The coronavirus disease 2019 (COVID-19) pandemic is a global public health problem that has affected the globe in different ways. There is little information published on the challenges and lessons learnt in responding to the COVID-19 epidemic in Zambia. Objective: To establish Zambia's response, lessons and the challenges experienced in the fight against COVID-19. Results: Since the emergence of COVID-19, Zambia has experienced three waves, with the third wave being the most severe. The Zambian government responded positively and effectively to all three pandemics with the help of cooperating partners. Zambia adopted the World Health Organization (WHO) recommended prevention methods such as hand hygiene, masking up in public, physical distancing, avoiding crowded areas and staying at home to prevent the further spread of the disease. Additionally, surveillance of COVID-19 was strengthened, which led to the early detection of cases. Besides, there has been a strong call for all Zambian adults to receive the COVID-19 vaccine as a way of controlling the epidemic. However, since the launch of the COVID-19 vaccination programs, there has been a high level of vaccine hesitancy, causing Zambia to fall below the 10% of the adult population required to be vaccinated. Conclusion: The Zambian government put in place effective strategies in the fight against COVID-19. However, a lack of resources, misinformation, myths and vaccine hesitancy posed challenges in the fight against COVID-19 in Zambia. There is a need for continuous public education and sensitization on COVID-19

Improved knowledge and attitude towards COVID-19 preventive measures have been shown to slow down transmission rates and improve public health outcomes. Yet, there is a lack of information regarding knowledge and attitudes towards COVID-19 prevention measures among the general population in Zambia. This study assessed the knowledge and attitudes towards COVID-19 prevention measures among residents of the Lusaka District, Zambia. This cross-sectional study involved 453 participants from 20 th August to 10 th October 2021 using previously validated questionnaires. Data were analyzed using Stata 16.1 (Stata Corp, College Station, TX, United States). Structural equation modelling (SEM) was used to analyze relationships between latent variables (knowledge and attitude). Of the 453 participants, 52.3% were female. Overall knowledge of COVID-19 prevention measures was 85.2% while attitude was 46.2%. SEM showed no evidence of an association between knowledge of COVID-19 preventive measures and attitudes towards the preventive measures (r=0.01, p=0.071). However, there was a significant association between young adults vs adults and the frequency of hand sanitizing using alcohol-based hand rub (p=0.036). Additionally, there was evidence of a difference between the frequency of covering the mouth with a bent elbow when coughing or sneezing and the age group, with adults doing this practice more often than young adults (p=0.011). Finally, young adults had the highest average scores for attitude; 2.54 (SD=1.39), compared to adults; 2.22 (SD=1.43) (p=0.027). Despite knowledge of COVID-19 prevention measures being relatively high among Lusaka residents, their attitudes towards these measures were sub-optimal and can potentially affect preventive measures currently in place.

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Background The coronavirus disease 2019 (COVID-19) pandemic has negatively affected the education sector globally. This has resulted in learning institutions adopting e-learning techniques. E-learning implementation in higher education continues to gain prominence in both developed and developing countries. Most universities are exploring different ways of using information and communications technology (ICT). However, ICT remains a challenge more especially for students who come from rural areas. Aim This study was aimed at exploring the factors that affect access to e-learning among rural-based pharmacy students in Zambia. Methods A qualitative case study was conducted among ten (10) purposively sampled pharmacy students at the University of Zambia. The study participants were from the Manying, a district of North-Western Province, the Sinda district of Eastern Province, the Nalolo district of Western Province, the Chipili district of Luapula Province and the Mbala district of Northern Province. Semistructured interviews were used to collect data from the respondents. Data were analyzed using the framework analysis. The sociodemographic characteristics indicate that ten (10) respondents were drawn from Zambia’s five (5) provinces. Six qualitative themes were generated these included devices used for e-learning; the effectiveness of the devices; student performance; internet connectivity; and electrification of the houses. Key findings suggest that the most commonly used device was a smartphone, which posed challenges to effective learner participation in e-learning. Poor internet connectivity, non-electrification of students’ houses, electricity outages, and costs-associated with internet use negatively affected students in accessing online learning and could adversely affect their academic activities and performance. Conclusion The COVID-19 pandemic has negatively affected access to e-learning among rural pharmacy students in Zambia. The implications of the challenges faced by the rural pharmacy students are that their academic activities and performance were negatively affected. Therefore, this posed a threat to the rights to universal access to education of the rural students who were mostly venerable.

Background: The novel coronavirus disease 2019 (COVID-19) has had many impacts on the education sector. The pandemic has had negative impacts on the academic activities of nursing students globally. Therefore, we assessed the impact of the COVID-19 on final year nursing students’ academic activities in Lusaka and Mufulira districts of Zambia.Methods: This was a cross-sectional study that employed quantitative methods using a structured questionnaire among 196 final year nursing students from 1August 2020 to 30 September 2020. Data were analysed using the statistical package for social sciences (SPSS) version 21.Results: A female predominance (67.9%) and a response rate of 86% were obtained. Many students strongly agreed (32.7%) and agreed (20.4%) that they did not complete their course work resulting in some concepts being poorly taught, 86.1% strongly agreed that they had delayed final examinations, and 51.5% strongly agreed that they did not do their clinical attachments. Students strongly disagreed (40.3%) that the e-library and wireless facilities in their school were well-stocked. Hence, this resulted in some students (40.3%) missing class lessons and assessments.Conclusions:The COVID-19 epidemic has negatively affected the academic activities of nursing students in Zambia. Ministries responsible for education must put in place measures that will mitigate the impact of COVID-19 on the education sector. Schools must adapt to the changes in the way of conducting learning and assessment sessions. Finally, schools must improve on their e-library and wireless facilities to effectively support online learning.