Determinants of Non-Insurance in A-Duiem Administrative Unit, White Nile State, Sudan 2018

Background Population knowledge and attitudes toward health insurance are important factors that facilitate health insurance coverage. National studies on these parameters are limited. Aim This study aims at assessing determinants of non-insurance in A-Duiem Administrative Unit and calculating as a secondary objective the household’s health insurance coverage. Methods The study was a descriptive cross-sectional community-based conducted in A-Duiem Administrative Unit, Sudan. It collected quantitative data from non-insured households and qualitative data by interviewing community leaders and conducting focus group discussions with community organizations members. Quantitative data analyzed using the Statistical Package for Social Sciences (SPSS) version 20, and the thematic analysis for the qualitative data. Results The study interviewed 419 non-insured households’ heads and thirteen community leaders and conducted eight focus group discussions with sixty community organizations members. Around 37.9% (95% CI: 33.4-42.7) of the heads of the non-insured households did not know the health insurance, while only 2.4% (95% CI: 1.5-4.7) had good knowledge. The knowledge of non-insured community leaders and members of the community organizations was moderate. The study participants showed positive attitudes towards health insurance, as 97% (95% CI: 95.1-98.4) of the heads of the non-insured households wanted to join the health insurance and 65% (95% CI: 59.2-70.1) of them stated that they could pay its premium. Most of the community leaders and members of the community organizations had health insurance cards. Those who were not enrolled, have limited knowledge about health insurance while almost all believe they should join it. The study identified 52.4% of non-insured households (95% CI: 48.9-55.8). The study showed low health insurance coverage among families, despite their positive attitude. This is mostly attributed to poor awareness of the heads of the non-insured households about health insurance. The National Health Insurance Fund (NHIF) should address this gap through effective communication strategies using motivated community institutions

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Mobile Phone Influence on Sexual Behaviour of Undergraduate Students: A Case Study of Jomo Kenyatta University of Agriculture and Technology, Kenya

International Journal of Communication and Public Relation ◽

10.47604/ijcpr.1344 ◽

2021 ◽

Vol 6 (2) ◽

pp. 17-41

Author(s):

Ondicho Machuki ◽

Joan Mutua

Keyword(s):

Focus Group ◽

Undergraduate Students ◽

Mobile Phones ◽

Sexual Behaviour ◽

Quantitative Data ◽

Qualitative Data ◽

Safe Sex ◽

Focus Group Discussions ◽

Group Discussions

Purpose: The study sought to examine the influence of mobile phone use on sexual behaviour of university students: a case study of Jomo Kenyatta University of Agriculture and Technology, Kenya. The study specifically, sought to examine the effect of characteristics of mobile phones users, uses and gratification of mobile phones and the frequency of using mobile phones on sexual behaviour of university students in Jomo Kenyatta University of Agriculture and Technology, Kenya. Methodology: The research design that was adopted was descriptive in nature. The study also used both quantitative and qualitative data obtained from the respondents using questionnaires and Focus Group Discussions (FGDs) guides. Quantitative data was collected using questionnaires while qualitative data was collected using Focus Group Discussions. The study adopted a stratified random sampling technique to select the sample size from the three strata, which are the various Faculties in JKUAT. The study then used Fisher’s formula to arrive at an adequate scientific sample size of 384 students who were targeted using convenient sampling, that is those that are ready to respond to the questionnaires and the Focus Group Discussions (FGDs). The quantitative data in this research was analyzed using descriptive statistics and inferential statistics using SPSS v22.0. Results: It was concluded that male students are more likely to use protection consistently compared to female students. In addition, the findings imply that consistency in condom use is a factor that is dependent on the age of the individual. In addition, relationship status is a contributor to the behaviour of the students sexually. For those that are in serious relationships, their use of protection declines due to the build-up of emotional and intimate trust towards each other. The findings likewise indicate that the student’s usage of mobile phones correlates significantly with the consistent use of protection for safe sex. Those students who have had their phones since they joined Campus are more likely to practice safe sex. In addition, heavy users of mobile phones are likely to practice safe sex including those who browse the internet for news updates. Unique contribution to theory, policy and practice: The study recommends the media practitioners need to step up the production of morally acceptable media content and offer a platform for advertising and campaigning for sexual conduct by encouraging and stressing the use of protection. The Ministry of Health and Ministry of Education should actively involve the undergraduate students in reproductive information awareness campaigns for ensuring positive attitudes towards responsible sexual behaviour and promoting best sexual practices.

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Social-ecological influences on unhealthy dietary behaviours among Moroccan adolescents: a mixed-methods study

Public Health Nutrition ◽

10.1017/s1368980019003641 ◽

2020 ◽

Vol 23 (6) ◽

pp. 996-1008

Author(s):

Abdelghaffar El-Ammari ◽

Hicham El Kazdouh ◽

Siham Bouftini ◽

Samira El Fakir ◽

Youness El Achhab

Keyword(s):

Mixed Methods ◽

Focus Group ◽

Quantitative Data ◽

Qualitative Data ◽

Snack Food ◽

Focus Group Discussions ◽

Group Discussions ◽

Dietary Behaviours ◽

Social Ecological ◽

Modifiable Factors

AbstractObjective:To identify the prevalence of unhealthy dietary behaviours and their social-ecological influences in adolescents.Design:The study used a sequential explanatory mixed-methods design, which begins with the collection of quantitative data, followed by the collection of qualitative data to explain and enrich the quantitative findings. Quantitative data were collected via a global school-based student health survey and were analysed using quantitative approaches. Qualitative data were obtained via focus group discussions and were analysed thematically.Setting:Middle and high secondary schools in Taza city, Morocco.Participants:Our quantitative analyses included 764 students (14–19 years). For the qualitative part, seventeen focus group discussions were conducted with 100 participants (fifty-six adolescents, twenty-six parents and eighteen teachers).Results:Of total student participants, 46·1 % skipped breakfast, 60·6 % had inadequate intake of fruits and vegetables (F&V), 39·4 % consumed soft drinks and 28·0 % consumed fast foods. All of these dietary behaviours could coexist in the same person except for inadequate intake of F&V. Gender, academic performance, age, perceived family income and education level of mother were associated with unhealthy dietary behaviours. Qualitative findings identified seven themes regarding social-ecological influences on adolescents’ dietary behaviours: cognitive, affective/biological, lifestyle, outcome expectation, social network, accessibility/availability and macro-level influences.Conclusions:The prevalence of unhealthy dietary behaviours in our study group is a concern. Dietary behaviours are the result of inseparable interactions among social-ecological influences. Modifiable factors identified may be useful when designing a future intervention aimed at improving breakfast and F&V consumption and reducing fast/snack-food consumption among adolescents.

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Contraceptive use among Young Adults in Zimbabwe, Questionnaire Study

South Asian Journal of Social Studies and Economics ◽

10.9734/sajsse/2021/v11i130276 ◽

2021 ◽

pp. 37-47

Author(s):

Lianora Manyange ◽

Tolbert Mucheri ◽

Thabani Nyoni ◽

Norman Makunika ◽

Naftaly Mose

Keyword(s):

Hiv Prevention ◽

Quantitative Data ◽

Qualitative Data ◽

Contraceptive Use ◽

Focus Group Discussions ◽

Group Discussions ◽

Prevention Services ◽

Sexual Activities ◽

Key Informant ◽

Prevention Methods

Adolescents face several challenges where ASRH issues are concerned. One of these issues is the low uptake of HIV prevention services especially those in high-density urban townships who are prone to several factors that hinder their access to HIV prevention services. This study sought to highlight the prevalence of HIV prevention methods use among adolescents and factors that determine their accessibility in Dzivarasekwa and Tynwald Districts. A total of 500 questionnaires were administered to adolescents aged 15-19 years to collect quantitative data. The study also conducted 10 Focus group discussions and 20 Key informant interviews to solicit qualitative data. The findings showed that, though a level of prevention was observed, a significant number of adolescents were engaging in sexual activities. Adolescents were aware of most HIV prevention methods: however, their knowledge was not being translated into the utilization of these methods. Recommendations were also offered to serve on how HIV prevention services uptake can be improved amongst adolescents.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: a mixed-method study

BMC Nursing ◽

10.1186/s12912-020-00480-4 ◽

2020 ◽

Vol 19 (1) ◽

Author(s):

B. C. Mbakaya ◽

F. W. Kalembo ◽

M. Zgambo ◽

A. Konyani ◽

F. Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. This study aimed to assess the student nurses and midwives’ experiences and perception of the clinical learning environment in Malawi. Methods A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p = < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion Although satisfaction with clinical learning environment subscale had the highest mean score, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that negatively impacted on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.

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Towards Universal Health Coverage: Designing a Community Based Intervention to Scale Up Coverage with Health Insurance, in A-Duiem Administrative Unit, Sudan 2018-2019

Public Health - Open Journal ◽

10.17140/phoj-6-154 ◽

2021 ◽

Vol 6 (1) ◽

pp. 12-18

Author(s):

Samia Y. I. Habbani ◽

◽

Egbal A. B. A. Karaig ◽

Sumaia M. Al-Fadil ◽

Maisa El-Fadul ◽

...

Keyword(s):

Health Insurance ◽

Community Engagement ◽

Statistical Significance ◽

Insurance Coverage ◽

Health Insurance Coverage ◽

P Value ◽

Community Based ◽

Significant Difference ◽

Administrative Unit ◽

Awareness Raising

Background: Community engagement has proved effective in increasing access to healthcare including health insurance, in developed and developing countries. Aim: The study aims at designing and testing the effectiveness of engaging the community in awareness-raising and increment of health insurance coverage. Methods: The study was a social interventional community-based study, conducted in A-Duiem Administrative Unit, A-Duiem Locality, Sudan. Baseline data on enrollment in health insurance was collected from 800 heads of households, whereas data on knowledge and attitudes about health insurance was collected from 420 heads of non-insured households using a standardized questionnaire. Strategies to scaleup health insurance through community engagement was collected from community leaders, local authorities, and health insurance policymakers through in-depth interviews and focus group discussions. The community promotion package of health insurance was implemented for one year and post-intervention data were collected from 420 heads of households. Quantitative data were analyzed using SPSS version 20. Statistical significance was set at p<0.05 when the confidence interval was 95%. Qualitative data was analyzed manually using the thematic approach. Results: The study showed significant improvement in the knowledge of the heads of the non-insured households about health insurance after the intervention; knowledge about the enrollment process and service’s package has increased from 34.4% to 61.8% and from 55.8% to 84.7% respectively (p-value 0.0001 in both). The health insurance coverage increased by 17.3% with a significant difference and p-value at 0.0001. Conclusion: The study concluded that community members have a considerable role in awareness-raising and scaling up of health insurance coverage if they are properly organized, trained, monitored, and supervised. The insufficient commitment of local officials in the unit was a challenge to address during further testing and expansion of the experience.

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An Investigation of Teachers’ Perceptions of the Implementation of the Big Results Now Initiative in Tanzanian Education Sector

International Journal of Education ◽

10.5296/ije.v7i2.7231 ◽

2015 ◽

Vol 7 (2) ◽

pp. 176

Author(s):

Sotco Claudius Komba ◽

Joyce Nimrod Sigala

Keyword(s):

Social Sciences ◽

Focus Group ◽

Quantitative Data ◽

Qualitative Data ◽

Computer Software ◽

Education Sector ◽

Successful Implementation ◽

Focus Group Discussions ◽

Group Discussions ◽

Teachers Perceptions

This study was conducted in order to investigate teachers’ perceptions of the implementation of the Big Results Now (BRN) initiative in Tanzanian education sector. The specific objectives of the study were to examine teachers’ perceptions of the implementation of the BRN initiative in Tanzanian education sector and recommend ways for improving the implementation of the initiative. The study involved 120 teachers from six government secondary schools in Njombe Region, one of the regions of Tanzania. The data were collected using a set of questionnaire and focus group discussions. The quantitative data were analyzed using computer software, Statistical Package for Social Sciences, version 18, in which frequencies and percentages of responses on teachers’ perceptions of the implementation of the BRN initiative in Tanzanian education sector were computed. In addition, the qualitative data were analysed using content analysis. The findings indicated that there was lack of understanding of the objectives of the BRN initiative in Tanzanian education sector among the majority of teachers. Moreover, the teachers were not involved in the plans to implement the BRN initiative and conditions in schools were not supportive for the successful implementation of the initiative. On the ways to improve the implementation of the BRN initiative in Tanzanian education sector, teachers recommended, among others, that they should be educated on the objectives of implementing the initiative as they are the cornerstone in making the initiative a success.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

10.21203/rs.2.21534/v2 ◽

2020 ◽

Cited By ~ 1

Author(s):

Balwani Chingatichifwe Mbakaya ◽

Fatch Welcome Kalembo ◽

Maggie Zgambo ◽

Alice Konyani ◽

Florence Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of the clinical learning environment by nursing and midwifery students of in Malawi.Methods A mixed-methods approach was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while focus group discussions were used to collect qualitative data. The interview guide had questions about clinical learning, supervision, assessment, communication and resources. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in the focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment.Conclusion Although satisfaction with clinical learning environment had the highest scores, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that impacted negatively on their clinical learning experiences. Training institutions and hospitals need to work together to find a means of providing resources to students during clinical placement.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

10.21203/rs.2.21534/v3 ◽

2020 ◽

Author(s):

Balwani Chingatichifwe Mbakaya ◽

Fatch Welcome Kalembo ◽

Maggie Zgambo ◽

Alice Konyani ◽

Florence Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of the clinical learning environment by nursing and midwifery students in Malawi.Methods A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment.Conclusion Although satisfaction with clinical learning environment had the highest scores, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that impacted negatively on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.

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