• No results found

Evaluation of the Perspectives of Nursing Education on Global Health Nursing Competencies

N/A
N/A
Protected

Academic year: 2020

Share "Evaluation of the Perspectives of Nursing Education on Global Health Nursing Competencies"

Copied!
10
0
0

Loading.... (view fulltext now)

Full text

(1)

International Journal of Medical Science and Current Research (IJMSCR)

Available online at: www.ijmscr.com

Volume2, Issue 3,Page No: 302-311

May-June 2019

302

Medicine ID-101739732

Evaluation of the Perspectives of Nursing Education on Global Health Nursing

Competencies

Temitope Afolalua*, Iyanuoluwa G. Akinwalereb, Oluwaseun Olatoyea Mayowa Olesenic, Chinonyerem Ehiemerec

*a

Department of Nursing Science Afe Babalola University, Ado-Ekiti, Nigeria b

Department of Nursing Science Northumbria University, Newcastle UK c

Department of Medical Science Afe Babalola University, Ado-Ekiti, Nigeria

*Corresponding Author:

Temitope Afolalua *a

Department of Nursing Science Afe Babalola University, Ado-Ekiti, Nigeria

Type of Publication: Original Research Paper Conflicts of Interest: Nil

ABSTRACT

It is vital for different health professionals to understand what global health competencies all are about. To date, we know minimal about the point of view of nurses in Africa where the condition and environments are particularly challenging. This research aims to evaluate the perceptions of nursing educators in the African community about global health qualifications for undergraduate students in nursing and to verify whether the existing curriculum in the institution they teach has addressed these competencies. Descriptive qualitative research based on a non-probable sampling method for recruiting nursing faculty members from different countries in Africa was done. Most participants (41%) are between 26-35 years of age, and most of the participants have a master's degree. Qualifications related to med social and environmental determinants of health “were considered to have higher priority (median 3.76), and qualifications related to health globalisation and health care” were less necessary (mean 3.38). In nursing institutions in Africa, it is imperative that nursing students are equipped with expertise as global health qualifications are not dealt with well in the curricula and therefore, the globalisation rate in Africa increases. Suitable for global health needs outside the classroom. While the participants considered the Social and Environmental Determinants of Health as the highest priority, "Globalization of Welfare and Human Services" was perceived as the global competition with the lowest priority.

Keywords: Medical education; Global health; Nursing competencies.

INTRODUCTION

Due to the increase in globalisation and the exchange of goods, services, people and diseases among nations, the enthusiasm for global health has grown in different health professionals. The health of individuals, community and governments has been influenced by the effect of social, environmental, political and financial issues brought about by globalisation. With the expansion in the number of global travel and movement from one country to another, health problems are not explicit to just a country; health problems have crossed fringes of countries. For instance, Ebola was a global health problem that was caused by travelling from one

country to another, it affected not just one country, but many countries were affected by its effect [1-2]

(2)

Pag

e

303

Pa

ge

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

Pag

e

303

health services and are core in reinforcing the health system. Therefore, global health competency should also be ought likewise to be incorporated into the training of nurses beginning from being a student nurse. In other countries like America, Canada, etc.

studies have been done to study the view of nursing to global health competencies [5-6], yet little is known about perceptions of nursing in Africa community and education where nurses belong to most of the health care professionals.

Fig. 1 presentation of the conceptual framework Perspectives of nursing study

1.1 Background

Global health is the study and practice of improving health and health equity for all individuals worldwide through international and interdisciplinary joint effort [7]. Wilson and associates adopted a list of global health competencies that had been developed for medical students and sent the list using email to nursing faculty in the United States, Canada, Latin America, and Caribbean nations. This is to request that they complete an online survey ranking the degree to which they believed that every one of the

30 competencies ought to be addressed in undergraduate nursing programs [7,8].

(3)

Pag

e

304

Pa

ge

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

Pag

e

304

research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. Global health transnational health issues, determinants and solutions involve many disciplines within and outside the health sciences and promote interdisciplinary collaboration and is a fusion of population-based prevention with individual clinical care. [1].

The 30 guidelines for global health nursing practice further support nurses’ professional training regarding preparation for global nursing experiences and travel, and conveyance of nursing care, including confidentiality, resources, and cross-cultural nursing practice. The guidelines offer more progressively explicit bearing to global health nursing actions in regard to respect, privacy, and appropriate utilisation of technology and social networking; required host nation’s approvals and licensure; and global health nurses’ host country collaboration that is consistent with the literature [9-11]. These guidelines additionally offer a required course to the fledgeling global health nurse, associations that take an interest in global health nursing, and nurse educators who teach future global health nurses’ appropriate actions in international settings [12,13]

Previous work by [3,4, 8] depicted the perceptions of nursing faculty in the Americas about the global health competencies that ought to be incorporated into undergraduate nursing programs. The discoveries recommended that the proposed skills were essential for baccalaureate nursing education. On the off chance that such global skills are to be created, it is fundamental to think about the perspectives or the point of view of African nurse educators, where more significant parts of the workforce are nurses. In this setting, the populations’ health care needs cannot be met without competent nurses to perform critical aptitudes. This research aims to assess the perception of nursing educators in the African community about global health competencies for undergraduate nursing students and to access if the current curriculum in the institution where they teach addresses those competencies.

2. Method

This descriptive, qualitative and cross-sectional study is based on an unlikely snowball sampling procedure to recruit nursing educators from different countries in Africa; Botswana, Cameroon, Democratic

Republic of the Congo, Egypt, Ethiopia, Ghana, Kenya, Malawi, Mali, Mozambique, Somalia, Rwanda, Nigeria, Tanzania, Rwanda, Somalia, South Africa, Sudan, Swaziland, Uganda and Zambia. Data and links to study were circulated using email through an assortment of contacts in the districts, and email recipients were asked to spread the review to nursing educators who taught in their Department of Nursing in various schools.

This survey comprises of two sections: the first is identified with the subjects' attributes and the following profoundly competencies in global health of undergraduate nursing students. Participants determined the appropriate grade for each competition; 1 "totally disagree" with 4 points "totally agree". The research includes 30 competencies divided into two subareas: global burden of disease; Health outcomes of migration, travel and relocation; Social and environmental determinants of health; Globalization of health care in low-resource settings for health and development as a human right. For all, there was room to determine if there was competence in the training modules offered by the nurse educator.

One hundred and eleven (111) respondents were utilised from different countries and Nursing establishments. Ethical guidelines were followed, and the whole process was online and was done willingly, by each subject's interest, availability and time. The information was processed in the software SPSS and submitted to descriptive statistical analysis.

(4)

Pag

e

305

Pa

ge

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

Pag

e

305

3. Result

Table 1 Showing Socio-Demographic Characteristics of Respondents

SOCIO-DEMOGRAPHIC DATA

Class and Age group

FREQUENCY PERCENTAGES (%)

AGE

DISTRIBUTION

18 – 25 20 18

26 – 35 45 41

36 – 50 35 31

51 – 60 8 7

61 and above 3 3

SEX Female 101 89.9

Male 10 10

EDUCATIONAL LEVEL

Graduate 21 19

M.Sc 50 45

Ph.D 40 36

YEARS

OF EXPERIENCE

1-5 10 9

6-10 26 23.5

11-15 22 19.8

15-20 30 17-20

20 and above 23 21

Table 1 above shows the socio-demographic data of research participants, which includes; age, sex, educational level and years of experience. The majority (41%) of the participants are within the range of age 26-35years while minorities (3%) are within the range of 60years and above.

Table 2 showing the number of participants by their country

COUNTRY FREQUENCY PERCENTAGE

Botswana 3 2.7%

Cameroon 5 4.5%

The Democratic Republic of the Congo

4 3.6%

Egypt 3 2.7%

(5)

Pag

e

306

Pa

ge

306

Pag

e

30

6

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Pag

e

306

Ghana 15 13.5%

Kenya 10 9%

Malawi 5 4.5%

Mali 2 1.8%

Mozambique 3 2.7%

Nigeria 32 28.8%

Rwanda 2 1.8%

Somalia 2 1.8%

South Africa 12 10.8%

Sudan 2 1.8%

Swaziland 2 1.8%

Tanzania 2 1.8%

Uganda 1 0.9%

Zambia 2 1.8%

TOTAL 111 100

Table 2 above shows the number of participants by their country. Nineteen countries were present by a minimum of one participant. Nigeria has the highest (28.8%) number of participants, while Uganda has the lowest number (0.9%) of participants.

The statistic shows that the mean, standard deviation

and Cronbach's alpha (α) for the African nurse

educators’ agreement with the global health competencies that need to be developed. The Global Competencies of Global burden of disease (α=0.75) of Explain the significant causes of morbidity and mortality in the world and how the risk of infection varies by region and a standard deviation (SD) of 3.48 and 0.58. Significant public health efforts to reduce global health inequalities. Discuss priorities for health and health research, health service delivery, and financing. Health implications of migration, travel moreover, displacement (α=0.79) demonstrate an understanding of the health risks posed by international travel or foreign birth of 3.6mean of 0.53 SD. When a traveller or a future home rises to a chance for a submitted presentation of rare diseases or rare diseases, and when it provides an appropriate evaluation or evaluation with 3.226 means and 0.58 SD. Explain how the cultural context affects perceptions of health and illness and how it

affects individual health concerns in a culturally sensitive way. Capable 3.68 - 0.55 Interpreters and their families. Identify regions of the world and travel activities associated with increased risk of life-threatening disease, including HIV/AIDS, malaria and multidrug-resistant tuberculosis shows 3.4 mean at 0.612 SD.

Social and environmental causes of health. (α=0.83) Is Designate on how social and financial conditions such as poverty, education and lifestyles affect health and access to health care and a List the most critical social determinants of health and their impact on life expectancy differences between the average standard deviation of 0.5 and countries with a mean of 3.7. The effect of low income, education and communication factors on access to health and quality services and Describe the connection between contact to clean water, sanitation, food and air quality on individual and population health give an average mean of 3.81 and SD of 0.35.

(6)

Pag

e

307

Pa

ge

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

Pag

e

307

0.62. Identify different national models or health systems for the provision of medical care and its impact on health and health expenditures and analyse how travel and trade contribute to the spread of chronic and infectious diseases. Result in 3.45 means and 0.55 SD. Investigate general trends and influences in the global availability and movement of healthcare workers with The identification of usability and deficiencies of national and global health professionals is of 3.34 and 0.58 SD, on average. Explain the most common examples of health worker migration and the impact of health care on health availability in the country and the country of movement is of the lower value of 3.33 as the average.

The Healthcare in low-resource settings (α=0.81) of Articulate barriers to health and healthcare in low-resource settings locally and internationally and Demonstrate an understanding of cultural and ethical issues in working with disadvantaged populations prove average of 3.7 mean value to 0.47 SD. Validate the capability to adapt clinical skills and practices in a resource-constrained setting and to explain the role of syndromic management and clinical algorithms in treating common DS diseases in 0.567 and 3.46.

Describe the signs and symptoms of major common conditions that facilitate nursing assessment in the absence of advanced tests that are not often available in low-income settings (cardiovascular disease, cancer, and diabetes). Identify the clinical interventions and integrated strategies demonstrated to improve individual significantly and population health in resource-poor settings (e.g., immunisations, essential drugs, maternal and child health programs). For students attending elective courses in low-income settings outside their homes, this is evidence of training to prepare for this elective course.

As a human right, the source of health and development (α = 0.68) is an average of 3.78 and 0.42 SD to demonstrate a basic understanding of the relationship between health and human rights. Know the institutions and agreements that deal with human rights in health and medicine. The research produces an average output of 3.52. The role of WHO in health and human rights, the Universal Declaration of Human Rights, International Ethical Guidelines for Biomedical Studies with Human Beings (2002), Declaration of Helsinki (2008) SD average value of 0.50 3.68.

Table 3 showing the response of participants if the competencies are addressed or not in the curriculum of the institution where they teach.

Domains/Competencies Yes No

n % N %

Global burden of disease

Describe the significant causes of morbidity and mortality around the world, and how the risk of disease varies with regions

68 61.3 43 38.7

Integrate public health efforts to reduce global health inequalities (for example, the Millennium Development Goals and the Global Fund for AIDS, TB and Antimalaria)

60 54 51 46

Discuss priorities, selection of health services and financing for health and health research.

40 36 71 64

Health implications of migration, travel and displacement

Demonstrate an understanding of the health risks posed by international travel or foreign birth

8 7.2 103 92.8

Understand that travel or foreign birth risk the patient at risk of presentation of rare diseases and makes an appropriate assessment or guidance.

(7)

Pag

e

308

Pa

ge

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Pag

e

308

Identify world regions and travel activities associated with increased risk for life-threatening diseases including HIV/AIDS, malaria and multi-drug resistant tuberculosis

40 36 71 64

Social and environmental determinants of health

Explanation of how community and financial situations such as poverty, education and lifestyles affect health and access to health care

70 64 41 36

Describe the influence of low income, education and communication influences on access to and quality of health care

59 53.2 52 46.8

Explain the relationship between access to drinking water, sanitation, food and air quality in individual health.

76 68.5 35 31.5

The globalisation of health and health care

Analyses how global trends in healthcare practice, commerce and culture, multinational agreements and multinational organisations contribute to the excellence and accessibility of healthcare locally and internationally

18 16.2 83 74.8

Describe general models or health organisations for the provision of healthcare and their respective effects on health and healthcare expenditure

50 45 61 55

Analyses how travel and trade contribute to the spread of infectious and chronic diseases

40 36 71 64

Analyses general trends and influences in the global availability and movement of healthcare workers

30 27 81 73

Explain the most general migration patterns of health professionals and the impact of health care on the availability of medical care in the country of residence and the country of migration.

7 6.3 104 93.6

Healthcare in low-resource settings

Articulate blockades and healthcare in low-resource settings locally 24 21.6 87 78.4

Demonstrate an empathetic of cultural subjects in working with disadvantaged populations

56 50.5 55 49.5

To identify the causes and symptoms of the highest-risk diseases that affect the evaluation of the disease in the absence of advanced tests that are not frequently available in low resources (cardiovascular disease, cancer and diabetes)

61 55 51 45

Describe the role of syndrome management and clinical algorithms for the treatment of common illnesses

33 29.7 78 70.3

Identify the clinical interventions and integrated strategies shown to improve individual significantly and population health in low resource environments (e.g., vaccinations, essential drugs, maternal and child health programs)

67 60 44 39

(8)

Pag

e

309

Pa

ge

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

Pag

e

309

this option, for students who participate in resource-poor settings, except when they choose.

Health as a human right

Validate a basic empathetic of the connection between health and human rights

70 63 41 37

Demonstrate familiarity with organisations and agreements that address human rights in healthcare and medical research

56 50 55 49.5

Identify the role of WHO in linking health and human rights, the Universal Declaration of Human Rights, the International Code of Ethics for Human Biomedical Research (2002), the Helsinki Declaration (2008).

80 72 31 27.9

Discussion

The total sample included 111 participants. Table 1 shows the socio-demographic data of research participants, which includes; age, sex, educational level and years of experience. The majority (41%) of the participants are within the range of age 26-35years while a minority (3%) are within the scope of 60years and above. As regards the academic background, in this study, most of the participants hold a master’s degree. This survey included participants teaching in Africa from various countries like Nigeria having 40 participants, South Africa with 40 participants, Ghana having 40 participants and many other countries listed in Table 2. This survey included participants from 19 countries, as shown in table 2. The perception of nurse educators about proposed global health competencies by subscale is presented in Table 3. For African nurse educators, all the skills were considered significant: all subscale medians were 3.07 and above on a four-point scale. Power related to ‘global burden for diseases has an average of 3.56, Health implications of migration, travel and displacement with an average of 3.51, health care in low-resource settings with an average of 3.54 and health as a human right and development resource with the average of 3.60 [15-17].

Abilities related to “Social and Environmental Factors of Health” were considered the top priority (median 3.76), whereas competencies related to “globalisation of health and healthcare” were considered less essential (median 3.38). This agrees with the study done by [18, 19] where globalisation of health and healthcare were considered less critical. The Cronbach’s alpha coefficients for the survey ranged from (0.68) Health as a human right and

development resource too (0.87) Globalization of health and health care subscales. The total Cronbach’s alpha coefficient for the study is 0.92.

According to table 4 showing the response of participants if the competencies are addressed or not in the curriculum of the institution where they teach, it was discovered that the average of answers with no is higher than that of those with yes. The percentage of those who answered with “no” is 53% and the rate of those with yes is of 47%. This indicates that in African Nursing institutions global health competencies are not well addressed in their curriculum with the increase rate in globalisation in Africa, it is essential for nursing students to be equipped with adequate knowledge required for the global health needs outside the classrooms [19].

Therefore, it can be said that most of the global health competencies were not added to the curriculum of African institution where the respondents are affiliated with. This is indicating a gap that needs to be filled for the effectiveness of nurses about global health. Also, the high priority given to Social and environmental determinants of health suggests that there is a need for nursing programs in Africa add more emphasis on public health, epidemiology, and other related social sciences. Furthermore, it is essential for the nursing institution to develop partnerships with other experts to ensure the preparation of each nursing students in becoming global health as to be able to handle issues related to global health.

(9)

Pag

e

310

Pa

ge

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

Pag

e

310

noted in previous studies, the global health competencies that should be included in the nursing curriculum must go beyond the biological perspective to look for different possibilities for integrating actions of nurses in personal care.

Conclusion

This study revealed a high level of agreement with the global health competencies among Africa institutions. Respondents considered Social and Environmental Determinants of Health as the most top priority, while “Globalization of health and health care" were considered the global competency with the lowest priority and discussed less. Furthermore, it was discovered from the study that most of the worldwide health competencies were not addressed in the curriculum of the Africa institutions. It is encouraged that regulatory bodies for nursing in Africa adopt global health competencies in their school curriculum which nursing students need to develop while undergoing their undergraduate nursing program. This will help them prepare for the reality of an increased need for inadequate knowledge in global health due to the increase in globalisation and its effect on the health of individuals and community.

This study is limited because it was not able to compare different nations and compared to the number of nurses in Africa, 111 as the sample size is too small to generalise the result. Moreover, this study should be an eye-opener for nursing regulatory bodies for the need to incorporate global health concepts into the curriculum in Africa. More evaluate the on the perspective of nurse educators and nursing students on global health nurse, comparing different regions with each other should be further research. Also, findings should be done on how global health nurses are utilising the knowledge they have received on global health competencies.

REFERENCES

[1].Kaplan, J.P., Bond, T.C., Merson, M.H., 2009. Towards a standard definition of global health. Lancet 373, 1993–1995.

[2].L. Wilson, D. C. Harper, I. Tami, R. Zarate, Salas S, & Ventura, C. (2012). GHC for nurses in the Americas. J. of Professional Nursing, 28(4):213-222. This reference is incorrect…The title is not spelt out. Last names should be listed first.

[3].World Health Organization. (2015).Global health observatory data: Ratio of nursing and midwifery personnel to physicians. Accessed (13/05/2019) http://www.who.int/gho/health_workforce/nursin g_midwifery_density/en/.

[4].World Health Organization (2016). Global strat. dirtns for strengthening nursing and midwifery

2016–2020. Retrieved

fromhttp://www.who.int/hrh/nursing_midwifery/ global-strategy-midwifery-2016-2020/en/. This reference is incorrect…the entire title should be spelled out.

[5].Catholic Health Association. (2015). Retrieved from https://www.chausa.org/docs/default-source/internationaloutreach/cha_guidingprincipl es_web.pdf?sfvrsn=0 The title of this reference should be spelled out

[6].Jennifer D., Karen D., Judy H., Heidi H., Yu-hui F., Elaine L. (2018). Transforming nursing curricula for a global community. Journal of Professional Nursing 34 (2018) 449–453. . [7].Wilson, L., Mendes, I. A. C., Klopper, H.,

Catrombone, C., Al-Maaitah, R., Norton, M. E., & Hill, M. (2016). ‘Global Health’ and ‘Global Nursing’: Proposed Definitions from the Global Advisory Panel on the Future of Nursing.

Journal of Advanced Nursing, 72(7), 1629-1540.

doi: 10.1111/jan.12973.

[8].Leffers, J., & Plotnick, J., (2011).Volunteering at home and aboard: The essential guide for nurses. Indianapolis, IN Sigma Theta Tau International. [9].BI Oladapo, SA Zahedi, SC Chaluvadi, SS

Bollapalli, M Ismail, Model design of a superconducting quantum interference device of magnetic field sensors for MCG, Biomedical Signal Processing and Control 46, 116-120 [10]. Megan R., Marie R., Kristin H., Anita J.

(2015). Global and PH competencies for nursing education: A systematic review of essential competencies. Nurse Education Today 40 (2016) 173–180

[11]. B. I. Oladapo, S. A Zahedi, F Vahidnia, O. M Ikumapayi, M. U Farooq, Three-dimensional finite element analysis of a porcelain crowned tooth, Beni-Suef University journal of basic and applied sciences 7 (4), 461-464

(10)

Pag

e

311

Pa

ge

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Pag

e

311

Comp. by Nursing Faculty in Afrand the Amer.incorrect reference format

[13]. Bankole I. Oladapo, Adeyinka O. M. Adeoye, Muhammad Ismail. Analytical optimisation of a nanoparticle of microstructural fused deposition of resins for additive manufacturing. Composites Part B: Eng’g, 150, 1 2018, Pages 248-254. [14]. Nicole W., Rachel B., Chakra B., Jason F.,

Lynda L. (2016). Perspectives of nur.Faculty in Africa on global health nursing comp. Nurs Outlook 64 (2016) 179-185

[15]. Ruth M., Jeanne L., Jackline M. (2018). Ethical Prin. Moreover, Guidelines of GHN Practice. Incorrect reference format

[16]. Bankole I. Oladapo, S. A., Zahedi, A. O. M. Adeoye. 3D printing of bone scaffolds with hybrid biomaterials. Composites Part B: Eng’g, Volume 158, 1 February 2019, Pages 428-436. [17]. Robert Battat, Gillian Seidman,

Nicholas Chadi, Mohammed Y Chanda,

Jessica Nehme, Jennifer Hulme, Annie Li, Nazlie Faridi& Timothy F Brewer (2010). GHC and approaches in medical education: a literature review. Incorrect reference format

[18]. Adeyinka O. M. Adeoye, Joseph F. Kayode, Bankole I. Oladapo, Samuel O. Afolabi. Experimental analysis and optimisation of synthesised magnetic nanoparticles coated with PMAMPC-MNPs for bioengineering application. St. Petersburg Polytechnical University Journal: Physics and Mathematics, Volume 3, Issue 4, December 2017, Pages 333-338.

Figure

Fig. 1 presentation of the conceptual framework Perspectives of nursing study
Table 1 Showing Socio-Demographic Characteristics of Respondents
Table 2 above shows the number of participants by their country. Nineteen countries were present by a minimum of one participant
Table 3 showing the response of participants if the competencies are addressed or not in the curriculum of the institution where they teach
+2

References

Related documents

Welcomes in this context the Commission's intention to reinforce the EU's framework for detecting and responding to serious cross-border health threats, including strengthening

Yield of durum wheat and expected payout simulated for the present period and relative changes calculated for the future (2040) according to different RCMs. with thicker tails

We must, then, consider ensembles of world lines compatible with our measurements (see Figure 2.1). But once we leave the consideration of single trajectories, we leave the

International Atomic Energy Agency, Record and Verify Systems for Radiation Treatment of Cancer: Acceptance Testing, Commissioning and Quality Control, IAEA Human Health Reports

Our target audience was composed of post-stroke patients with limited hand movements. These patients usually need to undergo several physiotherapy sessions in order to improve

• End to end 128-bit SSL encryption is used to maintain Business Banking session security and hosted within Digital Insight's world class data center for added security.. • Because

List of acronyms and abbreviations: AAH – Arts and Healthcare AHRC – Arts and Humanities Research Council CC – Co-creation CCE – Creative and Cultural Economy CP –

 Early Efforts at Mitral Valve Surgery  The development of Mitral Prosthesis..  The Problems of the Underdeveloped World  The French Correction – Alain Carpentier 