Nursing

OUTCOME OF INFORMATION COMMUNICATION TECHNOLOGY LITERACY TRAINING ON NURSE EDUCATORS’ ADOPTION AND USAGE OF MULTIMEDIA TEACHING AIDS IN OGUN STATE SCHOOLS OF NURSING

2024-10-17T10:32:08Z

OUTCOME OF INFORMATION COMMUNICATION TECHNOLOGY LITERACY TRAINING ON NURSE EDUCATORS’ ADOPTION AND USAGE OF MULTIMEDIA TEACHING AIDS IN OGUN STATE SCHOOLS OF NURSING LAWAL, Clara Olufolake Information Communication Technology (ICT) is rapidly evolving globally especially in teaching and learning. Judicious use of ICT is ensured by the addition of multimedia teaching aids during teacher-learner interactions. Available report shows that the use of multimedia aids enhances teachers’ skills and students’ retention. However, nurse educators in Schools of Nursing (SON) still use their old traditional teaching methods and do not adopt ICT in teaching. Little is known about the effects of literacy training on nurses’ adoption and usage of ICT in teaching. Therefore, this study was designed to assess the outcomes of ICT literacy training on nurse educators’ adoption and usage of multimedia teaching This quasi-experimental study was conducted in the four SON in Ogun State. Sacred Heart Abeokuta and Ilaro were assigned by balloting into the Experimental Group (EG n=20), while Ijebu-Ode and Abeokuta were categorised as Control Group (CG n=20).(Total enumeration).Structured questionnaire was used to collect data. At Pre- Intervention (P1), availability, Perceived Skills (PS), Perceived Ease of Use (PEoU), Adoption and Usage (AU) of multimedia aid were assessed in the EG and CG. At intervention, EG received ICT training using researcher designed training aid consisting of three modules: information technology, nursing informatics and PowerPoint presentation. Three modules lectures for the EG were given weekly for four weeks, while CG had a review of traditional teaching methods as the EG. Post Intervention data (P2) was taken at the end of intervention. Frequency count was used to assess availability of ICT. Using a 56-point scale, PS was categorised as highly skilled ≥43 and no skill ≤14. Using an 11-point scale, PEoU was categorised as high ≥9 and low ≤.3. Using 11-point scale, AU was categorised as high ≥ 9 and no adoption ≤4. Attitude was categorised as negative < 30 and positive ≥30. For PEoU and AU, mean scores per group were obtained and compared. Hypotheses were tested using student’s t-test at α0.05 Majority of the participants were female (EG =80%, CG= 85%), at nurse educators’ cadre (EG= 65%, CG= 80%). Computer and projectors were the most available. Computer EG=100%, CG=90%; projector EG=100 %, CG=95%). There was significant increase in perceived skills in EG (Mean score in ICT at P1=24.5 ± 9.2 and P2=43.3 (±5.5), but not in CG (Mean score in ICT at P1=24.9±6.3 and P2=22.3±5.1), suggesting an increase in skills as a result of the ICT training. At P2, PEoU was significantly different (EG= 9.6±1.3 and CG= 6.1±1.4). There was a significant change in attitude in both groups (At P1 and P2, respectively, EG= 21±1.7 and 23.2±2.1; CG= 20.6 ±2.8 and 21.5±1.8). There was also a significant increase in the mean score in AU (At P1 and P2, respectively, EG= 7.5±1.0 and 10.5 ±1.9; CG=6.4±1.8 and 7.2±1.50) suggesting improved usage of multimedia aids Information communication technology literacy training improved the adoption and usage of multimedia teaching aids by nurse educators in Ogun State

OUTCOMES OF SELF-DIRECTED LEARNING AND TRADITIONAL DIDACTIC LECTURE-BASED METHOD AMONG NURSING STUDENTS IN SOUTHWESTERN NIGERIA

2022-02-16T09:25:05Z

OUTCOMES OF SELF-DIRECTED LEARNING AND TRADITIONAL DIDACTIC LECTURE-BASED METHOD AMONG NURSING STUDENTS IN SOUTHWESTERN NIGERIA GUOBADIA, PAULINE OJEKOU Nurse educators are expected to utilise diverse creative, active strategies in teaching Nursing Students (NS). Self-Directed Learning (SDL) is an active educational method that could produce desirable outcomes of lifelong learning skills. Due to increasingly complex healthcare environment of the twenty-first century, SDL is needed for nurses to remain relevant and productive. However, there is dearth of evidence on the use of SDL in comparison with Traditional Didactic Lecture-Based Method (TDLM) among Nigerian NS. The study was designed to assess outcomes of SDL and TDLM among NS in Southwestern Nigeria. Two-group quasi experimental design was utilised. Three states out of six in Southwestern Nigeria were randomly selected by balloting. Among the sixteen accredited Nursing programmes in the selected states, four schools were selected by balloting, two from hospital-based and two from university-based institutions. They were assigned into two groups through a coin-toss method: one hospital-based and one University-based Nursing programme in each group; Intervention Group (IG) and Control Group (CG). A total of 165 NS consented, and participated from Pre-Intervention (P1) to Post-Intervention (P2): IG had 77 and CG 88 NS. Pre-intervention data were collected using a validated structured-questionnaire on Knowledge of Medical-Surgical Nursing (KMSN), Attitude to Learning (ATL) and Preferred Learning Strategy (PLS). The IG received SDL educational intervention of 2 hours daily, 3 times weekly for 8 weeks in Medical-Surgical Nursing course using an adapted and modified SDL module. The CG had same selected topics taught using TDLM. Both IG and CG were assessed on the topics at P2 by week 8. The knowledge score was categorised as good ≥ 25(50%) and poor ˂25(50%), change in ATL was measured using 240-point attitudinal scale; categorised as positive ≥ 120 and negative ˂120 while PLS was measured with a 50-point scale, categorised as good ≥ 25 and poor ˂25. Data were analysed using descriptive statistics, t-test, Chi-square test and multiple linear regression at α0.05. The mean age of NS in the two groups was not significantly different in value (IG 20.88±3.52; CG 21.47±2.61), also distribution for gender and type of secondary school attended were similar. The KMSN scores were comparable between IG and CG at P1, both groups had scores below 50% (IG 21.4±6.0; CG 22.4±7.0) while at P2 the IG score was higher (35.1±4.8); CG (27.9±4.2), everyone in the IG obtained a difference in knowledge with scores above 50% also within IG, P2 (35.1±4.8); P1 (21.4±6.0) showing improved performance unlike the CG. The ATL score of IG and CG were similar at P1 but higher at P2 with (IG 202.56±11.74; CG 163.45±11.15) and within IG, P2 (202.56±11.74); P1 (179.79±19.31). This shows improved attitude towards SDL. The PLS scores were comparable at P1 but higher for SDL at P2 between IG (43.29±2.4) and CG (38.38±4.3) and within IG, P2 (43.29.0±2.4); P1 (36.9±4.9), reflecting a preference for SDL. Self-directed learning enhanced learning outcomes compared to traditional didactic lecture-based method. Therefore, nursing training institutions should provide necessary resources and embrace self-directed learning to produce lifelong learning nursing professionals.

TYPE-2 DIABETES PATIENTS’ GLYCAEMIC CONTROL AND QUALITY OF LIFE AS OUTCOMES OF FAMILY- INTEGRATED DIABETES EDUCATION IN TWO TERTIARY HOSPITALS IN SOUTHWESTERN NIGERIA

2022-02-14T11:45:03Z

TYPE-2 DIABETES PATIENTS’ GLYCAEMIC CONTROL AND QUALITY OF LIFE AS OUTCOMES OF FAMILY- INTEGRATED DIABETES EDUCATION IN TWO TERTIARY HOSPITALS IN SOUTHWESTERN NIGERIA OJEWALE, LUCIA YETUNDE Diabetes Mellitus (DM) and its complications are associated with high mortality and morbidity rates in Nigeria. Diabetes Self-Management Education (DSME) is germane to achieving optimum glycaemic control but is thwarted by a non-supportive family ambience. Evidence suggests that Family Integrated Diabetes Education (FIDE) is associated with better glycaemic control and Quality of Life (QoL). However, there is dearth of evidence regarding FIDE’s effectiveness in Nigeria. This study was designed to determine the effects of FIDE on the two important health-related outcomes among type-2 diabetes patients attending two tertiary hospitals in Southwestern, Nigeria. A quasi-experimental study was carried out. University College Hospital (UCH) and Olabisi Onabanjo University Teaching Hospital (OOUTH) were selected based on similarity in diabetes management programme and randomly assigned to Control group (CG) and Intervention group (IG), respectively. A total of 170 patients; 88 in CG and 82 in IG, with an equal number of family members (170), were recruited at baseline, (P1). At baseline (P1), patients completed questionnaire on Diabetes Knowledge Test (DKT), with scores ranging from 0 – 14; and QoL, having scores between 0 and 66; also capillary blood was taken for measurement of Point of Care (POC) glycosylated haemoglobin (HbA1c). Family members completed the questionnaire on DKT. A one-day FIDE was given to IG, in addition to routine diabetes education. Patients and family members were immediately assessed for post-intervention knowledge (P2), same day after FIDE. Follow-up SMS messages were sent to family members weekly for three weeks after FIDE. Glycaemic control (HbA1c) and QoL were measured for patients, at three and six-month post-intervention (P3 & P4). Analyses were conducted using independent t-test, paired t-test and ANOVA, at α0.05. The IG and CG patients were not significantly different in age (59.8±11.6 and 61.7±11.1 years, respectively). Similarly, family members of IG (40.0±15 years) and CG (41.8±16.7 years) were comparable in age. At P1, DKT of patients in IG (5.8± 2.4) was similar to that of CG (6.1±2.3); QoL was also similar among the two groups of patients at P1 (IG: 49.7±7.6; CG: 50.5±7.1). The HbA1c for IG: 8.6±2.2% and CG: 7.5±2.1%, at P1 were significantly different, indicating worse glycaemic control in IG. Family members’ DKT was similar between IG (5.6±2.4) and CG (5.9 ±2.3) at P1. At P2, DKT improved significantly among patients and family members in IG (IG: 9.7±2.6; CG: 6.1 ±2.3, and IG: 8.6 ±3.0; CG: 5.8±2.2, respectively) but not in CG. At P3, the QoL of IG (51.7 ± 8.8) and CG (51.3±9.9) were not significantly different. Mean HbA1c reduced significantly in IG at P3 (7.7±1.5%) compared to P1 (8.6±2.2%) but it increased significantly in CG (P3=8.0±2.1; P1=7.5±2.1%). This shows improvement in IG’s glycaemic control. At P4, there were neither differences in the QoL of IG (56.2 ±11.9) and CG (55.0 ±9.5) nor their HbA1c (IG: 7.5± 1.8; CG: 7.8 ±2.1%). Family-integrated diabetes-education effectively contributed to better glycaemic control but not quality of life of type 2 diabetes patients. Family members should be formally included in structured and regular diabetes-education.

OUTCOME OF REMINDER CALLS AND HOME VISITS ON ANTENATAL CARE ADHERENCE AND UTILISATION OF DELIVERY SERVICES IN PRIMARY HEALTH CENTRES IN LAGOS STATE

2022-02-14T11:40:39Z

OUTCOME OF REMINDER CALLS AND HOME VISITS ON ANTENATAL CARE ADHERENCE AND UTILISATION OF DELIVERY SERVICES IN PRIMARY HEALTH CENTRES IN LAGOS STATE ABAZIE, OGECHI HELEN Inadequate access and under-utilisation of modern healthcare services have been identified as major reasons for increased maternal morbidity and mortality in developing countries. In Nigeria, maternal mortality rate at 2017 was estimated to be 821 per 100,000 live births. In 2017, only 11.07% of the women that registered for Antenatal Care (ANC) delivered at the Primary Health Centres (PHCs) in Lagos state. Health education, reminder calls and home visits have been recognised as important interventions in preventing maternal morbidity and mortality; but there is scarcity of data regarding the effectiveness of these intervention among women attending PHCs in Lagos rural communities. Hence, this study was designed to evaluate the outcome of health education, reminder calls and home visits onadherence to ANC andUtilisation of Delivery Services (UDS) in PHCs in Lagos state. A quasi-experimental study was conducted in twelve randomly selected Comprehensive /Midwifery Service Scheme (MSS) PHCs in Lagos state. Intervention-Group (IG) PHCs were 3 from Ikorodu and 3 from Epe towns while 6 PHCs from Badagry town served as Control-Group (CG). A total of 280 pregnant women in their first trimester, 152 in the IG and 128 in the CG participated in the study lasting 28 weeks. Systematic random sampling was used for selection of respondents. Health education was given every fortnight using the module (importance of ANC and delivery services in PHCs), 58 reminder calls and 42 home visits were made to the participants in IG who did not attend regularly while CG received routine ANC. Adherence to ANC (regular ANC attendance, having received required tetanus toxoid, intermittent preventive treatment for malaria and antihelminthics) was assessed at 16th week (baseline) and 36th week, adopting Morisky Adherence Treatment Scale (MMAS-7), reliability (r) = 0.7603, with maximum score taken as 100%. Intention for UDS was assessed at baseline while actual UDS (delivery at the PHCs) was assessed after childbirth. Data were analysed using independent t-test, Chi-square test and multiple regression at α0.05. Participants in IG and CG had mean age of 26.90±4.39 and 25.99±4.28 years, respectively. Adherence to ANC at 16th week was higher in CG compared to IG; IG = 39(26.4%), CG = 43(33.6%). At 36th week, high level of significant improvement in adherence was observed in IG compared to CG, IG =121(79.6%), CG =53(41.4%). Inter groups adherence to ANC at baseline, IG = 3.68±1.16; CG =3.98±1.26, while at post intervention, there was a significant difference in IG = 5.36±1.12; compared to CG = 4.13±1.39. At baseline, participants’ score for intention for UDS was IG = 85 (54.4%); CG = 50(39.1%) while at the end of pregnancy, actual UDS for IG = 122(82.4%), CG 73(59.0%), thereby indicating positive effect of the interventions. Age (OR = 0.48, CI = 0.14-1.70), occupation (OR = 3.68, CI = 0.38-35.46) and income (OR = 1.25, CI = 0.14 - 10.89), were not significantly associated with ANC adherence. Health education, reminder calls and home visits improved pregnant women’s adherence to antenatal care and utilisation of delivery services.