Abstract:

References:

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Abstract:

Background: Nurses and midwives’ contribution to the health workforce is commended globally. Continuous professional guidelines for nurses and midwives are in place to enhance life-long learning. However, literature on Work-Based Learning in healthcare settings is limited. It is important to document evidence on how nurses learn at their places of work to strengthen life-long learning.

Aim: To identify existing evidence on the process, structure and contribution of WBL to nursing or health care outcomes.

Design: we used scoping review approach.

Data sources: EBSCOhost, Wiley Online University, and Science Direct. Google was used as a general search engine.

Review Methods: Screening was by reading abstracts and full texts. Contextualization and thematic analysis were employed. The John Hopkins Nursing Evidence-Based Practice appraisal tools were used to determine the level and quality of evidence.

Results: A total of 14 articles were reviewed. Identifying the problem, assessing the environment, having a learning action plan and documentation are key steps for WBL. A positive workplace culture, collaboration between the learner, organization, regulation and education institutions in addition to learning resources make a strong structure for WBL. Individual and institutional growth and visibility that contribute to improved quality of care are outcomes of WBL.

Conclusion: The literature reviewed suggests that nurses ought to engage in a step wise process for effective WBL. Efficient collaboration between the learner, workplace, education and regulatory institutions are needed to support WBL. WBL plays an important role in improving nursing and health care outcomes.

References:

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[4] Bae, S., & Fabry, D. (2014). Assessing the relationships between nurse work hours / overtime and nurse and patient outcomes : systematic literature review . Nursing Outlook, 62(2), 138–156. https://doi.org/10.1016/j.outlook.2013.10.009

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[6] Booth, J. (2019). How does participant experience of work-based learning shape a professional identity? Work Based Learning E-Journal, 8(1), 20–38.

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[8] Cameron, S., Rutherford, I., & Mountain, K. (2012). Debating the use of work-based learning and interprofessional education in promoting collaborative practice in primary care: a discussion paper Ishbel Rutherford MSc BSc RN RM DNcert DNT Senior Lecturer. Quality in Primary Care, 20, 211–217.

[9] Chakkaravarthy, K., Ibrahim, N., & Mahmud, M. (2018). Nurse Education Today Predictors for nurses and midwives ’ readiness towards self-directed learning : An integrated review. Nurse Education Today, 69(February), 60–66. https://doi.org/10.1016/j.nedt.2018.06.030

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Abstract:

Introduction: About 600 million (10%) of the world population has chronic kidney diseases (CKD). It is progressive, irreversible but effectively treated with maintenance hemodialysis and renal transplantation. In Nigeria, majority of end stage kidney disease patients struggle to continue regular hemodialysis as renal transplantation is beyond the reach of many. The financial burden and other restrictions on the life of the patients have implications for quality of life of these patients.

Objectives: To compare health related quality of life of end stage CKD patients with that of healthy pregnant women without any medical co-morbidity.

Methodology: WHOQOL-BREF questionnaire was used to determine quality of life of 64 CKD patients and 64 healthy pregnant women in a cross sectional comparative descriptive study. Statistical significance difference between the two groups attributed to events with a p-value lower than 5% (p < 0.05).

Results: The mean quality of life index among the maintenance hemodialysis patient was 43.03±15.96 while it is 63.56±12.61 among the healthy pregnant women and the difference is statistically significant (T= 8.01, p =0.000). Hemodialysis participants had lower QOL across all the four domains when compared to healthy pregnant women.

Conclusion: Health related quality of life of CKD patients in Nigeria is low. The government and care givers need to push for interventions known to make quality of life of CKD as well as that of healthy populace.

References:

[1] Abraham, S., Venu, A., Ramachandran, A., Chandran, P. M., Raman, S. (2012). Predictors of quality of life in patients with end-stage renal disease on hemodialysis. Saudi J Kidney Dis Transpl. 2012 Sep;23(5):953-7. doi: 10.4103/1319-2442.100875.

[2] Charan, J., Biswas, T. (2013). How to calculate sample size for different study designs in Medical research. Indian J Psychol Med 2013 Apr-Jun; 35(2): 121-–126.doi: 10.4103/0253-7176.116232.

[3] Joshi, U., Subedi, R., Poudel, P., Ghimire, P. R., Panta S, Sigdel, M. R. (2017). Assessment of quality of life in patients undergoing hemodialysis using WHOQOLQoL-BREF questionnaire: a multicenter study. Int J

[4]  NephrolRenovasc Dis. 2017 Jul 19; 10:195-203. doi: 10.2147/IJNRD.S136522.

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[6]    Women in the Second and Third Trimester. I nt. J. Environ. Res. Public Health 2018, 15, 2745.

[7]    Meers RN, Hopman MA, Singer TA, Morton AR, Murray AM. Comparison of patient, nurse, and physician assessment of health-related quality of life in end-stage renal disease. Dial Transplant 1995:24:120-4.

[8]    Oliveira, A. P. B., Schmidt, D. B., Amatneeks, T. M., Santos, J. C., Cavallet, L. H. et al. (2016). Quality of life in hemodialysis patients and the relationship with mortality, hospitalizations and poor treatment adherence.

[9]    Jornal Brasileirode Nefrologia: 'orgao Oficial de Sociedades Brasileira e Latino-americana Americana de Nefrologia. 01 Dec 2016, 38(4):411-420. DOI: 10.5935/0101-2800.20160066 Ranahbat et al 2020.

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[13] Warmelink, J. C., Hoijtink, K., Noppers, M., Wiegers, T. A., de Cock, T. P., Klomp, T., & Hutton, E. K. (2015).

[14] An explorative study of factors contributing to the job satisfaction of primary care midwives.

[15] Midwifery, 31(4), 482–48 doi: 10.1016/j.midw.2014.12.003.

Abstract:

Introduction: Increasing CKD cases means higher demands for haemodialysis nurses. Haemodialysis nurses are required to fulfil many demanding roles such as advocate, caregiver, educator, mentor and technician while patients attend a dialysis unit. The complexities of the role that are performed by these nurses along with organization factors within the work environment have led to haemodialysis nurses experiencing high levels of burnout thus impacting on satisfaction derived from job done.

Objectives: To compare job satisfaction among haemodialysis nurses with that of labour ward nurses and determine if the type of patient managed affects job satisfaction of nurses.

Methodology: The multidimensional Job satisfaction scale designed and validated by Murat Ozpehlivan and Zafer Acar was used to determine job satisfaction among sixty-six hemodialysis nurses and sixty-four labour ward nurses in a cross sectional comparative descriptive study. Statistical significance difference between the two group of nurses attributed to events with a p-value lower than 5% (p < 0.05).

Results: The overall mean job satisfaction score was higher among the labour ward nurses 67.95 ± 13.39 compared to the mean score among renal nurses 65.07 ± 14.24 (T= 1.81, p = 0.240).

The mean score of labour ward nurses regarding satisfaction based on patient managed 74.51 ± 14.96 is higher than the mean score among renal participants of 71.21 ± 14.70 (T= 1.27, p = 0.201).

Conclusion: Hemodialysis nurses in Nigeria are satisfied with the job they do and this is comparable to that of nurses in labour ward.

References:

[1] Adegoke, A. A., Atiyaye, F. B., Abubakar, A. S., Auta, A., & Aboda, A. Job satisfaction and retention of midwives in rural Nigeria. Midwifery. 2015;31(10): 946 -56.

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[5] Hayes B. Job Satisfaction, Stress and Burnout in Haemodialysis Nurses. Renal Society of Australia Journal .2015;9:20-45.

[6] Hayes B., Bonner A. Job satisfaction, stress and burnout associated with haemodialysis nursing: a review of literature. Journal of Renal Care .2010; 36(4):174-179.

[7] Jarosova et al. Job Satisfaction and Subjective Well-Being among Midwives: Analysis of a Multinational Cross-Sectional Survey. Journal of Midwifery & Women’s Health. 2016; 1:1-10.

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[9] Wiegers et al. Job satisfaction of maternity care providers in the Netherlands: Does working in or with a birth centre influence job satisfaction? European Journal of Midwifery. 2018; 2:1-7.

[10] Versaevel, N. Why Do Midwives Stay? A Descriptive Study of Retention in Ontario Midwives. Canadian Journal of Midwifery Research and Practice. 2011;10(2): 29-30.

Abstract:

Digital teaching and learning sprouted as sparks of fire at different points with the traditional method of teaching and learning stone walling its presence and its ability to be appreciated. Following an unprecedented burst of COVI-19 pandemic, institutions of higher learning embraced digital learning extensively and seemingly forever. This study was launched for the purpose of exploring nursing students’ experiences of e-learning as they pursued Midwifery Course during the pandemic. The study used a cross-sectional design with a qualitative approach. A mixture of 60 third year and fourth year Nursing students taking Midwifery as a course participated in the study through 6 Focus Group discussions. The study found that students residing in rural places of the country faced challenges of poor internet connectivity due to weak signal strength. They could fail to participate during interactive virtual class due to uncharged electronic gadgets or interrupted session due to power outages. Some had neither Personal Computers nor a smart phone to enable them access learning materials. E-learning, in spite of institutions embracing it due to COVID-19 pandemic related reasons, it remains the quickest, widest and most efficient and effective way of teaching and learning with greater potential for being the future mainstay of learning. Telecommunication and electricity supply companies need to invest more in technology to enable lecturers and students access uninterrupted and reliable internet network because with technology advancement comes, a cultural shift from the traditional way of learning to the digitalized mode of learning.

References:

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Abstract:

WHO reports in 2010 that the Democratic Republic of Congo (DRC) private health sectors stepped to filling up health system delivery by lack of state health care provision?

In DRC's state-building many NGOs and government partners interacted in multiple arenas with multiple stakeholders' health policies are presented is a need to conclude that a lot of improvement more efforts and resources are required (WHO, 2010).

NGOs and governmental states share the common interest of providing health services, but their institutional interests vary. Though independent, health actors interact in a variety of ways to solve public health problems in the DRC. Through longstanding patterns of interactions regarding processes, state and non-state partners have developed a de facto networked health sector governance that accounts for the survival of the fragile health DRC context.

References:

[1]    Analyzing health systems to make them stronger. Studies in Health Services Organization & Policy, 27:2−98.

[2]    Bukonda, N. K., Chand, M., Disashi, T. G., Lumbala, C. W. M. & Mbiye, B. (2012). Health care entrepreneurship in the Democratic Republic of the Congo: an exploratory study. Journal of African Business, 13 (2):87−100.

[3]    Delamalle, J. P. (2004). Case study 3 review of the EU intervention in the health sector in the Democratic Republic of Congo from 1994.

[4]    "Health care system". Liverpool-ha.org.uk. Retrieved 6 August 2011.

[5]    Provan, K. G. & Milward, H. B. (2001). Do networks really work? A framework for evaluating public-sector organizational networks. Public Administration Review, 61(4):414−423.

[6]    RDC/MINIPLAN. (2011). Document de la Stratégie de Croissance et de Réduction de la Pauvreté. Deuxième Génération 2011−2015 Kinshasa, Juillet.

[7]    RDC/MINISANTE. (2003). Vade Mécum du Parténariat dans le Secteur de la Santé Kinshasa.

[8]    RDC/MINISANTE. (2006). Stratégie de Renfoncement du Système de Santé Kinshasa.

[9]    RDC/MINISANTE. (2010a). Plan National de Développement Sanitaire, PNDS 2011-2015 Kinshasa.

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