SMU Medical Journal

M. B. S. Atanga ¹, E. A. Asongalem ², N. E. Ngalame ²

Affiliations
1 Department of Nursing/Midwifery, University of Bamenda, CM
2 Department of Public Health and Hygiene, University of Buea, CM

Abstract

The implementation of Directly Observed Treatment Short-Course (DOTS) has been recommended by international tuberculosis authorities and has been shown to be effective in achieving a high successful treatment rate. Adherence to the strategy depends on education, socio-demographic characteristics and many other socio-cultural factors. The aim of this study was to identify factors that enhance adherence to DOTS for use by all treatment centres where applicable. Specifically, to link all socio-demographic parameters to adherence and sought deviant groups for better health education on adherence. A cross-sectional study was conducted in Diagnostic and Treatment Centers (DTCs) with default rate, deaths and transfer rates of more than 10% in 2012 treatment outcome at the study site. Tuberculosis (TB) patients diagnosed of Sputum Positive Pulmonary Tuberculosis (SPPTB) participated in the study. Out of a total of 310 participants that took part in the study, a mean age of 39 years (± 10.8) registered. Majority of the participants 161(51.9%) were female. There was no statistical significance between adherence and socio-demographic factors but for age that showed a weak positive correlation. This means that persons at certain ages respond better to DOTS than other ages. The adherent age group could be used as educators to other age groups if health worker education needs to be complimented for better DOTS adherence.

Keywords

Directly Observed Treatment Short-Course (DOTS), Socio-Demographic/Other Factors, Adherence.

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M. B. S. Atanga ¹, A. S. Nkesea ¹, A. M. Ntui ¹

Affiliations
1 Department of Nursing and Midwifery, University of Bamenda, CM

Abstract

The use and effects of motivational factors on nursing students' learning by the students themselves from three schools in the Buea Health District considered three approaches of motivation of students by educators. These three factors were: use of instructional material, teaching styles and motivational speaking. The choice of these three was informed by the fact that English is not a mother tongue language but the language of instruction in all the schools, and the fact that other aspects of motivation like: likeness for the profession, classroom environment, interest in the subject matter, recreational activities, assessment and feedback had been studied and results being used by educators already to motivate nursing students in the area The study focused on questions on the factors to assessed whether the students were motivated or could be motivated by the factors It was a cross sectional survey of students randomly selected from thr three schools of nursing in the Buea health district that a good population of student. A total of 208 students were involved in the study and the questions were analysed using the Spearman's rank correlation coefficient, with the opinions of the students assessed using the Likert scale of strongly disagree, disagree, agree and strongly agree. The study established that: instructional materials and teaching styles have absolutely positive influence on learning; while motivational speaking has a weak positive influence on learning. The study concludes that when the components of motivational strategies are adequately used, nursing students' interest in learning is aroused, sustained and improved. Hence, nurse teachers/ educators should be trained on the adequate use of motivational strategies, in order to foster learning in nursing students.

Keywords

Nursing, Students, Learning, Motivation, Factors, Materials, Teaching, Speaking.

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M. Injoh-Tah ¹, S. Ndeso-Atanga ¹, M. B. S. Atanga ¹

Affiliations
1 Department of Nursing/Midwifery, University of Bamenda, CM

Abstract

The education and training of nurses requires both theoretical and practical teaching and learning. The forms of studying to achieve better learning include reading. Reading takes place in various environments which may good be good or problematic. But the reading environment has a direct influence on reading behaviour and consequently on output. The reading environment influences the quality and quantity of reading, which is reading to learn. As opines, the reading environment is fundamental to effective studying. The choice of the reading environment today is usually seen by many as not being able to produce any good results. Based on these, a survey on preferred reading environments, reasons for the choices, perceived impact of the choices and what is termed a conducive reading environment was conducted on student nurses in Fako Division, Cameroon. The study design was a descriptive cross sectional survey of students from various institutions using a questionnaire as the instrument for data collection and the data were analysed using simple percentages. Results showed that most students will prefer to read at home and particularly in rooms. They were however not interrogated on the non use of libraries which are known worldwide as better reading environments. The results could be useful in encouraging student nurses on the use of libraries, and the use of library be taught during the first days of admission into the nursing establishment.

Keywords

Student Nurses, Studying, Reading, Reading Environment, Preferences.

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