As COVID-19 vaccine acquisition and deployment accelerates, tensions also increase. This review aims to identify and understand the significance of population attitudes toward COVID-19 vaccines in Africa. A systematic review was conducted. Searches were conducted in MEDLINE, CINAHL, EMBASE, and Global Health databases. Database searches began on June 23, 2021, and the last search date was June 30, 2021. The methodological quality of the studies included in this review was assessed using the Mixed methods appraisal tool. A total of 609 articles were retrieved, and 23 met the eligibility criteria. All 23 included studies were cross-sectional. Three attitudes were identified: acceptance, reluctance, and refusal to be vaccinated. Acceptance of vaccination was motivated by confidence in the accuracy of the government’s response to COVID-19 and the fact that relatives had been diagnosed with or died from COVID-19. Reluctance was based on fear of vaccine quality and side effects, and insufficient clinical trials. Finally, refusal to be vaccinated was justified by reasons such as the unreliability of clinical trials and insufficient data regarding the vaccine’s adverse effects. This review revealed common attitudes of African populations toward COVID-19 vaccines. The results indicate that research needs to focus more on identifying facilitators of COVID-19 vaccination. However, they also provide essential elements for health personnel in charge of vaccination to develop strategies to achieve satisfactory coverage rates.

Background Several studies have reported the positive impact of information and communication technologies (ICTs) on academic performance and outcomes. Although some equipment is available, the ICTs for education at the National Public Health School (NPHS) of Burkina Faso have many shortcomings. These shortcomings were clearly revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of COVID-19, some measures were taken, such as closure of educational institutions. This resulted in a 2.5-month suspension of educational activities. Despite its willingness, the NPHS was unable to use ICTs to continue teaching during the closure period of educational institutions. Objective In this paper, we aim to propose practical solutions to promote ICT use in teaching at the NPHS by analyzing the weaknesses and challenges related to its use. Methods We conducted a critical analysis based on information from the gray literature of NPHS. This critical analysis was preceded by a review of systematic reviews on barriers and facilitating factors to using ICTs in higher education and a systematic review of ICT use during the COVID-19 pandemic in higher education. An ICT integration model and a clustering of ICT integration factors guided the analysis. Results The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICTs in pedagogical situations in face-to-face and distance learning; training of actors, namely the teachers and students; availability of qualified resource persons and adequate and specific financial resources; motivation of teachers; and stage of use of ICTs. Conclusions To promote the use of ICTs in teaching at the NPHS, actions must be performed to strengthen the infrastructure and equipment, human resources, the skills of actors and the motivation of teachers in the pedagogical use of ICTs.

UNSTRUCTURED Several studies have reported the positive impact of information and communication technologies (ICT) on academic performance and outcomes. Despite some equipment, ICTs in education have many shortcomings at the National Public Health School (NPHS). These shortcomings were specially revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of coronavirus disease, some measures were taken, such as the closure of educational institutions. This resulted in a two-and-a-half-month suspension of educational activities. The NPHS, despite its willingness, was unable to use ICTs to continue teaching during the closure period of educational institutions. Based on an analysis of the weaknesses and challenges, this article aims to provide practical solutions to promote ICT use in teaching at the NPHS. It is a critical analysis based on the literature review of the responses to the Covid-19 crisis in the field of education and the use of ICT, the authors experience and comments of the use of ICT in teaching at NPHS. Raby's (2004) ICT integration model and Gueye's (2017) ICT integration factors guided the analysis. The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICT in pedagogical situations in a face to face and distance learning, the training of actors, the availability of qualified resource persons and adequate and specific financial resources, teachers motivation and the stage of use of ICT. Promoting the use of ICT in teaching at the NPHS, actions must be carried out to strengthen the infrastructure and equipment, human resources, the actors' skills and the teachers' motivation in the pedagogical use of ICT.

Introduction and objective: Studies on the effects of information and communication technology (ICT) use in nursing and obstetric learning in low- and middle-income countries are limited despite growing scientific evidence that online learning has positive effects. This systematic review aims to identify and synthesize the effects of information and communication technologies utilization in nursing and obstetric learning in low- and middle-income countries.Methods: A search of articles published from 2016 to 2020 on the effects of ICT use in nursing and obstetric learning was conducted in PubMed, CINAHL, Epistemonikos and ERIC.Results: Of 483 articles identified, eleven were reviewed, and eight were found to be relevant. The included articles were synthesized into a narrative synthesis. The effects of using ICT in learning are related to student motivation, autonomy in learning, meaningful acquisition of knowledge and skills. Furthermore, students have a positive perception of the use of ICT in learning.Conclusions: The results of this study on the use of ICTs in nursing and obstetric sciences learning in low- and middle-income countries show that ICTs are used primarily as a medium for distance learning. In addition, it was found that e-learning has several advantages or positive effects. However, many students do not have a personal computer, and they have low or average skills in the use of computer tools, and access to the Internet is low. A limitation of this study is the lack of primary data on the effects of ICT use in obstetric sciences learning in low- and middle-income countries.