Background: Pulmonary tuberculosis (PTB) remain one of the leading causes of morbidity, incapacity, and mortality around the globe. Effective TB control is hampered by the evolution of drug resistance to TB treatments. Objective: The study assessed the impact of nurse-led health education on factors affecting non-compliance to anti-tuberculosis drug regimens among pulmonary tuberculosis patients in referral hospitals, Delta state, Nigeria. Method: A quasi-experimental design involving intervention and control groups was employed, and a sample of 198 was drawn from the total population of 360 patients, using the multistage sampling technique. The study three-phased work, pre-intervention, intervention and post-intervention. A self-developed validated structured questionnaire and checklist developed by the researchers were used for data collection. The pre-post-test was administered to both the intervention and control groups while only the intervention group received health education intervention. Post-test data were collected from both groups one (1) month after the health education intervention groups. Findings were analysed using descriptive and inferential statistics. Inferential statistics were used for group comparisons and tested the impact of the intervention. Independent sample t-test and chi-square were used for group comparison at a 5% level of significance. Result: Baseline findings revealed that long duration of taking the drugs, discontinuance due to feeling of side effects and relief from ailment were identified as the most common factors affecting compliance to PTB drug regimen at the pre-intervention phase [long duration: con. (38.9%), int. (91.1%); side effects: con. (10.0%), int. (90.0%); feeling relief: con. (6.7%), int. (90.0%)] the post-intervention impact of the contributory factors to non-compliance was drastically reduced in the intervention than in the control group. Health education had a significant effect on compliance with the TB drug regimen. Conclusion: The study concluded that health education has a significant impact on factors affecting compliance. The study recommends that TB education should be adopted as part of the referral centres’ management policy.
This paper aims to discuss the roles and responsibilities of educators in formative and summative evaluation of students’ nursing both in the classroom setting and clinical settings. It aids both experienced and new educators to become more effective instructors in the delivery of their roles to students, interns and newly employed nurses while maintaining the standard of Nursing & Midwifery in the academic and clinical settings. The paper discussed vast literature surrounding the phenomena of evaluation in nursing education and practice. The paper enlightens the concept of evaluation, steps in the evaluation processes, evaluating strategies for effective learning and teaching, roles and responsibilities of educators in the summative and formative evaluation and benefits of evaluation. Recommendations made in the paper are; - employing different evaluation tactics for effective teaching and learning practice, developing a complete grasp of a student's requirements and abilities, employing a range of data sources and creating precise and useful questions within the course's curriculum.
Background: Avoidable maternal mortality remains a huge burden, especially in sub-Saharan Africa. Expectant mothers have faced life life-threatening complications that birth preparedness and complication readiness plan help to actively avoid. Objective: The study assessed knowledge of birth preparedness and complication readiness among women in selected health care facilities in Enugu State. Method: Descriptive cross-sectional questionnaire-based method was adopted. Multiple stage sampling was used to select 422 pregnant women from 8 selected health care facilities for the study. A validated structured questionnaire developed by the researchers was used for data collection. Findings were analyzed using descriptive and inferential statistics. Result: Findings revealed that only 20.5% of the respondents had good knowledge of the components of Birth Preparedness and Complication Readiness(BPCR) Most of the respondents 87.6% lacked good knowledge of key danger signs of pregnancy, labour and postpartum, while the majority of the respondents 78.6%, 96.7% and 95.5% knew that vaginal bleeding is a key danger sign of pregnancy, labour and postpartum respectively. Age P=0.000, marital status P=0.001, level of education P=0.000 and occupation P=0.000 of the respondents had significant relationships with their knowledge of BPCR. Conclusion: There was poor knowledge of BPCR among the studied population. There is a need for nurses and midwives to intensify health education on the components of BPCR, and key danger signs of pregnancy, labour and post-partum during an antenatal visit.
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