138.

[21].  Khater, W. A. Akhu-Zaheya, L. M. Shaban, I. A. (2014) Sources of Stress and Coping Behaviors in Clinical Practice among Baccalaureate Nursing Students International Journal of Humanities and Social Science. 6(4).

[22].  Kirkland, M. L. (1998). Stressors and coping strategies among successful female African American baccalaureate nursing students. J Nurs Educ. 37(1): 5-12.

[23].  Kohler, J. M., Munz, D. C., & Grawitch, M. J. (2006). Test of a dynamic stress model for organizational change: do males and females require different models? Appl Psychol Int Rev, 55(2):168e91.

[24].  Lazarus R, Folkman S. Stress, appraisal, and coping. New York, NY: Springer, 1984.

[25].  Leodoro, J. L. (2013). Stress, stressors, and stress responses of student nurses in a government nursing school. Health Science Journal. 7(4): 424-435.

[26].  Lim, J., Bogossian, F., & Ahern, K., (2010) Stress and coping in Australian nurses: a systematic review. Int Nurs Rev, 57: 22e31.

[27].  Lindop, E. (1999). A comparative study of stress between pre- and post-Project 2000 students. J Adv Nurs, 29(4):967e73.

[28].  MacArthur (2014) Coping strategies. Retrieved from http//: www.macses.ucsf.eduon 26/04/2017.

[29].  Nancy, R. K., (2011). Stress and Coping Strategies among Nursing Students. Nursing and Midwifery Research Journal, 7(4).

[30].  Omigbodun, O. O., Onibokun, A. C., Yusuf, B. O., Odukogbe, A. A., & Omigbodun, A. O. (2004). Stressors and Counselling Needs of Undergraduate Nursing Students in Ibadan, Nigeria. Journal of Nursing Education. 43(9): 412-415.

[31].  Papastavrous, E., Lambrinou, L., Tsangan, H., Saarikoski, M., & Leino-Kilpi, H. (2010) Student nurses experience of learning in the clinical environment. Nurs Educ Practice. 10(3):176–182.

[32].  Papp, I., Markkanen, M., & von Bonsdorff, M. (2003) Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences. Nurs Educ Today, 23(4):262–268.

[33].  Pourrajab, M., Rabbani, M., & Kasmaienezhadfard, S. (2014). Different effects of stress on male and female students. The Online journal of Counselling and Education, 3(3): 31-39.

[34].  Pryjmachuk, S., & Richards, D. A. (2007) Mental health nursing students differ from other nursing students: some observations from a study on stress and coping. Int J Ment Health Nurs, 16(6):390e402.

[35].  Pulido-Martos, M., Augusto-Landa, J. M., Lopez-Zafra, E. (2011) Sources of stress in nursing students: a systematic review of quantitative studies. Int Nurs Rev, 59(1):15e25.

[36].  Samson-Akpan, P. E., John, M. E., Edet, O. B., Ella, R. E. (2015). Stress and Coping Strategies among Undergraduate Nursing Students in University of Calabar, Nigeria. Scientific Poster Session 2 at the 43rd Biennial convention of Sigma Theta Tau International, Las Vegas, Nevada, USA.

[37].  Seyedfatemi, N., Tafreshi, M., & Hagani, H. (2007). Experienced stressors and coping strategies among Iranian nursing students. Biomedical Nursing, 6 (11): 1-10.

[38].  Sharma, N., Kaur, A. (2011) Factors associated with stress among nursing students. Nursing and Midwifery Research Journal, 7(1): 12-21.

[39].  Sheu, S., Lin, H-S., & Hwang, S. L. (2002). Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice: the effect of coping behaviours. International Journal of Nursing Studies, 39, 165-175.

[40].  Sulaiman, T., Hassan, A., Sapian, V. M., & Abdullah, S. K. (2009). The Level of Stress among Students in Urban and Rural Secondary Schools in Malaysia. European Journal of Social Sciences, 10(2): 179-184.

[41].  Watson, R., Deary, I., Thompson, D., & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. International Journal of Nursing Studies, 45 (10): 1534-1542.

[42].  Yamashita, K., Saito, M., Toshihiro, T. T. (2012). Stress and coping styles in Japanese nursing students. International Journal of Nursing Practice. 18(5): 489-496. http://dx.doi.org/10.1111/j.1440-172X.2012.02056.x.

Abstract:

Standard precautions guidelines are the effective cornerstone W.H.O and CDCC measures of infection control and management used to reduce healthcare associated infections among healthcare workers and patients. However, healthcare workers especially students do not always adhere to them. The purpose of this study was to assess attitudes of student nurses and midwives towards adhering to standard precautions. A quantitative, exploratory study using a self-report questionnaire was carried out on 53 third year diploma nursing and midwifery students at a large teaching hospital in Uganda. Only 81% of the respondents scored at least 80% on the attitude scale that was measured using constructs from Rosenstock's, (1974) Health Belief Model. The construct of perceived benefits (84.9%), self-efficacy (63.5%), and perceived barriers (62.3%) rated higher than the rest. The attitudes towards adherence to standard precautions was lower than expected, revealing a gap that may lead to nonadherence to SP and continued predisposition to nosocomial infections in the hospital setting. Findings had implications for nurse educators, administrators, and practitioners to promote nurse’s attitudes towards adherence to standard precautions.

Keywords: Standard precautions, universal precautions, occupational risks, nosocomial infections, compliance, adherence, health belief model, nurses, healthcare workers.

References:

[1].     Amin, T., & Wehedy, A. Al. (2009). Healthcare providers ’ knowledge of standard precautions at the primary healthcare level in Saudi Arabia. Healthcare Infection, 14, 65–72. http://doi.org/10.1071/HI09107.

[2].     Amoran, O., & Onwube, O. (2013). Infection control and practice of standard precautions among healthcare workers in northern Nigeria. Journal of Global Infectious Diseases, 5(4), 156. http://doi.org/10.4103/0974-777X.122010.

[3].     Barrett, R., & Randle, J. (2008). Hand hygiene practices : nursing students ’ perceptions. Journal of Clinical Nursing, 17, 1851–1857. http://doi.org/10.1111/j.1365-2702.2007.02215.x.

[4].     Chhapola, V., & Brar, R. (2015). Impact of an educational intervention on hand hygiene compliance and infection rate in a developing country neonatal intensive care unit. International Journal of Nursing Practice, 21, 486–492. http://doi.org/10.1111/ijn.12283.

[5].     Cirelli, M. A., Figueiredo, R. M. de, & Zem-Mascarenhas, S. helena. (2007). Adherence to standard precaution in the peripheral vascular access 1. Rev Latino-Am Enfermagem, 15(3), 512–514. Retrieved from www.scielo.br/pdf/rlae/v15n3/v15n3a24.

[6].     Cutter, J., & Jordan, S. (2004). Uptake of guidelines to avoid and report exposure to blood and body fluids. Journal of Advanced Nursing, 46, 441–452.

[7].     Doebbeling, B. N., Vaughn, T. E., Mccoy, K. D., Beekmann, S. E., Woolson, R. F., Ferguson, K. J., & Torner, J. C. (2003). Percutaneous injury, blood exposure , and adherence to standard precautions : Are hospital-based health care providers still at risk ? Clinical Infectious Diseases, 37, 1006–1013.

[8].     Efstathiou, G., Papastavrou, E., Raftopoulos, V., & Merkouris, A. (2011). Factors influencing nurses ’ compliance with standard precautions in order to avoid occupational exposure to microorganisms : A focus group study. BMC Nursing, 10(1), 1–12. Retrieved from http://www.biomedcentral.com/1472-6955/10/1.

[9].     Ferguson, K. J., Waitzkin, H., Beekmann, S. E., & Doebbeling, B. N. (2004). Critical incidents of nonadherence with standard precautions guidelines among Community Hospital-based health care workers. Journal of General Internal Medicine, 19(7), 726–731. http://doi.org/10.1111/j.1525.1497.2004.20424.x.

[10].  Ferrer, L. M., Cianelli, R., Norr, K. F., Cabieses, B., Araya, A., Irarra, L., & Bernales, M. (2009). Observed use of standard precautions in Chilean community clinics. Public Health Nursing, 26(5), 440–448. http://doi.org/10.1111/j.1525-1446.2009.00802.x.

[11].  Foote, A., & El-Masri, M. (2016). Self-perceived hand hygiene practices among undergraduate nursing students. Journal of Rsearch in Nursing, 21(1), 8–19. http://doi.org/10.1177/1744987115606959.

[12].  Ganczak, M., & Szych, Z. (2007). Surgical nurses and compliance with personal protective equipment. Journal of Hospital Infection, 66(4), 346–351. http://doi.org/10.1016/j.jhin.2007.05.007.

[13].  Haile, T. G., Engeda, E. H., & Abdo, A. A. (2017). Compliance with standard precautions and associated factors among healthcare workers in Gondar University Comprehensive Specialized Hospital , Northwest Ethiopia. Journal of Environmental and Public Health, 2017, 1–9. http://doi.org/10.1155/2017/2050635.

[14].  Harris, S. A., & Nicolai, L. A. (2010). Occupational exposures in emergency medical service providers and knowledge of and compliance with universal precautions. American Journal of Infection Control, 38(2), 86–94. http://doi.org/10.1016/j.ajic.2009.05.012.

[15].  Helder, O. K., Brug, J., Looman, C. W. N., Goudoever, J. B. Van, & Kornelisse, R. F. (2010). The impact of an education program on hand hygiene compliance and nosocomial infection incidence in an urban neonatal intensive care unit : An intervention study with before and after comparison. International Journal of Nursing Studies, 47, 1245–1252. http://doi.org/10.1016/j.ijnurstu.2010.03.005.

[16].  Jahangiri, M., Rostamabadi, A., Hoboubi, N., Tadayon, N., & Soleimani, A. (2016). Needle stick injuries and their related safety measures among nurses in a University Hospital , Shiraz , Iran. Safety and Health at Work, 7(1), 72–77. http://doi.org/10.1016/j.shaw.2015.07.006.

[17].  Jeong, I., Cho, J., & Park, S. (2008). Compliance with standard precautions among operating room nurses in South Korea. American Journal of Infection Control, 36(10), 739–742. http://doi.org/10.1016/j.ajic.2008.04.253.

[18].  Jimmieson, N. L., Tucker, M. K., White, K. M., Liao, J., Campbell, M., Brain, D., … Graves, N. (2016). The role of time pressure and different psychological safety climate referents in the prediction of nurses ’ hand hygiene compliance. Safety Science, 82, 29–43. http://doi.org/10.1016/j.ssci.2015.08.015.

[19].  Kalua, F., & Nyasulu, Y. (2007). A review of the role of modifying factors in health education programmes. Malawi Medical Journal, 19(1), 30–31. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=3615310&tool=pmcentrez&rendertype=abstract%5Cn http://www.ncbi.nlm.nih.gov/pubmed/23878630%5Cn http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC3615310.

[20].  Kelcíkova, S., Skodova, Z., & Straka, S. (2011). Effectiveness of hand hygiene education in a basic nursing school curricula. Public Health Nursing, 29(2), 152–159. http://doi.org/10.1111/j.1525-1446.2011.00985.x.

[21].  Lewis, K. L., & Thompson, J. M. (2009). Health care professionals ’ perceptions and knowledge of infection control practices in a community hospital. The Health Care Manager, 28(3), 230–239.

[22].  Luo, Y., He, G., Zhou, J., & Luo, Y. (2010). Factors impacting compliance with standard precautions in nursing , China. International Journal of Infectious Diseases, 14(12), e1106–e1114. http://doi.org/10.1016/j.ijid.2009.03.037.

[23].  Lymer, U., Richt, B., & Isaksson, B. (2004). Blood exposure : Factors promoting health care workers ’ compliance with guidelines in connection with risk. Journal of Clinical Nursing, 13, 547–554.

[24].  Maja, T., & Motshudi, M. J. (2009). Precautions used by occupational health nursing students during clinical placements. Curationis, 32(1), 14–20.

[25].  NIOSH. (2000). ICN on Preventing needlestick injuries. Retrieved from www.who.int/occupational_health/activities/2icnneed.

[26].  Oh, E., Hamzah, H. B. M., Yan, C. C., & Ang, E. (2012). Enhancing hand hygiene in a polyclinic in Singapore. International Journal of Evidence-Based Healthcare, 10, 204–210. http://doi.org/10.1111/j.1744-1609.2012.00277.x.

[27].  Oliveira, A. C., Marziale, M. H. P., Paiva, M. H. R. S., & Lopes, A. C. S. (2009). Knowledge and attitude regarding standard precautions in a Brazilian public emergency service : A cross-sectional study. Rev Esc Enferm USP, 43(2), 313–319. Retrieved from www.ee.usp.br/reeusp/.

[28].  Osborne, S. (2003). Influences on compliance with standard precautions among operating room nurses. American Journal of Infection Control, 31(7), 415–423. http://doi.org/10.1067/mic.2003.68.

[29].  Pedersen, L., Elgin, K., Peace, B., Masroor, N., Doll, M., Sanogo, K., … Bearman, G. (2017). Barriers , perceptions , and adherence : Hand hygiene in the operating room and endoscopy suite. AJIC: American Journal of Infection Control, 45(6), 695–697. http://doi.org/10.1016/j.ajic.2017.01.003.

[30].  Picheansathian, W., Pearson, A., & Suchaxaya, P. (2008). The effectiveness of a promotion programme on hand hygiene compliance and nosocomial infections in a neonatal intensive care unit. International Journal of Nursing Practice, 14, 315–321. http://doi.org/10.1111/j.1440-172X.2008.00699.x

[31].  Polit, D. F., & Beck, C. T. (2008). Nursing research, generating and assessing evidence for nursing practice (8th ed.). Philadelphia, PA. Lippincott Williams & Wilkins.

[32].  Potter, P., & Perry, A.G., (2005). Fundamentals of nursing (6th ed.). St Louis: Mosby.

[33].  Reda, A. A., Fisseha, S., Mengistie, B., & Vandeweerd, J. (2010). Standard precautions : Occupational exposure and behavior of health care workers in Ethiopia. PLoS ONE, 5(12), 1–6. http://doi.org/10.1371/journal.pone.0014420.

[34].  Rosenstock, I. M. (1974). Historical origins of The Health Belief Model. Health Education & Behavior, 2(4), 328–335. http://doi.org/10.1177/109019817400200403.

[35].  Rubinson, L., Wu, A. W., Haponik, E. F., & Diette, G. B. (2005). Why is it internists do not follow guidelines for preventing intravascular catheter infections? Infection Control and Hospital Epidemiology, 26(6), 525–533. Retrieved from https://pdfs.semanticscholar.org/5ca2/34cf7ac919b536c1a8a0684c465ea017213a.

[36].  Smeltzer, S. C., & Bare, B. G., (2004). Brunner and Suddarth’s textbook of medical-surgical nursing (10th ed). Philadelphia, PA: Lippincott Williams & Wilkin.

[37].  WHO. (2007). Standard precautions in health care key elements at a glance (No. CH-1211). Infection Control. Geneva. Retrieved from http://www.who.int/injection_safety/sign/en/.

[38].  Wilburn, S. Q. (2004). Needlestick and sharps injury prevention. The Online Journal of Issues in Nursing, 9(3), 1–10. Retrieved from.

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume92004/No3Sept04/InjuryPrevention.html.

Abstract:

Background: Academic staff shortages exist in training institutions within the developed and developing world. Mentoring is thought to enhance teachers’ competencies, strengthen social abilities, and promote learning and career development; however, not much is known about mentoring in developing countries and its impact on nursing academia. The aim of this literature review was to explore existing evidence on the impact of mentoring on nurse and midwifery teaching competencies and students’ learning and social abilities, and the pre-requisites for establishing an effective mentoring program.

Methodology: A comprehensive literature search was performed using HINARI, PubMed, SAGE, WILEY, Science direct, Google scholar, and Google search. Hand searching was too done through bibliographies to identify related articles. Results were screened to select studies that reported benefits and challenges of mentoring to nurse and midwifery educators, student nurses and midwives, and successful mentoring programs. After screening, a total of 15 articles met the inclusion criteria and were reviewed and analysed.

Results: Senior faculty mentoring junior faculty provides or enhances accomplishments of some nurse educator core competencies, provides opportunities to develop teaching knowledge base, and promotes exposure to required resources for growth in the teaching career. It further stimulates personal and social growth. Mentored student nurses and midwives experience reduced anxiety, and mentoring provides a supportive learning environment and increased self-awareness of one’s own values and beliefs, confidence, maturity and responsibility. Lack of time, dual responsibility, heavy workload, personality, and attitude may negatively impact the mentoring process. An effective mentoring program requires a relevant mentoring model and clear definitions of its context, structure, and goals.

Conclusion: Mentoring has the potential to strengthen teaching competencies as well as students’ learning and professional growth.

Keywords: Effective Mentoring program, Impact of mentoring, Midwifery educators, Nurse Educators, nursing education, social abilities, student midwives, student nurses, teaching competencies. 

References:

[1]. Ali, P. A., & Panther, W. (2008). Professional Development and the Role of Mentorship. Nursing Standard, 22(42), pp. 35-39.

[2]. Block, L. M., Claffey, C., Korow, M. K., Mccaffrey, R., & Services, H. (2005). The Value of Mentorship within Nursing Organizations. Nursing Forum, 40(4), 134–140.

[3]. Chen, C. M., & Lou, M. F. (2014). The effectiveness and application of mentorship programmes for recently registered nurses: A systematic review. Journal of Nursing Management, 22(4), 433–442. http://doi.org/10.1111/jonm.12102

[4]. Hodgson, A. K & Scanian, J. M. (2013). Mentoring in nursing leadership. Open Journal of Nursing, 3; 389-394

[5]. Karcher, M. J., Kuperminc, G.P, Portwood, S. G., Sipe, C. L., & Taylor, A. S. (2006). Mentoring Programs: A Framework to inform program development, Research & Evaluation. Journal of Community Psychology 34(6), 709-725

[6]. Kirkham, R. & Ringelstein, D. (2008). Student Peer Assisted Mentoring (SPAM): A Conceptual Framework, e-JBEST 2(2), 39–49.

[7]. Klinge, C. M. (2015). A conceptual framework for mentoring in a learning organization. Journal of Adult Learning, 26(4);

[8]. Lin, P. (2007). The effect of a mentoring development program on mentors’ conceptualizing mathematics teaching and mentoring, 3, 201–208.

[9]. Muleya, C. M., Marshall, J., & Ashwin, C. (2015). Nursing and Midwifery Students’ Perception and Experiences of Mentorship : A Systematic Review. Open Journal of Nursing, (June), 571–586. http://doi.org/10.4236/ojn.2015.56061

[10].  Nowell, L., White, D. E., Benzies, K., & Rosenau, P. (2017). Exploring mentorship programs and components in nursing academia. Journal of Nursing Education and Practice, 7(9); 42-53

[11].  Nowell, L., White, D. E., Mrklas, K., & Norris, J. M. (2015). Mentorship in nursing academia : a systematic review protocol, 1–9. http://doi.org/10.1186/s13643-015-0007-5

[12].  Learning and Professional Developmental (2011). Establishing a mentoring program framework. Ohio Das, PM. R etrieved August 2017 from: http://www.das.ohio.gov/PJR.PDF?CER=2012-08-15-142823-083RCN. (2015). RCN Mentorship Project 2015.

[13].  Sawatzky, J., Enns, C. L. (2009). (1) A Mentoring Needs Assessment_ Validation _ Jo-ann Sawatzky - Academia.pdf. Journal of Professional Nursing, 25(3), 145–150.

[14].  Scotland, N. E. (2007). National Approach to Mentor Preparation for Nurses and Midwives.

[15].  Wagner, A. L., & Seymour, M. (2007). A Model of Caring Mentorship for Nursing. Journal for Nurses in Staff Development, 23(5), 201-211.

[16].  WHO (2016). Nurse Educator Core Competencies.

Abstract:

Background: The use of Bloom’s hierarchy of cognitive levels of educational objectives as a tool for classroom assessments is rapidly increasing therefore, Nurse Educators’ knowledge of the tool is vital.

Objective: The first prime objective of this study was to investigate nurse educators’ knowledge of Bloom’s hierarchy of cognitive levels of educational objectives.

Materials and Methods: A cross sectional study was conducted in nursing training schools of Lusaka and Eastern provinces of Zambia. The study sample comprised of 63 Nurse Educators who were selected using purposive sampling method. A self-administered questionnaire was used to collect data from the respondents. Statistical Package for Social Sciences (SPSS) version 20 was used to analyse data. The Chi Square test was used to compare the proportions. A result yielding a P value of less than 5 percent was considered to be statistically significant.

Results: The findings were that 64% of nurse educators had low knowledge, 22% had moderate knowledge while 14% had high knowledge on Bloom’s hierarchy of cognitive levels of educational objectives. Results from the study indicated that 90% of nurse educators affirmed that Continuing Professional Development meetings on assessment techniques were not conducted in the schools of nursing while 10% indicated that they had them.

Conclusion: Though the nurse educators undergo training on Bloom’s taxonomy, their knowledge on this topic is low and calls for Continuous Professional Development Meetings. This will improve quality and standards of examinations in nursing education which will in turn improve the performance of nurses in the clinical area.

Keywords: Knowledge, use, Bloom’s hierarchy, cognitive levels, educational objectives, setting examinations, Nurse Educators

References:

[1]. Affiliated Health Training Institutions (2004). Assessment standards for semesterised and non semesterised programs. Gaborone, Botswana.

[2]. Agbedia, C and Ogbe, J. (2014). Critical thinking; issues in nursing education and practice. International Journal of Advanced Nursing Studies, 3 (1) 13 – 17. http://www.sciencepubco.com/index.php/IJANS accessed on 06/03/14 at 11: 14 hours.

[3]. Allen, L. (2008). The Nursing shortage continues as faculty shortage grows. Nursing Economics, 26 (1) 35 – 40. http://www.ncbi.nlm.nih.gov/pubmed/18389840. accessed on 9/3/14 at 09:30 hours.

[4]. American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Washington, DC. American Nurses Publishing Company. http://www.vcuhealth.org. Accessed on 9/3/14 at 10:01 hours.

[5]. Anderson, L. W, David R. and Krathwohl, D. R., et al (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group). Http://www.odu.edu/educ/roverbau/Bloom/bloom’s taxonomy.htm accessed on 12/02/14 at 15 hours.

[6]. Athanassiou, N. McNett, J.M and Harvey, C. (2003). Critical thinking in the management classroom: Bloom’s Taxonomy as a learning tool. Journal of Management Education, 27(5) 533 – 55. http://eric.ed.gov/?id=EJ675756 accessed on 10/04/14 at 14:30 hours.

[7]. Ayvaci, H.S and Turkdogan, A. (2010). Analysing “Science and Technology Course exam questions” according to Revised Bloom’s Taxonomy. Turkish Science Education, 7 (1) 13 – 25. http://ebookily.net/doc/res-351-final-exam. accessed on 28/01/14 at 14:50 hours.

[8]. Azer, S. A. (2006). Assessment in a problem based learning course: Twelve tips for constructing multiple choice questions that test student’s cognitive skills. Biochem.Mol.Biol.Educ., 31(6) 428 – 434. http://onlinelibrary.wiley.com accessed on 14/03/14.

[9]. Bailey, L.R. (2011). Standardized procedure guidelines. Retrieved from http://www.rn.ca.gov/regulations/title16.shtml#1470. accessed on 11/5/15 at 17:21 hours.

[10].  Bandaranayake, R. (2008). Setting and maintaining standards in multiple choice examinations. AMEE guide No. 37, medical teacher, 30 (9) 836 – 845. http://www.ncbi.nlm.nih.gov/pubmed/19117221. accessed on 9/3/14 at 11:30 hours.

[11].  Beekman, L. (2000). Problem solving and decision making strategies skills: A co – curriculum teaching thinking skills for nursing students. South Africa: Van Schaiki.

[12].  Blanchette, J. (2001). Journal of Distance Education. Royal Roads University, Victoria, BC. http://www.cade.athabascau.calvo116.2/blanchette.html. accessed on 9/3/14 at 16:05 hours.

[13].  Bloom, B. S. (1956). Taxonomy of Educational Objectives: The classification of educational objectives. New York. David McKay. http://www.officeport.com/edu/bloom.htm. accessed on 03/3/14 at 08:20 hours

[14].  Boikhutso, K. (2010). The theory into practice dilemma: lesson planning challenges facing Botswana student – teachers. http://imp.sapub.com/content/13/3/205 accessed on 24/02/2014 at 20:54 hours.

[15].  Brady, A. M. (2005). Assessment of learning with multiple choice questions, 5 (4) 238 – 42. Journal for Nurse Education and Practice. http://www.ncbi.nlm.nih.gov/pubmed/10938205. accessed on 10/04/14 at 15:06 hours.

[16].  Bradley, M. et al (2007).Ask and you will receive: How question types influences quantity and quality of online discussions. British Journal of Educational Technology, 39, 888-900.

[17].  Brown, G. (2001). Assessment: A Guide for lecturers. http://78.158.56.101/achive/palatine/files/980.pdf accessed on 14/03/14 at 07: 55 hours.

[18].  Bumen, N. T. (2007). Effects of the original versus revised Bloom’s Taxonomy on lesson planning skills: a Turkish study among pre-service teachers. Review of Education, 53, 439 – 455.

[19].  Burns, N and Grove, S. K. (2009). The Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence. 6th edition, Saunders Elsevier.

[20].  Clauss, J and Geedey, K. (2010). Knowledge Surveys: Students ability to self – assess, 10(2) 14 – 24. Journal of the scholarship of Teaching and Learning. http://dmc.augustana.edu/ks/Accessed on 21/04/14 at 06:30 hours.

[21].  Clifton, S and Schriner, C. (2010). Assessing the quality of multiple choice test items. Nurse educator, 35(1) 12 – 16. http://www.ncbi.nlm.nih.gov/pubmed/20010262. accessed on 9/3/14 at 15:05 hours.

[22].  Considine, J. Bott, M. and Thomas, S (2005). Design, format, validity and reliability of multiple choice questions for use in nursing research and education. Collegian, 12 (08) 19 – 24. http://www.academia.edu/737711/Design,format,validity Accessed on 9/3/14 at 14 hours.

[23].  Cook, J. (2013). How can a teacher use Bloom’s taxonomy in the classroom? Retrieved June 26, 2014 at 19:49 hours from http://www.ehow.com/way-5809221

[24].  De Young, S (2009). Teaching Strategies for Nurse Educators. 2nd edition, New Jersey: Prentice Hall.

[25].  Downing, S. (2005). The effects of violating standard item writing principles on tests and students: The consequences of using flawed test items on achievement examinations in medical education, 10 (2) 133 – 143. http://www.ncbi.nlm.nih.gov/pubmed/16078098. accessed on 9/3/14 at 17:10 hours.

[26].  Eber, P.A and Parker, T.S (2007). Assessing student learning: applying Bloom’s Taxonomy. Human Service Education, 27(1) 45 – 53. http://www.lesn.appstate.edu/olson/RES5560/course-components/student-work. accessed on 13/03/14 at 20:08 hours.

[27].  Edwards, S (2003). Critical thinking at bedside: a practical perspective. British Journal of Nursing, 12(19) 1142-1149. http://www.britishjournalofnursing accessed on 9/3/2014 at 22:15 hours.

[28].  Ellis, K (1993). Teacher questioning behaviour and student learning: What research says to teachers? Paper presented at the 64th annual meeting of the Western States Communication Association, Albuquerque. http://eric.ed.gov/?id=ED359572 accessed on 10/3.2014 at 20:31 hours.

[29].  Ferris, L.J. and Azizi, S.M. (2005). A psychomotor Skills Extension to Bloom's Taxonomy of Education Objectives for Engineering Education. University of South Australia, Mawson Lakes, 5095, Australia: Putney Publishing.

[30].  Fesler – Birch, D.M (2005). Critical thinking and practical outcomes. A review. Nursing outlook, 53(2) 59 – 65.

[31].  Garekwe, M (2010). Analysis of cognitive levels of examination questions set in the Bachelor of Nursing Programme at the University of KwaZulu-Natal. Masters dissertation in Nursing Education. http://hdl.handle.net/10413/244 accessed on 25/2/2014 at 20:49 hours.

[32].  General Nursing Council of Zambia (2005): The Nursing Regulatory Framework. Lusaka, Zambia.

[33].  Goodman, B (2011). The sociological imagination, provocative pedagogy and scholarship: re-valuing thinking and writing in nurse education. Nurse Education Today. http://www.ncbi.nih.gov/pubmed/21496975. accessed on 13/04/14 at 21: 26 hours.

[34].  Haladyna, T.M., Downing, S.M., and Rodriguez, M.C (2002). A review of multiple – choice item writing guidelines for classroom assessment. Applied measurement in education, 15(3) 309-334. Http://download.springer.com/.../pdf/10.1007%2Fs12630-011-9467-9 accessed on 14/07/2014 at 09:13 hours.

[35].  Hard, J (2010). Creating tests that assess higher order thinking skills. http://www.cfcc.edu/SACS/QEP/tests-higher-thinking.ppsx accessed on 10/04/14 at 14:47 hours.

[36].  Jozefowicz, R. Koeppen, B. Case, S. Galbraith, R. Swanson, D. Glew, R (2002). The effects of violating standard item writing principles on tests and students: the consequences of using flawed test items on achievement examinations in medical education, 77(2) 156 – 161

[37].  Kantar, L. D (2013). Assessment and instruction to promote higher order thinking in nursing students. http://www.ncbi.nlm.nih.gov/pubmed/24035312 accessed on 31/03/14 at 14:44 hours.

[38].  Kastberg, S.E (2003). Using Bloom’s Taxonomy as a framework for classroom assessment. The mathematics teacher, 96(6) 402 – 405. http://www.ipcsit.com/vol136/005-ICIIM2012-M0017 accessed on 25/03/2014 at 16:11 hours.

[39].  Kim, S. Phillip, W.R. Pinsky, L. Brock, D. Phillips, K. and Keary, J (1996). A conceptual framework for developing teaching cases. A review and synthesis of the literature across disciplines. Journal of Medical Education, 40(9) 867 – 876. http://onlinelibrary.wiley.com accessed on 09/03/14 at 01:14 hours.

[40].  Kim, M. Patel, R. Uchizono, J, Beck, L (2012). Incorporation of Bloom’s Taxonomy into multiple – choice examination questions for a pharmacotherapeutics course. American Journal of Pharmaceutical Education, 76(6) 14. http://www.ncbi.nlm.nih.gov/pubmed/22919090. accessed on 28/01/2014 at 15:16 hours.

[41].  Krejcie R. V., And Morgan D. W., (1970): Determining Sample Size for Research Activities. Educational and Psychological Measurement. Published formula for determining sample size. ... The relationship between sample size and total population illustrated in Figure 1. Accessed on 6/05/2014 from http://home.kku.ac.th/sompong/guest_speaker/KrejcieandMorgan_article.pdf.

[42].  Knapp, R. (2014). Continuing Nursing Competency. Http://thenetstudyguide.com accessed on 14/03/14 at 13: 15 hours.

[43].  Krathwohl, D. R (2002). A revision of Bloom’s Taxonomy: An overview. Theory into practice, 41(4) 212 -218. http://www.jstor.org/stable/1477405. accessed on 14/03/14 at 07:30 hours.

[44].  Krau, (2011). Creating educational objectives for patient education using the new Bloom’s Taxonomy, 46(3) 299 – 312. http://dx.doi.org/10.1016/j.cnur accessed on 14/03/14 at 14:50 hours.

[45].  Masters, J. Hulsmeyer, B. Pike, M. Leichty, K. Miller, M. and Verst, A (2001). Assessment of MCQ in selected test banks accompanying text books used in nursing education. Journal of nursing education, 40(1) 25 – 32. http://www.ncbi.nlm.nih/gov/pubmed/11198906. accessed on 10/3/14 at 08:00 hours.

[46].  Ministry of Health (2006 to 2011) National Health strategic Plan, Lusaka, Zambia.

[47].  Mkandawire, C. (2013). Teachers Questioning techniques in Mathematics at Grade 11 level: The case of four selected secondary schools in Petauke District. Masters dissertation in Education. University of Zambia.

[48].  Moreno.R., Martinez, R., and Muniz, J (2006). New guidelines for developing multiple – choice items. Methodology, 2(2) 65 – 72. http://www.psycontent.com/index/X1817H71H93018T6.pdf accessed on 11/4/14 at 9:26 hours.

[49].  Morrison, S. and Walsh Free, K. (2001). Writing Multiple Choice test items that promote and measure critical thinking. Journal of Nursing Education, 40(1) 17-24. http://www.researchgate.net/publication/12/3208/. Accessed on 9/3/2014 at 19:30 hours.

[50].  Msidi. E.J., (2010): The General Nursing Council of Zambia: Registered Critical Care Nursing Curriculum. Zero Draft, Lusaka.

[51].  Mukarugwiza, F. (2003). Analysis of the cognitive level of basic nursing examinations in Rwanda. Durban, South Africa.

[52].  National League for Nursing. (2005). Core competencies of Nurse Educators. Retrieved from http://www.nln.org/profdev/corecompetencies.pdf

[53].  Nicholl, M. and Tracey, C. (2007). Questioning: A tool in the nurse educators’ kit; 7, 285 – 295. Journal for Nurse Education in Practice. http://gamenuig.files.wordpress.com accessed on 20/09/2015 at 20:41 hours.

[54].  Nkonde (2014). Chilenje patient dies on the queue. http://www.postzambia.com accessed on 20/03/14 at 04:34 hours.

[55].  O’Neill, G. (2010). Overview of curriculum models program design. UCD Teaching and Learning Resources. http://www.ucd.ie/teaching accessed on 13/03/14 at 19:50 hours.

[56].  Palmer, E. and Devitt, P. (2007). Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper, medical education, 49 (7) 7 – 4. http://www.biomedcentral.com accessed on 03/03/14 at 09:30 hours.

[57].  Pardue, S.F. (1987). Decision – making skills and critical thinking ability amongst associate degree, diploma, baccalaureate and masters – prepared nurses. Journal of Nursing Education, 26 (9) 354 – 361. http://www.ncbi.nlm.nih.gov/pubmed/2830374. accessed on 13/03/14 at 18: 06 hours.

[58].  Phillips, N. and Duke, M. (2001). The questioning skills clinical teachers and preceptors: A comparative study. Journal of Advanced Nursing, 33 (4) 523 – 532. Available at academic search premier database. Accessed on 02/03/14.

[59].  Polit, D. F. and Beck, C. T. (2008). Generating and Assessing Evidence for Nursing Practice, 8th edition, Lippincott, Philadelphia.

[60].  Polit. D.F and Hungler. B. (2001): Nursing Research, Principles and methods,

[60].Lippincott, Philadelphia.

[61].  Profetto – Mcgrath, J. Smith, K. Day, R. and Yonge, O. (2008). The questioning skills of tutors and students in a context based baccalaureate nursing program. Nursing Education Today, 24(5) 363 – 372.

[62].  Reichert, T.G. (2011). Assessing The Use of High Quality Multiple Choice Exam Questions in Undergraduate Nursing Education: Are Educators Making the Grade? Masters of Arts in Nursing Thesis. St. Catherine University. http://Sophia.stkate.edu/cgi/viewcontent. accessed on 14/03/14 at 07:15 hours.

[63].  Russel, A. Comello, R. Wright, D (2007). Journal of Education and Human Development, 1(1) 1934 – 7200. http://www.scientificjournals.org/journals2007/articles/1025.htm

[64].  Scheffer, B and Rubenfeld, M (2000). A consensus statement on critical thinking in nursing. Journal of Nursing Education, 39(8) 352 – 60.

[65].  Sellappah, S. Hussey, T. Blackmore, A. and McMurray, a (1999). The use of questioning strategies by clinical teachers. Journal of Advanced Nursing, 28(1) 142 – 149. http://ahn.mnsu.edu/nursing/facultyformsandinfo/clinicalquestioning.pdf accessed on 13/03/14 at 19:43 hours.

[66].  Sithole, P. C. (2011). ‘An exploration of teaching strategies utilised in the facilitation of learning for first level students in general nursing science’. University of Pretoria, South Africa. http://hdl.handle.net/2263/24801. accessed on 14/03/14 at 07:18 hours.

[67].  Tarrant, M. Knierim, A. Hayes and Ware, J (2006). The frequency of item writing flaws in multiple choice questions used in high stakes nursing assessments. Nurse Education Today, 26(8) 662 – 671.

[68].  Tarrant, M. and Ware, J. (2008). Impact of item – writing flaws in multiple choice questions on student achievement in high – stakes nursing assessments. Journal of Medical Education, 42(2) 198 – 206. http://www.ncbi.nlm.nlh.gov/pubmed/18230093. accessed on 09/03/14 at 20:40 hours.

[69].  Titler, M. Dochterman, J. Kim, T. Kanak, M. Shever, L. Picone, D.M. Everett, L. Budreau, G. (2007). Cost of care for seniors hospitalized for hip fracture and related procedures. Nursing Outlook, 55(1), 5-14

[70].  Trochim, W. M. (2002). The Research Methods Knowledge Base, 2nd Edition. Available online at: http://trochim.human.comell.edulkb/index.htm.

[71].  Van derHorst, H. and McDonald, R. (2003). Outcome – based Education. Theory and Practice: 2nd edition. South Africa. Kagiso Publishers.

[72].  Zheng, A.Y. Lawhorn, J.K. Lumley and Freeman, S. (2008). Education forum: Application of Bloom’s Taxonomy debunks the “MCAT Myth”. Science, 319, 414 – 415. http://www.ncbi.nlm.nih.gov/pubmed/18218880.

Abstract:

Sickle cell disease is considered as a major complication and risk factor for perinatal morbidity /mortality. Literature document that most pregnancies complicated by sickle cell are likely to result in live birth, but the consequences of influence of the disease for the pregnancy/newborn remains a significant concern for health care providers worldwide. According to the bibliography obstetrical-fetal risks are due to the metabolic demands, hypercoagulable state, and vascular stasis associated with pregnancy characterized normally for blood cells to be able to carry oxygen to the growing fetus. With sickle cell anemia, the abnormal red blood cells and anaemic characteristics of the disease physiopathology may result in lower amounts of oxygen going to the developing baby with negative outcome for the future newborn.

Research review studies agreed that access of the pregnant client to a multidisciplinary care team knowledgeable about sickle cell disease and high-risk obstetrics can significantly decrease feto-maternal morbidity and mortality. Example: decreases in spontaneous miscarriage, in perinatal death rates and lowered incidence of preterm labour. Active prenatal management include: education; genetic counselling and prenatal diagnosis for couples at risk; improving nutritional status; vaccination for disease prevention, and early detection of bacterial infection.

Objective of this study was to explore active nursing management of the pregnant women with sickle cell disease, including education, treatment and nursing intervention.

Method: use of English Literature review current through: Jun 2017, Data were searched using MEDLINE, EMBASE, PUBMED and COCHRANE Systematic Reviews.

Keywords: Sickle Cell Disease, complication, feto-maternal risk, active nursing management.

References:

[1].     Eugene Oteng-Ntim, Daveena Meeks, Paul T Seed, Louise Webster, Jo Howard, Pat Doyle, and Lucy C Chappell. Adverse maternal and perinatal outcomes in pregnant women with sickle cell disease: systematic review and meta-analysis. Blood, March 2015 DOI: 10.1182/blood-2014-11-607317

[2].     Goldsmith JC, Bonham VL, Joiner CH, et al. framing the research agenda for sickle cell trait: building on the current understanding of clinical events and their potential implications. Am J Hematol 2012; 87:340.

[3].     NHLBI. Evidence-Based Management of Sickle Cell Disease: Expert Panel Report, 2014. p.24. http://www.nhlbi.nih.gov/guidelines (Accessed on August 11, 2014).

[4].     Oteng-Ntim E, Meeks D, Seed PT, Webster L, Howard J, Doyle P, Chappell LC. Adverse maternal and perinatal outcomes in pregnant women with sickle cell disease: systematic review and meta-analysis. Blood. 2015; 125(21):3316-25. [PubMed]

[5].     Oteng-Ntim E, Ayesha B, Knight M, Howard J. Pregnancy outcome in patients with sickle cell disease in the UK--a national cohort study comparing sickle cell anaemia (HbSS) with HbSC disease. Br J Haematol 2015; 169:129.

[6].     Pintova S, Cohen HW, Billet HH. Sickle cell trait: is there an increased VTE risk in pregnancy and the postpartum? PLoS One 2013; 8:e64141.

[7].     Royal College of Obstetricians and Gynaecologists Green-top. Guideline Management of sickle cell disease in pregnancy. RCOG. 2011; 61:1–20.

[8].     Souza J.P., Cecatti J.G., Fagundes A., Morais S.S., Villar J., Carroli G.A. Maternal near miss and maternal death in the World Health Organization's 2005 global survey on maternal and perinatal health. Bull World Health Org. 2010; 88:113–119. [PubMed].

Abstract:

The shortage of nurses is a problem that is common everywhere in the world. Nurses form the largest number in the healthcare system and play a significant role in providing direct patient care. Considering the importance of the role of nurses in the healthcare system, it is important to investigate how nursing shortage affects the quality of patient care, nurses’ job satisfaction and their work stress. Zambia is not an exception to this scourge, most hospitals face this challenge of nursing shortage. One such Hospital is St. Dominic’s Mission Hospital located in the outskirts of Ndola.

There is a confirmed positive relationship between nurse shortage and workload. There is also a significant positive relationship between workload and the quality of patient care. Furthermore, a negative relationship was observed between workload and the quality of patient care. In addition, this study calculates the mean effect of emotional intelligence of these factors, and a significant correlation is found between emotional intelligence and workload as well as work stress. It can be said that in Zambia, nursing shortage Influences the workload of the employee, finally affecting the quality of patient care. In addition, the study recognized the capability of nurses to manage their emotions as well as emotions of others, which has increased their tolerance to control psychological stress in performing their duty. This study confirms that nurse’s emotional intelligence act as a partial moderating variable for job outcomes of nurses.

Background: The shortage of nursing staff is a great challenge worldwide, it affects many nations in the world. With this shortage, patients are suffering because the healthcare workforce is not prepared to deal with their health needs. In each country, the shortage of nurses is as a result of a number of factors that ultimately cause a decrease in the quality of health care given. However, little is known about the global causes of a shrinking professional nurse workforce.

Main objective: To assess the effects that shortage of nurses has on the care of patients and on the few nurses providing care at St. Dominic’s Mission Hospital, Zambia.

Method: A cross-sectional study was conducted to assess and identify the effects of the shortage of nurses on care of the patient as well as on the few nurses providing care. Data was collected using the self-structured questionnaire with closed and open ended questions. Purposeful sample of 20 nurses participated.

Results: 20 nurses participated: 15 females and 5males; aged between 21 to 50 years. Majority (90%) diploma Holders and are registered nurses. Findings reveal that (100%) are aware of the shortage of nurses at the Hospital, (89%) feel the impact of the shortage of nurses has on them. (70%) indicated that shortage of nurses compromises the quality of patients care, 55% of the participants had knowledge on the nurse-patient ratio for the general medical ward while 45% did not. 20% indicated that poor Human resource planning by administration has caused the shortage, while 75% indicated unrevised staff establishment and 5% indicated that migration of nurses is the reason for nurse shortage at the hospital. 100% expressed that shortage of staff makes them stressed and work long hours.

Conclusion and recommendation: the participants’ are very much aware of the shortage of nurses not only at St. Dominic’s Mission Hospital but in other health care facility as well; they are determined to continue doing the best for the patients despite the shortage. It is therefore recommended that the administration at St. Dominic’s Mission Hospital should urgently lobby for more nursing staff from the Ministry of Health.

Keywords: shortage, effects, nurses, compromised care, quality care, stressful environment, St. Dominic Mission Hospital.

References:

[1].     Bleich, M. R. (2011). IOM report, the future of nursing: Leading change, advancing health: Milestones and challenges in expanding nursing science. Research in Nursing & Health.

[2].     Buerhaus, P. (1997). What is the harm in imposing mandatory hospital nurse staffing regulations? Nursing Economics.

[3].     Carayon, P., & Gurses, A. (2005). Nursing workload and patient safety in intensive care units: a human factors engineering evaluation of the literature. Intensive critical Care Nursing.

[4].     Duffield, C., O’Braien, L., Diers, D., Aisbett, C., Aisbett, & Homer, C. K. (2009). Nursing Workload and Staffing: Impact on Patients and Staff. University of Technology Sidney.

[5].     Greenglass, E. R., Burke, R. J., & Moore, K. A. (2003). Reactions to increased workload: effects on professional efficacy of nurses. Apply Psycholog y: An International Review.

[6].     Kimball, B., & O’Neil, E. (2002). Healthcare’s Human Crisis.

[7].     Oulton, J. A. (2006). The Global Nursing Shortage: An Overview of Issues and Actions Policy Politics Nursing Practice.

[8].     The Global Shortage of Registered Nurses: An Overview of Issues and Actions. (2013). Retrieved June 2, 2014, from http://www.icn.ch/publications/the-global-shortage-ofregistered-nurses-an-overview-of-issues-and-actions/.

[9].     Toh, S. G., Ang, E., & Devi, M. K. (2012). Systematic review on the relationship between the nursing shortage and job satisfaction, stress and burnout levels among nurses in oncology/hematology settings. International Journal of Evidence-Based Healthcare.

[10].  Weydt, A. P. (2009). Defining, analyzing, and quantifying work complexity. Creative Nursing.

Abstract:

Teenage pregnancy remains a challenge requiring urgent resolution the world over (United Nations Population Fund, 2013). In 2014 the World Health Organization reported that 11% of all births were due to women aged 15- 19 years (World Health Organization, 2014). Approximately 95% of teenage pregnancies occur in developing countries with 36.4 million women becoming mothers before age 18 (United Nations Population Fund, 2013) (Mkwananzi and Odimegwu).

All teen pregnancies are dangerous because every teen lacks the skills that are needs to handle oodles of stress that pregnancy brings along. All teen pregnancies are dangerous because every teen lacks the skills that are needs to handle oodles of stress that pregnancy brings along(Social Dynamics of Adolescent Fertility in Sub-Saharan Africa).

Main objective: The key objective of this formative research study was to compare the response got from the target audience (youth aged 15-19 years) at St Charles catchment area and St Peter H/C catchment area on the challenges they are facing with after conceiving at an early stage of life. The study also seek to find out number of teenagers delivered at the facility with or without complications.

Method: The study was quantitative descriptive cross sectional where the emphasis is on comparing groups. The study aimed to identify the relation of responses from the respondents. Data on teenage pregnancy were compiled for 2 facilities namely; St Charles Hospital and St Peter Health Centre

Results: A sample of 35 questionnaires distributed at St Charles Hospital, returned 33. St. Peter H/C (25) questionnaires were distributed to the youth who came for health services. 24 were returned of which all of them were returned. For St Charles hospital, 13.64% were those 15 and 19 years, 22.73% were between 16-17 years, 27% were 18 years at the time of delivery of first kids. At St Peter H/C, 23.81% were 15 years, 14.29% were at 16 and 17 years, 19% were 18years, and 28.57% were 19 years old when they gave birth to their first kids.

Conclusion: The results clearly indicate that teenage pregnancy occurs equally to married and unmarried females. The difference is one to make both parameters equal. 27% of the respondents gave birth at the age of 18 years. At the remote areas, teenage pregnancy is more prominent as the study shows that 23.81% had their first kids at the age of 15 from the catchment area of St Peter Health Centre.

Teenage or adolescent pregnancy is noted as a major public health and demographic problem with medical, psychological, social and demographic implications. (Shaw and McKay; 1942).

Keywords: Teenager, Pregnancy, challenges, unplanned marriage.

References:

[1].     “11 Negative Side Effects of Teenage Pregnancy on Society.” N.p., n.d. Web. 26 Aug. 2017.

[2].     “Africa: Teen Pregnancies Haunt Africa - allAfrica.com.” N.p., n.d. Web. 1 June 2017.

[3].     Childbearing, National Research Council (US) Panel on Adolescent Pregnancy and, Sandra L. Hofferth, and Cheryl D. Hayes.

[4].     CM kwananzi, Sibusiso, and Clifford Odimegwu. “Teen Pregnancy in Sub-Saharan Africa.” n. pag. Web. 1 June 2017.

[5].      “Consequences of Teenage Pregnancy - Teenage Pregnancy Center.” N.p., n.d. Web. 26 Aug. 2017. ---. N.p., n.d. Web. 29 Aug. 2017.

[6].     “Effects of Teenage Pregnancy: Mental Health.” N.p., n.d. Web. 24 Aug. 2017.

[7].     “Kenya 2014 Demographic and Health Survey.” n. pag. Web. 24 Aug. 2017.

[8].     “Lesotho 2014 Demographic and Health Survey BOPHELO MINISTRY OF HEALTH.” n. pag. Web. 24 Aug. 2017.

[9].     Ramulumo, Mashudu R., and Victor J. Pitsoe. “Teenage Pregnancy in South African Schools: Challenges, Trends and Policy Issues.” Mediterranean Journal of Social Sciences (2013): n. pag. Web. 27 Aug. 2017.

[10].  “SOCIAL AND ECONOMIC CONSEQUENCES OF TEENAGE CHILDBEARING.” (1987): n. pag. Web. 24 Aug. 2017.

[11].  Sedgh, Gilda et al. “Adolescent Pregnancy, Birth, and Abortion Rates across Countries: Levels and Recent Trends.” The Journal of adolescent health : official publication of the Society for Adolescent Medicine 56.2 (2015): 223–30. Web. 1 June 2017.

[12].  Social Dynamics of Adolescent Fertility in Sub-Saharan Africa. Washington, D.C.: National Academies Press, 1993. Web. 24 Aug. 2017.

[13].  “WHO | Adolescent Pregnancy.” WHO (2016): n. pag. Web. 1 June 2017.

Abstract:

Many unintended pregnancies and illegal abortions contributes significantly to the high mortality rate in Nigeria, which signifies the unmet needs for family planning among women of reproductive age, which could be affected by myriads of factors. Hence, this study assesses factors influencing the utilization of family planning methods among women attending selected health centers in Ile Ife. Osun State. Nigeria.

Findings showed that more than two-third (68.6%) had ever used a family planning method. Meanwhile, about two-third (60.4%) were currently using a family planning method, while 39.6% were not using any method. Majority (26.3%) rated condom as the most effective method of contraception. Factors identified as militating against the utilization of contraceptive use were; fear of side effects (80.2%), personal dislike (71.7%), opposition of spouse (63.5%) and unwelcoming attitude of health workers (61.1%) and non-effectiveness of family planning services (54.3%). Hypothesis testing revealed a strong relationship between fear of side effects and utilization of family planning services (X² = 26.091, df = 1 and p = 0.001 at 0.05 significant value). However, there is no significant relationship between spouse opposition and utilization of family planning services (X² = 1.171, df = 1, p = 0.279 at 0.05 significant value).

In conclusion, although a good number of the respondents were using a family planning method, some of them were not still using it. Hence, the need for health care provider to educate based on isolated factors such as side effects, preference, spousal opposition that influence contraceptive use among women of child bearing age.

Keywords: Factors influencing contraceptive use among Lori Ashford, Donna Clifton, and Toshiko Kaneda, The World’s Youth 2006.

References:

[1]. Ahanonu, E. L. (2013). Attitudes of Healthcare Providers towards Providing Contraceptives for Unmarried Adolescents in Ibadan, Nigeria. Journal of Family and Reproductive Health Vol. 8, No. 1,

[2]. Canning, D. and Schultz, T.P. (2012). The economic consequences of reproductive health and family planning, Lancet, 380(9837):165–171.

[3]. Family Planning Summit – July 2012,

http://www.who.int/workforcealliance/media/events/2012/LondonSummitonFamilyPlanningOverview.pdf.

[4]. Gipson, J. D., Hirz, A. E., & Avila, J. L. (2011). Perceptions and practices of illegal abortion among urban young adults in the Philippines: a qualitative study. Studies in family planning, 42(4), 261-272.

[5]. Igbodekwe, F.C., Oladimeji, O., Oladimeji, K.E., Adeoye, I.A., Akpa, O.M., & Lawson, L. (2014). Utilisation of Modern Contraceptive among Women of Childbearing Age in Resource Constraint Setting: Evidence from 2008 National Demographic and Health Survey in Nigeria. Journal of Health Science, 4(3): 72-78.

[6]. Kabir, H., Saha, N. C., Oliveras, E. and Gazi, R. (2013). “Association of programmatic factors with low contraceptive prevalence rates in a rural area of Bangladesh,” Reproductive Health, vol. 10(31), 2013.

[7]. Kanku, T., & Mash, R. (2010). Attitudes, perceptions and understanding amongst teenagers regarding teenage pregnancy, sexuality and contraception in Taung. South African Family Practic, 52(6).

[8]. Lori Ashford, Donna Clifton, and Toshiko Kaneda, The World’s Youth 2006 (Washington, DC: Population Reference Bureau, 2006).

[9]. Machiyama, K. and Cleland, J. (2014). Unmet need for family planning in Ghana: the shifting contributions of lack of access and attitudinal resistance, Studies in Family Planning, 45(2):203–226.

[10].  Mbizvo, M. T., & Zaidi, S. (2010). Addressing critical gaps in achieving universal access to sexual and reproductive health (SRH): the case for improving adolescent SRH, preventing unsafe abortion, and enhancing linkages between SRH and HIV interventions. International Journal of Gynecology & Obstetrics, 110, S3-S6.

[11].  Mosher, W.D., Jones, J., and Abma, J.C., (2012). Intended and unintended birth in the Unites States: 1982-2010, National Health Statistics Report No. 55, Hyattsville, and MD: National Center for Health Statistics, 2012.

[12].  Nigeria Demographic and Health Survey (2008). National Population Commission and ICF micro, Calverton, MD 0705, USA 2008.

[13].  Olugbenga-Bello, A. I., Abodunrin, O. L., and Adeomi, A. A. (2011). “Contraceptive Practices among Women in Rural Communities in South-Western Nigeria,” Global Journal of Medical research Vol. 11(2), 2011.

[14].  Singh, S., Darroch, J.E. and Ashford, L.S., (2014). Adding It Up: The Costs and Benefits of Investing in Sexual and Reproductive Health 2014, New York: Guttmacher Institute.

[15].  Tumlinson, K., Okigbo, C.C., & Speizer, I.S., (2015). Quality of care and contraceptive use in urban Kenya, International Perspectives on Sexual and Reproductive Health, 2015, 41(2):69–79.

[16].  Williamson, L. M., Parkes, A., Wight, D., Petticrew, M., & Hart, G. J. (2009). Limits to modern contraceptive use among young women in developing countries: a systematic review of qualitative research. Reprod Health, 6(3), 1-12.

Abstract:

Background: Female age is a known independent index in determining outcome of fertility treatment with ovulatory and fertility potentials declining rapidly after age 35 however it an assumed fact that men are capable of spermatogenic activity beyond age 60 with world oldest father procreating at age 97. (Myers, 1972)

Objectives: Determine if age affected semen concentration and motility of male partners undergoing invitro fertilization.

Determine if age of male partners had influence on percentage of oocytes that are fertilized following invitro fertilization cycles.

Method: A descriptive retrospective review of data of IVF cycles performed between July 2015 and June 2017. Inclusion criteria was that age of oocytes producer must be less than 36, post sperm wash count of at least 10million per milliliters and 15% active motile sperm. Exclusion criteria were female age of oocyte producer more than 35, incomplete relevant data.

Results: One hundred and twenty cycles met inclusion criteria. Mean husband age was 45.70 (±7.07). Mean percentage oocyte fertilized among the group was 51.95% (± 29.85%). Mean percentage of oocytes fertilized among husband equal to or less than 50 was 54.21% (± 28.87%) while mean percentage of oocytes fertilized among husband age 51 and above was 45.20% (± 32.20), the observed difference being statistically significant (p= 0.0000; X² =90.133).

Conclusion: There is a significant drop in ability of men above 50years to fertilize oocytes compared to men below 51years of age during invitro fertilization cycles.

Keywords: In-vitro Fertilization, Intra uterine insemination.

References:

[1].     American Urological Association (2008). A basic guide to male infertility: how to find out what's wrong. Retrieved June 11, 2012.

[2].     American Society for Reproductive Medicine. (2012). Optimizing natural fertility. Retrieved June 11, 2012, from

http://www.asrm.org/uploadedFiles/ASRM_Content/News_and_Publications/Practice_Guidelines/committee_Opinions/optimizing_natural_fertility(2).pdf https://hyattractions.wordpress.com/2012/11/.../male-and -female-reproductive-system...Nov 12, 2012

[3].     Andolz P, Bielsa MA, Vila J. Evolution of semen quality in North-eastern Spain: a study in 22,759 infertile men over a 36 year period. Hum Reprod. 1999; 14:731–735.

[4].     Auger J, Kunstmann JM, Czyglik F, Jouannet P. Decline in semen quality among fertile men in Paris during the past 20 years. N Engl J Med. 1995; 332:281–285.

[5].      Brahem S, Mehdi M, Elghezal H, Saad H. The effects of male aging on semen quality, sperm DNA fragmentation and chromosomal abnormalities in an infertile population. J Assist Reprod Genet. 2011 May; 28(5): 425–432.

[6].     Harris I.D,  Fronczak C, Roth L, Meacham R.B. Fertility and the Aging Male. Rev Urol. 2011; 13(4): e184– e190.

[7].     Jeulin C, Serres C, Jouannet P. The effects of centrifugation, various synthetic media and temperature on the motility and vitality of human spermatozoa. Reprod Nutr Dev 1982; 22:81.

[8].     Jose-Miller, A. B., Boyden J. W., & Frey, K. A. (2007). Infertility. American Family Physician, 75, 849–856.

[9].     Male Infertility Best Practice Policy Committee of the American Urological Association & Practice Committee of the American Society of Reproductive Medicine. (2006).Report on optimal evaluation of the infertile male. Fertility and Sterility, 86, S202–S209.

[10].  Michelmann H.W. Minimal criteria of sperm quality for insemination and IVF therapy. Int J Androl. 1995 Dec; 18 Suppl 2:81-7.

[11].  Morshedi M. New 2010 WHO Standards (5th Edition) for the Evaluation of Human Semen. WHO semen analysis review. https://www.aab.org/images/aab/pdf/2014/CRBPPT14/WHO.pdf Ok E. K, Doğan O.E, Okyay R.E, Gülekli B. The effect of post-wash total progressive motile sperm count and semen volume on pregnancy outcomes in intrauterine insemination cycles: a retrospective study. J Turk Ger Gynecol Assoc. 2013; 14(3): 142–145.

[12].  Practice Committee of the American Society for Reproductive Medicine in collaboration with the Society for Reproductive Endocrinology and Infertility. (2008). Optimizing natural fertility. Fertility and Sterility, 90(5, suppl), S1–S6.

https://en.wikipedia.org/wiki/Male_reproductive_system (https://prezi.com/i0z5miveenwg/human-male-reproductive-system/ Oct 1, 2013).

[13].  Schwartz D, Mayaux MJ, Spira A, et al. Semen characteristics as a function of age in 833 fertile men. Fertil Steril. 1983; 39:530–535.

[14].  Sloter E, Schmid TE, Marchetti F, et al. Quantitative effects of male age on sperm motion. Hum Reprod. 2006; 21:2868–2875.

[15].  Wu Y,  Kang X,  Zheng H, Liu H, Liu J. Effect of Paternal Age on Reproductive Outcomes of In Vitro Fertilization. PLoS One. 2015; 10(9): e0135734.

www.post-nigeria.com/common-causes-of-infertility-in-men-by- damilola-faleke/May 20, 2015.

Abstract:

Breast cancer is the second common cancer after cancer of the cervix in women in Zambia. Although screening methods for breast cancer such as mammography has been shown to reduce mortality from breast cancer in developing countries where it is commonly used, the World Health Organisation (WHO) does not recommend it for use in developing countries because of it has cost implications. Instead, WHO recommends an alternative screening method called Breast Self-Examination for all women in the reproductive age group (15-49). The purpose of the study was to compare breast cancer knowledge, attitude and use of Breast Self-Examination among female student nurses in the reproductive age group (15-49). The study site was St. lukes nursing school Rufunsa district of the Lusaka province in Zambia. A total of 50 female student nurses participated in the study.

Keywords: Breast cancer, Breast Self-Examination practice, Breast cancer knowledge, student nurses in year 2 & 3, Mammography.

References:

[1]. Abdel-Fattah, M., et al, (2000). Breast self-examination practice and its impact on breast cancer diagnosis in Alexandria, Egypt. Eastern Mediterranean Health Journal. Volume 4. No. 2. PP 34-40.

[2]. Akhtar, S.S., et al, (1993). Cancer in Libya- A Retrospective Study 1981-1985. African Journal of Medicine and Medical Sciences. Vol .22. No 1, PP 17-

[3]. American Cancer Society (1999). Cancer Related Check- Ups; Atlanta G.A.

[4]. Amir, H., et al, (1994). A Comparative Study of Carcinoma Of The breast in African Population; East African Journal, Volume 71. No. 4, PP 215-218

[5]. Amir, J.T., et al, (1998). Breast Cancer and Risk Factors in an African Population: A Case Referent Study. East Africa Medical Journal. Volume 75. No. 5, PP 268-270.

[6]. Anim, J.T., (1993). Breast cancer in Sub Sahara African Women. African Journal of Medicine and Medical Sciences. No 1. PP 5-10

[7]. Attai, A.K., et al, (1997). Effects of Educational Film on Health Belief Model and Breast Self-Examination practice. Eastern Mediterranean Health Journal. Volume 3. No. 3. PP 435-443.

[8]. Bailey, K., (2000). The Nurse’s Role in Promoting Breast Awareness. Nursing Standards. Vol.14. No. 30. PP 34-36.

[9]. Bell, R., et al, (1997). The Impact of Wellness: Guide on Hispanic Women’s Well Being. Related Mediating Role of Enculturation; Health Education and Behaviour; Volume 24. No. 3. PP 326-343.

[10].  Berkow, R., (1997). The Merck Manual of Medical Information. Merck Research Laboratories. Whitehouse Station. New Jersey. PP 796, 1096-1107.

[11].  Budden, L., (1995). Young Women’s Breast Self-Examination and Practice. Journal of Community Health Nursing. Vol. 12. No. 1, PP23-32.

[12].  Cancer Diseases Hospital, (2017) PIM. Report. 1^st quarter 2017, Lusaka, Zambia

[13].  Cancer Registry, (2003). Cancer Annual Report. University Teaching Hospital. Lusaka. PP 1-30 Care. Mosby Company. Chicago.

[14].  Central Stastical Office, (2002-2003). Demographic and Health Survey Report. Lusaka. PP 29-45

[15].  Central Statistical Office, (2003). Zambia 2000 Census of Population and Housing Summary Report. Lusaka. PP 28-35

[16].  Champion, V.L., (1995). Results of a Nurse-delivered intervention on Proficiency and Nodule detection with breast self-examination. Oncology Nursing Forum. Vol.22. No 5. PP 819-824.

[17].  Chee, H.L, et al., (2003). Factors Related to the Practice of BSE and Pap smear Screening among Malaysian Women Workers in the Selected Electronics Factories. BMC Women’s Health. Vol. 3. PP3.

[18].  Dorsay, R.H., et al., (2001) Breast Self-Examination. Improving Competence and Frequency in a Classroom Setting. American Journal of Public Health. Vol. 78. No. 5, PP520-522

[19].  Epstein, S. S., et al (1998). The Breast Cancer Prevention Program. Macmillan, New York, 1998.

[20].  Epstein, S. S., et al (2001). Dangers and Unreliability of Mammography: Breast Examination is a Safe, Effective and Practical Alternative. International Journal of Health Sciences. vol.31 No. 3 PP 605-615

[21].  Gastrin, G., et al. (1994). Incidence and mortality from Breast cancer in the Mama program for Breast Screening in Finland, 1973-1983, No 73. pp 2168-2174.

[22].  Gotzsche, P. C. et al (2000). Is screening for breast cancer with mammography justifiable? Lancet 355: 129- 134.

[23].  Government Republic of Zambia, (2000). National Gender Policy Report .Lusaka. PP 38-49.

[24].  Harkness, G.A. et al (1996). Medical surgical Nursing. Total Patient

[25].  Heitkemper, L.C., (1996). Medical Surgical Nursing: Assessment and Management of Clinical Problems. Mosby Company. Chicago. PP 1548-1549.

[26].  Hill, D. et al, (1988) Self-examination of the Breast: Is it Beneficial? Meta-Analysis of Studies Investigating BSE and the Extent of Disease in Patients with Breast Cancer. British Medical Journal. PP 271-297.

[27].  Janda, M., et al, (2000). Australian Women’s Attitude towards and Knowledge of Breast self-examination. Journal of Cancer Education. Volume 15. No. 2. PP 91-94.

[28].  Janda, M., et al, (2000). Australian Women’s Attitude towards and Knowledge of Breast self-examination. Journal of Cancer Education. Volume 15. No. 2. PP 91-94.

[29].  Kartz, L., et al, (1981). The Epidemiological Review of Breast Cancer in Israel. Israel Journal of Medical Sciences. Vol 19. No 9, PP 810-815.

[30].  Kartz, L., et al, (1981). The Epidemiological Review of Breast Cancer in Israel. Israel Journal of Medical Sciences. Vol 19. No 9, PP 810-815.

[31].  Knobf, T.M., (1990). Early-Stage Breast Cancer. The Options. American Journal of Nursing. PP 28-29.

[32].  Knobf, T.M., (1990). Early-Stage Breast Cancer. The Options. American Journal of Nursing. PP 28-29.

[33].  Ko, C., et al, (2000). Fillipina American Women’s breast cancer knowledge, attitude and screening behaviour. BMC Public Health. Volume 3. PP 27

[34].  Ko, C., et al, (2000). Fillipina American Women’s breast cancer knowledge, attitude and screening behaviour. BMC Public Health. Volume 3. PP 27

[35].  Leight, S. B., et al, (2000). The effect of structured training on breast self- examination search behaviors as measured using biomedical instrumentation. Nursing Research. Vol. 49 No 5.pp 283- 289.

[36].  Leight, S. B., et al, (2000). The effect of structured training on breast self- examination search behaviors as measured using biomedical instrumentation. Nursing Research. Vol. 49 No 5.pp 283- 289.

[37].  Leslie, N.S., et al, (2003). Knowledge, Attitude, Practice Surrounding Breast Cancer Screening in Educated Appalachian Women. Oncology Nursing Forum. Vol. 30. No. 4. PP659-667.

[38].  Leslie, N.S., et al, (2003). Knowledge, Attitude, Practice Surrounding Breast Cancer Screening in Educated Appalachian Women. Oncology Nursing Forum. Vol. 30. No. 4. PP659-667.

[39].  Lewis, S.M., et al, (1996) Medical surgical Nursing. Assessment and Management of Clinical Problems. C.V. Mosby. Chicago.

[40].  Lewis, S.M., et al, (1996) Medical surgical Nursing. Assessment and Management of Clinical Problems. C.V. Mosby. Chicago.

[41].  Mahajan, B., (997). Methods in Biostatstics for Medical Students and Researchers. Medical Publishers. Calcutta. PP 97-98

[42].  McDonald, P. A., et al, (1999). Perceptions and knowledge of Breast Cancer among African-American women residing in Public Housing, Ethnic Dis. Vol. 9. No 1. PP81-93.

[43].  McMahon, E., et al., (1993). Diseases. Causes and Complications. Assessment Findings. Nursing Diagnoses and Interventions. Patient Teaching and Current Therapy. Springhouse. Pennsylvania. PP 276-278.

[44].  Meissner, H.I., (1992). How Resources of Health Information Relate to Knowledge and Use of Cancer Screening Exams. Journal of Community Health. Vol. 17. No. 3, PP 153-165.

[45].  Mukupo, (2006) SBE, RURAL & URBAN WOMEN, LUSAKA ZAMBIA.

[46].  Nzarubara, R.G., (1999). Control of breast Cancer Using Health Education. East African Journal of community Medicine. Vol. 76. No. 12, PP 661-663.

[47].  Orem, D., (1999). Nursing Concepts of Practice. Mosby Co. St. Louis.

[48].  Orzturic, M., et al, (1999). The practice of BSE among women in Gullistan District of Isparta. Eastern Journal of Medicine. Vol. 4. No. 2 PP 47-50.

[49].  Park, K., (2002). Park’s Textbook of Preventive and Social Medicine. M/s Banarsidas Bhanot Publishers. Jabalpur. PP 291-292

[50].  Patistea, E., et al, (1992). Breast self-Examination: Knowledge and behaviour of Greek female health care Professionals Working in Primary Health Care Centres. Cancer Nursing. Vol. 15. No. 6. PP 415-442.

[51].  Patton, Q. M., (1990). Qualitative Evaluation and Research Methods. Sage Publication International. London.

[52].  Peragallo, N.P., et al, (1998). Breast Care among Latino Immigrant Women in the United States. Health Care for Women International. Vol. 19. PP 101-108.

[53].  Peragallo, N.P., et al, (2000). Acculturation and Breast Self-Examination among Immigrant Latin Women in the USA. International Council Review. Vol. 47. No. 1. PP 38-45.

[54].  Persson, K., et al, (1995). Breast Self-Examination among Swedish Women: A survey of Frequency, Knowledge and Attitudes. Journal of Cancer Education. Vol.10. No3. PP 163-167

[55].  Polit, D., (1995). Nursing Research. Principles and Methods. J.B. Lippincott Company. Philadelphia

[56].  Polit, D., et al (1999). Nursing Research. Principles and Methods. J. B. Lippincott Company. Philadelphia.

[57].  Powel, E., et al, (1987). The Diagnosis and Detection of Breast Disease. Mosby Co. Chicago. PP 71-75

[58].  Price, J.H., (1992). Urban Black Women’s Perceptions of Breast Cancer and Mammography. Journal of Community Medicine. Vol. 17. No. 4, PP 191-203.

[59].  Quinn, F.M., (1997). The Principles and Practice of Nurse Education. Stanley Thornes Publishers Ltd. London.

[60].  Sadler, G.R., et al (2001). Korean Women; Breast Cancer Knowledge, Attitude and Behaviours. BMC Public Health. Vol. 1. No. 7. PP1471-2458.

[61].  Sample. (n.d.). The American Heritage® New Dictionary of Cultural Literacy, Third Edition. Retrieved June 4, 2017 from Dictionary.com website http://www.dictionary.com/browse/sample

[62].  Smeltzer, C.S., et al, (2000). Textbook of Medical Surgical Nursing. Philadelphia. Toronto. PP 1268-1268

[63].  Smigel, K. (1993). Perception of risk heightens stress of breast cancer. Journal of National. Cancer Institute. Vol. 85. No 7. PP 525- 526

[64].  Steinberger, C., (1994). Breast Self-Examination: How Nurses can influence Performance. Medical Surgical Nursing. Vol. 3. No.5.PP 367-371

[65].  Utilisation and Associated Factors. American Journal of Public Health. Vol.79. No. 11. PP1499-1501.

[66].  Van Loon, J.M., et al, (1994). Socio economic Status and Breast Cancer Incidence: A Prospective Cohort Study. International Journal of Epidemiology. Vol. 23.No 5. PP 899-905.

[67].  Virobiof, D.A., et al, (2001). Cancer Incidence in South Africa. Journal of Clinical Oncology. Vol. 19. (18 Supplement) PP 1255-1275.

[68].  Worden, J. K., et al, (1990). A community-wide program in breast self-examination. Preventive Medicine. Vol. 19. PP 254- 269.

[69].  Zapka, J.K., et al, (1989). Breast Cancer Screening by Mammography.

[70].  Zapka, J.K., et al, (1992). Changes in Mammography Use: Economic, Need and Service Factors. American Journal of Public Health. Vol. 82. No. 10, PP 1345-1355.

Abstract:

As one of the main goals of the Partnership Framework (PF) between the Government of Ethiopia (GoE) and the U.S. Government (USG), Ethiopia has set a national target of reducing new HIV infections by 50% by the end of 2014 (National Target). Funded by the USG, the PF provides a five-year joint strategic plan (2010-2014) for cooperation to support Ethiopia’s national HIV/AIDS response (PEPFAR, 2010). Ethiopia has an estimated adult prevalence of 1.5% and about a million people living with HIV/AIDS (PLWHA) (ECSA & IFC, 2012), among countries most affected by the epidemic. The International Labor Organization (ILO) projection for 2015 indicates that as much as 8.5% of the Ethiopian labor force loss will be due to HIV/AIDS deaths (World Learning, 2012). On the other hand, since the PF took effect, USG funding to the program has been in constant decline. Moreover, the PF does not fully take into account context and development barriers due to the prevailing social, political, economic and development policies in the country. Participation of the private sector, independent civil societies and media in the development process has been severely curtailed. Contextual factors have been seriously challenging the prevention of mother-to-child transmissions (PMTCT) efforts. Furthermore, the country lacks a comprehensive strategy to fully address the issue of most-at-risk population (MARP) as drivers of the HIV epidemic; and the HIV/AIDS response excludes Men who have sex with Men (MSM), a “significant unacknowledged” but fast growing transmission route of HIV (Tadele, 2008). Drawing from literature review and practicum experience in Ethiopia, this paper examines the feasibility of Ethiopia’s National Target. The main problem in the HIV/AIDS discourse in Ethiopia appears to be behavioral change, but not lack of knowledge. In addition, contrary to the widespread public belief that homosexuality is not Ethiopian, there exists a flourishing underground male-sex trade in Addis Ababa.

References:

[1]. Adedimeji, A., Abboud, N., Merdekios, B., & Shiferaw, M. (2012). A Qualitative Study of Barriers to Effectiveness of Interventions to Prevent Mother-to-Child Transmission of HIV in Arba Minch, Ethiopia. International Journal of Population Research, 2012, 7. Retrieved July 20, 2013, from doi:10.1155/2012/532154

[2]. Aderaw, M. (2012, August). Perspectives on Life and Health: A qualitative study among same-sex attracted men in Addis Ababa, Ethiopia. Retrieved July 31, 2013, from

https://www.duo.uio.no/bitstream/handle/10852/34244/Mekonnen.pdf?sequence=1

[3]. Alemu, G. (2009). A Case Study of Aid Effectiveness in Ethiopia. The Brookings Institution. Retrieved July 18, 2013, from http://www.brookings.edu/research/papers/2009/04/ethiopia-aid-alemu CIA. (2013, July). The World Factbook: Ethiopia. Central Intelligence Agency. Retrieved July 27, 2013, from

https://www.cia.gov/library/publications/the-world-factbook/geos/et.html

[4]. Coston, J. M. (1998). A Model and Typology of Government-NGO Relationships. Nonprofit and Voluntary Sector Quarterly, 27(3), 358–382.

[5]. DFID. (2012). HIV/AIDS Governance Pooled Fund: Ethiopia. UK Aid. Retrieved July 29, 2013, from http://projects.dfid.gov.uk/project.aspx?Project=200202

[6]. ECSA, & IFC. (2012). 2011 Ethiopia Demographic and Health Survey: Key Findings. Retrieved August 8, 2013, from http://www.measuredhs.com/pubs/pdf/SR191/SR191.pdf

[7]. FDRE. The Criminal Code of the Federal Democratic Republic of Ethiopia 2004 (2005). Retrieved July 10, 2013, from http://www.ilo.org/dyn/natlex/docs/ELECTRONIC/70993/75092/F1429731028/ETH709 93.pdf

[8]. FHAPCO. (2004, December). Strategic Plan for Intensifying Multisectoral HIV/AIDS Response in Ethiopia I (2004 - 2008). FMOH. Retrieved August 7, 2013, from

http://www.moh.gov.et/English/Resources/Documents/HIVStrategicPlan.pdf

[9]. FHAPCO. (2007a). Guidelines for HIV Counseling and Testing in Ethiopia. FMOH. Retrieved Augusts 7, 2013, from http://www.ilo.org/wcmsp5/groups/public/ed_protect/protrav/ilo_aids/documents/legaldocument/wcms_125384.pdf

[10].  FHAPCO. (2007b). Comprehensive HIV Counseling and Testing: Intervention Protocol (Components, Tasks and Scripts).

[11].  FHAPCO. (2010, February). Strategic Plan for Intensifying Multisectoral HIV/AIDS Response in Ethiopia II (2010/11 – 2014/15). FMOH. Retrieved August 7, 2013, from

http://www.ilo.org/wcmsp5/groups/public/ed_protect/protrav/ilo_aids/documents/legaldocument/wcms_175221.pdf

[12].  FHAPCO. (2012). Ethiopia: Country Progress Report on HIV/AIDS Response, 2012. Federal Democratic Republic of Ethiopia. Retrieved May 7, 2013, from

http://www.unaids.org/en/dataanalysis/knowyourresponse/countryprogressreports/2012countries/GAP%20Report%202012.pdf

[13].  FHAPCO, & GAMET. (2008). HIV/AIDS in Ethiopia - An Epidemiological Synthesis. Retrieved July 20, 2013, from

http://siteresources.worldbank.org/INTHIVAIDS/Resources/375798-1103037153392/EthiopiaSynthesisFinal.pdf

[14].  FT, L., & Zewdie, A. S. (1998). Acquired Immunodeficiency Syndrome: Seven Cases in an Addis Ababa Hospital. Ethiopian Medical Journal, 3, 139 – 145.

Abstract:

This paper validates the level of perception of patients about Cardiovascular Disease (CVD) and effect of communication by Physician and the assisting Registered Nurse to enhance risk assessment and bridge a gap of accurate perception of their risk of CVD.

Design and Procedure-A Non-experimental Descriptive study of patients visit to Out Patient Department for Physician Consultation. Non- Random selection of patients with complaints of chest pain visit from October 2016 to March 2017 over a period of 6 months. Assessment of Vital Parameters of 60 patients, Male-57 and Female 3, within age group of 30 to 40 years and ECG graphs readings were done for all. Information is collected from Health Information System Portal.

Result- Communication and providing positive thought on seriousness, to prevent CVD over the future years, among 60 patients with complaints of chest pain was a challenging aspect. (n=15) were newly diagnosed with Hypertension, (n=10) were follow up patients with Hypertension and Diabetes Mellitus), and (n=25) were referred to Cardiologist with appointment fixed for further management and (n=10) ECG was normal significant of gastric pain.

The Physician did initial assessment and significant symptoms on history of illness on all 60 patients. (n=44) were advised on appropriate diet and reduction of weight by balanced diet and exercise. (n=30) were advised on follow up among them (n=25) had visited the physician as follow-up. (n=10) Obese were referred to dietician with appointment fixed, and assisting nurse gave advice to (n=50).

Conclusion-Patient’s perception on CVD suggests (n=50) were ignorant about risk of CVD and (n=10) had known about risk of CVD. The trustful patient relation and communication by the treating Physician and health education by Registered Nurse has direct and positive effect on outcome of the research. Patients were enthusiastic to gain more knowledge on Modifiable risk factors. The attitude and behavior of patients were significant and positive with revisit and follow up visits.

Keywords: Perception, Cardiovascular Disease, Communication, Health Information System, Health education, follow up visit.

References:

[1]. Peterson JA; One theoretical framework for cardiovascular disease prevention in women; Journal of Cardiovascular Nursing. 2012 Jul-Aug; 27(4):295-302. doi: 10.1097/JCN.0b013e31822072fc.

[2]. Ruth Webster; Perceptions of risk: understanding cardiovascular disease; Dove Press Journal; 2010 Webster and Heely, publisher and licensee Dove Medical Press Ltd; Published 4 September. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270917/.

[3]. https://www.uptodate.com/contents/calculator-cardio vascular-risk-assessment-10-year-men-patient-education.

Abstract:

The aim of the study was to find out about perception of reflective journaling among undergraduate nursing students in Babcock University, Ilisha-Remo, Ogun State, Nigeria. The objectives were to determine the students’ perception of reflective journaling and the perceived meaning of reflective journal writing. This study utilized a descriptive research design. Data was collected through self-administered questionnaire. Population of 130 students in 400 and 500 levels were used. Results of the reliability test, using Cronbach’s alpha of all the constructs measuring the perception and the explanatory variables were well above the recommended minimum of 0.70. Results revealed that, a significantly higher proportion of the participants have positive perception towards reflective journaling in the undergraduate nursing program in Babcock University. The mean score of perception of reflective journaling was 1.93205. Most of the students were able to correlate theory with practice (96.2%) with the mean of 1.9615. Data evidences also revealed that, the status of perceived meaning of reflective journaling of nursing students’ clinical learning and practice is high. This inference is evident in the fact that overall criterion weighted mean score (1.805147) is greater than the average Likert scale of 1.5.

Keywords: Critical thinking, Journaling, Perception, Reflective writing, Nursing Students.

References:

[1].     Bulman C., and Schutz S. 2008. Reflective practice in nursing. (4th edition. USA: Blackwell Publishing Ltd) Adventist News Network, 2009. Commentary Opinion, 2015.

[2].     Boud D., Using Journal writing to enhance reflective practice, New directions for adult and continuing education, 90, 2001, 9-17.

[3].     Burton A. J., Reflection, Nursing Practice and Education Panacea?, Journal of Advanced Nursing,31(5), 2000, 1009-1017.

[4].     Dewey J., How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process.( Dc Health Boston, 1993).

[5].     Dye V., ‘Reflection, Reflection, Reflection. I’m thinking all the time, why do I need a theory or model of reflection? in McGregor, D. and Cartwright, L. Developing Reflective Practice: A guide for beginning teachers, Open University Press. 2011.

[6].     Enuku C. A. and Evawoma– Enuku U., the Need to Incorporate Reflective Practice into Nursing Education Curriculum In Nigeria. Journal of Nursing and Health Science 1(2), 2013, 57-62.

[7].     Gibbs G., The reflective cycle. Oxford: Further Education Unit, Oxford Polytechnic, 1988.

[8].     Gillett A., Hammond A., and Martala M, Successful academic writing (Harlow: Person Education Limited 2009).

[9].     Henter R., Indreica E. S., Reflective Journal Writing As a Metacognitve Tool International Conference of Scientific Paper Afases Brasov, 2014.

[10].  Huang J., Meta-cognition training in the Chinese University Classroom: An Action Research Study. Educational Action Research, 13(3), 2005, 413 – 434.

[11].  Reedand B., I. Ground, Philosophy for nursing. (Arnold, London, 1997).

[12].  McMillan-Coddington D., and Weyers J., Reflection through journal writing to educate registered nursing students on patient care. Teaching and Learning in Nursing, 8(2), 2013, 63-67.

[13].  Morris E., Sampling from Small Populations. www.google .com. accessed 17th March, 2017.

[14].  Papaleontiou – Louca E., Metacognition and Theory of Mind. (Cambridge Scholars Publishing, 2008).

[15].  Mahlanze H. T., Evaluation of the use of guided reflective journals during clinical learning and practice by undergraduate nursing students at the Durban University of Technology. Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology in Nursing in the Faculty of Health Sciences at the Durban University of Technology. 2014.

[16].  Olson J., C and Johnson S., Implementing journal writing in grade 8, Academic Research International, Part-II: Social Sciences and Humanities, 3(3), 2012.

[17].  Musah K. T., Okueso G. O., Ojo P. A., and Awodiya M.O., Influence of Reflective Journaling on Students’ Clinical Learning and Practice a paper presented at the Department Seminar, Kwara State University, Malete, Nigeria. July, 2017.

[18].  RMIT University, Study and Learning Centre, (Melbourne, Australia. Reflective journals 2006

[19].  S. Mantzoukas, and M.A. Jasper. Reflective practice and daily ward reality: a covert power game. Issues in Clinical Nursing, 13(8), 2004, 925.

[20].  Spring Spring. A guide for writing a “reflective journal” (Adapted from Professor Wayne Iwaoka, the University of Hawaii at Manoa) SMS491/EDW472 Karp-Boss, Weller and Boss, 2007.

Abstract:

This non-experimental descriptive cross-sectional survey explored the knowledge, attitude and behavior (KAB Survey) related to overweight and obesity its health consequence and ways to manage ideal body image and balanced weight with diet, exercise and lifestyle modification among medical and non-medical staffs belonging to origin Indian, Nepalese, Middle east and Philippines of NMC day care center, AL wadi, Abu Dhabi, UAE.

Design and procedure: A non-experimental descriptive Random cross section study was conducted among (30) medical and non-medical staffs out of 120, who have joined the team for over a period of 1.5 to 2 years since 2014.  Two months convenient sampling was done using Semi-structured questionnaire. Qualitative and quantitative data analyzed through Content analysis and Health Behavior Knowledge Scale.15 questions, including open ended Questions, choose correct answer from four options and fill in the blanks was used as method to assess Health and Behavior Knowledge.

Results: The findings showed that Random Sampling of 30 Staffs, from 2014 and who stayed in UAE. 73.3% had normal BMI, 23.3% fall under Overweight, and 3.3% fall under Obesity. In 2016, the result showed 36.6% have normal, 46.6% Overweight, 10% Obese.  The results of knowledge on diet were as follows -73.3% had adequate information on diet and 26.6% lacked information on diet, whereas the attitude towards Overweight and Obesity, 66.6% were aware on negative health consequence and ways to handle them. With the knowledge on diet, 86.6% have adequate information on diet and 13.3% still have misconception on diet, whereas the attitude towards Overweight and Obesity was remarkable 100% were aware on negative health consequence and ways to handle them

The vast significance which was alarming was in area of exercise.33.3% had positive attitude towards exercise and 66.6% had negative attitude towards exercise. After training on Exercise for 1 month, results are as, 83.3% have positive attitude towards exercise, 13.3% have reduced weight and gained muscle strength through exercise and 16.6% have still misunderstood about concept of exercise.

The body Image Tool parameter results as follows using 9 figures, black and white of male and female, the current body image value is minimum shape of 4 (n=7), 5(n=7), 6(n=9), 7(n=3) to maximum shape 8 (n=1) and ideal body image minimum shape individuals want to attain,4(n=15), 5(n=6), to maximum shape 6(n=1), neutral (n=1)

Conclusion: The study reveals that individual have interest to follow correct pattern of diet, exercise and maintain their body image and control Overweight and Obesity, with minimum exercise of 30 minutes to 1hour every three days in a week. One more point comes into consideration is How to go about to attain measurable values to ideal Body weight and Image as long term goal.

Keywords: Knowledge, Attitude, Behavior, Lifestyle, Diet, Exercise, Body Image

References:

[1].     A Study to Assess the Knowledge and Attitude of Adolescents on Obesity at Selected Senior Secondary Schools in Amritsar in a View to Develop and Distribute Information Booklet, International Journal of Education and applied research IJEAR Vol. 4, Issue 1, Jan - June 2014, ISSN: 2348-0033 (Online) ISSN: 2249-4944 (Print).

[2].     Obesity: preventing and managing the global epidemic. Report of a WHO Consultation. Geneva, World Health Organization, 2000 (WHO Technical Report; Series, No. 894)

[3].Obesity-Related Knowledge, Attitudes, and Behaviors in Obese and Non-Obese Urban Philadelphia Female Adolescents, Department of Anthropology, University of Pennsylvania, Philadelphia, Pennsylvania. Address correspondence to Penny Gordon-Larsen, Department of Nutrition, University of North Carolina at Chapel Hill, Carolina Population Center, CB #8120 University Square,123 West Franklin Street, Chapel Hill, NC 27516-3997.

E-mail: gordon_larsen@unc.edu Copyright © 2001 NAASO.

Abstract:

Tuberculosis infection control is the topic of great importance especially in developing countries where poor immunity, overcrowding, and some infections are a predisposing factor for Tuberculosis infection. The most common predisposing factors and measures to reduce the spread of TB infection from one person to the other are elaborated in this study. The findings reveal that even nurses taking care of the TB patients are at great risk of contracting the infection, hence strong TB infection prevention guidelines need to be strictly followed at all level of care.

Main Objective: To explore the knowledge and understanding of the qualified Nurses working in the out-patient department and medical ward in relation to Tuberculosis infection control and its impact on the hospital stay and patients outcome.

The method used: A cross-sectional study was conducted to identify predisposing factors to TB Infection. Data was collected by self-structured questionnaire of both closed and open-ended questions. A purposeful sample of 30 nurses from an out-patient department and male medical ward participated on a voluntary basis. I personally worked in these two departments to get the experience of what and how TB infection control is observed by nurses.

Results: 30 nurses participated: 19 females and 11 males; aged 21 to 50 years. Majority (82%) diploma Holders, did registered nursing. Findings revealed that (75%) appreciates the use of protective clothing - Masks while attending to TB infected patients while 25% did not, 45% finds it important to isolate those who are suspected to have TB and those having active TB, 100% observed the guideline of keeping the doors and windows open for free movement of air.

Keywords: TB infection prevention, Environment control, Protective clothing, Isolation of the infected.

References:

 [1].Ajay K. Sethi, Charles W. Acher, Bruce Kirenga, Scott Mead, Curtis J. Donskey, Achilles Katamba M, 2012. Infection Control Knowledge, Attitudes, and Practices among Healthcare Workers, Kampala, Uganda.

 [2].Brown, B., Crawford, P., Nerlich, B. & Koteyko, N 2008. The habitus of hygiene: Discourses of cleanliness and infection control in nursing work, Social Science & Medicine, Vol. 67, pp. 1047-1055.

 [3].Claasens MM, van Schalkywk C, du Tolt E, Roest E, Lombard CJ, et al. Tuberculosis in health care workers and infection control measures at primary health care facilities in South Africa. PLoS One. 2013;8:e76272. doi: 10.1371/journal.pone.0076272.

 [4].Dorothy Osigwe Chanda. Infection prevention manual for community and health care institutions in Developing countries.

 [5].Infection control committee 2011. St. Dominic Mission Hospital TB infection control plan and policy.

 [6].Katowa P. Muka to, C.M. Ngoma, M. Maimbolwa, 2007. Compliance with Infection Prevention Guidelines by Health Care Workers at Ronald Ross General Hospital, Mufulira district.

 [7].Khaled M. Abd Elaziz and Iman M. Bakr, 2008, Cairo. Assessment of knowledge, Attitude.

 [8].Kozier, Barbara F., et al., 2004. Fundamentals of Nursing: Concepts, Process, and Practice, 7th ed., Pearson Education South Asia, Pte Ltd.

 [9].WHO policy on TB infection control in health-care facilities, congregate settings and households. Geneva: World Health Organization; 2009.

[10].Zambia Ministry of Health. National TB and leprosy control program manual 2009.

Abstract:

The objective of this study was to assess adherence to option B+ ARV triple therapy and describe common HIV/AIDS clinical symptoms as indicators of non-adherence among women giving birth in Dar es Salaam Tanzania. We analyzed the prevalence of non- adherence through clinical assessment of common HIV/AIDS symptoms, indicators of non-adherence to treatment.

The cross section method, clinical assessment and self-report interview was used to identify clinical symptoms related to HIV/AIDS. The study analyzed symptoms with higher frequency of occurrence and were termed as common HIV/AIDS clinical symptoms, and were established as indicators of non- adherence. Women with three or more of these symptoms were identified as non- adherents to ART. The study also analyzed the relationship of demographic variables and adherence.

Result. Among the 105 HIV infected women under triple therapy, 63(60%) of them developed at least three HIV/AIDS related symptoms indicating that they were not adhering to the treatment, while 42(40%) adhered to the ARV therapy prescribed. The Adherence to ART Indicators tool was established presence or absence of persistent clinical symptoms of; fatigue, night sweat, muscle ache and frequently fever, extreme and unexplained tiredness, pneumonia, recurring fever, profuse night sweats, and rapid weight loss. Demographic variables were not significant related to adherence.

In conclusion, the majority of HIV infected pregnant women receiving B+ ARV triple therapy developed common HIV/AIDS clinical symptoms, indicating they were not adhering to treatment.

Keywords: Clinical assessment, non-adherence to ART, HIV infected pregnant women, HIV/AIDS symptoms, B+ ARV triple therapy, PMTCT.

References:

[1]. Avert (2016). HIV and AIDS in Tanzania; UNAID gap report; Global information and education on HIV and AIDS Retrieved on 15february, 2016 from. http://www.avert.org/professionals/hiv-around-world/sub-saharan-africa/tanzania).

[2]. Calvert C, Ronsmans C. (2015). Pregnancy and HIV disease progression: a systematic review and meta-analysis. Journal of Tropical Medicine and International Health, 20(2):122-45. Retrieved June 5, 2016, from PubMed.

[3]. Kilewo Charles, Katarina Karlsson, Matilda Ngarina, Augustine Massawe, Eligius Lyamuya, Andrew Swai, Rosina Lipyoga, Fred Mhalu, Gunnel Biberfeld. Prevention of Mother to Child Transmission of HIV-1 through Breastfeeding by Treating Mothers with triple Antiretroviral Therapy in Dar es Salaam, Tanzania: The Mitra Plus study. Journal of Acquired Immune Deficiency Syndromes. 2009, 53: 406-41.

[4]. Kowalska A, Niemiec T, El Midaoui A, Burkacka E. Effect of antiretroviral therapy on pregnancy outcome in HIV-1 positive women. Med Wieku Rozwoj. 2003 Oct-Dec; 7 (4 Pt 1):459-68.

[5]. Kupka, R., Kassaye, T., Saathoff, E., Hertzmark, E., Msamanga, G. I. And Fawzi, W. W. (2009). Predictors of stillbirth among HIV-infected Tanzanian women. Journal of Acta Obstetricia et Gynecologica Scandinavica, 88: 584–592. Retrieved June 5, 2016, from PubMed.

[6]. Moodley J, Wennberg JL. HIV in pregnancy. Curr Opin Obstet Gynecol. 2005 Apr; 17(2):117-21.

[7]. Ngarina Matilda, Rebecca Popenoe, Charles Kilewo, Gunnel Biberfeld, Anna Mia Ekström. Reasons for poor adherence to antiretroviral therapy postnatally in HIV-1 infected women treated for their own health: experiences from the Mitra Plus study in Tanzania. BMC Public Health. 2013, 13:450.

[8]. Ngarina M, Tarimo EAM, Naburi H, Kilewo C, Mwanyika-Sando M, Chalamilla G, et al. (2014) Women's Preferences Regarding Infant or Maternal Antiretroviral Prophylaxis for Prevention of Mother-To-Child Transmission of HIV during Breastfeeding and Their Views on Option B+ in Dar es Salaam, Tanzania. PLoS ONE 9(1): e85310. doi:10.1371/journal.pone.0085310.

[9]. Reitter A¹, Stücker AU, Linde R, Königs C, Knecht G, Herrmann E, Schlößer R, Louwen F, Haberl A. Pregnancy complications in HIV-positive women: 11-year data from the Frankfurt HIV Cohort. HIV Med. 2014 Oct; 15 (9):525-36. doi: 10.1111/hiv.12142. Epub 2014 Mar 6.

[10].  Siegfried N¹, van der Merwe L, Brocklehurst P, Sint TT. Antiretrovirals for reducing the risk of mother-to-child transmission of HIV infection. Cochrane Database Syst Rev. 2011 Jul 6; (7):CD003510. doi: 10.1002/14651858.CD003510.pub3.

[11].  Suksomboon N, Poolsup N, Ket-Aim S. Systematic review of the efficacy of antiretroviral therapies for reducing the risk of mother-to-child transmission of HIV infection. J Clin Pharm Ther. 2007 Jun; 32(3): 293-311.

[12].  Tanzania PMTCT. National resource centre for prevention of mother to child HIV transmission (2016). Retrieved June 15 2016 from http://pmtct.or.tz/pmtct-tanzania/pmtct-in-tanzania/.

[13].  UNAIDS .2012. Joint United Nations Programme on HIV/AIDS (Global report: UNAIDS report on the global AIDS epidemic 2012. Retrieved May 17, 2016, from

[14].  http://www.unaids.org/en/media/unaids/contentassets/documents/epidemiology/2012/gr2012/20121120_UNAIDS_Global_Report_2012_with_annexes_en.pdf.

[15].  WHO (2007). Who case definitions of HIV for surveillance and revised clinical staging and immunological classification of HIV-related disease in adults and children. Retrieved June 15 2016 from http://www.who.int/hiv/pub/guidelines/HIVstaging150307.pdf.

[16].  WHO (2015) Guideline on when to start antiretroviral therapy and on pre Exposure prophylaxis for HIV (pdf). Retrieved June 15 2016 from http://www.who.int/hiv/pub/guidelines/clinicalstaging.pdf).

Abstract:

The objective of this study was to characterize women with Retained Placenta (RP) attending obstetric care in eastern Tanzania. We assessed the HIV sero-prevalence, then screened for medical conditions related to RP and described their AIDS related opportunistic infection patterns for the women that were HIV-sero-positive.

The cross sectional study design using medical questionnaires and self-report checklist was used to collect data. The study assessed if there is any relationship between retained placenta and HIV sero-status, and if sero -status and HIV opportunistic infection patterns has relationship with pregnancy outcome and other medical conditions related to pregnancy.

In our study, HIV sero-positive was detected in 105 out of 251 women (42%). HIV sero-positive women developed prolonged labor, 23(79.3%), significantly more often compared to HIV sero-negative women, 6 (20.6%), P value <0.0001. The HIV positive women are significantly more likely to develop Post- partum hemorrhage (P value= 0.0031) and to undergo Caesarian section compared to pregnant women without HIV (P value = 0.0113). The pregnant women under antenatal ARV Triple (B+) therapy are significantly more likely to end up with preterm delivery (P value= 0.0443). Women with HIV progressive symptoms of memory loss, depression, and other neurologic disorders had more underweight babies born (P- Value= 0.0316), while women with pneumonia developed vaginal tears more often during delivery (P- Value =0.0693).

In conclusion, RP is common among women with HIV. The prolonged labor is the major medical condition currently faced by HIV infected pregnant women during delivery. Women with HIV progressive symptoms are at risk to give birth to underweight baby and get vaginal tear during delivery. The current B+ ARV treatment during antenatal period has positively changed some the pregnancy outcomes among HIV infected pregnant women.

Keywords: Retained placenta, sero-positive, HIV sero-status, prolonged labor, HIV opportunistic infection patterns, pregnant women, Post-partum hemorrhage, B+ ARV triple therapy.

References:

[1].     Agrawal, A. Thakur, A. Rijal, P. Basnet, P. Ghimire, A & Uprety, D. (2013). Management of retained placenta in patient with valvular heart disease with pulmonary oedema. Health Renaissance, 201(1), 199-205.

[2].     Aniji C D,1 FCOG (SA); O A Towobola,1 PhD; M E Hoque,2 MSc; T J Mashamba,1 MB ChB; S Monokoane,1 FCOG (SA) (2013). Impact of antiretroviral therapy on pregnancy outcomes. S Afr J HIV Med 2013; 14(4):176-178. DOI:10.7196/SAJHIVMED.834.

[3].     Calvert C, Ronsmans C. (2015). Pregnancy and HIV disease progression: a systematic review and meta-analysis. Journal of Tropical Medicine and International Health, 20(2):122-45. Retrieved June 5, 2016, from PubMed.

[4].     Illah E, Mbaruku G, Masanja H, Kahn K. (2013). Causes and risk factors for maternal mortality in rural Tanzania--case of Rufiji Health and Demographic Surveillance Site (HDSS). Afr J Reprod Health. 2013 Sep; 17(3):119-30.

[5].     Jayne E, Marshall, Maureen D Raynor (2014). Myles' Textbook for Midwives, 16^th Edition, UK: Elsevier Health Sciences.

[6].     Jennifer A Slyker, Janna Patterson, Gwen Ambler, Barbra A Richardson, Elizabeth Maleche-Obimbo, Rose Bosire, Dorothy Mbori-Ngacha, Carey Farquhar, and Grace John-Stewart (2014). Correlates and outcomes of preterm birth, low birth weight, and small for gestational age in HIV-exposed uninfected infants. BMC Pregnancy and Childbirth 201414:7. DOI: 10.1186/1471-2393-14-7.

[7].     Kumar, N. (2016). Postpartum Hemorrhage; a Major Killer of Woman: Review of Current Scenario. Obstetrics & Gynecology International Journal, 4(4). Published online.

[8].     Ngarina M, Tarimo EAM, Naburi H, Kilewo C, Mwanyika-Sando M, Chalamilla G, et al. (2014) Women's Preferences Regarding Infant or Maternal Antiretroviral Prophylaxis for Prevention of Mother-To-Child Transmission of HIV during Breastfeeding and Their Views on Option B+ in Dar es Salaam, Tanzania. PLoS ONE 9(1): e85310. doi:10.1371/journal.pone.0085310.

[9].     PMTCT Tanzania. National resource centre for prevention of mother to child HIV transmission (2016). Retrieved June 15 2016 from http://pmtct.or.tz/pmtct-tanzania/pmtct-in-tanzania/.

[10].  Short C-ES, M Douglas, JH Smith and GP Taylor (2014) Preterm delivery risk in women initiating antiretroviral therapy to prevent HIV mother-to-child transmission. HIV medicine 201415, 233-238. DOI: 10.111/hiv.12083.

[11].  Tikkanen M¹, Paavonen J, Loukovaara M, & Stefanovic V. (2011) Antenatal diagnosis of placenta accreta leads to reduced blood loss. Journal of Acta Obstetricia et Gynecologica Scandinavica, 90(10), 1140-6.See comment in PubMed Commons below

[12].  Watts DH¹, Williams PL, Kacanek D, Griner R, Rich K, Hazra R, Mofenson LM, Mendez HA; Pediatric HIV/AIDS Cohort Study (2013). Combination antiretroviral use and preterm birth. J Infect Dis. 2013 Feb 15; 207(4):612-21. doi: 10.1093/infdis/jis728.

[13].  WHO (2015) Guideline on when to start antiretroviral therapy and on pre Exposure prophylaxis for HIV (pdf). Retrieved June 15 2016 from http://www.who.int/hiv/pub/guidelines/clinicalstaging.pdf).