Diabetes is a global health issue as it is a metabolic disease that affects individuals of all ages.The success of long term maintenance therapy for diabetes mellitus depends largely upon the patient's compliance with a therapeutic plan. This study investigated the level of compliance with treatment regimen among clients with diabetes mellitus in selected hospital in Benin City, Edo state. A descriptive cross sectional design was used, A total of 300 hundred and six (306) diabetic patients were selected using the convenient sampling technique. The instrument for data collection was a self-structured questionnaire. Data collected were analyzed using descriptive statistic in Statistical Package for Social Sciences (SPSS) version 21. Results from the study showed that 59.3% of the respondents had good knowledge of diabetes while 37.7% of the respondents had fair knowledge, and 3.0% of the respondents had poor knowledge. Majority 184 (61.3%) of the respondent had poor compliance to their treatment regimen. Significant relationship between the level of compliance and demographic characteristics of the respondents like sex (p=0.0011), religion (p=0.040) and ethnic group (p=0.007) was found. There was also a significant relationship (p=0.000) between the knowledge of diabetes and rate of compliance of the respondents. More also, a significant difference was found in the level of knowledge of diabetes among the respondents in the two hospitals (p. = 0.000). Similarly, there was a significant relationship in the rate of compliance to diabetic regimens among the respondents in the selected hospitals (p = 0.010) Therefore, it is recommended that government should subsidized drugs and laboratory investigation for diabetics patient as well made the drugs available in the government owned pharmacy.
The theory-practice gap debate has permeated nursing literature for many decades. While some scholars insist on the existence of a gap and argue that the real value of nursing can only be represented by a broad theoretical framework that explains what nurses do; others have categorically rejected the need for nursing theories. The gap between theory and practice in nursing education has been highlighted as a pressing problem in developing countries where nursing education is in transition from hospital-based training to universities. Clinical Nurse Educators (CNEs) have important roles to play in assisting students to deconstruct their practices in relation to nursing theories. The goal of this study was to construct a theory that explains the processes clinical nurse educators employ with their students to bridge the theory-practice gap in nursing education. We sought to answer two major questions: How do nurse educators assist their students to bridge the gap between theory and practice? How can we theoretically explain the process of bridging the theory-practice gap? The overall design for this research study was qualitative, rooted in the tradition of classical grounded theory (GT). This method of research has a unique feature in its ability to make possible the generation of theory that explains a process. Participants in this study were clinical nurse educators in Departments of Nursing Sciences, at universities in South Eastern Nigeria. Participants interview transcripts constituted data for analysis. The core category that emerged from participants' data was "relational transformation" where clinical instructors facilitate a transformative learning process, mediated within the context of the instructor-student relationship and aimed at assisting students to transform into professionals. This relational process involves assisting students to connect classroom theory to what they experience in the clinical areas, through questioning, mentoring, role modeling, and reflection.
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