Browsing by Author "Nabirye, Rose"

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    School Policy Commitments to Staff and Students’ Welfare: A Case Study of Public Secondary Schools in Iganga District, Uganda
    (Research and Advances in Education, 2022) Nabirye, Rose; Muweesi, Charles; Kaweesi, Muhamadi; Tomusange, Robert; Cuiying, Wang; Isabirye, Christopher; Mugenyi, Kuteesa D.; Kabasiita, Jessica
    The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.
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    Transformational leadership as a framework for nurse education about hypertension in Uganda
    (Nurse Education Today, 2018) Spies, Lori A.; Gray, Jennifer; Opollo, Jakki G.; Mbalinda, Scovia; Nabirye, Rose; Asher, Cliff A.
    The aim of the study was to describe nurses’ knowledge, skills, and confidence related to hypertension and to assess the impact of a hypertension education initiative based in transformational leadership. Methods The exploratory study was conducted using a pre and posttest model of 18 Ugandan nurses during June of 2016 to assess knowledge and attitude about hypertension. Biometric screening of study participants was completed. Follow up information was collected from participants via email. Results Paired sample t-test revealed the nurses had increased knowledge after completion of workshop. Follow up e-mail query revealed the participants had acted on content of workshop and implemented programs in their communities to screen for and provide education related to hypertension. Biometric screening of participants found significant risk factors for hypertension but less than expected prevalence of hypertension. Conclusion Despite having more formal education related to hypertension and healthy behaviors, nurses are at risk for obesity and hypertension. Their knowledge and commitment can be improved by an educational workshop. Linking educational workshops to a transformational leadership model that incorporates leadership of self, others, and systems has the potential to enhance nurses’ health and leadership skills and to encourage dissemination of critical information.