Literature shows that mental healthcare workers in Ghana face incessant fear of patient violence that compromise safe care delivery. However, the nature, scale, perceived causes, and consequences of these assaults and how they shape risk perceptions have received limited empirical attention, hence the need for this study. The study employed sequential explanatory mixed methods where questionnaire administration preceded and informed the design of an interview guide used for in‐depth interviews with health workers in referral psychiatric hospitals. Descriptive statistics and multivariate logistic regressions were used to analyze the quantitative data. Qualitative data were transcribed and analyzed thematically. Findings showed that physical and non‐physical violent assaults and risk perceptions of the hospitals were statistically and significantly associated with females (P < 0.01), nurses (P < 0.01), other clinical cadre (P < 0.01), and those with low job tenure (P < 0.05). About 57% and 71% of the sample reported experiencing physical and non‐physical assaults, respectively. Major and minor injuries and psychosocial problems were frequent sequelae following physical violent assaults. As a result, 80% of the participants perceived the hospitals environment to be unsafe to provide care. Violent assaults compromises safety and care delivery efforts suggesting the need for systematic interventions to minimize mental healthcare workers exposure to patient violence.
We cannot overemphasize the importance of education in creating sustainable societies. Persons with disabilities continue to lag in education, which affects their employment and income and overall well-being. Education is necessary for persons with disabilities to break out of the cycle of poverty as recognized by both the United Nations Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Ghana developed an inclusive education policy in 2015 with an overarching goal of fostering equitable access to education for all children. The critical question is what to teach. The B.Ed. Curriculum in 2018 was written to reform education and the school curriculum. But how prepared are student teachers at Colleges of Education in Ghana. Using the curriculum to promote inclusive education? In this paper, we use the social model of disability, anchored on the Sustainable Development Goals, to examine the preparedness of student teachers in meeting the needs of learners with diverse learning needs.
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