International Journal of Africa Nursing Sciences最新文献

{"title":"Towards health justice: Implementing structural competency in women’s healthcare education","authors":"Daina Charnelle Fougang ,&nbsp;Charles Mpofu ,&nbsp;Dianne Wepa","doi":"10.1016/j.ijans.2025.100819","DOIUrl":"10.1016/j.ijans.2025.100819","url":null,"abstract":"<div><h3>Introduction</h3><div>The World Health Organization advocates for preparing medical students to address health disparities experienced by minority groups. The persistent disparities in women’s health outcomes, particularly among racial and ethnic minorities, highlight critical gaps in current medical education approaches. Despite strong consensus about the significance of structural competence training in medical education, most curricula struggle to develop, teach, and assess it effectively, particularly in addressing women’s health disparities.</div></div><div><h3>Objectives</h3><div>This systematic review aims to: (1) evaluate structural competency’s role in women’s health disparities and (2) develop implementation strategies for women’s healthcare education.</div></div><div><h3>Methodology</h3><div>A systematic literature review using Scopus, Google Scholar, and Web of Science databases (2010–2023) initially identified 905 articles. Following rigorous inclusion criteria focusing on structural competency, women’s health disparities, and medical education, 40 articles were selected for final analysis.</div></div><div><h3>Findings</h3><div>The review presents (1) comprehensive evidence of health disparities in women’s healthcare, particularly affecting racial and ethnic minorities; (2) the critical role of structural competency in addressing systemic barriers and discrimination in healthcare delivery; (3) effective teaching strategies including lecture-based, case-based, team-based, and simulation-based learning approaches; Findings indicate that successful implementation of structural competency requires multi-level interventions across individual, interpersonal, clinic, community, research, and policy domains.</div></div><div><h3>Conclusion</h3><div>This review establishes the importance of integrating structural competency into women’s healthcare education. While implementation challenges exist, the framework developed provides practical guidance to address women’s health disparities through structural competency training.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100819"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serious games in nursing education: A systematic review of current evidence","authors":"Esmaeil Mehraeen ,&nbsp;Mohsen Dashti ,&nbsp;Pegah Mirzapour ,&nbsp;Afsaneh Ghasemzadeh ,&nbsp;Shima Jahani ,&nbsp;Amir Masoud Afsahi ,&nbsp;Sina Mohammadi ,&nbsp;Fatemeh Khajeh Akhtaran ,&nbsp;Mohammad Mehrtak ,&nbsp;SeyedAhmad SeyedAlinaghi","doi":"10.1016/j.ijans.2025.100838","DOIUrl":"10.1016/j.ijans.2025.100838","url":null,"abstract":"<div><h3>Introduction</h3><div>Serious games (SGs) are a new concept in education that focuses on improving the effectiveness of teaching methods to provide a digital area for learning. We aimed to review current evidence of using SGs applications in nursing education.</div></div><div><h3>Methods</h3><div>Data extraction was performed following two steps of screening/selection and then applying inclusion/ exclusion criteria. PRISMA checklist and the Newcastle-Ottawa Scale were utilized in the review.</div></div><div><h3>Results</h3><div>A total of 41 articles from 2015 to 2024 were included in this study. Results showed that nurse educators have attempted to use innovative game-based approaches to improve students’ knowledge, decision-making, practical skills, and teamwork. The nurses who participated and played these games often demonstrated a meaningful increase in their knowledge or exam scores when compared to a control group of peer nurses who underwent a routine traditional education or other modalities of digital platforms like online webinars.</div></div><div><h3>Conclusion</h3><div>Serious games have the potential to transform nursing education by providing an engaging and interactive learning experience. By immersing learners in realistic clinical scenarios, these games can enhance critical thinking, problem-solving, and decision-making skills.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100838"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Midwives’ views regarding implementation on prevention of vertical transmission HIV programme at Tshwane antenatal clinics","authors":"Reamogetswe Lisbeth Aphane,&nbsp;Kwanele Mazibuko,&nbsp;Yandiswa Dlamini,&nbsp;Thobeka Mndebele,&nbsp;Angela Beza,&nbsp;Maurine Rofhiwa Musie","doi":"10.1016/j.ijans.2025.100846","DOIUrl":"10.1016/j.ijans.2025.100846","url":null,"abstract":"<div><h3>Background</h3><div>The prevention of vertical transmission of Human Immunodeficiency Virus (HIV) is critical in reducing mother-to-child transmission rates and improving health outcomes for both mothers and infants. Midwives and accoucheurs, as frontline healthcare providers at antenatal clinics, play a vital role in implementing HIV prevention programmes through testing, initiating antiretroviral therapy, and counselling, yet their views on this process remain underexplored.</div></div><div><h3>Objectives</h3><div>To explore and describe the midwives’ views on implementation of the prevention of vertical transmission (PVT) of HIV program at selected antenatal clinics in Tshwane, South Africa.</div></div><div><h3>Methods</h3><div><em>T</em>his study followed a Qualitative, exploratory, and descriptive research design. 13 Midwives/Accoucheurs were purposive sampled. Data were collected by conducting individual semi-structured interviews with the midwives. Data analysis was done through thematic analysis. Guba’s model of trustworthiness was implemented.</div></div><div><h3>Results</h3><div>Five themes emerged from the data analysis. 1 − Procedure to implement prevention of vertical transmission of HIV, 2 − Role of midwives in implementation of prevention of vertical transmission program, 3 −Benefits of the vertical transmission programme, 4 −Barriers to programme implementation and 5 −Strategies for implementation of the prevention of vertical transmission.</div></div><div><h3>Conclusion</h3><div>Overall the study highlighted the role of midwives in delivering effective HIV prevention care. The findings reveal that midwives are committed to the program’s implementation but face challenges such as negative attitudes of midwives who provide HIV services, lack of partner involvement and the Tier system not nationally interlinked. Moreover, they expressed a need for linkage to support groups, and integration of HIV mentors at each clinic to enhance program implementation.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100846"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143815036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oncology healthcare professionals’ awareness and understanding of compassion fatigue and its manifestation in public healthcare facilities, KwaZulu-Natal, South Africa","authors":"Phindile Mlaba ,&nbsp;Themba Ginindza ,&nbsp;Khumbulani Hlongwana","doi":"10.1016/j.ijans.2025.100848","DOIUrl":"10.1016/j.ijans.2025.100848","url":null,"abstract":"<div><h3>Background</h3><div>Oncology healthcare professionals (OHPs) are continuously exposed to the pain, suffering and demise of patients in their care, which render them vulnerable to compassion fatigue (CF) and other related conditions. CF is described as ‘the cost of caring’ and is an inevitable occurrence in the healthcare profession.</div></div><div><h3>Aim</h3><div>This study explored the OHPs’ awareness and understanding of CF, including its manifestation in public healthcare facilities.</div></div><div><h3>Setting</h3><div>This research study was conducted in three public healthcare facilities that offer full oncology services in KwaZulu-Natal, South Africa.</div></div><div><h3>Methods</h3><div>This qualitative study was rooted in the exploratory descriptive design which was ideal for deepening our understanding of OHPs’ awareness of CF and its manifestations as experienced by the OHPs. In-depth interviews were conducted among 31 OHPs.</div></div><div><h3>Results</h3><div>Three main themes and seven sub-themes emerged from the data analysis. The main themes were (a) OHPs’ awareness, understanding and manifestation of CF, (b) CF mitigation activities, and (c) The pros and cons of a high-pressure work environment. The themes were centred round the OHPs’ understanding of CF and their workplace experiences that contributed to CF.</div></div><div><h3>Conclusion</h3><div>OHP’s conceptual understanding of CF was superficial, hence educational interventions are required to improve their awareness. OHPs continue to face many workplace challenges that contribute to CF. The findings of this study provide evidence of the need for interventions that are dedicated to the management of CF.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100848"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143777674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Basic Trauma Nursing Management Course (BTNMC) in the level of knowledge among staff nurses","authors":"Alfred Dahbi ,&nbsp;Benjamin Joel L. Breboneria ,&nbsp;Soheir Mohammed Ahmed Ali ,&nbsp;Paulo Carl G. Mejia ,&nbsp;Rock P. Cordero ,&nbsp;Annie Rosita","doi":"10.1016/j.ijans.2025.100839","DOIUrl":"10.1016/j.ijans.2025.100839","url":null,"abstract":"<div><h3>Introduction</h3><div>It has been reported that nurses lack necessary training, skills and knowledge when caring for trauma patients.</div></div><div><h3>Objective</h3><div>The researcher, being a Trauma Life Support Specialist developed “Basic Trauma Nursing Management Course” that aims to determine the effectiveness of the said training program in enhancing the knowledge level to trauma care among staff nurses.</div></div><div><h3>Methods</h3><div>The study utilized one- group, quasi-experimental. The study included 50- emergency room staff nurses in United Arab Emirates.</div></div><div><h3>Results</h3><div>The findings of the study revealed that most of the participants have a moderate knowledge (x̅ = 26.18) before the implementation of the Basic Trauma Nursing Management Course. Most of the participants developed a high knowledge (x̅ = 36.56) after the training program.<!--> <!-->T-test of dependent sample<!--> <!-->revealed that there is a statistically significant difference in the knowledge scores of staff nurses to trauma nursing care before and after the training program.</div></div><div><h3>Conclusion</h3><div>The study concluded that the basic trauma nursing management course is effective in improving the knowledge among staff nurses.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100839"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143679897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of nursing students’ experiences of learning nursing in Sierra Leone and Norway","authors":"Rebecca Amara ,&nbsp;Donald Santigie Conteh ,&nbsp;Joseph Edem-Hotah ,&nbsp;Mohamed James Koroma ,&nbsp;Anneline Røssland ,&nbsp;Ragnhild Johanne Tveit Sekse ,&nbsp;Tove Giske","doi":"10.1016/j.ijans.2025.100834","DOIUrl":"10.1016/j.ijans.2025.100834","url":null,"abstract":"<div><h3>Background</h3><div>Nursing is the backbone of health care systems world-wide however, the entry levels and the level of nursing education varies in different countries. A combination of classroom teaching and skills laboratory, and clinical placements in different parts of health care is the standard of nursing education. With a growing number of nursing students in each class, there are challenges in providing suitable physical structures, availability of placements, and human resources to facilitate good quality education in nursing.</div></div><div><h3>Aim</h3><div>To explore the similarities and differences between how nursing students experience learning nursing in Sierra Leone and Norway.</div></div><div><h3>Method</h3><div>A qualitative research design, using thematic analysis was chosen to analyse focus group interviews of students. Nineteen students from Sierra Leone took part in four focus group interviews and six students from Norway took part in two focus groups. Data were collected from November 2022 to January 2023. Lecturers from Sierra Leone and Norway analysed the transcribed interviews together.</div><div><em>Findings:</em> Four main themes evolved through the analysis: 1) culture as the backdrop of the study and how it impacted the learning process, 2) the importance of a conducive learning environment, 3) how students take ownership of their learning, and 4) students longing for inclusion.</div></div><div><h3>Conclusion</h3><div>Nursing students encountered positive and negative experiences that were similar or different in relation to the country and institution. At VID (V: Vitenskapelig = Scientific, I: International, D: Diaconal) Specialized University, Norway, students owned their learning whilst at COMAHS (College of Medicine and Allied Health Sciences), University of Sierra Leone, students depended on lectures for their learning. Students in both institutions longed to be included in their learning both theoretically and in the clinical settings.</div></div><div><h3>Recommendation</h3><div>Provide continuing education programmes for faculties on student-centred learning, preceptorship and simulation practices.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100834"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Midwives’ competence in interpretation of the intrapartum cardiotocograph at public hospitals in Gauteng: An explanatory sequential mixed-methods study","authors":"Sanele Lukhele ,&nbsp;Fhumulani Mavis Mulaudzi ,&nbsp;Rodwell Gundo","doi":"10.1016/j.ijans.2025.100825","DOIUrl":"10.1016/j.ijans.2025.100825","url":null,"abstract":"<div><h3>Background</h3><div>Cardiotocograph (CTG) tracing is a routine intrapartum care procedure for women who have been diagnosed with high-risk pregnancy. The aim of the CTG is to identify fetuses that are at risk in order to expedite delivery.</div></div><div><h3>Purpose</h3><div>To asssess midwives’ competence in the interpretation of the intrapartum cardiotocograph at public hospitals in Gauteng.</div></div><div><h3>Methods</h3><div>An explanatory sequential mixed-methods approach was used. During phase one, 122 midwives in Johannesburg and Tshwane District filled in self-administered questionnaires, and during phase two, 30 midwives took part in semi-structured qualitative interviews. The data from both phases was analyzed separately and then integrated using the Pillar Integration Process.</div></div><div><h3>Results</h3><div>The Pillar Integration Process led to the identification of six pillars: 1) substandard CTG interpretation training leads to a lack of understanding of key concepts; 2) absence of norms and standards pertaining to CTG interpretation training; 3) Essential Steps in Managing Obstetric Emergencies (ESMOE) training does not result in improved CTG interpretation scores; 4) lack of standardization of CTG interpretation guidelines causes confusion among interpreters; 5) level of knowledge of foundational concepts of CTG interpretation affects clinical judgment; and 6) CTG interpretation skill is a combination of understanding of CTG characteristics, fetal heart rate pattern, fetal physiology and clinical context.</div></div><div><h3>Conclusion</h3><div>The results highlighted a knowledge deficit in CTG interpretation and shortfalls in the current CTG training programs. This can be remediated by the development of a CTG training program which is benchmarked with existing programs which have demonstrated good knowledge scores of participants over a long period.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100825"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143429434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the effect of awareness of international oxygen therapy guidelines on oxygen administration practices among nurses during the COVID-19 pandemic: A survey of nurses working in the pediatric and medical departments of a National Teaching and Referral Hospital in low-resource settings","authors":"Joseph Odhiambo ,&nbsp;Lucy W Kivuti-Bitok ,&nbsp;Solomon Omare ,&nbsp;Irene Ngune","doi":"10.1016/j.ijans.2025.100835","DOIUrl":"10.1016/j.ijans.2025.100835","url":null,"abstract":"<div><div>Awareness of International Oxygen Therapy Guidelines (IOTG) may have impacted oxygen therapy experience during the coronavirus (COVID-19) pandemic. This study explored if nurses at Kenyatta National Hospital (KNH) were aware of IOTG and if this awareness influenced their practice of oxygen administration during Covid-19 era. A survey of 80 nurses, from both pediatric and medical departments was carried out. Data collection was done through a self-administered questionnaire. Data were analyzed using descriptive statistics and the association between variables with Chi-square and <em>t</em>-test at p &lt; 0.05.</div><div>The mean age of the respondents was 39.82 ± 9.32, and 66.3 % were females. Respondents had an average of 2.47 years (±2.35) since the last oxygen therapy refresher training. Over 60 % of participants had been administered oxygen less than a month preceding the survey. Lack of awareness of IOTG (<em>X² =</em> 7.113 (df = 1, n = 80), p = 0.008<strong>)</strong> and experience administering oxygen to a covid-19 patient (<em>X² =</em> 6.851 (df = 1, n = 80), p = 0.018<strong>)</strong>, were associated with low awareness of Covid-19 ventilation and oxygenation guidelines.</div><div>Experience of having administered Oxygen to a Covid-19 patient (<em>X² =</em> 6.851 (df = 1, n = 80), p = 0.018<strong>)</strong> and having reviewed or used any guidelines on oxygen therapy (<em>X² =</em> 7.113 (df <strong>=</strong> 1, n = 80), p = 0.008<strong>)</strong> were significantly associated with awareness of covid 19 ventilation and oxygenation guidelines.</div><div>Further regular training in oxygen therapy is needed to ensure good clinical practice.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100835"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A framework to enhance clinical learning and teaching in undergraduate nursing education in Ghana","authors":"Kafui A. Hobenu ,&nbsp;Anthonio O. Adefuye ,&nbsp;Florence Naab ,&nbsp;Champion N. Nyoni","doi":"10.1016/j.ijans.2025.100830","DOIUrl":"10.1016/j.ijans.2025.100830","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is intended to produce practice-ready nurses at graduation to render high-quality care to the deserving populace. This expectation is, however, far-fetched amid the numerous challenges confronting clinical education. Although frameworks for nursing education have proved effective in guiding clinical education, nurse educators in low-income contexts acknowledge the difficulty in identifying appropriate frameworks to guide clinical education. Currently, clinical education in Ghana is compromised and fragmented, and the existing frameworks are not aligned with context-specific needs, resulting in undesirable outputs, and are not informed by practice needs or the needs of the broader community involved in clinical education. A need to develop a framework that aligns with the prevailing needs in clinical nursing education, leading to desirable outcomes, was identified.</div></div><div><h3>Purpose</h3><div>The current study, therefore, aimed to develop a theory-informed framework to enhance clinical learning and teaching in undergraduate nursing education in Ghana.</div></div><div><h3>Methods</h3><div>A multi-method research design underpinned by the theory of change logic model guided the development of the framework through a three-phased approach. Preceding the development of the framework, two separate studies were conducted. Triangulated data from the two earlier studies were used to develop a draft framework. Twelve (n = 12) expert stakeholders were purposively invited to participate in a one-day workshop to<!--> <!-->refine<!--> <!-->and validate<!--> <!-->the<!--> <!-->framework.</div></div><div><h3>Result</h3><div>The final framework visualises the six theory of change logic model components, and incorporates the best available evidence and stakeholders’ inputs.</div></div><div><h3>Conclusion</h3><div>The developed framework could enhance clinical learning and teaching in undergraduate nursing education in Ghana.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100830"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143561924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wound burden: A point prevalence study at an academic hospital in Western Kenya","authors":"Julie Zuniga ,&nbsp;Margaret Mungai ,&nbsp;Moureen Adhiambo ,&nbsp;Mary Kwambai ,&nbsp;Lorna Obanda ,&nbsp;Hellen Jemeli ,&nbsp;Bernedicta Chepkorir ,&nbsp;O’Brien Kyololo ,&nbsp;Mary Kay Foster ,&nbsp;Beth Altenburger ,&nbsp;Dinah Chelagat ,&nbsp;Rodica Muraru ,&nbsp;Gregory Westin ,&nbsp;Mithun Sinha ,&nbsp;Adrian Gardner","doi":"10.1016/j.ijans.2025.100841","DOIUrl":"10.1016/j.ijans.2025.100841","url":null,"abstract":"<div><h3>Background</h3><div>Low- and middle-income countries carry a high burden of wounds. In such countries, the prevalence and extent of wound burden are hard to quantify because of systemic barriers associated with limited resources. In this study, we report the prevalence of patients presenting with wounds at a regional hospital in Kenya and describe these patients’ characteristics.</div></div><div><h3>Methods</h3><div>A descriptive study of inpatients and outpatients presenting wounds was conducted in Kenya’s teaching and referral hospital. Data on patient characteristics, wound and wound care characteristics, and social determinants of health were collected.</div></div><div><h3>Findings</h3><div>The data comprise point-in-time information for wound prevalence and wound types. Participants (<em>N</em> = 122) were primarily inpatients (68.9 %); 55 % were male. Traumatic chronic wounds were the most prevalent (35.2 %), followed by burn injuries (18.8 %), diabetic foot ulcers (12.3 %), and pressure injuries (9.8 %). Many of the patients (77.9 %) worried at some point that food for their family would run out before they could obtain enough money to buy more, and 75 % reduced their meal portions because they lacked funds to buy sufficient food; almost half (44.1 %) had felt hungry but did not eat due to lack of money to purchase sufficient food for their families.</div></div><div><h3>Conclusion</h3><div>Patients had extensive and multiple wounds, with a history of wounds that were slow-healing, and a large majority suffered from food insecurity. Without addressing social determinants of health, the burden of wound care will remain high in this region.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100841"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}