Outcomes of a multifaceted intervention to improve maternal satisfaction with care in secondary hospitals in Nigeria

Okonofua, Friday; Ntoimo, Lorretta; Ekezue, Bola F.; Ohenhen, Victor; Agholor, Kingsley; Igboin, Brian; Maduako, Kenneth Toby; Imongan, Wilson; Gidago, Yagana; Galadanci, Hadiza; Ogu, Rosemary

doi:10.1080/16549716.2020.1856470

Cited by 4 publications

(1 citation statement)

References 30 publications

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“…e author stresses that the traditional method/lecture method (LM) focuses more on the standardized test without giving students room to think out a solution to a problem; thus, students are constrained to rote learning [33]. According to [34], problem-solving skills are not encouraged in the traditional method of teaching because it lacks flexibility and cannot meet today's educational needs of learners and society with regard to hands-on training or skill acquisition [35][36][37].…”

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confidence: 99%

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Omeh

Olelewe

2021

Education Research International

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Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

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Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Omeh

Olelewe

2021

Education Research International

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Content and design of respectful maternity care training packages for health workers in sub‐Saharan Africa: Scoping review

Yargawa,

Daniele,

Pickerill

et al. 2024

Intl J Gynecology & Obste

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BackgroundTraining health workers might facilitate respectful maternity care (RMC); however, the content and design of RMC training remain unclear.ObjectiveTo explore the content and design of RMC training packages for health workers in sub‐Saharan Africa.Search StrategyMEDLINE, EMBASE, CINAHL Complete, Web of Science Core Collections, SCOPUS, and grey literature sources (including websites of RMC‐focused key organizations and Ministries of Health) were searched for journal papers, reports, and training guides from January 2006 up to August 2022.Selection CriteriaThere were no restrictions on study designs, language, or health‐worker cadre. Two reviewers independently screened results.Data Collection and AnalysisKey data, including training content and methods used, were extracted and summarized.Main ResultsThirty‐two citations from 26 studies/programs were identified (24 journal papers, 5 manuals/guides, 2 reports and 1 PhD thesis), with 27 citations from 22 studies informing the review findings. About half of all conducted studies were from East Africa. The most common topics in RMC trainings were communication, privacy and confidentiality, and human resources. Most trainings were multicomponent and appear to be largely in‐service training. Health workers providing direct care to women, compared with non‐clinical staff such as receptionists and cleaners, were the only recipients of training in most studies (81.8%). Two broad categories of training methods/tools were identified: workshop‐based and action‐based. Over 90% of the studies assessed impact of the training, with a majority focused on impacts on maternal health and care; however, half of the latter studies did not appear to have feedback mechanisms in place for implementing change.ConclusionsThe content and design of RMC training in sub‐Saharan Africa are multifaceted, suggesting the complexity of implementing/promoting RMC. Some progress has been made; however, missed opportunities in training remain with respect to study populations, training topics, cadres, and feedback mechanisms.

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Birth preparedness and complication readiness: Evaluating the “know-do” gap among women receiving antenatal care in Benin City, Nigeria

Ohenhen

Oshomoh

Akpojaro³

et al. 2023

J. Biosoc. Sci.

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Across several African countries, birth preparedness and complication readiness (BPACR) among pregnant women is poor. The practice of BPACR, though improving in recent years, is not commensurate with the knowledge available to pregnant women. Maternal health indices remain sub-optimal. This study evaluates the determinants of this “know-do’ gap among women receiving antenatal care at a secondary health facility in Benin City, Nigeria. A cross-sectional study involving 427 pregnant women was conducted between October and December 2020 using a structured interviewer-administered questionnaire. The prevalence of knowledge and practice were described, and the determinants of BPACR practice evaluated using bivariable (chi-square) analysis and multivariable ordinal logistic regression with post-estimation predictive margins analysis. About 77% of respondents had good birth preparedness practice. Multivariable regression revealed that respondents with poor knowledge and moderate knowledge of components of BPACR had statistically significant lower odds (OR:0.05 (95% CI: 0.02-0.13) and 0.10 (95% CI: 0.03-0.30) times, respectively) for greater practice of BPACR when compared to those with good knowledge. Respondents with poor knowledge of danger signs had statistically significant lower odds (OR: 0.08 (95% CI: 0.03-0.26) for greater practice of BPACR when compared to those with good knowledge. But predictive margins analyses demonstrates that knowledge, though critical to practice, is insufficient to optimize practice. The optimum number of danger signs women need to know to improve practice may be between eight to ten. Beyond this number, practice may not change significantly. Other predictors of BPACR practice include income level, parity, gravidity, and residential settings. The number of antenatal clinic visits had no statistically significant correlation with BPACR practice. Interventions to facilitate practice at the community level may be helpful to improve outcomes and bridge the know-do gap with respect to BPACR within the study context.

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Outcomes of a multifaceted intervention to improve maternal satisfaction with care in secondary hospitals in Nigeria

Cited by 4 publications

References 30 publications

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

Content and design of respectful maternity care training packages for health workers in sub‐Saharan Africa: Scoping review

Birth preparedness and complication readiness: Evaluating the “know-do” gap among women receiving antenatal care in Benin City, Nigeria

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