A review of high impact literature on the Southern Benue Trough and Anambra Basin was undertaken to enhance the understanding and definition of the basins in terms of their evolution, area extent, sedimentation history, as well as their litho-bio-and sequence stratigraphy. Early works of [1,2,3,4], and others, which formed the basis for the stratigraphic study of these basins were employed, but were updated by recent reputable works of [5,6,7,8,9,10] and others. The geologic formations encountered in the basins include: the Asu River Group, Eze-Aku Group, Agbani Sandstone/Awgu Shale Formation, Nkporo Group, Mamu, Ajalli, Nsukka, Imo, Ameki and Ogwashi-Asaba Formations. Controversy surrounding the stratigraphy of the Anambra Basin, depositional environments and conditions, and age of geologic formations present in the study basins were considered. The aspect of sequence stratigraphy requires more work for a more accurate definition of stratigraphic surfaces required for the establishment of systems tracts and sequences.

Background:The need for nursing students to care and support patients especially those living positively with HIV and AIDS as well as those with terminal diseases should not be underestimated. By training, nursing students are expected to interact cordially with patients and other health care professionals but most times, the reverse is the case. Inter-professional and interpersonal education prepare nursing students on clinical posting to provide quality health care services to all patients irrespective of their ages and health conditions. Therefore, creating healthy work environment by encouraging team work, integrating treatment and prevention services to promote good health is imperative in ensuring patients' safety, and enhanced inter-professional relationship. Methods: A two-day pre-clinical seminar which centered on professionalism, teamwork, interpersonal and interprofessional relationships, as well as effective communication to guarantee healthy work environments was carried out. The pre-clinical seminar was also used to prepare 186 nursing students on their expected roles during the twelve weeks' clinical posting in health institutions. At the end of the students' posting, two days post-clinical seminar aimed to harness students' experiences, views and performances, as well as the teachers' observations during the clinical posting was conducted. Thereafter, all comments on performances, observations, experiences and other remarks from the teachers and students were grouped together and analyzed qualitatively and quantitatively. Results: A good proportion of the students 142 (76.3%) established good interpersonal relationship with the patients who are HIV positive while 135 (72.6%) had effective inter-professional interaction with health care workers. Also 135 (72.6%) had good team work relationship with other health care professionals. There were better health care services to clients as evidenced by 95 (51.1%) of students who shared case managements with the health care workers and 122 (65.6%) of the students who used mobilization and advocacy to identify pressing challenges like interprofessional conflicts, poor uptake of messages about treatment and referrals as well as malnutrition among children. A respectable number of the students, 144 (77.4%) collaborated with colleagues to provide nutrition to malnourished children to improve their nutritional status, while 75 (40.3%) assisted in resolving some inter-professional conflicts. Conclusions: Students' initiatives in management of cases, inter-professional and interpersonal learning experiences during clinical postings increased students' understanding of teamwork and professionalism as well as promoted friendlier environments that guaranteed better health care services to patients.