Background The Internet has become a major source of health-related information. In order to provide better health services and health-care education to society, nurses should have acceptable electronic health (eHealth) literacy. Objective The main aim was to measure eHealth-literacy skills among nursing students of Kathmandu Medical College Teaching Hospital, Nepal. Methods A cross-sectional study was conducted among 152 Bachelor of Science nursing students at the hospital. Data were collected using the self-administered eHealth Literacy Scale. This is an eight-item tool that is assessed on 5-point likert scale to measure consumers’ perceived skills at finding, evaluating, and applying eHealth information to health problems. Demographical and personal variables were collected to explore their relationship with eHealth literacy. Results A total of 152 nursing students with mean age of 19.84±1.62 years participated in the study. While 44.7% perceived that they had average Internet skills, 65.1% found the Internet useful in helping them make decisions about their health. Nursing students had a moderate self-perceived level of eHealth literacy (median 3.69, IQR 0.87). Related factors included students’ Internet skills, frequency of using the Internet for health related purposes, and self-perception of the usefulness and importance of the Internet. Conclusion This study represents a baseline reference for eHealth literacy among nursing students. Students have some basic necessary skills, while other skills still need to be improved. There is a need to pay attention to eHealth-literacy needs of nursing students.
IntroductionMale involvement in reproductive health is an essential component in promoting maternal and family health. In Nepal, men are not actively engaged in most maternal and child health (MCH) services nor in other reproductive health programs. There is a need to know about the understanding of key professionals in such practices. This study explores gendered perspectives among teachers and health professionals to understand the factors contributing to male involvement in reproductive health.MethodsThe data were collected through two focus group discussions (FGDs) and seven key informant interviews (KIIs). FGDs were held among male teachers of selected schools, and KIIs were conducted with health professionals of the health post of Bungamati, Lalitpur. An unstructured interview guide was used to explore their experiences and perceptions. All KIIs and FGDs were recorded, translated and transcribed verbatim.ResultsFindings show limited male involvement in reproductive health. Participants reported several hindering and challenging factors such as sociocultural and psychological norms, lack of education, and misinformation and dominance of female as health care providers in many MCH clinics. Perceived motivating factors included positive attitude in men, literacy and awareness, inclusion of reproductive health in school curriculum and certain incentives. Participants also recommended a range of strategies for increasing men’s involvement in reproductive health in Nepal.ConclusionMen’s education and attitude, knowledge and awareness, sociocultural factors, psychological factors, health system factors, and policies play important roles in male involvement in reproductive health. Programs on effective implementation of men involvement in reproductive health initiatives should address the barriers and challenges to men’s supportive activities. This study also suggests increasing literacy of reproductive health among men that enhances their positivity and motivates them to participate in reproductive health services.
Conducted in a Mumbai slum population, this study examines the vocabulary men use to describe sexual health problems, cultural views about categorization, and the views of local health practitioners. Structured qualitative methods including free-listing, pile sorting and ratings were used. In addition to sexually transmitted infections, men are equally or more concerned about the quality and quantity of semen and`impotence', which includes erectile de®ciencies and premature ejaculation. A number of problems that may be indicative of the presence of STIs are thought to be transmitted through both sexual contact and other means subsumed under the category garmi. Men, as well as untrained non-allopathic sexual health practitioners, perceived the indiscreet wastage of semen through excessive masturbation, wet dreams or excessive sexual desire to be a major cause of these problems. A comprehensive reproductive health programme should address these male sexual health problems in order to motivate men to play more active and positive roles in reproductive health and family planning.
T he making of a doctor comprises of a multitude of factors. Professional knowledge, skills, relationship towards patients and peers and lastly attitude towards life and the profession are a few hallmarks of being a successful doctor.As teachers of medicine it is our duty to see that a competent individual steps out into society with these aforementioned trademarks.However the question arises, how do we evaluate these attributes?Our current examination system is old fashioned with focus on evaluation of the candidates' quantifi able knowledge that is of text books alone.So what are the other aspects we should be looking into?First of all the most important aspect of any evaluation is transparency and "near close reproducibility". However transparency has to be maintained by the evaluation system, not only of the candidate being evaluated, but the evaluator as well. This process should be both objective as well as subjective. As stated earlier assessing safe medical personnel is not only assessment of quantifi able knowledge, but that of qualitative attitude and behaviour.It is harsh in the end of the course to evaluate a candidate unsuccessful on these grounds. Thus it is very important that an ideal screening at the time of admission is framed to ensure that the correct candidates enter the programme.Planting the right seed yields a fruitful crop.This obviously is not possible all the time in the real world thus a second intervention at the fi rst university hurdle examination would be a kinder supportive way to fi lter the candidate not suitable for the medical carrier. Assessing their strong attributes and then encouraging them to pursue another career or path at this stage would be more supportive then ensuring that they move on to the second and third stage only to succumb to failure.Thus it is mandatory that we limit the number of attempts to three. This procedural rule needs to be stressed strongly at the time of admission.Failing to secure a pass in the fi rst university examination should not result in penalty of loosing six months. This results in low moral and self esteem in a candidate who is already unsure of him or herself with further compounding effect. Rather a second attempt within three months, allowing the candidate to continue with his or her batch would be a kinder way to treat individuals.However if he or she was to fail again then the third and last attempt should be planned with the junior batch thus ensuring that the candidate continues with a regular batch. This would remove the dogma as well as the need of a compartmental batch.With this background I can only emphasize the advantage of a common entrance at the time of admission. This entrance needs to be handled by an entirely independent body preferably the Medical Council .A body that will have no benefi t over the selection of any candidate. A similar approach for postgraduate programme would be equally credible.This would ensure elimination of induction of corruption. This would also ensure that nepotism that does exist would be b...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.