Browsing by Author "Nnyanzi, Lawrence Achilles"

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    Preventing Multimorbidity with Lifestyle Interventions in Sub-Saharan Africa: a New Challenge for Public Health in Low and Middle-Income Countries
    (Public Health, 2021) Alkhatib, Ahmad; Nnyanzi, Lawrence Achilles; Mujuni, Brian; Amanya, Geofrey; Ibingira, Charles
    Low and Middle-Income Countries are experiencing a fast-paced epidemiological rise in clusters of non-communicable diseases such as diabetes and cardiovascular disease, forming an imminent rise in multimorbidity. However, preventing multimorbidity has received little attention in LMICs, especially in Sub-Saharan African Countries. Methods: Narrative review which scoped the most recent evidence in LMICs about multimorbidity determinants and appropriated them for potential multimorbidity prevention strategies. Results: MMD in LMICs is affected by several determinants including increased age, female sex, environment, lower socio-economic status, obesity, and lifestyle behaviours, especially poor nutrition, and physical inactivity. Multimorbidity public health interventions in LMICs, especially in Sub-Saharan Africa are currently impeded by local and regional economic disparity, underdeveloped healthcare systems, and concurrent prevalence of communicable and non-communicable diseases. However, lifestyle interventions that are targeted towards preventing highly prevalent multimorbidity clusters, especially hypertension, diabetes, and cardiovascular disease, can provide early prevention of multimorbidity, especially within Sub- Saharan African countries with emerging economies and socio-economic disparity. Conclusion: Future public health initiatives should consider targeted lifestyle interventions and appropriate policies and guidelines in preventing multimorbidity in LMICs.
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    The current educational interventions for teaching and learning evidence-based practice knowledge, skills, attitudes, and behaviours: a systematic review among undergraduate healthcare students in developing countries
    (Cogent Education, 2025) Nalweyiso, Dorothy Irene; Mbabazi, Johnson; Josette, Bettany Saltikov; Kabanda, Joseph; Jeff, Breckon; Nnyanzi, Lawrence Achilles; Kawooya, Michael Grace; Mubuuke, Aloysius Gonzaga; Kinengyere, Alison Annet; Katherine, Sanderson
    This study aims to evaluate the current educational interventions designed to teach evidence-based practice (EBP) knowledge, skills, attitudes, and behaviours among undergraduate healthcare students in developing countries. A systematic review of quantitative primary research studies was conducted. From an initial set of 942 studies, 848 were screened based on their titles and abstracts, and 11 full-text articles were assessed. After applying exclusion criteria, eight studies were included in the review. These studies were identified through a comprehensive search of electronic databases, including CINAHL, MEDLINE, EMBASE, PUBMED, and ERIC. Two independent reviewers screened, appraised, and extracted data, utilizing the McMaster appraisal tools to assess methodological quality. A best-evidence synthesis approach was applied to summarize the findings in accordance with PRISMA guidelines. The review identified eight studies, 87.5% of which were conducted in Asian countries. The majority (62.5%) of these studies employed survey designs, and 75% incorporated blended teaching methods to deliver EBP content. A notable finding was the absence of EBP-focused interventions for healthcare students in sub-Saharan Africa. There is a significant gap in research regarding educational interventions for teaching EBP to undergraduate healthcare students in developing countries. The findings suggest a need for more targeted research and interventions, particularly in regions like sub-Saharan Africa.