PERCEPTION OF CAUSES AND PREVENTION OF CHILDHOOD OCULAR INJURIES AMONG PRIMARY SCHOOL TEACHERS IN ENUGU NORTH LGA

ABSTRACT

Childhood ocular injuries causes temporary pain and functional limitation, permanent disability, traumatic stress, depression, chronic pain, blindness and a profound change in lifestyle and decreased ability to perform age-appropriate activities. This study surveyed perception of causes and prevention of childhood ocular injuries among primary school teachers in Enugu North Local Government Area of Enugu State. The specific objectives were to ascertain what teachers view as ocular injuries among children, determine what primary school teachers perceive as the causes of ocular injuries among children as well as ascertain what teachers can identify as preventive measures against childhood ocular injuries. The target population of the study was made up of the 354 teachers in 28 public primary schools in Enugu North Local Government Area of Enugu State from which a sample size of 189 teachers was drawn using Taro Yamane formula. Survey research design was adopted for the study with self-designed questionnaire as instrument for data collection. Data collected were analyzed descriptively indicating frequencies and percentages. Results obtained were presented in tables and charts. Findings showed that majority of the respondents perceive ocular injuries as injuries involving the eye with 82% of them having witnessed a child involved in ocular injuries. About 70.5% identified hard blow to the eye as a major cause of ocular injuries while 38.4% indicated poor parental/adult supervision, 33% indicated children playful attitude, 20% children immaturity as causes of childhood ocular injuries. Results further indicated that 80.5% of respondents indicated health educating children as a preventive measure against childhood ocular injuries. Based on the findings, the researcher among other things recommended that ophthalmic nurses and other professionals in the eye care team should continually embark on school visits where teachers and pupils would be sensitized on the causes, sources and implication so ocular injuries. This will go a long raise their awareness level leading to effective preventive measures against childhood ocular injuries.

BARRIERS TO RESEARCH PARTICIPATION AMONG NIGERIAN NURSES

            ABSTRACT

The present study assessed the barriers to research participation among nurses at the University of Nigeria Teaching Hospital, Ituku Ozalla, Enugu. The objectives were to ascertain the personal, job-related and organizational barriers that hinder nurses from conducting research as well as  identify the organizational barriers that hinder nurses from conducting research. The study was anchored on  Everett Roger’s Diffusion of Innovation theory. The target population of the study was made up of nurses working in the various units of the hospital from which a sample size of 267 respondents was derived using the Taro Yamane formula for sample size determination. Cross-section descriptive survey research design was adopted and self-structured questionnaire consisting of close ended questions and  response items in modified four point Likert scale format used for data collection. Data was analysed descriptively indicating frequencies, percentages and mean scores and presented in tables. Results of the study revealed  that nurses not being well taught on how to carry out research during their general  nursing training (Mean=2.9), perceived lack of need for nurses to embark on research (Mean=2.6), not knowing how to embark on research (Mean=3.1),      research being very difficult to understand (Mean=2.9) and research being considered a borrowed course during general nursing training resulting in adequate attention not being given to it (Mean=3.2) were personal factors. It was also   revealed that attending to so many patients (Mean=3.0), high patient to nurses’ ratio (Mean=3.9), the complex nature of nursing duties (Mean=2.9) and non-implementation of research findings (Mean=3.0) were identified job-related factors. It was also found out that lack of encouragement from the hospital (Mean=3.0), high cost of research (Mean=2.7) not being allowed to implement     research findings (Mean=3.0), lack of encouragement from professional colleagues (Mean=2.9), fear of exposure of hospital management deficiencies (Mean=2.9), inaccessibility of research materials (Mean=3.0) and non-existence  of up-to-date libraries in clinical settings (Mean=2.9) were identified as major organizational barriers to nurses’ participation in research. Based on the above findings, the researcher recommended that practicing nurses should be encouraged to assist in the collection of research information as well as becoming co-investigators to a research project. This will not only increase their knowledge base of the research process, but will increase their professional growth and    development among others.

10 Steps to Writing an Academic Research Proposal

This piece discusses some of the common elements in a research proposal. Whether you are doing quantitative or qualitative research, it is important that you outline the reasons why you propose doing the study and what process or procedures you will follow to complete the proposed study.

Some of the important parts of a good quantitative or qualitative research proposal include:

1. Determining the general topic;
2. Performing a Literature review on the topic;
3. Identifying a gap in the literature;
4. Identifying a problem highlighted by the gap in the literature and framing a purpose for the study;
5. Writing an Introduction to the study;
6. Framing research hypotheses and or research questions to investigate or guide the study;
7. Determine the method of investigation
8. Outline the research design
9. Define the Sample size and the characteristics of the proposed sample;
10. Describe the procedures to follow for data collection and data analyses.

Determine a General Topic

The first step in writing an academic research proposal is to identify a general topic or subject area to investigate. Usually this first point is the easiest because the research proposal will be tied to the overall theme of a course. In such a case, the general subject for investigation is normally determined by a supervisor who assigned to guide the student, the school's department chair, or academic advisory committee.

Perform a Literature Review

The next step is to read as much literature on the general subject matter as time will allow. While you read the literature it is advised to take copious notes and then summarize the purpose and findings of each study relevant to the general subject matter of the eventual research proposal.

Identify a Gap in the Literature

The general purpose of the literature review is not to have notes on a whole bunch of different journal articles and books on a particular subject. The purpose is to understand what studies have already been done on the subject and then to identify any glaring gaps in the literature. Identifying gaps in the literature will open up opportunities to add to the body of knowledge within the general subject area.

For instance, from literature, other researchers found that research excellence is actively admired and taken as a prerequisite for advancement in academics. However, no one has yet investigated the problems encountered by academics in carrying out research. This is an obvious gap in the literature.

Identify a Problem and Frame a Purpose Statement

After you have performed the literature review and hopefully identified an obvious gap in the literature, next you need to identify a problem related to the gap and frame a purpose statement as to why you are investigating what you propose and why other should care about the study. If your readers cannot answer the question so what? Or your answer the question why should I care? Then it may be interesting to you, but not relevant to anyone else. 

Write an Introduction

After you have identified a pertinent problem and framed a purpose statement, then you need to craft an introduction. Among other things, the introduction to the proposal will include

• The Problem Statement
• A brief summary of the literature
• A brief description of the gap in the literature
• A Purpose statement as to why you are proposing the study and why others should care about the subject matter tied to your research proposal.

Determine Research Hypotheses and or Research Questions

Next, you need to identify and craft carefully defined research hypotheses and or research questions. Research hypotheses identify what you are actually going to investigate and what you expect to find from your research study. Research hypotheses are normally found in quantitative research proposals which compare differences and/or relationships between independent variables (or causes of phenomena) and dependent variables (or the effects that result from causes). Research questions are normally found in qualitative research studies. Most importantly, in good academic writing, research hypotheses and questions must be informed or flow from the literature review.

Determine the Method of Investigation

The method section is the second of the two main parts of the research proposal. In good academic writing it is important to include a method section that outlines the procedures you will follow to complete your proposed study. The method section generally includes sections on the following:

• Research design;
• Sample size and characteristics of the proposed sample;
• Data collection and data analysis procedures

Determine the Research Design

The next step in good academic writing is to outline the research design of the research proposal. For each part of the design, it is highly advised that you describe two or three possible alternatives and then tell why you propose the particular design you chose. For instance, you might describe the differences between experimental, quasi-experimental, and non-experimental designs before you elaborate on why you propose a non-experimental design.

Determine the Sample Size and the Characteristics of the Sample

In this section of your research proposal, you will describe the sample size and the characteristics of the participants in the sample size. Describe how you determined how many people to include in the study and what attributes they have which make them uniquely suitable for the study.

Determine the Data Collection and Data Analysis Procedures

The last section highlighted in this hub is the data collection and analysis procedures. In this section you will describe how you propose to collect your data e.g. through a questionnaire survey if you are performing a quantitative analysis or through one-on-one interviews if you are performing a qualitative or mixed methods study.

After you collect the data, you also need to follow a scheme as how to analyze the data and report the results. In a quantitative study you might run the data through Excel or better yet SPSS and if you are proposing a qualitative study you might use a certain computer program like ATLAi. to perform a narrative study or grounded theory study that exposes the main themes from the proposed interviews.

OUR STUDENTS WHO WERE DRILLED IN ACADEMIC RESEARCH EXERCISE

Below is a picture of graduates who have acquired requisite knowledge in Academic Research

HEALTH CARE SEEKING BEHAVIOUR OF MOTHERS/CARE GIVERS IN THE MANAGEMENT OF MALARIA IN CHILDREN

                       Abstract

Background

Malaria remains one of the most important public health problem in tropical and sub-tropical areas of which Nigeria belongs. Malaria can progress from mild illness to severe  illness, to death over a brief eriod of time. The mothers/caregivers ability to recognize childhood malaria-related morbidity is crucial as knowledge; attitude and healthcare seeking behaviour of the caregivers towards malaria could influence response.

Objectives

The general objective of the study was to ascertain the healthcare seeking behaviour among women and caregivers in the management of malaria in children in Enugu metropolis. The specific objectives were: (i) determine the influence of socio-demographic factors on the healthcare seeking behaviour of caregivers (ii) determine the influence of socio-economic status on the healthcare seeking behaviours of caregivers. (iii) determine the perception and knowledge of caregivers on the symptoms, diagnosis and treatment pattern the caregivers use for the management of the disease. (iv) determine the factors which may delay prompt and appropriate treatment seeking behaviour of the caregivers.

Method

Interviewer guided questionnaire were administered to mothers/caregivers of children under 12 years old in 400 households using a multi-stage random sampling technique. Results were analyzed using descriptive and inferential statistics.

Results

In this study, 71.60% of the caregivers have correct knowledge of the signs, symptoms and danger signs of malaria and 60% of the caregivers could associate mosquito bite as cause of malaria. Also, fever and convulsion were correctly identified as major danger signs of malaria. The high socioeconomic status group 69.20% utilized the pharmacies and health centres in the management of malaria while the low socioeconomic status group 81.08% made more use of patent medicine stores. Reasons given for none use of health facilities were severity and length of illness, high cost of treatment, lack of prompt attention, poor attitude of staff, and distance of the health centres. 80% of the caregivers still use home treatment to manage their cases. The mean   duration before attending a health facility was 72 hours and the decision for seeking treatment at health facility of other healthcare options were both parents.

Conclusion

Even though mothers/caregivers of children under 12 years in the metropolis studied have correct knowledge of signs, symptoms and   management of malaria, majority still utilize self-medication with information obtained from previous experience or drug sellers (pharmacists and patent medicine stores). This leads to inappropriate care for the children. There is need to promote appropriate treatment of malaria by creating nearby health facilities and developing strategies to improve on home management in this   endemic areas.

CAUSES AND EFFECTS OF STRESS AMONG POST BASIC NURSING STUDENTS IN NIGERIA

Abstract

This study assessed the various causes of stress, the effects of stress and the coping strategies adopted by the post basic nursing students of University of Nigeria Teaching Hospital, Enugu. Stress is a subjective psycho-somatic pressure or instability posed by a stressor to a student either positively or negatively. The aims were to find out the factors causing stress, the effects of stressors on the students as well as identify the coping strategies adopted by the post basic student nurses. The significance of the study is to help educate and enlighten students more on stress and the strategies to cope with it. The study population comprised of all the students of: Post Basic Ophthalmic Nursing School, School of Peri operative Nursing, School of Cardiothoracic Nursing and School of Nurse Anesthetists. In total, there were 103students. The descriptive method was used for the study and structured questionnaire was the instrument used for data collection. The collected data was analyzed and presented in tables and charts. After data analysis, findings revealed that students of Post Basic Nursing Schools of the University of Nigeria Teaching Hospital, Enugu experience a lot of stress in the course of their post basic programme. Some factors were identified as the stressors. Analysis also, showed that these stressors have both positive and negative effects. Furthermore, the analysis showed that the students adopted scientific tested and proven strategies in coping with stress which help them to overcome the negative effects of stress. Based on the findings, it was recommended that: the unit responsible for the design and development of curriculum should review the current curriculum with the view of reducing the content. Entities that employ nursing services should sponsor their nurses in further training to reduce the financial constraints. Moreover, significant others, should support these students while in school. Finally, the students should help themselves to overcome the negative aspects of stress while in the school for training. This will help them to experience a less stressful post basic training. 

CAUSES AND PREVENTION OF REFRACTIVE ERRORS AMONG NIGERIAN SECONDARY SCHOOL STUDENTS

Abstract

This study was carried out to ascertain the causes and prevention of refractive errors among students of Federal Government College, Enugu. The rationale were to ascertain the level of knowledge of students about refractive errors, to find out the level of knowledge of students on the causes of refractive errors and to determine what they know about the various ways of managing refractive errors. The findings from the study will help to raise the level of awareness of both parents and school administrators on the causes of refractive errors, measures to prevent refractive errors and various management strategies. Related literature on the topic was reviewed and relevant theory applied. The study population was made up of 1,100 JSSI students admitted into Federal Government College Enugu in 2013/2014 academic session. Sample size of 293 was derived using Taro Yamane statistical formular. Descriptive method was used for the study and questionnaire was the instrument used for data collection. The collected data was analyzed using frequencies and percentages and presented in tables and charts. After data analysis, findings revealed that majority of the students rightly identified refractive error as “problem of the eye and vision” as well as attributed not seeing clearly as due to refractive error. Most of the respondents equally indicated injury to the eye through throwing of objects like rubber band, stick, pen or pencil on the eye as causes of refractive error. Majority of the students also rightly identified “inability to read/see near objects clearly and “inability to read/see far objects clearly as symptoms of refractive error. Finding also showed that most of the students believe that refractive error can be managed through  wearing of prescribed eye glasses. Based on the findings, the researcher recommended among other things that there is need for periodic school eye health visits by health team made up of ophthalmologist, optometrists and ophthalmic nurses which will help in early diagnosis and management of refractive errors in school children.

                                                                                                          

FACTORS INFLUENCING PROSTATE CANCER SCREENING AND TREATMENT DECISION AMONG NIGERIAN MALES

Abstract

Introduction

            Cancer of the prostate is a major contributor to morbidity, mortality on men of African descent. Multiplicities of factors are influence men’s decision to present themselves for screening and treatment services. Inequities in the utilization of prostate cancer screening and treatment aligns with such variables as income, age, language, cost, knowledge, transport, fear, embarrassment, worry, pain, and social factors such as lack of trust of personnel, unfriendly staff, and time. The purpose of this study was to understand the factors that influence decision by males to undergo prostate cancer screening and by extension treatment in Nigerian men.

Method

            The study involved the use of qualitative data administered as interviewer guided survey questionnaire to one hundred and thirty-one (131) men attending the Out-patient Clinic of UNTH, Ituku/Ozalla, Enugu. Descriptive statistics were used to analyze the demographic variables, and independent t-test to determine the level of significance of the personal, social, economic and health-facility related factors on men’s decision to undergo prostate cancer screening and treatment services. Analysis was done using SPSS 16 stats transfer, to ascertain frequencies, mean, standard deviation, and p-values.

Results

            The study revealed that a good percentage of men attending the clinic, 35% were aged 65-69, married (92.9%), attained primary education (39.4%), engaged in various forms of trade (36.2%) and are Christians (100%). Personal factors that influence their prostate cancer screening and treatment decision were: Afraid that I might be told I have prostate cancer, I feel embarrassed to expose my private parts to other persons for examination, prostate cancer is not common in African men, I don’t have the heart to withstand prostate cancer screening, Going for prostate cancer screening will lower my image as a man, not of prostate cancer screening, whether one screens or not, one will surely die, belief that it is better not to know ones prostate cancer status. The health-facility related factors include facility being very far from their homes, difficulty accessing healthcare service in the hospitals, not having enough strength to move around the hospital because the places of care are far away from each other, poor attitude of healthcare providers and favouritism. For the social factors, the following were found to be significant inability to get permission from their place of work, prostate cancer screening takes time, the National Health Insurance Scheme (NHIS) not covering prostate cancer screening, and prostate cancer screening taking much time. The economic factors include inability to afford cost of screening and screening taking time that would have been used to fend for family.

Conclusion

            This study found that personal, social, economic and health-facility-related factors combine to influence men’s decision to access prostate cancer screening and treatment services. An understanding of these roles played by these factors in men’s decision to avail themselves of  prostate cancer screening and treatment services may provide healthcare professionals with the information they need to develop and implement interventions/strategies to address these factors with intent to increase prostate cancer screening and early treatment which will lead to decrease in morbidity and mortality and increase in survivorship.

Recommendations

Based on the findings, the researcher recommended among other things that healthcare providers especially general practitioners need to do their part in promoting prostate cancer screening by disseminate information that focus on educating men about prostate cancer risks, prevention and early detection to enhance uptake of screening practices.

NEWS FLASH

In the following days, I will be showing you the various academic research works I and my team have successfully completed. This is to assure you that a good knowledge of the principles and practices of academic research guarantees that one will be able to carry out research in any field of study especially in Social and Management sciences.

MISCONCEPTIONS ABOUT ACADEMIC RESEARCH

Though every student undergoing post secondary education is required to conduct research on a chosen topic within his/her discipline, there are misconceptions about what academic research is all about. It therefore follows that until we identify those misconceptions students have about academic research, we would not be able to put them in proper perspective towards understanding the nitty-gritty of academic research.

WELCOME TO THE WORLD OF ACADEMIC RESEARCH

The necessity these days to carry out research increases with startling rapidity. This is owing to the fact that hardly does any student graduate in any discipline in the post-secondary educational institutions without being required to carry out a research work or present what they term ‘project’ guided by research processes and procedures. High studies and degrees demand practical demonstrations in research form to complement the theories, models and concepts acquired in the course of study. Even in the middle management level, the convention is gaining grounds that graduands must produce evidence of project work backed up by research to qualify for good employment.

It appears evident therefore from available facts that the high level of enthusiasm expressed in the efforts to acquire the knowledge and techniques of research is matched by an equally depressing magnitude of dearth of suitable and detailed information and materials for solid foundation on these techniques and processes.

An examination of materials that can be reached in the area of research reveals that some of the books and pamphlets are too theoretical, simplistic, shallow and ambiguous to prepare students for the complexities and intricacies of the real world of research with its myriad problems. They are therefore not useful to serious minded students. Others are too complex and abstract to be understood by students, and are ore related to philosophy and cybernetics than to the need of students in the area of research. They are remote from what the student researcher wants.

It is in the light of the foregoing defects, gaps, lacuna or problems that the writer decided to develop this Blog Site with a view to guiding students and scholars in the procedure of academic research. It is hoped that the posts written in simple and plain enough language will be understood by all hardworking students as it provides direction on how to conduct academic research and attempts to identify, explain and discuss the major area of research with their attendant problems.

The aim of this blog (Academic Research Made Easy) is equally to demystify and unveil the mask associated with academic research to the extent that the fears expressed by students when faced with the task of conducting academic research will be allayed.

                                                                             

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