Browsing by Author "Esewe, Roselynd Ejakhianghe"

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    Developing strategies to enhance implementation of early Kangaroo Mother Care (KMC) guidelines in health care facilities in Edo State, Nigeria
    (University of the Western Cape, 2018) Esewe, Roselynd Ejakhianghe; Phetlhu, Deliwe Rene
    The number of healthcare institutions that has embraced Kangaroo Mother Care (KMC) as an effective and efficient method of neonatal care especially in Edo State, Nigeria has not multiplied even after more than a decade of its recommendation by the World Health Organisation (WHO) in 2003. Nigeria ranks seventh among the ten African countries where newborns have the highest risk of dying with over 700 newborn deaths per10, 000 live births. This is worrisome because Edo State is one of the 36 states in Nigeria that contribute about 6,700 neonatal deaths to the 255,500 mortality rate recorded in Nigeria annually. This has led to a concern about the knowledge and attitude of the key drivers in neonatal care of simplified methods aimed at reducing neonatal mortality despite previous training efforts. The development of a strategy to enhance the early implementation of the WHO KMC guidelines in all healthcare facilities across the state was therefore conceptualized. Strategies to increase implementation are considered important to the success of KMC because reducing neonatal mortality rate is contextual. This research aimed to explore and describe the application of the KMC guidelines by the nurses, administrators and parents of preterm infants in the care of premature babies and to develop strategies to enhance its early implementation in healthcare facilities in Edo State, Nigeria.
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    Nigeria developing strategies to enhance implementation of early Kangaroo Mother Care (KMC)
    (University of the Western Cape, 2017) Esewe, Roselynd Ejakhianghe; Phetlhu, Deliwe
    The number of healthcare institutions that has embraced Kangaroo Mother Care (KMC) as an effective and efficient method of neonatal care especially in Edo State, Nigeria has not multiplied even after more than a decade of its recommendation by the World Health Organisation (WHO) in 2003. Nigeria ranks seventh among the ten African countries where newborns have the highest risk of dying with over 700 newborn deaths per10, 000 live births. This is worrisome because Edo State is one of the 36 states in Nigeria that contribute about 6,700 neonatal deaths to the 255,500 mortality rate recorded in Nigeria annually. This has led to a concern about the knowledge and attitude of the key drivers in neonatal care of simplified methods aimed at reducing neonatal mortality despite previous training efforts. The development of a strategy to enhance the early implementation of the WHO KMC guidelines in all healthcare facilities across the state was therefore conceptualized. Strategies to increase implementation are considered important to the success of KMC because reducing neonatal mortality rate is contextual. This research aimed to explore and describe the application of the KMC guidelines by the nurses, administrators and parents of preterm infants in the care of premature babies and to develop strategies to enhance its early implementation in healthcare facilities in Edo State, Nigeria.
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    The use of information and communication technologies by nurse educators for teaching and learning in edo state, Nigeria
    (2013) Esewe, Roselynd Ejakhianghe; Adejumo, Oluyinka
    Information and Communication Technologies (ICT) are for information storage, retrieval, display and transmission through electronic means in our day-to-day life. The use of technology in education has made both learners and educators to achieve new possibilities because life is made easy for them due to its inherent advantages which range from support of conventional classroom work, design, development of learning materials to accessing virtual libraries. Harnessing these benefits places a great deal of demand on nurse educators to improve the teaching-learning experience of learners. However, the major players, especially the nurse educators in Nigeria, have not been properly investigated to find out if they use technology in teaching, and if they do, what types they use. The study aimed to explore and describe the nurse educators‟ use of Information and Communication Technologies in teaching and learning in nursing schools in Edo State, Nigeria. It focused on the type of Information and Communication Technologies used by nurse educators, how they use them, and the challenges they face, if any, in the use of technologies with a view to suggesting ways of overcoming the identified challenges. An exploratory descriptive quantitative research design with the use of self-administered questionnaires was adopted. The population was all the 36 nurse educators in the three universities that offer the Bachelor in Nursing Science programmes in Edo State. Validity and reliability of the study questions were ensured and a pilot study was done to ensure internal consistency by measurement with the Cronbach‟s alpha consistency measure that yielded 0.85. Descriptive analysis was employed with the aid of frequencies, tables and graphs. Findings of the study indicate that the nurse educators use technology for teaching and learning. They all use the laptop 34(100%); desktop computer iii accounts for 33(97.1%). The respondents use these technologies in conjunction with word processing and spreadsheet for direct classroom teaching, preparation of lectures and students‟ results as well as classroom facilitation. Twenty-five (25) respondents (73.5%) use the mobile technologies such as cell phones and emails to send and receive messages from students. Thirty (30) respondents (88.2%) store information as well as browse the Internet. The use of these applications is quite high, unlike video transmission to receive recorded lectures from out-stations which amounted to 7(20.6%) and video conferencing to dialogue with nursing experts 6(17.6%). The CD ROMS are used for direct classroom teaching, storage of course materials and for rehearsal and revision purposes by less than 50% of the respondents each. The respondents identified erratic power supply, unstable connectivity and inadequate ICT facilities as some of the major challenges they encounter. In conclusion, the study recommends among other things that the various departmental and personal offices of the lecturers be equipped with modern technology facilities. The university management is urged to explore other alternative power supply like solar energy. Furthermore, all the role players are urged to play their part effectively to make ICT for teaching and learning beneficial and effective.