Daridorexant is a novel dual orexin receptor antagonist used in treating insomnia disorder. Daridorexant improves sleep quality without impairing daytime functioning. We assess the safety and efficacy of this novel drug in the treatment of insomnia. We performed a systematic search for electronic databases in SCOPUS, PubMed, Web of Science and the Cochrane library. Seven randomized controlled trials were included in this review, with 2425 participants enrolled. Daridorexant was superior to placebo in reducing wake time after sleep onset (MD = −13.26; 95% CI, −15.48 to −11.03; P < 0.00001), latency to persistent sleep (MD = −7.23; 95% CI, −9.60 to −4.85; P < 0.00001), with increasing the total sleep time (MD = 14.80; 95% CI, 11.18–18.42; P < 0.00001) and subjective total sleep time (MD = 14.80; 95% CI, 11.18–18.42], P < 0.00001). The 25 mg and 50 mg were the most officious doses. Treatment with daridorexant has resulted in a slightly higher incidence of adverse events [risk ratio (RR) = 1.19; 95% CI, 1.05–1.35;, P = 0.005], specifically somnolence (RR = 1.19; 95% CI, 1.13–3.23; P = 0.005) and fatigue (RR = 2.01; 95% CI, 1.21–3.36; P = 0.007). Daridorexant is superior to placebo in improving sleep quality. However, the drug resulted in a slightly higher incidence of adverse events, including somnolence and fatigue.
Introduction: Employing innovative teaching strategies is urgently needed for nursing education systems. Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy on nursing students’ academic achievement and opinions. Materials and Methods: This research is a randomized controlled trial. The study sample consisted of 160 nursing students randomly selected and assigned to the intervention (80 students in 8 groups of 10 students each) and the control group (80 students in another 8 groups of 10 students each). The study data were collected at two time points after the intervention. A self-administered questionnaire was used to collect data about students’ academic achievement and opinions regarding the jigsaw cooperative learning strategy (only for the intervention group). The Chi-squared test and repeated measure analysis of variance (ANOVA) were used for data analysis. Results: The mean age of the experimental group was 20.8±0.74 years, while that of the control groups was 20.7±0.81 years. There is a significant difference in mean scores of academic achievements between the control and intervention groups (P=0.001) over time based on repeated measure ANOVA, and a significant difference between the two groups over time group effect by using repeated measure ANOVA (P=0.001). The paired t-test showed a significant difference between students’ academic performance in time I and time II (P<0.05). In the control group, the descriptive statistics show that students’ academic achievement (time I) was slightly higher in the posttest (time I) and dropped slightly in time II. The paired t-test showed a nonsignificant difference between students’ academic performance in time II and time I. Conclusion: The results indicated the substantial need for using novel nursing education models in nursing education to enhance learning outcomes in training settings.
Nowadays, Nosocomial infection and hospital-acquired infection are a worldwide problem that increases morbidity and mortality among the hospitalized patients and surges an additional cost. Rural nurses have a paramount role in preventing infection and providing high quality of patient care. Aim: This study existed to assess the effectiveness of an in-service education program for improving nurses' performance concerning the application of infection control measures in rural hospitals. Setting: This study was conducted in a selected government rural hospital in Fayoum Governorate, Egypt. Sample: A purposive sample of 100 nurses working in the rural hospital were included. Tools: A structured interview guide was used to assess nurses' level of knowledge, and an observation checklist to assess their performance level before and after program implementation. Results: Nearly half of nurses had correct performance concerning infection control pre-program and improved to around 88.0% post-program implementation. There were statistically significant differences between nurse's total knowledge scales and subscales in pre and post-program. Likewise, there were highly statistically significant differences associated with nurses' correct performance score level pre and post-program. Conclusion: In-service education intervention reported incredible improvement in nurses' knowledge and performance toward infection control measures in the rural hospital. Recommendations: There is a desire for endless training courses for nurses to validate nurses' knowledge, performance regarding utilization of standard safeguards of infection control in the rural hospital. Finally, at the community level, the government has to consider the distribution of continuous education programs to expand all health services and resources in rural areas.
Background: Urogenital infection is generally regarded as a silent epidemic. It is one of the major public health problems among women that causes a considerable proportion of gynecological morbidity and maternal mortality in developing countries. Aim: The aim of this study is to evaluate the effect of an educational program on women’s knowledge and practices about urogenital infection. Methods: A quasi-experimental research design was utilized in this study and was implemented at El Hadaka Maternity and Children’s Hospital (MCH) in Fayoum, Egypt. A purposive sample consisting of 50 women with ages ranging from 30 to 45 years old was considered for this study. Two tools were used to conduct this study: a structured interview questionnaire consisting of the respondents’ demographic characteristics, knowledge, and practices regarding urogenital infection and a scale that aimed to assess their lifestyle. Results: The results revealed that 96% of the women have unsatisfactory knowledge about urogenital infection during the pre-intervention stage, 94% of them have satisfactory knowledge post-intervention, and 90% of them have satisfactory knowledge at follow-up, with a highly statistically significant difference at p-value < 0.01. The results also showed that 82% of the respondents have unsatisfactory practices at pre-intervention, 96% have satisfactory practices at post-intervention, and 98% of them have satisfactory practices at follow-up, with a highly statistically significant difference at p-value < 0.01. Conclusion: There was a significant improvement in women's knowledge and practices related to urogenital infection post-intervention and at follow-up with a p-value < 0.01. Likewise, a high positive correlation between total lifestyle, level of knowledge, and practices was noted during the pretest with a p-value < 0.01. There is a need to provide different educational programs regarding knowledge and self-care practices for women with urogenital infection in different women's care settings.
Background:Reproductive health (RH) is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity, in all matters relating to the reproductive system and to its functions and processes. Reproductive health care includes having access to a range of good-quality information and services. Aim of the study: To Study Knowledge of Adolescent Female regarding their Reproductive Health in Hafr Al Batin University. Design and Methods: A descriptive study design was carried out at three faculties. Through purposive sample: 500 female students who were available at the time of data collection. Data were collected through a self-administered structured questionnaire sheet: It composed of two main parts: Socio-demographic characteristics and knowledge about RH matters. Results, and Practice Implications: The present study revealed that (70.8%) have a fair knowledge and (38.2%) of them have a good knowledge regarding reproductive health matters. Also, a statistically significant difference between age and their knowledge, while a highly statistically significant difference between residence, marital status, family size of them, and their RH knowledge. The study concluded that more than two third of studied female knowledge regarding reproductive health matters. The study recommended, develop reproductive health education programs for female adolescents to satisfy their needs and to motivate them. Further researches are needed to explore adolescents' obstacles for the utilization of reproductive health services.
Background: Urogenital infection is generally regarded as a silent epidemic. It is one of the major public health problems among women that causes a considerable proportion of gynecological morbidity and maternal mortality in developing countries. Aim: The aim of this study is to evaluate the effect of an educational program on women’s knowledge and practices about urogenital infection. Methods: A quasi-experimental research design was utilized in this study and was implemented at El Hadaka Maternity and Children’s Hospital (MCH) in Fayoum, Egypt. A purposive sample consisting of 50 women with ages ranging from 30 to 45 years old was considered for this study. Two tools were used to conduct this study: a structured interview questionnaire consisting of the respondents’ demographic characteristics, knowledge, and practices regarding urogenital infection and a scale that aimed to assess their lifestyle. Results: The results revealed that 96% of the women have unsatisfactory knowledge about urogenital infection during the pre-intervention stage, 94% of them have satisfactory knowledge post-intervention, and 90% of them have satisfactory knowledge at follow-up, with a highly statistically significant difference at p-value < 0.01. The results also showed that 82% of the respondents have unsatisfactory practices at pre-intervention, 96% have satisfactory practices at post-intervention, and 98% of them have satisfactory practices at follow-up, with a highly statistically significant difference at p-value < 0.01. Conclusion: There was a significant improvement in women's knowledge and practices related to urogenital infection post-intervention and at follow-up with a p-value < 0.01. Likewise, a high positive correlation between total lifestyle, level of knowledge, and practices was noted during the pretest with a p-value < 0.01. There is a need to provide different educational programs regarding knowledge and self-care practices for women with urogenital infection in different women's care settings.
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