Browsing by Author "Ndirangu-Mugo, Eunice"

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    A Description of Experiences of Women and Significant others in Accessing Comprehensive Healthcare in the First 1000 Days of Life Post-conception During COVID-19 in Rural Uganda
    (BMC Pregnancy and Childbirth, 2022-09-28) Nakate, Mary-Grace; MacKay, Sean; Ndirangu-Mugo, Eunice
    COVID-19 presented an unprecedented global public health challenge because of its rapid and relentless spread, and many countries instituted lockdowns to prevent the spread of infection. Although this strategy may have been appropriate to reduce infection, it presented unintended difficulties in rural Uganda, especially in maternal and newborn care. For example, some services were suspended, meaning the nearest health facility was at a considerable distance.
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    Capacity Building among Nursing and Midwifery Professional Associations in East Africa
    (Global Health Action, 2022-10-24) Ruhmel, Stephen; Ndirangu-Mugo, Eunice; Mwizerwa, Joseph; Pallangyo,Eunice
    Despite improvements in educational opportunities, policy changes, and pay raises in the nursing and midwifery professions in East Africa, poor working conditions, few professional development opportunities, and a general lack of respect for these professions predominate. These issues contribute to a low quality of care among a population with a high burden of communicable diseases. Health professional associations may help to address these challenges by providing a voice for nurses and midwives.
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    Open and Distance Learning Programs for Nursing and Midwifery Education in East Africa: Protocol for a Scoping Review
    (JMIR research protocols, 2021-01-11) Isangula, Kahabi; Tumbwene, Mwansisya; Columba, Mbekenga; Pallangyo, Eunice; Ndirangu-Mugo, Eunice
    In the face of growing modernity and the coronavirus disease 2019 (COVID-19) pandemic, open and distance learning (ODL) is considered to play an important role in increasing access to education worldwide. There is a robust evidence base demonstrating its cost effectiveness in comparison with conventional class-based teaching; however, the transition to this new paradigm of learning for nursing and midwifery courses has been difficult in low-income countries. While there are notable efforts to increase internet and education access to health care professionals, not much is known about ODL for nurses and midwives in East African countries. The objective of this scoping review is to understand whether ODL programs for nursing and midwifery education exist, the drivers of their adoption, their implementation, the topics/courses covered, their acceptability, and their impacts in East African countries. The scoping review methodology employs the framework developed by Arksey and O’Malley. Using an exploratory approach, a two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing ODL initiative for nurses and midwives in Uganda, Tanzania, and Kenya. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardized form.