Background Quests for the global elimination of cervical cancer and its related SDG goals by 2030 are achievable if realistic approaches for improving outcomes in LMICs are entrenched. Targeting teenage high schoolers in these countries, which largely lack universally-affordable anti-cervical cancer measures, can be a game-changer. This paper evaluates a 2019 Harvard-endorsed measure that integrated relevant teachings into the curricula of some Nigerian high schools, in what was a global-first. Method A 12-month, quasi-experimental (pre-and-post-tests) research that evaluated the impact of the above initiative on three public schools randomly selected from a pool of 261 in South-east Nigeria. The intervention was “exposure” to anti-cervical teachings, which included “repetitions” and “examination/assessments” designed to enhance “engagement”. Both genders were among the 2,498 recruited participants. Data collections with questionnaires were at three different intervals over 12 months. Results At Phase-1 (baseline), there were 1,699 (68.0%) responses, while Phases 2 (one-month post-intervention) and 4 (12-month post-intervention) had 1,797 (71.9%) and 500 (20.0%) responses, respectively. COVID-19 lockdowns washed out Phase-3 (six-month post-intervention). The majority in all groups were aged 15–19 years. Males dominated in phases 1 (55.9%) and 2 (67.3%), and females (65.6%) in Phase 4. Overall, there were increased knowledge on “General Awareness”, “HPV Vaccinations”, “Risk Factors” and “Symptoms”, particularly between Phases 2 and 1. Levels at Phase-4 were higher than at Phase-2, with the exception of “Pap Smears”, as knowledge gained in half of its assessing items became negative (reversed) at Phase-4. These observed changes were non-different between gender, age groups, and classes of high schools. Relative to Phase 2, knowledge changes at Phase-4 for questions associated with established myths (“spiritual attacks”; OR 0.39; CI 0.29–0.52 and “enemy poisons”; OR 0.49; CI 0.37–0.65) were reversed, even though they were originally increased significantly between Phases 2 and 1. Conclusion Anti-cervical cancer enlightenment interventions to teenage high school students were largely effective, but appears guaranteed if engagement-enhancing measures are maintained over time. Extra efforts should be put into debunking prevailing myths.
African societies have much to learn from the exemplary programs and projects on disabilities, adult literacy and special education provisions in developed societies, like the United States, where effective legislations, curriculum and support services are provided at all levels for individuals with disabilities. This paper discusses the academic and social challenges facing students with developmental and learning disabilities in higher institutions; including available services in institutions of higher learning for such individuals-something that is yet to be introduced or effectively conducted in most African nations unlike in the United States. This paper noted the challenges which developmental and learning disabilities pose to students in general; as well as recognize the potentials, talents, and individual abilities of such students in contemporary institutions of higher learning which could be applicable to African universities and colleges. In this regards, recommendations on understanding student developmental and learning disabilities; application of universal design for learning (UDL), and the institutional roles needed to ensure that such students cope in class and achieve success on campus, were provided.
Background: The global quest to eliminate cervical cancer, along with the attainment of the 2030 SDG goals, can only be achieved if realistic approaches for improving outcomes in lower-middle-income countries (LMICS) are entrenched. Targeting young, mostly teenage adults in high schools of these countries, which generally lack universally-affordable cervical cancer-tackling measures, has recently been promoted as a game-changing approach. Integration of relevant teachings into the schools’ regular academic curricula, along with in-built measures that enhance engagement, are the advocated measures. A program with these principles, designed with the help of the Harvard Medical School, and introduced into Nigerian schools in 2019, was a global first. This paper evaluates that initiative.Method: A 12-month Cohort Study involving high schools in South-east Nigeria.Results: At Phase-1 (baseline) there were 1,699 Intervention responses, while Phases 2 (one-month post-intervention) and 4 (12-month post-intervention) had 1,797 and 500 responses, respectively. COVID-19 lockdowns washed out Phase-3 (six-month post-intervention). There were increased knowledge on “General Awareness”, “HPV Vaccinations”, “Risk Factors” and “Symptoms”, with levels at Phase-4 being higher than at Phase-2. Observed changes were non-different between gender, age groups, and classes of high schools. “Pap Smears” was an exception, since increased knowledge at Phase-2 were not sustained, and, after initial significant increases at Phase-2, knowledge associated with myths were reversed back to the Phase-1 levels.Conclusion: Anti-cervical cancer enlightenment interventions to teenage high school students were largely effective, but only guaranteed if engagement-enhancing measures are maintained over time. Extra efforts should be put into debunking prevailing myths.
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.