http://dspace.lamu.edu.zm:8080/handle/123456789/101 2026-10-13T05:26:47Z http://dspace.lamu.edu.zm:8080/handle/123456789/198 Title: Urinary tract infections and associated factors in HIV infected pregnant women at a tertiary hospital in Lusaka, Zambia Authors: Mukosha, Moses; Nambela, Lukundo; Mwila, Chiluba; Chigunta, Micheal; Kalungia, Aubrey Chichonyi; Lubeya, Mwansa Ketty; Vwalika, Bellington Abstract: Introduction: Urinary Tract Infections (UTIs) remain among significant causes of morbidity and mortality in pregnant women in sub-Saharan Africa. Zambia shares this burden disproportionately compared to other countries and it is unknown to what extent HIV affects UTIs. This study investigated the prevalence of UTIs and associated factors among HIV infected pregnant women attending antenatal care at a tertiary hospital in Zambia. Methods: we conducted a retrospective review of medical records of Zambian HIV infected pregnant women who attended antenatal care at the women and newborn hospital between 1st January 2017 and 31st December 2017. We used a structured data extraction tool to extract data from the patient medical records using simple random sampling without replacement. Medical records of patients with known, diabetes and renal transplant were excluded. A logistic regression model was used to establish factors associated with UTIs. Results: we reviewed 380 medical records of pregnant women with a median age of 29 years (IQR: 22, 34). UTIs prevalence was 16.5%, (95% CI: 13.0, 20.7). Women with UTIs had lower gestational age than those without UTI (difference 3 weeks, P<0.0001). Gestational age was independently associated with UTI (AOR: 0.96, 95% Cl: 0.91-0.99). Conclusion: the burden of UTIs in this population was high compared to global estimates and gestational age predicts UTIs. Public health interventions should be directed at promoting an early screening of UTIs during pregnancy, preferably to educate HIV positive women to book for antenatal visit early so that screening could commence. Description: This research article can also be accessed through doi: 10.11604/pamj.2020.37.328.20245 2020-12-08T00:00:00Z http://dspace.lamu.edu.zm:8080/handle/123456789/197 Title: Enhancing Evidence-Based Practice and Critical Thinking Skills of Nursing Students: Lessons from the Review of the Bachelor of Science in Nursing Curriculum of the University of Zambia Authors: Mwiinga-Kalusopa, Victoria; Maimbolwa, Margret Connie; Wahila, Ruth; Katowa-Mukwato, Patricia; Vwalika, Bellington; Nzala, Selestine; Kabinga-Makukula, Marjorie; Chigunta, Micheal; Kampata, Linda; Kayamba, Violet; Kafumukache, Elliot; Simuyemba, Moses; Musenge, Emmanuel; Mwiinga, Christabel; Goma, Fastone Abstract: Background: Making changes in the existing curriculum aims, objectives, course contents learning outcomes and assessment strategies have become a fact of life for nurse educators. Purpose: To enhance the existing Bachelor of Science (BSc) in nursing curriculum through integration of evidence-based practice (EBP) and teaching of critical thinking skills. Materials and Methods: A needs analysis was conducted using a five-phased approach to review the BSc in nursing Curriculum. Kern’s six-step model was adapted and introduced through a series of workshop exercises that highlighted the application of each step: 1) Desk review of the BSc curriculum offered globally; 2) Administration of the needs assessment questionnaire to key informants; 3) Strengths, weakness, opportunities and threat analysis; 4) Consultative meeting with major stakeholders; 5) Curriculum review. Results: The five-phased approach established some gaps in existing curricula, and identified critical core competences and best practices in integrating EPB and critical thinking in the BSc undergraduate curriculum and some “A” level content that was not in tandem with the practice of nurses. New courses were developed to support students in academic writing and enhance professionalism and duration of training was reduced from 5 to 4 years. Conclusion: The process demonstrated that BSc curriculum review, in fact, should be thoroughly scrutinized to encourage positive changes to the curriculum, provide opportunities for team building and the development of leadership skills and a whole-of course perspective on the curriculum. Description: This research article can be accessed through DOI: 10.4236/ojn.2022.122010 2022-02-01T00:00:00Z