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9 + 2.5 years. Iberdomide ic50 Majority of the respondents (84.7%) had heard of STIs. About two-third (65.6%) had good knowledge, while majority (98.6%) had good attitude towards the prevention of STIs, but less than half (34.0%) had good preventive practices. Knowledge of STI was statistically significantly associated with age, level of education, attitude and preventive practices of the respondents. CONCLUSION Most of the respondents were aware and had good attitude towards prevention of STI, but gaps exist in knowledge and preventive practices. Hence, targeted education to improve the knowledge and preventive practices against STI among young unmarried persons is recommended.BACKGROUND The use of intermittent preventive treatment-sulphadoxine-pyrimethamine (IPT-SP), adapted by Nigeria, is one key preventive strategy recommended by the World Health Organization. Because antenatal clinics serve as the usual entry point for IPT-SP implementation, this study explored healthcare workers' knowledge and practice, which are key to optimal IPT-SP coverage. AIM This study aimed to explore the knowledge and practices of healthcare workers on the direct observation of IPT-SP amongst pregnant women attending antenatal care (ANC) in the Bwari Area Council (BWAC) of the Federal Capital Territory, Abuja, Nigeria. SETTING The study took place at five different wards of Bwari Area Council and eight Antenatal care facilities in Abuja, Federal Capital Territory, Nigeria. METHODS In-depth interviews and indirect observations were conducted among purposively selected healthcare workers in charge of the ANC of the eligible facilities. The study explored the knowledge and practices of healthcare workers on intermittent preventive treatment. Data were transcribed, translated and manually coded, and thematic analysis was conducted. RESULTS Healthcare workers' knowledge of IPT-SP, mode of administration and the rationale behind the use were poor. They all agreed that IPT-SP is supposed to be administered as a directly observed therapy at the clinic, but this practice was non-existent. CONCLUSION The findings indicate that factors such as adequate technical skill, accessibility and availability of logistics influence knowledge and practice of IPT service delivery. Therefore, measures should be put in place to address gaps identified by this study.BACKGROUND South Africa was caught off guard by the student unrest in 2015 and 2016. This unrest was named the #fees must fall campaign. During this campaign, students raised the issue of decolonisation of the curriculum, challenging the higher education fraternity and the academic community. This was based on the fact that the existing curriculum has inadequate content on African traditional indigenous knowledge (ATIK), and continues to use the Western approach to address the needs of a multicultural, multiracial and multi-ethnic societies. Institutions responded by initiating dialogues regarding decolonisation of the curriculum in senates, scholars and between different health professional bodies. AIM This article aimed to explore and describe the perspectives of nursing students regarding incorporating ATIK into the curriculum. METHODS Using a participatory transformative approach, researchers and participants worked collaboratively to inform social change. Participants comprised nursing students. The academics, traditional health practitioners, indigenous knowledge holders and primary health care nurses formed the panellists. Data were collected through one communal dialogue workshop, which lasted for 8 hours, tea and lunch included. Data were analysed thematically. RESULTS Students' perspectives emerged strongly as four themes, namely, politics of identity, displacement and distortion, curriculum content and institutional resistance. Students expressed that the current education system results in an identity crisis. The existing curriculum does not adequately convey an understanding of ATIK; it is displaced and distorted. CONCLUSION Nursing science has great potential to incorporate the wealth of ATIK into its curriculum. In spite of a vibrant and rich cultural heritage, the ATIK specific to nursing sciences still needs to be incorporated into the existing curriculum in a responsive and relevant manner.No abstract available.No abstract available.BACKGROUND For effective client outcomes, stuttering assessment and intervention approaches need to be aligned. This encompasses using assessment and intervention approaches that address the three multidimensional constructs of stuttering, namely core behaviours, secondary behaviours and negative feelings and attitudes. OBJECTIVE The study aimed to explore whether multiple assessment measures could be used to describe the effectiveness of a comprehensive stuttering intervention approach, undergirded by the International Classification of Functioning, Disability and Health (ICF) framework. METHOD A single-subject case design was employed with one male adult who stutters. Data was collected by administering the Stuttering Severity Instrument-Fourth Edition (SSI-4) and Overall Assessment of the Speaker's Experience of Stuttering-Adults (OASES-A) at three testing periods (pre-intervention, immediately post-intervention and 7 months post-intervention), and a semi-structured interview schedule immediately post-intervention. Descriptive statistics was used to analyse the SSI-4 and OASES-A, and thematic analysis was conducted to evaluate the participant's interview schedule responses. RESULTS The participant's total scores, impact scores and severity ratings of both the SSI-4 and OASES decreased across the three testing periods. The main theme of effectiveness of the comprehensive stuttering intervention to reduce aspects of disability emerged from the participant's responses. CONCLUSION Evaluation of the results from the assessment measures revealed that the comprehensive stuttering intervention approach was effective in reducing the participant's core behaviours, secondary behaviours and negative feelings and attitudes. Assessment and management of fluency disorders should promote a client-specific multidimensional approach that extends beyond the core behaviours and secondary behaviours, by addressing the underlying social and emotional facets of fluency disorders.
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