Evaluation of the Kano State Lassa Fever Surveillance System, 2015-2018 – Nigeria

BackgroundLassa fever (LF) is one of the priority diseases under surveillance through the integrated disease surveillance and response system (IDSR). We evaluated the LF surveillance system against its set objectives and assessed its attributes. MethodsWe used cross-sectional study design. Forty-seven stakeholders involved in the surveillance system were interviewed using the Centers for Disease Control and Prevention’s Updated Guidelines for Evaluating Public Health Surveillance Systems. The LF surveillance data from January 2015 to December 2018 were also analyzed. The attribute and objectives of the system were evaluated. ResultsOut of the 76 suspected cases recorded in kano state during the study period, only 54 samples were laboratory tested, 11 of them were confirmed positive with 9 deaths (case fatality rate of 82%). Confirmed cases were predominantly in Tudun Wada LGA (63.6%), while the age-group 20-39 years constituted 55% of the confirmed cases. There was male preponderance of cases (73%). The predictive value positive (PVP) was 14.5%. The surveillance system was however meeting its objectives of determining LF burden and detecting and characterizing cases and outbreak.ConclusionLF surveillance system in Kano was simple, flexible, stable, acceptable and timely. However, data was not representative. We recommended improved reporting from private and tertiary facilities and more personnel training and support to improve the system.

Building Professional Capacity among Paraeducators through Onboarding

Many studies have investigated the inadequacy of training and support for special education paraeducators, but few have examined prehire activities or recommended a comprehensive plan to train and hire paraeducators. This quantitative action research study of 267 special education paraeducators and special education teachers was conducted in a large urban school district to address the concern over paraeducators’ lack of knowledge and training and the need to consider these factors when hiring staff in public school districts. Based on themes from the literature and the expertise of an insider, the purpose of the study was to increase the understanding of the relationship between and the perception of the importance of organizational factors, employee knowledge, and training. Results showed that paraeducators are not adequately trained, prefer specific training topics, and recognize that factors and knowledge affect job performance. The researchers then created a formal institutionalized onboarding program for new hire paraeducators based on a change management model. Immediate implementation recommendations, along with an onboarding plan and checklist, are included for school districts and their human resource departments.

Inclusive Education

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

The Use of Peer Assessment as an Inclusive Learning Strategy in Higher Education Institutions

Peer assessment (PA) is one of the most popular forms of alternative assessment currently used in higher education institutions worldwide. In the current study, PA was used as an inclusive assessment tool to enhance students' writing skills and motivation towards writing and learning in general. Forty-two undergraduate students attended an academic writing module for one academic semester. The overall aim was to develop their writing skills taking into consideration their individual differences and ensuring all students had an opportunity to succeed. Students received training in PA and were then involved in reciprocal anonymous PA. Findings indicated that learners improved their writing skills considerably and became more independent learners. Their motivation also increased as they could better understand the assessment criteria. However, they confessed that they needed more training and support and they believed that PA should also be used in other modules and courses to enhance student collaboration and reflection.

Intercultural Teaching in the EFL Classroom

The qualitative research reported in this article investigated whether and to what extent students’ intercultural competence is developed in the English language classroom at the secondary education level in Poland. In interviews teachers demonstrated their positive attitudes toward intercultural teaching and decent knowledge of the issue. However, the teachers’ narratives uncovered that they assigned the interculturality the secondary role, focusing on developing linguistic and sociolinguistic competences. The collected data revealed that students in class had very few opportunities to explore foreign cultures and compare/ contrast one culture with another. There was a lack of attention to teaching that promotes critical thinking skills among learners along with activities which foster them. However, there is insufficient evidence that teachers can currently do anything more, given the context in which they work, their constraints and lack of training and support. The findings of the current study have clear implications for curriculum designers, textbook writers and institutions in charge of teacher training - EFL syllabuses, teaching materials and teacher training should focus more on developing students’ intercultural and critical thinking skills.

Switching Gears

In March 2020, the COVID-19 pandemic turned into an urgent priority for higher education institutions in that they had to move to remote teaching within a matter of weeks. This paper presents the results of a quantitative survey looking at the challenges university faculty were facing when moving their course(s) online during the first semester of the COVID-19 crisis.The survey looks specifically at course design and formats used in online teaching during the crisis and compares differences occurring between disciplines (STEM and management education). The outcomes overall mirror a sense of achievement due to the successful delivery of online courses with little preparation. Difficulties lecturers identified were related to promoting student interaction and engagement, technical issues, the effort required to plan and prepare online learning materials, and challenges with regard to online assessment. Having access to training and support in various forms was highlighted as an important success factor.

Stakeholder Experiences, Attitudes and Perspectives on Inclusive Education for Children with Developmental Disabilities in Sub-Saharan Africa: a Systematic Review of Qualitative Studies

Inclusive education (IE) is a key strategy in addressing the needs of children with autism and other developmental disabilities (DD) in sub-Saharan Africa, who rarely access specialist care or quality education. We aimed to systematically review qualitative research on stakeholder experiences, attitudes and perspectives on IE for pupils with DD in mainstream schools in sub-Saharan Africa. We searched five databases and selected relevant studies through a two-stage screening process. We synthesised the papers identified through template analysis of the Results and Discussion sections, guided by the Consolidated Framework for Implementation Research. Thirty-two publications met the inclusion criteria. The studies were conducted in seven countries and explored the experiences of pupils with DD, parents, peers without DD and teachers. Multiple barriers (e.g. unclear policies, insufficient training and support for teachers) and opportunities (e.g. teachers’ commitment to inclusion, collaboration between teachers, the work of NGOs) for implementing IE for pupils with DD in sub-Saharan Africa were identified, occurring across national and community contexts and school, classroom and individual teacher levels. To effectively implement IE for pupils with DD, teachers need access to appropriate training, resources and support. Governments can capitalise on motivated teachers and relevant work of NGOs.

Experience of internationally qualified nurses providing palliative care in a New Zealand aged residential care facility

Background: New Zealand is reliant upon internationally qualified nurses (IQNs) working within aged residential care (ARC), despite the fact that many of these nurses have limited or no ARC or palliative care experience before arriving in the country. Aims: To understand the issues faced by IQNs providing palliative care to people in ARC. To understand how the palliative aged residential care (PARC) specialist nurse team can best support IQNs. Methods: A thematic analysis was undertaken from five focus group interviews with IQNs (n=24) from ARC facilities in the Christchurch and Canterbury regions. Findings: Unfamiliarity with New Zealand 's palliative care and ARC systems, cultural differences and communication barriers caused internal struggles. Transitioning to a New Zealand approach to palliative care highlighted participants' adaptability and resilience. Consistent approaches to training and support by the PARC team and additional cultural training within New Zealand Competence Assessment Programmes (CAP) are required. Conclusion: Ongoing education, support and role modelling to develop confidence and reduce internal struggles are required for IQNs providing palliative care in ARC.

Trials and Tribulations: Palliative Care Trial Recruitment Approaches and Challenges

In 2017, we received funding form the Patient-Centered Outcomes Research Institute to conduct a large, state-wide, randomized controlled trial to test the effectiveness of a home-based palliative care (HBPC) program within accountable care organizations. Participants were randomized to either HBPC or enhanced usual care, where physicians were provided added training and support in core palliative care practices. Originally, we planned to obtain patient referrals to the trial from primary care physicians, however we were unable to engage primary care physicians in patient identification processes. In this session we will describe the numerous trial modifications made to our trial recruitment methods and the success of each approach. Ultimately, after 20 months of trial recruitment, we had recruited just 28 patients and 10 of their caregivers. Findings from this terminated trial may inform other researchers in development of participant recruitment methods.

Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.