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INTERSEXUAL DISABILITIES

INTERSEXUAL DISABILITIES

INTERSEXUAL DISABILITIES.

Intersex is an umbrella term used to describe anyone with reproductive or sexual anatomy that doesn’t align with the traditional definitions of “male” or “female.”

Intersex people were previously referred to as hermaphrodites, “congenital eunuchs”, or congenitally “frigid“. Such  terms have  fallen out of  favor; in  particular ,the  term “hermaphrodite” is considered  to  be  misleading and stigmatizing.

The term intersexuality was coined by Richard Goldschmidt in 1917. The first suggestion to replace the term ‘hermaphrodite’ with ‘intersex’ was made by Cawadias in the 1940s.

Normal Sexual Development

Normal Sexual Development

During normal sexual development, humans have two chromosome pairs: XX for females and XY for males

  1. Fertilization: When the sperm fertilizes the egg, it contributes either an X (female) or a Y (male) chromosome, determining the genetic sex of the embryo.
  2. Early Development: In the initial weeks, male and female fetuses are “anatomically indistinguishable.” Primitive gonads start developing around the sixth week of gestation in a bipotential state.
  3. Gonadal Differentiation: Gonads can become testes (male) or ovaries (female) based on subsequent events. By the seventh week, male and female fetuses look identical.
  4. Hormonal Influence: Around the eighth week, XY embryos’ gonads differentiate into functional testes, producing testosterone. In XX embryos, ovarian differentiation occurs around the twelfth week.
  5. Duct System Development: In females, the Mullein duct system becomes the uterus, Fallopian tubes, and inner vagina. In males, Müllerian duct-inhibiting hormone causes regression, while androgens lead to the Wolffian duct system’s development. intersex
  6. Birth: By birth, the fetus is completely “sexed” as male or female. This alignment includes genetic sex (XY or XX), internal and external gonads, and external genital appearance.
Causes of Intersex Conditions

Causes of Intersex Conditions:

Masculinizing:

1. XX Congenital Adrenal Hyperplasia (CAH):

  • Common cause involving abnormal adrenal gland production of virilizing hormones during fetal development. (“Virilizing hormones” refer to hormones that promote the development of male sexual characteristics or traits. The term “virilization” is associated with the development of male secondary sex characteristics, and these hormones are responsible for shaping the male reproductive system and external features.)
  • Detection of CAH genes in the embryo is possible, and early treatment with dexamethasone is controversial but aims to prevent genital masculinization.
  • Some XX-females with CAH may experience partial or complete masculinization, including a large clitoris or even a male appearance.

2. XX Progestin-Induced Virilization:

  • Caused by progestin drug use in the 1950s and 1960s to prevent miscarriage.
  • Individuals have female anatomy but may develop male secondary sex characteristics, including unusually large clitorises.

3. XX Freemartinism:

  • Common in cattle, where female twins born with a male may share blood supply, leading to masculinization of the female.
  • External female appearance, infertility, and behavior resembling a castrated male.

Feminizing:

4. XY Androgen Insensitivity Syndrome (AIS):

  • Individuals with XY chromosomes unable to metabolize androgens, leading to varying degrees of feminization.
  • Complete AIS results in a female appearance, including a vagina, but with undescended or partially descended testes.

5. XY 5-Alpha-Reductase Deficiency (5-ARD):

  • Affects individuals with a Y chromosome, hindering the conversion of testosterone to dihydrotestosterone (DHT).
  • Results in ambiguous genitalia at birth, with effects ranging from male genitalia to female genitalia with mild clitoromegaly.

6. XY Congenital Adrenal Hyperplasia (CAH):

  • In XY individuals with CAH due to 17 alpha-hydroxylase deficiency, virilization is inhibited compared to cases without a Y chromosome.

7. XY Persistent Müllerian Duct Syndrome (PMDS):

  • XY individuals with male chromosomes but an internal uterus and fallopian tubes due to the absence of Müllerian inhibiting factor during fetal development.

8. XY Anorchia:

  • Loss of gonads after 14 weeks of fetal development in XY individuals.
  • Results in the inability to produce hormones for male secondary sex characteristics, leading to feminization.

9. XY Gonadal Dysgenesis:

  • Heterogeneous condition in XY individuals where gonads fail to develop properly.

10. XY Hypospadias:

  • Caused by various factors, including alterations in testosterone metabolism.
  • Urethra opening does not reach the tip of the penis, with severity ranging from mild to severe.

Others:

  • Unusual chromosomal sex variations, including Turner syndrome (XO), Triple X syndrome (XXX), Klinefelter syndrome (XXY) and variants (XXYY, XXXY), XYY syndrome, de la Chapelle syndrome (XX male), Swyer syndrome (XY female).
signs of intersex

Categories/Types of Intersex:

Intersex can either be chromosomal or homonal. Categories/Types can also be causes of intersex.

  1. 46, XX Intersex:
  • Chromosomes and ovaries are female, but external genitals appear male.
  • Often caused by exposure to excess male hormones in utero.
  • Conditions include congenital adrenal hyperplasia (most common), male hormone exposure during pregnancy, tumors in the mother, or aromatase deficiency.
  • Labia fuse, clitoris enlarges, but normal uterus and fallopian tubes are present.
  • Formerly known as female pseudohermaphroditism.

46” refers to the total number of chromosomes in a normal human cell. Humans have 23 pairs of chromosomes, and when you count them all, it adds up to 46 chromosomes. Each parent contributes one chromosome to each pair, resulting in a total of 23 chromosomes from the mother and 23 chromosomes from the father, making a complete set of 46 chromosomes in most cells of the human body.

2. 46, XY Intersex:

  • Chromosomes are male, but external genitals are incompletely formed, ambiguous, or female.
  • Internal testes may be normal, malformed, or absent.
  • Causes include testes problems (e.g., XY pure gonadal dysgenesis), testosterone formation issues, or difficulties in using testosterone (e.g., androgen insensitivity syndrome, 5-alpha-reductase deficiency).
  • 5-alpha-reductase deficiency babies may have varying genitalia that often align with male characteristics during puberty.
  • AIS is the most common cause, where receptors to male hormones don’t function properly.

3. True Gonadal Intersex:

  • Presence of both ovarian and testicular tissue, either in the same gonad (ovotestis) or with 1 ovary and 1 testis.
  • May have XX chromosomes, XY chromosomes, or both.
  • External genitals can be ambiguous, female, or male.
  • Formerly known as true hermaphroditism.
  • Underlying causes are often unknown, but in some animal studies linked to exposure to agricultural pesticides.

4. Complex or Undetermined Intersex Disorders of Sexual Development:

  • Various chromosome configurations beyond 46, XX or 46, XY.
  • Examples include 45, XO (only one X chromosome) and 47, XXY, 47, XXX (extra sex chromosomes, X or Y).
  • Disorders may not lead to a discrepancy between internal and external genitalia but can affect sex hormone levels, overall sexual development, and the number of sex chromosomes.
Intersex types signs and symptoms

SIGNS & SYMPTOMS OF INTERSEX CONDITIONS

The signs and symptoms of intersex conditions can vary based on their underlying causes. 

  1. Ambiguous Genitalia at Birth: The external genitalia may not have the usual male or female appearance, making it challenging to assign a clear gender.
  2. Micropenis: A smaller than usual penis in males, which can be a result of hormonal imbalances or genetic factors.
  3. Clitoromegaly (Enlarged Clitoris): In females, the clitoris is larger than expected, possibly due to hormonal influences during fetal development.
  4. Partial Labial Fusion: In females, there may be a partial fusion of the labia, the folds of skin surrounding the vaginal opening.
  5. Apparently Undescended Testes (May Turn Out to Be Ovaries) in Boys: Testes that appear not to have descended may actually be ovaries, indicating a discrepancy between external appearance and internal structures.
  6. Labial or Inguinal Masses (May Turn Out to Be Testes) in Girls: Masses in the labial or inguinal (groin) area in females may turn out to be testes, highlighting the complexity of internal organ development.
  7. Hypospadias: The opening of the penis is not at the tip, and in females, the urethra opens into the vagina instead of its usual location.
  8. Otherwise Unusual-Appearing Genitalia at Birth: Genitalia may have features that deviate from the typical male or female appearance, leading to uncertainty in gender assignment.
  9. Electrolyte Abnormalities: Imbalances in electrolytes, essential for bodily functions, may be present and require monitoring and management.
  10. Delayed or Absent Puberty: Puberty may be delayed or absent, affecting the development of secondary sexual characteristics such as breast development or facial hair growth.
  11. Unexpected Changes at Puberty: Some individuals may experience unexpected changes during puberty, further complicating the understanding of their sexual development.
  12. Underdeveloped Secondary Sexual Characteristics: Individuals may exhibit underdeveloped or atypical secondary sexual characteristics, such as minimal breast development in females or a lack of facial hair growth in males.
  13. Infertility: Some intersex conditions can lead to infertility due to irregularities in reproductive organ development or hormonal imbalances affecting gamete production.
  14. Atypical Pubic Hair Growth: Unusual patterns or absence of pubic hair growth may be observed, contributing to the complexity of sexual development.
  15. Urinary or Reproductive System Complications:  Intersex conditions may be associated with complications in the urinary or reproductive systems, leading to issues like urinary tract abnormalities or difficulties in conceiving.
  16. Gender Dysphoria: Individuals may experience distress or discomfort with their assigned gender at birth, potentially leading to gender identity concerns and the need for psychological support.
  17. Hormonal Irregularities: Fluctuations in hormone levels can result in various symptoms, including mood swings, fatigue, or irregular menstrual cycles, depending on the specific intersex condition.
  18. Chromosomal Abnormalities: Some intersex variations involve chromosomal abnormalities beyond the typical XX or XY configurations, contributing to the diversity of intersex presentations.
  19. Psychosocial Challenges: Intersex individuals may face unique psychosocial challenges related to societal perceptions, self-identity, and acceptance, emphasizing the importance of supportive environments.
  20. Skeletal and Muscular Variances: Skeletal and muscular development may exhibit differences, affecting overall body structure and physical abilities.
  21. Emotional and Mental Health Factors: The emotional and mental well-being of intersex individuals may be influenced by societal attitudes, disclosure of their intersex status, and coping with unique challenges.
Diagnosis and Investigations

Diagnosis and Investigations

  1. Chromosome Analysis: This test examines the chromosomal composition, determining if there are variations from the normal XX (female) or XY (male) chromosome. It helps identify chromosomal intersex variations.
  2. Hormone Level Testing (e.g Testosterone): Measurement of hormone levels, such as testosterone, provides an overview into the endocrine system’s functioning. Deviations may indicate hormonal imbalances affecting sexual development.
  3. Hormone Stimulation Tests: These tests assess the body’s response to hormonal stimuli, helping evaluate the capacity of endocrine organs to produce and regulate hormones crucial for sexual development.
  4. Electrolyte Tests: Electrolyte tests assess the balance of minerals in the body, helping in the identification of potential abnormalities that may be associated with specific intersex conditions.
  5. Specific Molecular Testing: Molecular testing involves examining genetic material at the molecular level. This can reveal specific genetic variations or mutations associated with intersex conditions.
  6. Endoscopic Exam (Vaginal or Cervical Presence): An endoscopic examination is performed to visually confirm the absence or presence of a vagina or cervix.
  7. Ultrasound or MRI (Evaluation of Internal Organs): Imaging techniques, such as ultrasound or MRI, are used to visualize internal organs like the uterus. This helps determine the presence or absence of internal sex organs.

Challenges Faced by Intersex People:

I. Stigmatization: Intersex individuals face stigma due to misconceptions and lack of understanding about differences in sex development. Stigmatization can have an impact on mental health and well-being.

II. Discrimination from Birth or Discovery: Intersex individuals may experience discrimination immediately upon birth or when their intersex trait is discovered. Discrimination can be seen in many ways, affecting their sense of belonging and acceptance.

III. Infanticide: Unfortunately, some intersex infants face the risk of infanticide, due to cultural beliefs or misinformation surrounding intersex. This creates a severe threat to the lives of newborns with intersex traits.

IV. Abandonment: The discovery of intersex traits in a child may lead to parental distress, and in extreme cases, it can result in abandonment. This abandonment can have profound emotional and psychological effects on the individual.

V. Stigmatization of Families: Families with intersex members may also face stigma from society. The lack of awareness and understanding in communities can lead to judgment and isolation of the intersex.

VI. Unequal Treatment: Intersex individuals may face unequal treatment in many settings, including healthcare, education, and employment. Discrimination based on their intersex status can lead to unequal distribution  opportunities and services.

VII. Mental Health Struggles: Coping with pressures from the community, discrimination, and potential medical interventions can contribute to mental health challenges for intersex individuals. Access to mental health support is very important for their well-being.

VIII. Lack of Inclusive Education: Educational systems may lack inclusivity in addressing intersex variations, leading to misunderstandings among peers and educators. 

X. Inadequate Medical Care: Some intersex individuals may face challenges in accessing competent and sensitive healthcare. Inadequate medical care can result in physical and emotional distress, emphasizing the need for informed healthcare providers.

XI. Limited Awareness and Advocacy: Widespread ignorance about intersex variations contributes to the challenges faced. Increased awareness and advocacy are necessary to promote understanding, tolerance, and equal rights for intersex individuals.

 

XII. Isolation and Loneliness: The combination of stigma from society and limited understanding can lead to feelings of isolation and loneliness among intersex individuals. 

Medical Management for Intersex Individuals:

1. Diagnosis and Evaluation:

  • Chromosome Analysis: Conduct chromosomal analysis to determine the genetic composition (XX, XY, or other variations).
  • Hormone Levels: Measure hormone levels, including testosterone, estrogen, and other relevant hormones.
  • Imaging Studies: Utilize ultrasound or MRI to assess internal sex organs and identify any anomalies.

2. Hormone Therapy:

  • Feminizing or Masculinizing Hormones: Administer prescribed hormones based on the individual’s gender identity, aiming to align secondary sex characteristics with their affirmed gender.

3. Psychological Support:

  • Mental Health Counseling: Provide psychological support through counseling to address the emotional impact, to promote a positive self-image and coping mechanisms.
  • Support Groups: Connect individuals with support groups to create peer support and shared experiences.

4. Prenatal Counseling:

  • Genetic Counseling: Offer genetic counseling for parents to understand the intersex condition, potential issues, and available options.

Surgical Management for Intersex Individuals

Surgical Management for Intersex Individuals:

5. Genital Reconstruction Surgery:

  • Feminizing Procedures: Include vaginoplasty, clitoroplasty, and labiaplasty for individuals assigned female.
  • Masculinizing Procedures: Involve procedures like phalloplasty and scrotoplasty for individuals assigned male.

6. Gonadectomy:

  • Removal of Gonads: Address concerns related to gonadal cancer risk or hormone imbalances by removing gonads. Determine the appropriate timing for gonadectomy based on individual health considerations.

7. Corrective Surgeries:

  • Hypospadias Repair: For individuals with hypospadias, surgical correction to reposition the urethral opening may be performed.
  • Vaginal or Penile Reconstruction: Tailored surgeries to address specific anatomical variations.

8. Breast Augmentation or Chest Reconstruction:

  • Gender-Affirming Surgeries: Support individuals in achieving a physical appearance aligned with their gender identity.

Nursing Care for Intersex Individuals:

9. Communication and Education:

  • Open Communication: Foster open dialogue, addressing concerns and providing information about medical procedures.
  • Patient Education: Educate individuals and their families about the intersex condition, treatment options, and postoperative care.

10. Preoperative Care:

  • Emotional Support: Offer emotional support before surgery, addressing anxieties and concerns.
  • Physical Preparation: Ensure individuals understand preoperative instructions and are physically prepared for surgery.

11. Postoperative Care:

  • Pain Management: Monitor and manage postoperative pain, ensuring individuals are comfortable.
  • Wound Care: Provide wound care for surgical incisions to prevent infections and promote healing.
  • Emotional Support: Offer psychological support during the recovery period, addressing body image concerns and promoting a positive self-image.

12. Long-Term Follow-Up:

  • Hormone Monitoring: Regularly monitor hormone levels and adjust hormone therapy as needed.
  • Psychosocial Support: Continue providing ongoing psychosocial support, addressing any evolving emotional needs.

13. Advocacy and Dignity:

  • Advocacy: Advocate for the rights and dignity of intersex individuals, promoting inclusive and respectful care.
  • Cultural Sensitivity: Ensure cultural competence and sensitivity in nursing care, respecting diverse identities and backgrounds.

INTERSEXUAL DISABILITIES Read More »

MENINGITIS

MENINGITIS

MENINGITIS

The word meningitis is from Greek μῆνιγξ meninx, “membrane” and the medical suffix –itis, “inflammation“.

Meningitis is an acute inflammation of the protective membranes covering the brain and spinal cord, known collectively as the meninges

Meningitis can be life-threatening because of the inflammation’s proximity to the brain and spinal cord; therefore, the condition is classified as a medical emergency.

WHAT ARE MENINGES? 

The meninges comprise three membranes that, together with the cerebrospinal fluid, enclose and protect the brain and spinal cord (the central nervous system).  There are 3 meninges, namely; the pia mater, the arachnoid mater and the dura mater – this naming is from inwards outwards.

  • The pia mater is a very delicate impermeable membrane that firmly adheres to the surface of the brain, following all the minor contours.
  • The arachnoid mater (so named because of its spider-web-like appearance) is a loosely fitting sac on top of the pia mater. The subarachnoid space separates the arachnoid and pia mater membranes and is filled with cerebrospinal fluid.
  • The outermost membrane, the dura mater, is a thick durable membrane, which is attached to both the arachnoid membrane and the skull. 

The meninges provide a blood brain barrier which prevents infections from blood to spread to the brain, however, some organisms cross this and cause some diseases. They also prevent direct injury to the brain.

Causes of Meningitis and their  Mode of transmission.

Causes of Meningitis and their  Mode of transmission.

1. Bacterial Causes:

  • Streptococcus pneumoniae: Common bacterial cause, transmission through respiratory droplets.
  • Group B Streptococci (subtypes III): Inhabit the vagina, main cause in the first week of life for newborns.
  • Escherichia coli (carrying K1 antigen): Normally found in the digestive tract, affecting newborns during birth.
  • Listeria monocytogenes (serotype IVb): Transmitted by the mother before birth, impacting newborns.
  • Neisseria meningitidis (meningococcus): More common in children around 6 years, transmission through respiratory droplets.
  • Haemophilus influenzae type B: Common in those under 5 years in countries without vaccination, transmission through respiratory droplets.
  • Mycobacterium tuberculosis: More common in people from tuberculosis-endemic countries, transmission through respiratory droplets.
  • Treponema pallidum (syphilis) and Borrelia burgdorferi (Lyme disease): Transmitted through sexual contact (syphilis) and tick bites (Lyme disease).

Note: Aseptic meningitis, where no bacterial infection is demonstrated, is usually caused by viruses.

2. Viral Causes:

  • Enteroviruses: Spread through fecal-oral route.
  • Herpes simplex virus (generally type 2): Transmitted through direct contact with infected lesions (genital sores).
  • Varicella-zoster virus: Causes chickenpox and shingles, transmitted through respiratory droplets.
  • Mumps virus: Spread through respiratory droplets and saliva.
  • HIV: Transmitted through blood, sexual contact, or from mother to child during childbirth or breastfeeding.
  • LCMV (Lymphocytic choriomeningitis virus): Spread through the urine, droppings, saliva, or nesting materials of infected rodents.

3. Fungal Causes:

  • Cryptococcus neoformans: Inhalation of fungal spores from the environment.
  • Coccidioides immitis, Histoplasma capsulatum, Blastomyces spp.: Inhalation of fungal spores from the environment.

4. Parasitic Causes:

  • Eosinophil-predominant CSF indicates parasitic causes.
  • Cerebral malaria: Transmitted through infected mosquitoes.
  • Amoebic meningitis (e.g., Naegleria fowleri): Contracted from freshwater sources.
  • Angiostrongylus cantonensis, Gnathostoma spinigerum, Schistosoma: Various modes of transmission (e.g., contaminated food, water, or snail intermediate hosts).
  • Cysticercosis, Toxocariasis, Baylisascariasis, Paragonimiasis: Different modes of transmission (e.g., ingestion of contaminated food or water).

5. Non infectious Conditions:

  • Neoplastic: Meningitis may result from cancer metastasis to the meninges.
  • Sarcoidosis: An inflammatory condition with an unknown cause.
  • Systemic lupus erythematosus: An autoimmune disorder.
  • Granulomatosis with polyangiitis (Wegener’s): An autoimmune condition affecting blood vessels.
  • Behçet’s disease: An autoimmune condition causing inflammation of blood vessels.
  • Certain drugs may cause meningeal irritation and resemble as meningitis including: Nonsteroidal antiinflammatory drugs (NSAIDs), Intravenous immunoglobulin, Intrathecal agents, Certain antibiotics (eg, trimethoprim-sulfamethoxazole).

Risk Factors for Meningitis:

  1. Immunosuppression: Weakens the immune system.  Use of immunosuppressants (post-organ transplantation), HIV/AIDS, age-related loss of immunity. Associated Pathogens: Staphylococci, Pseudomonas, and other Gram-negative bacteria.
  2. Recent Skull Trauma: Provides an entry point for nasal cavity bacteria into the meningeal space.
  3. Brain and Meninges Devices: Presence of devices like cerebral shunts, extraventricular drains, or Ommaya reservoirs.
  4. Head and Neck Infections: Infections in the head and neck area, such as otitis media or mastoiditis.
  5. Cochlear Implants: Devices for hearing loss.
  6. Persisting Anatomical Defects: Congenital or acquired defects allowing continuity between the external environment and the nervous system.
  7. Extremes of Age: Children, especially below 5 years, and individuals over 50 years old.
  8. Infections (e.g., Endocarditis, Pneumonia): Spread of bacteria clusters through the bloodstream.
  9. Asplenia (Absence of the Spleen):  Lack of a spleen.
Pathophysiology

Pathophysiology of Meningitis:

1. Entry of Organisms:

(a) Routes:

  • Direct Entry: Through open fractures.
  • Blood-Borne: Via the bloodstream.
  • Adjacent Part: From neighboring areas.

2. Bloodstream Invasion: Organisms enter the bloodstream and reach the meninges. Upon reaching the meninges, organisms are identified as foreign.

3. Immune Response Initiation: Recognition triggers a battle between the body’s defense cells and the invading organisms.

Cytokine Release: Astrocytes and microglia release cytokines, recruiting immune cells and stimulating tissues for the immune response.

4. Blood-Brain Barrier Permeability:

  • Vasogenic Edema: Increased permeability leads to cerebral edema, swelling the brain due to fluid leakage from blood vessels.
  • White Blood Cell Influx: Large numbers of white blood cells enter the cerebrospinal fluid (CSF), causing meningeal inflammation and interstitial edema.

5. Cerebral Vasculitis:

  • Inflammation of Blood Vessels: Walls of blood vessels become inflamed, resulting in decreased blood flow.
  • Cytotoxic Edema: Further edema, affecting cells directly.

6. Increased Intracranial Pressure (ICP):

  • Combined Edema Effects: Vasogenic, interstitial, and cytotoxic edema collectively elevate ICP.
  • Impaired Blood Flow: Decreased blood flow makes it challenging for blood to enter the brain.
  • Oxygen Deprivation: Brain cells undergo apoptosis (programmed cell death) due to reduced oxygen supply.

7 .Brain Swelling and Symptoms:

  • CSF Flow Blockade: Brain swelling obstructs cerebrospinal fluid (CSF) flow.
  • Clinical Signs: Severe headache, seizures, and other symptoms manifest.

8. Untreated Progression:

  1. Spread to the Brain: Unchecked inflammation extends to various parts of the brain.
  2. Complications: Encephalitis, increased ICP, brainstem dysfunction, multi-organ dysfunction.
  3. Outcome: Without treatment, progression can lead to death.

CLINICAL FEATURES

  1. Fever: Elevated body temperature. Common and indicative of systemic infection, including meningitis.
  2. Headache: Severe head pain. Present in nearly 90% of bacterial meningitis cases.
  3. Neck Stiffness (Nuchal Rigidity): Increased neck muscle tone and stiffness. Classic symptom, suggests irritation of the meninges. Common in both adults and children with meningitis.
  4. Photophobia: Intolerance to bright light. Reflects heightened sensitivity of the eyes due to meningeal inflammation.
  5. Phonophobia: Intolerance to loud noises. Similar to photophobia, indicative of sensory hypersensitivity.
  6. Irritability (in Small Children): Behavioral changes, increased fussiness.
  7. Unwell Appearance (in Small Children): General discomfort, outward signs of illness. Nonspecific but compliments other symptoms.
  8. Fontanelle Bulging (in Infants): Bulging of the soft spot on a baby’s head. Specific to infants; indicates increased intracranial pressure. Visually noticeable in infants aged up to 6 months.
  9. Leg Pain: Discomfort in the legs. May result from systemic effects of inflammation.
  10. Cold Extremities: Cool hands and feet. Peripheral effects of systemic inflammation. Physical examination reveals cooler-than-normal extremities.
  11. Abnormal Skin Color: Changes in skin tone.  Peripheral circulation disturbances due to inflammation.  Altered skin color noted during examination.
  12. Positive Kernig’s Sign: Pain limits passive extension of the knee. Specific for meningitis; indicates meningeal irritation. Tested with the person lying supine; pain restricts knee movement.
  13. Positive Brudzinski’s Sign: Neck flexion causes involuntary knee and hip flexion. Specific for meningitis; reflects meningeal irritation. Neck flexion triggers involuntary leg movements.
  14. Jolt Accentuation Maneuver: Determines likelihood of meningitis in those with fever and headache. A procedure is done where Rapid horizontal head rotation; worsening headache indicates possible meningitis. Simple bedside test aiding diagnostic decision-making.
  15. Rapidly Spreading Petechial Rash (Meningococcal Meningitis): Small, reddish-purple spots on the skin. Specific to meningococcal meningitis; requires urgent medical attention. May precede other symptoms, aiding early identification.
  16. Confusion or Altered Consciousness: Mental state changes, disorientation. Indicates severe cases with potential neurological involvement. Altered mental status evident during examination.
  17. Vomiting: Forceful expulsion of stomach contents.
  18. Nonspecific Symptoms in Young Children: Irritability, Drowsiness, Poor Feeding:
  • Irritability: Behavioral changes.
  • Drowsiness: Increased sleepiness.
  • Poor Feeding: Reduced appetite or feeding reluctance.

Diagnosis and Investigations

  1. History Taking and Physical Examination:
  • Classic Triad of Diagnostic Signs:
  1. Nuchal Rigidity: Increased neck muscle tone and stiffness.
  2. Sudden High Fever: Elevated body temperature.
  3. Altered Mental Status: Changes in cognitive function.
  • Diagnostic Accuracy: The classic triad is present in only 44–46% of bacterial meningitis cases.
  • Additional Signs: Positive Kernig’s sign or Brudziński sign may be present.

CSF Findings in Different Forms of Meningitis:

  • Parameters Assessed: Glucose levels, Protein levels, White Blood Cell count (predominantly Polymorphonuclear Cells).
  • Diagnostic Differentiation: Discrepancies in CSF composition aid in identifying the type of meningitis.

Blood Tests and Imaging:

  • Inflammatory Markers: C-reactive protein, Complete Blood Count.
  • Blood Cultures: Performed to identify pathogens.
  • Electrolyte Monitoring: Essential for managing complications (e.g., hyponatremia).
  • Imaging (CT or MRI): Recommended before lumbar puncture in 45% of adult cases.
  • Indications: Identify brain masses (tumors or abscesses) or elevated intracranial pressure (ICP).

Lumbar Puncture (Spinal Tap):

  • Procedure: Needle inserted into the dural sac to collect cerebrospinal fluid (CSF).
  • Contraindications: Mass in the brain or elevated ICP.
  • Opening Pressure Measurement: Typically elevated in bacterial meningitis.
  • Appearance of Fluid: Cloudiness may indicate higher levels of protein, white and red blood cells, and/or bacteria.

Specialized Tests for Differentiating Meningitis Types:

-Latex Agglutination Test:

  • Positive Results: Streptococcus pneumoniae, Neisseria meningitidis, Haemophilus influenzae, Escherichia coli, and group B streptococci.
  • Routine Use: Not encouraged unless other tests are inconclusive.

-Limulus Lysate Test:

  • Positive Results: Gram-negative bacteria.

-Polymerase Chain Reaction (PCR):

  • Purpose: Amplify bacterial or viral DNA in CSF.
  • Sensitivity and Specificity: Highly sensitive and specific; detects trace amounts of infecting agent’s DNA.

-Tuberculous Meningitis:

  • Diagnostic Techniques: Ziehl-Neelsen stain (low sensitivity), Tuberculosis culture (time-consuming), increasing use of PCR.

MANAGEMENT OF MENINGITIS.

Meningitis is a potentially life-threatening condition with a high mortality rate if left untreated. Prompt treatment is crucial, and a delay has been linked to a poorer outcome. The initial treatment involves promptly administering antibiotics and sometimes antiviral drugs. Corticosteroids may also be used to prevent complications from excessive inflammation.

Treatment with broad-spectrum antibiotics should not be delayed while confirmatory tests are being conducted. In cases where meningococcal disease is suspected, benzylpenicillin is recommended before transfer to a hospital. Intravenous fluids are administered if there is hypotension or shock, and admission to an intensive care unit may be necessary.

Aims of Management

  • To minimize further complication.
  • To relieve pain.
  • To preserve life.
  • To promote comfort

Immediate Intervention:

  • The patient and relatives are received and admitted to the male medical ward in an isolation room with dim light, on a comfortable bed, and positioned for comfort.
  • Quick assessment of the patient’s condition, including level of consciousness (using the Glasgow Coma Scale), and baseline observations (TPR/BP) are recorded.
  • Relatives and the patient are reassured to alleviate anxiety.
  • The doctor is informed about the patient’s condition.

Meanwhile;

In case of unconsciousness, oxygen administration is instituted.

An Intravenous (IV) line is established for fluid and drug administration, and a blood sample is taken for hematology.

The doctor may request for the following investigations;

  • Cerebral Spinal Fluid analysis for quality, quantity, and nature.
  • Chest x-ray and ultrasound to identify a possible primary site.

Continuous care

  • Catheter insertion for monitoring urine output and fluid balance charting after 24 hours.
  • Nasogastric tube insertion for nutritional support.
  • Tepid sponging is performed to reduce fever and enhance patient comfort.
  • Continuous monitoring of CSF for quality, quantity, and appearance.
  • Collection, disinfection, and safe disposal of all patient discharges to prevent cross-infection.

Following Doctor’s Review and Prescription:

For Streptococcus pneumonia (10-14 day course; up to 21 days in severe cases):

  • Benzyl penicillin 3-4 MU IV or IM every 4 hours
  • Or Ceftriaxone 2 g IV or IM every 12 hours

For Haemophilus influenza (10-day course):

  • Ceftriaxone 2 g IV or IM every 12 hours.

For Neisseria meningitides (up to 14-day course):

  • Benzyl penicillin IV 5-6 MU every 6 hours
  • Or Ceftriaxone 2 g IV or IM every 12 hours
  • Or Chloramphenicol 1 g IV every 6 hours (IM if IV not possible)

For adults above 50 years:

  • Cefotaxime 2g IV every 6 hours
  • Or Ceftriaxone 2 g IV every 12 hours
  • Or Co-trimoxazole 50mg/kg IV daily in 2 divided doses, plus Ampicillin 2g IV every 4 hours
  • Or Co-trimoxazole 50mg/kg IV daily in 2 divided doses.

Meningitis is potentially life-threatening and has a high mortality rate if untreated; delay in treatment has been associated with a poorer outcome.  The first treatment in acute meningitis consists of promptly giving antibiotics and sometimes antiviral drugs. Corticosteroids can also be used to prevent complications from excessive inflammation.

Thus, treatment with wide-spectrum antibiotics should not be delayed while confirmatory tests are being conducted. If meningococcal disease is suspected in primary care, guidelines recommend that benzylpenicillin be administered before transfer to hospital.

Continuous Nursing Care:

  • Reassurance of the patient and relatives.
  • Position change every 2 hours to prevent pressure sores and aspiration.
  • Infusion site cleaning, bed baths, and regular oral care.
  • Proper bed-making and changing of soiled linen.
  • Ensuring a balanced diet.
  • Encouraging patient exercises for healing.
  • Providing a bedpan for bowel opening.
  • Health education about meningitis, its causes, features, and prevention.

Specific Interventions:

Mechanical Ventilation: Required if the level of consciousness is very low or if respiratory failure is evident.

Raised Intracranial Pressure (ICP):

  • Monitoring measures are taken to optimize cerebral perfusion pressure.
  • Various treatments, including medication (e.g., mannitol), are used to decrease intracranial pressure.

Seizures: Treated with anticonvulsants.

  • Hydrocephalus: May require the insertion of temporary or long-term drainage devices, such as a cerebral shunt.

Bacterial Meningitis:

  • Antibiotics Used: Cefotaxime, vancomycin, chloramphenicol, and ampicillin can be used, sometimes in combination.
  • Empirical Therapy: Based on age, history of head injury, recent neurosurgery, and the presence of a cerebral shunt. Ampicillin is recommended for young children, those over 50, and immunocompromised individuals to cover Listeria monocytogenes.
  • Tuberculous Meningitis: Requires prolonged treatment with antibiotics (typically a year or longer).

Steroids:

  • Additional treatment with corticosteroids (usually dexamethasone) shows benefits such as a reduction in hearing loss and better short-term neurological outcomes. Their role differs in children and adults.

Viral Meningitis:

  • Usually requires supportive therapy.
  • Antiviral drugs (e.g., aciclovir) may be used for herpes simplex virus and varicella-zoster virus.
  • Mild cases can be treated at home with conservative measures.

Fungal Meningitis:

  • Treated with long courses of high-dose antifungals (amphotericin B and flucytosine).
  • Frequent lumbar punctures or lumbar drains may be needed to relieve raised intracranial pressure.

Note:

  • Untreated bacterial meningitis is almost always fatal.
  • Viral meningitis tends to resolve spontaneously and is rarely fatal.
  • With treatment, mortality from bacterial meningitis depends on age and the underlying cause. Mortality rates are highest in newborns (20–30%) and adults (19–37%).

 Note; in managing meningitis; (general)

  1. Isolation Precautions: Meningitis, especially of bacterial origin, can be highly contagious. Isolation precautions involve placing the patient in a dedicated room to prevent the spread of the infectious agent to others. Healthcare providers and visitors may need to wear protective gear to minimize exposure.
  2. Initiation of Antimicrobial Therapy: Swift initiation of antimicrobial therapy is paramount. Broad-spectrum antibiotics are administered promptly to target the causative microorganism. This immediate action helps control the infection and improve the chances of a positive outcome.
  3. Maintenance of Optimal Hydration:  Dehydration is a common complication in meningitis due to fever, vomiting, and decreased oral intake. Maintaining optimal hydration involves administering intravenous fluids to prevent dehydration, support overall health, and assist in medication delivery.
  4. Maintenance of Ventilation:  Ensuring adequate ventilation is crucial, especially if the patient exhibits signs of respiratory distress or altered consciousness. Mechanical ventilation may be employed if necessary to assist with breathing and maintain proper oxygen levels.
  5. Reduction of Increased Intracranial Pressure (ICP): Increased intracranial pressure can lead to severe complications. Various measures, such as medications like mannitol, may be employed to reduce intracranial pressure. Monitoring and managing ICP are critical to prevent further damage to the brain.
  6. Management of Bacterial Shock: Bacterial meningitis can lead to septic shock, a life-threatening condition. Managing bacterial shock involves interventions to stabilize blood pressure, improve perfusion, and address systemic inflammatory responses to prevent multiple organ failure.
  7. Control of Seizures: Seizures can occur in meningitis, particularly in the acute phase. Anticonvulsant medications are administered to control and prevent seizures, helping to protect the brain from additional damage.
  8. Control of Temperature: Elevated body temperature is common in meningitis and can worsen outcomes. Temperature control involves antipyretic medications, cooling measures like tepid sponging, and maintaining a comfortable environment to prevent hyperthermia.
  9. Correction of Anemia:  Anemia may develop due to various factors, including inflammation. Correction of anemia involves addressing underlying causes, providing iron supplementation if needed, and ensuring adequate oxygen-carrying capacity in the blood.
  10. Treatment of Complications: Meningitis can lead to various complications, such as neurological deficits, organ dysfunction, and long-term sequelae. Treatment of complications involves targeted interventions to address specific issues, enhance recovery, and improve overall patient outcomes.
  • Intravenous fluids should be administered if hypotension (low blood pressure) or shock is present admit the person to an intensive care unit if deemed necessary.
  • Mechanical ventilation may be needed if the level of consciousness is very low, or if there is evidence of respiratory failure.
  •  If there are signs of raised intracranial pressure, measures to monitor the pressure may be taken; this would allow the optimization of the cerebral perfusion pressure and various treatments to decrease the intracranial pressure with medication (e.g. mannitol).
  •  Seizures are treated with anticonvulsants.
  • Hydrocephalus (obstructed flow of CSF) may require insertion of a temporary or long-term drainage device, such as a cerebral shunt.
prevention of meningitis

Prevention of Meningitis:

Behavioral Measures:

  • Personal Hygiene:  Practicing good personal hygiene, such as regular handwashing, can reduce the risk of bacterial and viral meningitis transmission.
  • Respiratory Etiquette:  Since meningitis can spread through respiratory droplets, avoiding close contact during sneezing, coughing, or kissing helps minimize the risk of transmission.
  • Fecal Contamination Awareness: Viral meningitis, often caused by enteroviruses, can be spread through fecal contamination. Being cautious about hygiene and avoiding behaviors that may lead to contamination helps reduce the risk.

Vaccination:

  • Haemophilus influenzae Type B (Hib) Vaccine: Routine childhood vaccination against Hib has significantly reduced Hib-related meningitis in many countries since the 1980s.
  • Pneumococcal Conjugate Vaccine (PCV):  Vaccination against Streptococcus pneumoniae with PCV reduces the incidence of pneumococcal meningitis, especially in young children.
  • Bacillus Calmette-Guérin (BCG) Vaccine: Childhood vaccination with BCG has been linked to a reduction in the rate of tuberculous meningitis.

Antibiotics:

  • Short-Term Prophylaxis: Administering antibiotics to individuals with significant exposure to specific meningitis-causing agents can serve as short-term prophylaxis. This approach is particularly relevant in risk groups, such as those with basilar skull fractures.

Complications of Meningitis:

  1. Sepsis: Meningitis may trigger sepsis, characterized by a systemic inflammatory response affecting blood pressure, heart rate, temperature, and breathing. It can lead to organ dysfunction due to insufficient blood supply.
  2. Disseminated Intravascular Coagulation (DIC):  Excessive blood clotting in DIC may obstruct blood flow to organs, increasing the risk of bleeding. Gangrene of limbs is a severe complication in meningococcal disease.
  3. Increased Intracranial Pressure (ICP): Swelling of brain tissue may increase pressure inside the skull, leading to herniation. Symptoms include decreased consciousness, loss of pupillary light reflex, and abnormal posturing. Hydrocephalus may result from inflammation obstructing normal cerebrospinal fluid flow.
  4. Seizures:  Seizures, common in the early stages, may persist and lead to epilepsy. They are observed in 30% of cases in children.
  5. Cranial Nerve Abnormalities: Meningitis-induced inflammation may affect cranial nerves, leading to issues with eye movement, facial muscles, and hearing. Visual symptoms and hearing loss may persist post-recovery.
  6. Brain Inflammation and Vascular Issues: Encephalitis and cerebral vasculitis may result in weakness, loss of sensation, or abnormal movement in body parts controlled by the affected brain areas.
  7. Long-Term Consequences: Meningitis can cause long-term complications such as deafness, epilepsy, hydrocephalus, and cognitive deficits, especially if not promptly treated.

MENINGITIS Read More »

HAEMOPHILUS INFLUENZA INFECTION

HAEMOPHILUS INFLUENZA INFECTION

HAEMOPHILUS INFLUENZA INFECTION.

Haemophilus influenzae is a gram-negative, cocco-bacillary, facultatively anaerobic bacterium that falls within the Coccobacilli group. While it normally resides as a commensal in the nose and throat without causing infections under normal conditions, it can become pathogenic if host defenses are compromised.

The bacterium was initially misattributed as the cause of influenza, later identified correctly as the influenza virus.

Classifications of Haemophilus Influenzae

Classifications of Haemophilus Influenzae

Haemophilus influenzae is classified into two main groups based on the presence or absence of a capsule: Encapsulated and Unencapsulated (non-typeable).

Encapsulated Types:

  • There are six subtypes (a to f) distinguished by alphabetical letters corresponding to their capsular antigens (e.g., Haemophilus influenzae type a, b, c, d, e, and f).
  • Among these, type b (Hib) is the most prevalent and notorious for causing severe diseases.
  • The encapsulated types are susceptible to vaccination, notably the Hib vaccine.

Unencapsulated Types (Non-typeable):

  • Lack capsular serotypes and are generally less invasive but can still cause inflammation.
  • Not affected by the Hib vaccination.

Infections and Diseases:

Haemophilus influenzae infections can lead to various diseases, particularly when the bacterium successfully invades the body. These include:

Invasive Diseases: (For Encapsulated)

Non-invasive Diseases: ( For Non-encapsulated)

Mode of spread of Haemophilus Influenzae:

The primary mode of spread for Haemophilus influenzae is person-to-person transmission through respiratory droplets. The bacterium is spread when an infected person coughs or sneezes, releasing tiny droplets containing the bacteria into the air. These droplets can then be inhaled by individuals in close contact, leading to the colonization of the respiratory tract.

Key points regarding the mode of spread:
  1. Respiratory Droplets: The most common mode of transmission is through respiratory droplets expelled by infected individuals during activities such as coughing, sneezing, or talking.
  2. Close Contact: Transmission is more likely to occur in situations where people are in close contact with an infected person, especially in crowded or confined spaces.
  3. Asymptomatic Carriers: Individuals colonized with Haemophilus influenzae, even if asymptomatic, can still potentially transmit the bacterium to others.
  4. Opportunistic Nature: Haemophilus influenzae is considered an opportunistic pathogen, meaning it takes advantage of weakened immune defenses to cause infections. While it can colonize the respiratory tract without causing disease in healthy individuals, it may lead to infections when the host’s immune system is compromised.
  5. Age Groups: The transmission is particularly significant in settings with a high density of young children, as they are more prone to certain types of invasive Haemophilus influenzae infections, such as Hib (Haemophilus influenzae type b) meningitis.
Risk Factors for Hib Disease:
  1. Household Crowding: Living in a crowded household where people are in close proximity increases the likelihood of person-to-person transmission of the bacterium through respiratory droplets, which can lead to Hib infection.
  2. Large Household Size: Larger households provide more opportunities for the spread of infectious agents. The more people there are in a household, the higher the chances of someone being a carrier of Haemophilus influenzae, increasing the risk of transmission.
  3. Child Care Attendance: Children in daycare settings may have closer contact with each other, facilitating the spread of bacteria. Additionally, young children may not have fully developed immune systems, making them more susceptible to infections like Hib.
  4. Low Socioeconomic Status: Lower socioeconomic status often correlates with limited access to healthcare, crowded living conditions, and potential challenges in maintaining hygiene. These factors collectively contribute to an increased risk of Hib infection.
  5. Low Parental Education Levels: Parents with lower education levels may have less awareness of preventive measures and healthcare practices. This lack of knowledge can impact their ability to protect their children from infectious diseases, including Hib.
  6. School-Age Siblings: Siblings attending school may be exposed to various infectious agents, including Haemophilus influenzae. As carriers, they can potentially transmit the bacterium to younger siblings at home.
  7. Age (Youngest and Oldest): The youngest and oldest individuals are at an elevated risk. Young children often have developing immune systems, and the elderly may have weakened immune defenses, making both age groups more susceptible to severe infections.
  8. Race/Ethnicity (Native Americans): Native Americans may face elevated risks due to a combination of genetic, socioeconomic, and healthcare access factors that can contribute to a higher incidence of Hib disease.
  9. Chronic Diseases (e.g., HIV, Immunodeficiency): Conditions that compromise the immune system, such as HIV, immunodeficiency, or asplenia, reduce the body’s ability to fight infections, increasing the risk and severity of Hib disease.
  10. Prematurity: Premature infants may have underdeveloped immune systems, placing them at a higher risk of infections, including Hib. Their immune systems may not be fully equipped to respond effectively to bacterial threats.
  11. Extremes of Age (Below 5 and Above 65): Both very young children (below 5 years) and the elderly (above 65 years) often have weaker immune responses, making them more vulnerable to severe infections, including those caused by Haemophilus influenzae.
  12. Immunocompromised Individuals: Individuals with compromised immune systems, such as those with HIV/AIDS, cancers, or sickle cell disease, are less capable of mounting an effective immune response against pathogens, increasing the risk of severe Hib infections.
  13. Asplenia: Asplenia (lack of a spleen or non-functional spleen) impairs the immune system’s ability to clear bacteria from the bloodstream, leading to an increased risk of severe Hib infections.
HAEMOPHILUS

Pathophysiology of Haemophilus influenzae Infection:

  1. Entry into the Body: Haemophilus influenzae enters the body through the nasopharynx, commonly the upper respiratory tract.
  2. Colonization in the Nasopharynx: The organisms colonize the nasopharynx, where they may remain shortly or for several months. Some individuals may carry the bacteria without displaying symptoms, becoming asymptomatic carriers.
  3. Multiplication and Immune Recognition: Once inside the body, the organisms start to multiply. The immune system recognizes the presence of the foreign invader, sensitizing immune cells to the threat.
  4. Immune Response Activation: The immune system responds by transporting various defense cells, including cytokines, to the affected area. This mobilization is a defensive reaction against the invading bacteria.
  5. Inflammation Occurs: In response to the interaction between the immune cells and the bacteria, inflammation takes place. This is a protective mechanism designed to eliminate the infectious agent.
  6. Signs and Symptoms of Infection: The inflammatory response leads to signs and symptoms of infection, including fever, weakness, nausea, and other systemic manifestations. These symptoms are indicative of the body’s efforts to combat the infection.

Clinical Features according to Infections and Diseases

Clinical Manifestation

Signs and Symptoms

Pneumonia

  • Fever and chills
  • Cough
  • Shortness of breath
  • Sweating
  • Chest pain
  • Headache
  • Tiredness
  • Fatigue

Bacteraemia

  • Fever and chills
  • Tiredness
  • Anorexia
  • Nausea
  • Vomiting
  • Dyspnea
  • Confusion
  • Irritability

Meningitis

  • Fever
  • Headache
  • Neck stiffness
  • Nausea ± vomiting
  • Photophobia
  • Confusion, decreased mental status.
  • Hearing impairment or neurologic sequelae in survivors
  • Case fatality ratio: 3% to 6%

Epiglottitis

  • Infection and swelling of the epiglottis
  •  Life-threatening airway obstruction

In Children:

 

Signs and Symptoms

  • Irritability
  • Vomiting feeds
  • Poor feeding and refusal of feeds
  • Lack of interest in everything and inactivity
  • General weakness
  • Drowsiness
  • Decreased reflexes in babies
Diagnosis and Investigations

Diagnosis and Investigations

Clinical Assessment:

  • Medical History: Inquire about the patient’s symptoms, recent illnesses, and exposure to potential sources of infection.
  • Physical Examination: A thorough examination to assess specific signs and symptoms associated with the type of infection, such as lung sounds for pneumonia or neck stiffness for meningitis.

Laboratory Tests:

  • Gram Stain: To visualize the morphology of the bacteria. Gram stain of infected body fluids may reveal small, gram-negative coccobacilli, suggesting H. influenzae infection.
  • Culture: Specimens for culture include CSF, blood, pleural fluid, joint fluid, and middle ear aspirates. Purpose is To isolate and identify H. influenzae. Positive culture for H. influenzae establishes the diagnosis. Detection of antigen or DNA can be used as an adjunct, especially in patients partially treated with antimicrobials.
  • Cerebrospinal Fluid (CSF) Analysis: For suspected cases of meningitis, a lumbar puncture is performed to collect CSF. Analysis of the CSF can reveal the presence of bacteria, white blood cells, and other indicators of infection.
  • Sputum Culture: In cases of pneumonia, a sputum sample may be collected and cultured to identify the causative organism, including Haemophilus influenzae.
  • Polymerase Chain Reaction (PCR): Molecular techniques like PCR can help identify the specific strain of Haemophilus influenzae, providing more detailed information for targeted treatment.

Imaging Studies:

  • Chest X-ray: For suspected pneumonia, a chest X-ray may be conducted to visualize abnormalities in the lungs and confirm the diagnosis.

Management

Aims

  • To minimize further complication.
  • To relieve pain.
  • To preserve life.
  • To promote comfort

Immediate intervention

The patient and relatives are received, admitted to the medical ward. Incase patient has meningitis, they are admitted in an isolation room with dim light on a comfortable bed and positioned in a comfortable position.

Medical Management

  1. Antimicrobial Therapy:
  • Choice of Antibiotics: Effective third-generation cephalosporins such as cefotaxime or ceftriaxone are the first-line treatment and should be initiated immediately. An alternative regimen includes chloramphenicol in combination with ampicillin.
  • Duration of Treatment: A 10-day course of antimicrobial therapy is usually prescribed for severe infections. In cases of penicillin resistance, alternative antibiotics such as ceftriaxone, fluoroquinolones, or macrolides may be considered.

2. Supportive Treatment:

  • Oxygen Therapy: Administered as needed, especially in cases of respiratory distress or pneumonia.
  • Fluid Infusion: Maintaining hydration through intravenous fluid administration is crucial, especially in cases of severe infections where fluid loss may occur.
  • Other Supportive Measures: Depending on the severity and the affected organ system, additional supportive measures may include analgesics for pain relief, antipyretics for fever management, and antiemetics for nausea and vomiting.

4. Monitoring: Regular monitoring of vital signs, blood pressure, and oxygen saturation to assess the patient’s response to treatment.

5.Vaccination: Administration of Haemophilus influenzae type b (Hib) vaccine as a preventive measure, especially in populations at risk, to reduce the incidence of invasive Hib disease.

Nursing care 

1. Admission and Initial Assessment:

  • Vital Signs: Regular monitoring of vital signs, including temperature, heart rate, respiratory rate, and blood pressure.
  • Assessment: Conduct a thorough initial assessment to determine the severity of symptoms and the affected organ systems.

2. Infection Control Measures:

  • Implement standard precautions to prevent the spread of infection.
  • Isolation precautions may be necessary based on the specific type of infection.

3. Hydration and Nutrition:

  • Administer intravenous fluids as prescribed to maintain hydration.
  • Monitor and encourage oral fluid intake if tolerated.
  • Collaborate with the dietitian to provide appropriate nutrition, considering any dietary restrictions or preferences.

4. Medication Administration:

  • Administer prescribed antibiotics promptly and as directed.
  • Monitor for any adverse reactions to medications.

5. Respiratory Support:

  • Administer supplemental oxygen as prescribed for patients with respiratory distress or pneumonia.
  • Monitor respiratory status closely and provide respiratory treatments as needed.

6. Pain Management:

  • Assess and manage pain using appropriate pain management strategies.
  • Administer analgesics as prescribed.

7. Fever Management:

  • Implement measures to manage fever, such as administering antipyretics as prescribed.
  • Employ physical cooling measures (cool compresses, fans) as needed.

8. Neurological Monitoring:

  • For cases involving meningitis, monitor neurological status closely.
  • Assess for signs of increased intracranial pressure.

9. Emotional Support:

  • Provide emotional support to the patient and family, addressing any concerns or fears.
  • Keep the family informed about the patient’s condition and treatment plan.

10. Patient Education:

  • Educate the patient and family about the nature of the infection, treatment plan, and the importance of completing the prescribed antibiotic course.
  • Provide information on preventive measures, such as vaccination.

11. Follow-Up Care:

  • Plan for follow-up care and provide instructions for any necessary post-hospitalization care.
  • Ensure the patient and family understand signs of complications and when to seek medical attention.

12. Collaboration with Other Healthcare Providers:

  • Collaborate with physicians, pharmacists, and other healthcare providers to ensure a coordinated and effective treatment plan.

13. Documentation:

  • Maintain thorough and accurate documentation of assessments, interventions, and patient responses.

Complications of Haemophilus influenzae Infection:

Meningitis Complications:

  • Hearing Impairment: Occurs in 15% to 30% of survivors of meningitis.
  • Neurological Sequelae: Such as cognitive deficits, motor abnormalities, or seizures.

Epiglottitis Complications:

  • Airway Obstruction: Life-threatening complications may arise due to swelling of the epiglottis.
  • Bacteremia Complications:

  • Sepsis: Bacteremia can progress to sepsis, a severe systemic response to infection.
  • Endocarditis: Infection of the heart valves may occur in rare cases.
  • Pneumonia Complications:

  • Respiratory Distress: Severe pneumonia can lead to respiratory failure and the need for mechanical ventilation.
  • Arthritis Complications:

  • Joint Damage: Infective arthritis can result in joint damage and functional impairment.
  • Cellulitis Complications:

  • Abscess Formation: Cellulitis may progress to the formation of abscesses in severe cases.
  • Osteomyelitis Complications:

  • Bone Damage: Invasive infections can lead to osteomyelitis, causing damage to bone tissue.

Prevention of Haemophilus influenzae Infection:

  • Vaccination:
  • Hib Vaccine: Vaccination against Haemophilus influenzae type b (Hib) is highly effective in preventing invasive diseases, including meningitis and bacteremia. It is a routine childhood vaccine.
  • Pneumococcal Vaccine: Protects against pneumonia caused by various bacteria, including some strains of Haemophilus influenzae.

    Routine Immunizations:

  • Ensuring timely administration of routine childhood immunizations as recommended by national vaccination schedules.
  • Good Hygiene Practices:

  • Hand Hygiene: Regular handwashing can help prevent the spread of respiratory infections, including Haemophilus influenzae.
  • Avoiding Crowded Places:

  • Especially during peak seasons of respiratory infections.
  • Prompt Antibiotic Treatment:

  • Early diagnosis and treatment of respiratory infections to prevent complications and the spread of the bacteria.
  • Health Education:

  • Raising awareness about the signs and symptoms of invasive infections and the importance of seeking medical attention promptly.
  • Antibiotic Prophylaxis:

  • In certain cases, antibiotic prophylaxis may be recommended for close contacts of individuals with Haemophilus influenzae infection to prevent secondary cases.
  • Respiratory Etiquette:

  • Encouraging the practice of covering the mouth and nose when coughing or sneezing to prevent the spread of respiratory droplets.
  • Maintaining Healthy Lifestyle:

  • Ensuring good nutrition, regular exercise, and overall well-being to support a healthy immune system.

HAEMOPHILUS INFLUENZA INFECTION Read More »

Report Writing

Report Writing

Report Writing

Report refers to a document that answers the problem your had set to
study

  • It provides evidence about the whole study.
  • The researcher is required to adequately relate the findings to the research objectives.
  • This process involves the presentation of data from the research findings.
  • Usually a research report is presented in a report for as opposed to the proposal writing where we use the future tense.

Main Components of a Research Report

1. Preliminary Pages: Pages before Chapter One numbered in Roman Numerals.

 

  • Title (2 title pages)
  • Abstract
  • Copyright
  • Authorization
  • Approval
  • Declaration
  • Dedication
  • Acknowledgement
  • Table of Contents
  • List of Tables
  • List of Figures
  • Definition of Key Terms
  • List of Abbreviations

2. Main Body:

  • untickedChapter One
  • unticked

    Chapter Two

  • unticked

    Chapter Three

  •  

    unticked

    Chapter Four

  • unticked

    Chapter Five

3. References:

  • Affipunguh PK, Laar AS.(2016) Assessment of Women in Northern Ghana: a cross- sectional study. Int J Sci Rep DOI:
  • Asp G., et. al. (2014). Associations between Mass Media Exposure in Southwestern Uganda: a Community-Based Survey. Global health action, 7(1), 22904.
  • Bill & Melinda Gates Foundation, (2020) Goalkeepers Report. Data from IHME. hups:l/gates.ly/GK21 MMR

4. Appendices:

  • Appendix I: Consent Form
  • Appendix II: Questionnaire
  • Appendix III: Introductory Letter
  • Appendix IV: Approval Letter
  • Appendix V: Proposal Approval Form
  • Appendix VI: Notice of Research Study Topic and Supervisor
  • Appendix VII: Map of STUDY AREA
  • Appendix VIII: Map of DISTRICT

DIFFERENCES BETWEEN A PROPOSAL AND A REPORT

Title Page:

  • Proposal: has one title page.
  • Report: two title pages

Tense:

  • Proposal: written in the future tense since the research has not been conducted yet.
  • Report: written in the past tense as it presents findings after the research has been completed.

Preliminary Pages:

  • Declaration:

  • Approval:

  • Abstract:

  • Proposal: No abstract
  • Report: Summarizes the completed research, including objectives, methods, results, and conclusions.
  • Copyright:

  • Proposal: not applicable as the work is yet to be completed.
  • Report: Reflects the copyright status of the completed work.
  • Authorization Page:

  • Proposal: Not applicable.
  • Report: Contains authorizations and approvals based on the completed work.
  • Dedication:

  • Proposal: Not applicable
  • Report: Can include a dedication to acknowledge individuals or entities.
  • Acknowledgment:

  • Proposal: Not applicable.
  • Report: Acknowledges actual support received during the research.
  • Table of Contents:

  • List of Abbreviations:

  • Definition of Key Terms:

  • List of Tables and Figures:

  • Proposal: Not applicable.
  • Report: Lists actual tables and figures used in the completed work.

Main Body:

  • Proposal (Chapters 1-3):

  • Chapter 1 (Introduction): Sets the stage for the proposed research.
  • Chapter 2 (Literature Review): Summarizes existing research relevant to the proposed study.
  • Chapter 3 (Research Methodology): Details the planned research approach.
  • Report (Chapters 1-5):
  • Chapter 1 (Introduction): Background, objectives, and significance.
  • Chapter 2 (Literature Review): Comprehensive review of existing literature.
  • Chapter 3 (Research Methodology): Detailed methodology based on what was actually done.
  • Chapter 4 (Results): Presentation of research findings.
  • Chapter 5 (Discussion): Interpretation, analysis, and implications.

Appendices:

  • Proposal: May include research tools, budget, and workplan for planning purposes.
  • Report: omits budget and workplan (already planned), includes actual research tools.

Additional Pages:

  • Report: May include an introductory letter to provide context for the completed work.

Dissemination of research findings

• Besides completion of a research report, one needs to disseminate
the findings

• Dissemination refers to the strategies used by the researcher to make
those people who are concerned about your findings of those with
interest in your findings get to know about your study.

Strategies for dissemination of research findings
 These include;

  •  Oral presentations through CMEs
    • Poster presentations
    • Seminars
    • Publications
    • Conferences
    • Magazines
    • Newspapers etc

Chapter four

• This is the results section of your research report
• It involves presentation of data and statistical forms

• Statistical data refers to all those numerical descriptions of events,
things or objects. They take the form of counting or measurements eg
sex and age distribution of children with diarrheal diseases, clinically
diagnosed cases of malaria
• Note that results are presented according to the objectives of the
study

Statistical methods

• These are the different means of organizing, analyzing and
interpreting numerical data for better understanding of a
phenomenon so as to allow us make good discisions/conclusions
• Statistical methods can be;
• Descriptive
• Analytical

Descriptive and analytical statistics

• Descriptive statistics involves organization, presentation and
summarization of data
• Analytical statistics involves organization, presentation,
summarization and finding an association between variables.

Statistical variable

• Refers to any measurable characteristic that assumes a different value
among individuals or subjects eg temperature, blood pressure, age,
weight etc

• Statistical variables can be;

  • Quantitative variable
  • Qualitative variable

• Quantitative variables can be measured in the form of numbers as
opposed to names or descriptions of events
• Qualitative varaibles can not be measured in the form of numbers but
rather names age degree of pain like moderate, severe pain; tribe like
Ganda, nyankole etc

Presentation of data

• Data presentation is important in any research study
• It helps to summarize all the junk raw data into information that can
easily be read an appreciated by other readers of your work
• Data can be presented in the form of tables, figures ie graph, pie
chart, line graph, histograms etc
• These form visual aids that helps the reader to quickly understand the
information.

Tables

• These help to summarize and give picture of how big, shape and
distribution of the study findings
These can be presented as;

  • Frequency distribution tables
  • Grouped Frequency distribution tables

For a table to be clearly translated, it must be properly constructed

How to construct a table

• Ensure the table has an appropriate tittle
• Tittle should be above the table
• Every table must be numbered to facilitate easy referencing
• Should fit on one page
• Column and row headings should be brief and clear
• Units of headings should be clearly indicated

Figures(graphs, charts)

• These help to give a valuable supplement to the statistical analysis
• They help to show the trends of distribution
• When constructing a figure, follow the same guidelines for a table but
the heading of a figure is usually placed below the figure

Chapter five

This section of the research report deals with discussions of the
findings, conclusions and recommendations of the study findings
In the recommending sections you also highlight the nursing
implications of the study findings
Note that discussions are done according to your study objectives

Key points in discussion of results

  • Discussion must be based on the major findings of your study.
  • Findings of your study must be related to findings of other previously done studies ie relate your findings to your literature review, are the findings in agreement or they dis agree?
  • If your crucial findings do not relate to any literate reviewed also acknowledge it.

Report Writing Read More »

References and Appendices

APPENDICES

APPENDICES

Appendices refer to the different supporting documents that contain any additional information needed to enable professionals to follow your research procedures and data analysis.

An appendix is a page that contains supplementary material that is not an essential part of the text itself but which may be helpful in providing a more comprehensive understanding of the research problem or it is information that is too cumbersome to be included in the body of the paper.

Appendices appear just after the reference list

In a proposal book, reference list appears immediately after chapter three
(methodology) and in the report reference list appears after chapter five.

Each appendix must be referred to by name e.g (Appendix A, Appendix B, Appendix C, etc.) in the text of the paper

To refer to the Appendix within your text, write, (see Appendix A) at the end of the sentence in parentheses. Example:

In addition to the limitations of email, Dansons et al. (2012) reviewed studies that focused on international bank employees and college students (see Appendix B for demographic information).
Examples of information that can be presented in appendices
  • Consent form
  • Questionnaires or checklists used for data collection.
  • Tables referred to in the text but not included in order to keep the report short; e.g Morgan’s table for sample size determination
  • Lists of hospitals, districts, villages etc. that participated in the study
  • Maps of study area
  • Research budget
  • Work schedule or time table that you followed during the research process
  • Letters of authorization (must be signed and stamped by an authorized official).

These appendices should be labeled; e.g

APPENDICES

 

  • Appendix I: Consent Form
  • Appendix II: Research Work Plan
  • Appendix III: Estimated Research Budget
  • Appendix IV: Questionnaire for Participants
  • Appendix V: Sample Size Determination

CONSENT FORM

Consent form is the document that shows that the informed consent process has taken place.

Informed consent is the permission granted in the knowledge of the possible consequences, given by the respondent to the researcher for participating in the study (with full knowledge of possible risks and benefits).

 

In research autonomy is protected by ensuring that the patient consents

  • Any consent to participate in the study must be informed.
  • Constitutionally, any person 18 years and above is legible to formal consent.
  • For persons below 18 (principally below 15yrs), they will ascent to agree to participate and the next of kin or institutional authority will consent as key witness.
  • This involves explaining clearly to the prospective participant about your study to ensure the participant understands what your research is all about.
  • The participant will then be allowed to make a free choice whether or not to participate in your study.
  • There must be no coercion of any sort.
Key features of a consent form
  • Statement of introduction. Here you introduce yourself to the participant; your names, address and profession.
  • Purpose of the study– state your topic and justify why you are studying that topic.
  • Benefits or risks of participating (if any- be honest)
  • Statement assuring participant about ethical considerations(confidentiality of information, freedom to withdraw from the study at any time, etc).
  • Statement of consent. Here the participant acknowledges having been explained to and having understood clearly thus accepts to participate in the study. This participant then signs this document(does not put his name).
Others, 
  1. 🌐 Purpose of the Research: Clear, concise explanation of the research purpose, including the study name. 
  2. 🎯📋 Purpose of the Study: A concise statement outlining the study’s objectives.
  3. ⚠️ Benefits: Description of procedure risks, side effects, or discomfort, along with potential benefits.
  4. 😓❌ Potential Risks: Identification and explanation of any potential risks involved.
  5. ☑️ Voluntary Participation: Statement that participation is voluntary, with the freedom to withdraw without penalty.
  6. Participant Questions: Statement allowing participants to ask questions about the study.
  7. 🤐 Confidentiality Protection: Description of measures to protect participant confidentiality.
  8. 📂🔒 Confidentiality Assurance: Reassurance regarding the confidentiality of participant information.
  9. 📜 Consent Form Copy: Assurance that the participant will receive a copy of the signed and dated consent form.
  10. 🕵️ Researchers Information: Inclusion of investigator(s) names and contact details.
  11. 🖋️ Consent Statement: Inclusion of a “statement of consent” with participant name and signature.
  12. 📚🔍 Study Title: The official title of the research study.
  13. 🧪🔍 Research Procedures: Overview of the specific procedures involved in the research.
  14. 📃✍ Informed Consent Statement: A statement emphasizing the importance of informed consent.
  15. 📞📧 Contact Information: Information on how participants can contact the researchers.
  16. 📜👤 Participant Rights: Explanation of the rights participants have during and after the study.
  17. ✍📃 Signature Lines: Designated spaces for participant and researcher signatures.
  18. 🗓📆 Date: Space for indicating the date when the consent form is signed.

RESEARCH BUDGET

A research budget is a line item (tabular) representation of the expenses associated with the proposal project.

The Budget Justification contains more in-depth detail of the costs behind the line items, and sometimes explains the use of the funds where not evident. Also called explanatory notes.

Cost estimates need to be as accurate as possible to cover the expenses proposed in the project. Reviewers will note both over- and under-estimations.

The budget should be developed with your departmental research administrator, in consultation with the appropriate project representative as needed. Sponsors customarily specify how budgets should be presented and what costs are allowable.

  The overview given here is for preliminary guidance only.

 

ITEMQUANTITYUNIT COSTAMOUNT
PROPOSAL   
Ruled papers1 ream17,000/=17,000/=
Pens10500/=5,000/=
Duplicating paper2 reams15,000/=30,000/=
Notebooks21,500/=3,000/=
File folders41,000/=4,000/=
Photocopying52 pages100/=5,200/=
Typing and printing52 pages1,000/=52,000/=
Binding5 copies5,000/=25,000/=
FINAL REPORT   
Typing and printing52 pages1,000/=52,000/=
Photocopying52 pages100/=5,200/=
Binding5 copies5,000/=25,000/=

RESEARCH TIME TABLE/WORKPLAN

A study timetable is an easy, inexpensive tool that can help you get control over your study time.

It will give you perspective on what you need to accomplish and the time you have to do it in.

If you want to get organized and feel motivated to get your work done to the best of your potential, try putting together a personalized study timetable.

In research, it is referred to as a work plan

The Gantt Chart

What is a Gantt Chart?

The Gantt Chart is a planning tool that shows graphically the order in which various tasks must be implemented (done) and the duration of each activity.

APPENDICES Read More »

References and Appendices

References and Appendices

References and Appendices

References refers to a list of all intext cited works. 

The researcher is supposed to develop a reference list at the end of your proposal. This list enables the reader or user  of this proposal to conveniently retrieve each of the sources of information that the researcher reviewed.

Whenever you use someone else’s words or ideas in your research paper, you must indicate that this information is borrowed by quoting the source of information in the paper itself (in text referencing), and at the end of the paper (reference list). This applies to written sources you have used such as books, articles web pages, e.t.c

Reference is used to tell the reader where ideas from other sources have been used in the research paper.

Referencing is a crucial part of successful academic writing, avoiding plagiarism and maintaining academic integrity in your assignments and research.

Purpose/Importance of Referencing: WHY DO WE REFERENCE?

  1. Giving Credit to Others: Referencing is a way of acknowledging and giving credit to the original authors or creators of ideas, theories, and works that you incorporate into your own writing. Example: If you use a quote from a book in your research, proper referencing indicates who wrote that quote originally.
  2. Enhancing Credibility and Authority: By citing reputable sources, referencing lends credibility and authority to your arguments. It shows that your ideas are supported by established knowledge and research. Referencing gives your argument evidence, credibility and authority. Example: Referring to well-known studies or academic papers in your field strengthens the reliability of your statements.
  3. Providing a Trail to the Original Source: References act as signposts, guiding readers to the original works. This allows interested readers to move deeper into the topic by exploring the sources you used. Example: A reader who gets interested in your work can trace it back to the specific research study through your references.
  4. Avoiding Plagiarism: Failure to acknowledge the work of others may lead to plagiarism. Proper referencing is essential to avoid unintentional or intentional plagiarism, demonstrating academic integrity. Example: Copying and pasting a paragraph from a source without proper citation is considered plagiarism.
  5. Distinguishing Your Ideas: Referencing allows you to differentiate your original thoughts from those borrowed from external sources. It is a way of distinguishing your ideas from those of other sources.
  6. Facilitating Fact-Checking: Proper referencing enables others to fact-check your work. Interested readers or researchers can verify the accuracy of your statements by consulting the original sources. Example: Including page numbers in your citations allows readers to locate specific information in the referenced source.

Referencing styles 

A referencing style is a set of rules on how to acknowledge the thoughts, ideas and works of others in a particular way. 

In your document, referencing is done at two levels; first you need to give a brief  reference in the body of text called “in-text citation”, and secondly a detailed  reference is provided at the end of the document in the form of a list.

Types of referencing styles 

The two commonest styles used are;

  1. APA (American psychological Association) style.
  2.  MLA (Modern Language Association) style.

Other styles are;

  • Vancouver style / author-number system)
  • Chicago style
  • Turabian style

 

APA STYLE OF REFERENCING

APA style uses the author/date method of citation in which the author’s last name and the year of the publication are inserted in the actual text of the paper. It is the style recommended by the American Psychological Association and used in many of the social sciences

It is the Author Prominent Style of Referencing

General Rules for In-text Citation:
  1. In-text citation utilizes the last name (surname) of the author, followed by a comma and the year of publication. Example:

 (Ghaznavi, 2003).

2. If a page number follows the publication year, a comma is added. Example:          

(Ghaznavi, 2003, p. 40).

3. Alternatively, the author’s name can be written outside the bracket. Example: 

Ghaznavi (2003, p. 40) observes…

4. Punctuation marks come after the citation, not before.

 When you provide an in-text citation in the body of your writing, any punctuation marks, such as commas or periods, should come after the citation.

For example:

  • Correct: “This is an important point (Smith, 2021).”
  • unticked

    Incorrect: “This is an important point, (Smith, 2021).”

In the correct example, the period is placed after the citation within the parentheses/brackets. This is to ensure that the citation is clearly associated with the information it is referencing, and punctuation does not interfere with the citation’s structure.

 

General Rules for APA Reference List 

  1. Detailed references are listed on a separate page titled ‘References,’ centered and in bold.

2. Only sources cited in the work are listed.

3. Double line spacing is used between each entry.

4. Each reference has a hanging indent, where the first line is flushed to the left margin, and remaining lines are indented.

Additional Referencing Rules:
  1. The list is alphabetically arranged based on the first author’s surname or the first significant word of the title.
  2. If sources from the same author have different publication years, references are listed alphabetically by the first author’s name and then chronologically.
  3. Titles of larger sources (books, journals) are italicized, while titles of parts within a larger work are enclosed in double quotation marks without italics.
  4. Unused but consulted sources can be mentioned under “Bibliography” on a separate page.

 

In-text Citation and Reference List Entry for Two Authors:

  • In the in-text citation, only the surnames of the two authors are used, separated by ‘&’. Example: 

(Alvi & Zaidi, 2009).

  • In the reference list, both the surname and initials of the two authors are used, separated by ‘&’. Example: 

Alvi, M. H. & Zaidi, R. (2009).

 

 

In-text Citation and Reference List Entry for Three to Five Authors:
  • In the in-text citation, only the surnames of the three authors are used, first two separated by a comma (,) and the last two by ‘&’. Example: 

(Alvi, Ghaznavi, Hashmi, Siddiqui & Zaidi, 2009).

  • If the same source is cited again in the text, it will appear like this: Example:

 (Alvi et al., 2009).

  • In the reference list, both the surname and initials of all the authors are used, the last two separated by ‘&’, and the remaining by commas. Example: 

Alvi, M. H., Ghaznavi, K., Hashmi, M., Siddiqui, D. & Zaidi, R. (2009). <title>.

 

In-text Citation and Reference List Entry for 6 to 7 Authors:
  • In the in-text citation, only the surname of the first author is written, followed by ‘et al.’ Example:

 (Alvi et al., 2009).

  • In the reference list, both the surname and initials of all the authors are used, the last two separated by ‘&’, and the remaining by commas. Example:

 Alvi, M. H., Ghaznavi, K., Afridi, S., Zaidi, R., Hashmi, M. & Siddiqui, D. (2009).

In-text Citation and Reference List Entry for 8 or More Authors:
  • In the in-text citation, only the surname of the first author is written, followed by ‘et al.’ Example:

 (Alvi et al., 2009).

  • In the reference list, write the names of the first six and the last author. The last two names are separated by “……..,” and the remaining by commas. Example: 

Alvi, M. H., Ghaznavi, K., Afridi, S., Zaidi, R., Hashmi, M. & Siddiqui, D.,…., Qureshi, T.R. (2009).

 

Harvard Style of referencing

  • Harvard is actually a generic term refers to all the referencing styles that are “author date” based style
  • This style is most commonly used in U.K and Australia
  • Developed by Harvard University in the UK and published by the Harvard Law Review Association.
  • The Harvard style and its many variations are used in law, natural sciences, social and behavioural sciences, and medicine.

Harvard Style of referencing-General Rules, citation

  •  In in-text citation only the last name (surname) of the author is used, author’s name and year of publication are not separated by a comma (,). For example: (Ghaznavi 2003)
  • A comma (,) is put after the publication year if a page number is mentioned after it. (Ghaznavi 2003, p 40)
  •  It is also allowed to write the author’s name out of the bracket. For example: Ghaznavi (2003, p 40) observes ………..
  •  Punctuation marks such as comma or full stop are used after the citation and not before them.

General Rules- Harvard Style referencing

  • Detailed references are listed on a separate page at the end of the document.
  • The title ‘References’ is given to the list, placed in center and in bold font.
  •  Only those sources are to be listed that has been cited in your work.
  •  No reference carries hanging indent.
  •  Author’s name and the year are not separated by a comma or a full-stop.
  • Each reference ends up with a full stop (.).
  •  
  • If you have used the sources of the same author/s with different years of publication, the references are alphabetically listed first by the first author’s name then chronologically by publication year.
  •  In the reference list, the name of an author is written in a way: last name is written first and afterwards initials of the first name/s are written; no full stop is put after the initials.
  • For Example:

Khalid Ghaznavi is written as Ghaznavi K

Mohsin Hasan Alvi is written as Alvi MH

  • The names of the authors are usual presented in capital letters
 
Revision Questions

1. What are the similarities between APA an Harvard styles of referencing?
2. What are the major differences?
3. Examine the differences between list of references and bibliography?

Similarities between APA and Harvard styles of referencing:

  1. Purpose: Both APA and Harvard styles aim to provide clear and consistent guidelines for citing sources in academic writing. They help to ensure that readers can easily identify and locate the sources used in a research paper or other academic work.

  2. Author-date system: Both APA and Harvard styles utilize the author-date system for in-text citations. This means that the author’s last name and the year of publication are included in parentheses within the text to indicate the source of the information.

  3. Alphabetical arrangement: Both APA and Harvard styles require that the reference list or bibliography be arranged alphabetically by the author’s last name. This makes it easy for readers to find the full bibliographic information for each source.

Major differences between APA and Harvard styles:

  1. In-text citations: APA and Harvard styles differ in the specific format for in-text citations. APA uses the author-date system with parentheses around the author’s last name, the year of publication, and the page number (if applicable). Harvard style omits the parentheses and uses a comma after the author’s last name, followed by a period, the year of publication, and a colon before the page number (if applicable).

  2. Reference list vs. bibliography: APA uses a reference list, which includes all sources cited in the paper, whether they are books, articles, websites, or other formats. Harvard uses a bibliography, which includes only sources that are referred to or mentioned in the paper.

  3. Formatting: APA and Harvard styles have different formatting requirements for the reference list or bibliography. APA uses specific indentation rules, double spacing, and a hanging indent for each entry. Harvard uses a consistent indentation for all entries, single spacing, and no hanging indent.

5 differences between list of references and bibliography:

  1. Scope: A list of references includes all sources that are cited in the paper, while a bibliography includes only sources that are referred to or mentioned in the paper.

  2. Completeness: A list of references should include complete bibliographic information for each source, while a bibliography may include abbreviated or incomplete information, depending on the style guide.

  3. Purpose: A list of references is primarily used to provide a record of the sources used in the paper, while a bibliography may also serve as a guide for further reading or research.

  4. Ordering: A list of references is normally ordered alphabetically by author’s last name, while a bibliography may be organized differently, such as by topic or chronology.

  5. Labeling: A list of references is  labeled as “References,” while a bibliography may be labeled as “Works Cited,” “Bibliography,” or “Literature Cited.”

References and Appendices Read More »

Research Methods and Instruments For Data Collection

Research Methods and Instruments For Data Collection

3.6 Research instruments

Research instruments refers to the tools you are going to use to answer your objectives

Methods and Instruments Used to Collect Data:

The primary methods employed for data collection consist of:

  • Interview Method: Face-to-face interviews, key informant interviews, or communication through mediums like phones. It is direct interaction between the researcher and participants, involving face-to-face discussions, interviews with key individuals who possess relevant information, or communication through mediums such as phones.
  • Questionnaire Method: A systematic approach to data collection that utilizes a set of pre-determined questions presented to respondents, aiming to gather information in a structured and standardized manner.
  • Documentary (Reading Document) Method: The examination and analysis of existing documents or written materials to extract relevant information for research purposes.
  • Focus Group Discussion: A qualitative research method involving a group of individuals discussing specific topics guided by a moderator, with the aim of gathering diverse opinions and insights.
  • Observation Method: A research technique where the researcher systematically observes and records behaviors, events, or activities to collect data in a firsthand, unobtrusive manner.

Research (Data Collection) Instruments/Tools:

The key tools utilized for data collection include:

  • Interview Guides: Structured sets of questions or topics designed to guide an interviewer during face-to-face or key informant interviews.
  • Self-administered Questionnaires: Questionnaires designed for respondents to complete independently, without direct interaction with an interviewer.
  • Key Informant Guides: Structured outlines or questions used when interviewing key informants, individuals with specialized knowledge or experience relevant to the research.
  • Group Discussion Topics: Specific subjects or issues designated for exploration during a focus group discussion to stimulate conversation and elicit diverse perspectives.
  • Observation Checklist/Schedule: A systematic list or plan used by researchers to observe and record specific behaviors, events, or characteristics during the observation method.
  • Library Search: A systematic exploration of existing literature and information sources within a library to gather relevant data for research.
  • Tests: Structured assessments or examinations conducted to measure specific abilities, knowledge, or characteristics of individuals.
  • Use of Diary: The recording of regular, chronological entries detailing events, behaviors, or experiences over time, serving as a method of data collection in research.

The selection of the data collection method is guided by:

  • Accuracy of Information: The degree to which the chosen data collection method ensures precise, reliable, and truthful information from the participants, influencing the method’s appropriateness for the research.
  • Practical Considerations: Factors such as time, available resources, equipment, and personnel, which impact the feasibility and suitability of a particular data collection method for the research.
  • Response Rate of Respondents: The anticipated level of participation and willingness of the target respondents to engage with the chosen data collection method, affecting the method’s effectiveness in gathering sufficient and representative data.
  • Geographical Area Coverage: The extent to which the selected data collection method can efficiently collect information across the intended geographical area, considering the distribution and accessibility of the target population.
Characteristics of a Good Research Instrument
  • The Instrument must be valid and reliable
  • It must be based upon the Conceptual framework.
  • It must gather data suitable for and relevant to the research topic.
  • It must gather data would test the hypotheses or answer the questions under investigation
  • It should be free from all kinds of bias. 
  • It must contain clear and definite directions to accomplish it. 
  • It must be accompanied by a good cover letter. 
  • It must be accompanied, if possible, by a letter of recommendation from a sponsor/school. 

Advantages and Disadvantages of Common Research Instruments/Tools:

1. Questionnaire:
Advantages:
  • Easy administration to respondents across large areas.
  • Respondents can answer at their own convenience.
  • Quick data collection, saving time.
  • Enhances anonymity, allowing respondents to freely address sensitive questions.
  • Eliminates interview bias.
  • Hard to design but easy to use.
Disadvantages:
  • Unsuitable for illiterate respondents.
  • Risk of misinterpretation of questions.
  • Lack of opportunity for researcher probing.
  • Low response rates.
  • No observation of facial expressions.
  • Inflexible tool in terms of respondent approach.
How to Construct a Questionnaire:
  • Keep it brief and attractive.
  • Begin with simple questions, ensuring logical sequencing.
  • Include researcher’s address and a clear title.
  • Provide an introduction, emphasizing the study’s significance, confidentiality, and instructions.
  • Use simple language, avoiding technical terms.
  • Ask specific questions related to research objectives.
  • Avoid leading and double questions.
  • Place sensitive questions at the end.
  • Include a variety of question types.
Types of Questions on a Questionnaire:

i) Open-Ended Questions:

  • Enable detailed responses.
  • Solicit unique viewpoints.
  • Easy to design.
  • Ideal when no predetermined answer is known.

However, there is a risk of irrelevant data.

ii) Closed Questions:

  • Offer specific choices.
  • Difficult to construct but easier to administer and analyze.
  • Save time and provide standard answers.

Types of Closed Questions:

  • List Type Questions.
  • Multiple Choices.
  • Scale Type.
  • Ranking Type.
  • Quantity Type.
2. Interview Instrument (Interview Guide/Schedule):
Advantages:
  • Higher response rate.
  • Suitable for non-literate respondents.
  • Allows probing.
  • Enables observation of respondent’s non-verbal cues.
  • More control over data collection pace.
  • Identity of respondent is known.
  • Provides an opportunity for follow-up.
Disadvantages:
  • Expensive and time-consuming, especially with a scattered population.
  • Respondents may lack time for interviews.
  • Prone to biases.
  • Limited anonymity.
  • Respondents may give pleasing answers.
  • Embarrassing questions may hinder open responses.
  • Difficulty in tracing respondents.
Techniques of Interviewing:
  • Establish a good rapport.
  • Introduce yourself and state the interview’s purpose.
  • Ask one question at a time, following the guide.
  • Repeat questions if necessary.
  • Allow sufficient time for responses.
  • Avoid suggesting answers.
  • Maintain a neutral attitude on controversial issues.
  • Use tact to keep the interview focused.
  • Take shorthand notes.
  • Adapt to the respondent’s schedule.
3. Observation Schedule/Checklist:
Advantages:
  • Oldest research method.
  • Provides reliable, first-hand information.
  • Enables coding and recording real-time behavior.
  • Facilitates clarification of questions.
  • Elicits a high response rate.
  • Allows detailed information gathering using the senses.
Disadvantages:
  • Risk of respondents putting on a show.
  • Time-consuming.
  • Expensive.
  • Inability to observe past events.
  • Influenced by observer weaknesses.
4. Tests:
  • Used for educational research to assess achievement or intelligence quotient.
5. Focus Group Discussion (FGD):
Advantages:
  • Gathers a variety of opinions.
  • Reaches a large number in a short time.
  • Encourages mutual checks among group members.
  • Involves directly affected individuals.
  • Provides comfort for those hesitant in larger groups.
Disadvantages:
  • Lacks anonymity.
  • Expensive and time-consuming.
  • Sensitive matters may limit open discussion.
  • Risk of dominance by one participant.
  • Group influence may generate desirable ideas.
6. Telephone Survey:
Advantages:
  • Higher response rate than mail surveys.
  • Time-efficient.
  • Eliminates interviewer bias.
  • Covers a broader geographical area.
  • Offers comfort to shy respondents.
  • Cost-effective and convenient.
  • Allows probing during conversation.
Disadvantages:
  • Excludes respondents without telephones.
  • Difficulty in accessing phone numbers.
  • Prone to human weaknesses.
7. Mail Survey:
  • Questionnaires mailed to respondents.
  • Applicable for widespread geographical studies.

For additional advantages and disadvantages, refer to those of a questionnaire.

8. Diary Method:
  • Records events or occasions in a diary.
  • Provides valuable data on individual work patterns.

Research Methods and Instruments For Data Collection Read More »

Sample Size Determination

Sample Size Determination

Sample Size Determination

Sample size determination, also known as sample size calculation or sample size estimation, is the process of determining the number of individuals or items to be included in a sample from a larger population for a research study. 

  • Sample size is abbreviated as
  • Study/Accessible Population is abbreviated as N   
  • Margin of error is abbreviated as e (0.05 at 95% Confidence level)

FACTORS TO CONSIDER WHILE DETERMINING THE SAMPLE SIZE

  1. Research Objectives: Different objectives may require different sample sizes to achieve meaningful results. 📚
  2. Population Size: Larger populations necessitate larger sample sizes to ensure representativeness. 🏢
  3. Sampling Error: Smaller margins of error require larger sample sizes. ±📏
  4. Confidence Level:Higher confidence levels generally result in larger sample size requirements. 🎯 expressed as a percentage (e.g., 95% confidence level). 
  5. Research Design: The chosen research design, whether experimental, observational, qualitative, or quantitative, can impact sample size. Each design has its own requirements. 📊🔍
  6. Data Collection Methods: The methods used to collect data, such as surveys, interviews, or observations, can influence the sample size. 📝🎙
  7. Budget and Resource: Practical limitations, including budget constraints and available resources, can also influence your sample size decisions. 💰
  8. Time: The time available to conduct the study can impact the sample size. Tight timelines may necessitate smaller, more manageable samples. ⏰
  9. Ethical Considerations: Ethical principles, such as minimizing harm to participants, can influence sample size decisions, particularly in sensitive research areas. 🤝
  10. Statistical Software and Tools: The availability of statistical software and tools for sample size calculations can streamline the process, ensuring accuracy in your estimates. 📈🖥️

HOW TO DETERMINE SAMPLE SIZE

1. Census (for Small Populations):

A census involves including every member of the population in your sample. This method is highly advantageous for small populations because it eliminates sampling errors and provides data on every individual in the population.

NOTE: census is only feasible for small populations. Conducting a census for large populations may not be cost-effective and practical.

 

2. Transfer from a Similar Study:

Another approach is to transfer the sample size from a similar study with comparable objectives and characteristics. This strategy can save time and resources.

A potential disadvantage is that you might repeat the mistakes made in the previous study. Ensure the previous study was methodologically sound.

3. Using Internet Sample Size Calculators: This method utilizes the Internet sites that help one to determine the sample.

One Examples is: https://www.calculator.net/sample-size-calculator.html

 

4. Utilizing Published Tables:

Researchers can make use of published tables designed for sample size determination. One such example is the Krejcie & Morgan table of 1970, which helps researchers determine the sample size for a given population. Another example is Glenn(1992).


 WHERE:
  • N is the Population
  • S is the Sample size you need to draw.

For example a For a population of 45 people, Krejcie & Morgan table advises a Sample of 40 people.

For 10 people, Sample is 10, requiring a Census due to the small number of people.

These tables are a valuable resource and provide guidance on sample size selection, taking into account factors like population size, confidence levels, and error margins.

 

5. Applying Standardized Formulas:

A widely accepted method involves applying standardized sample size formulas, such as the one developed by

  1.  Kish and Leslie in 1965.

The formula is as follows:

 n = Z²pq / d²

where 

  1. Target Population: 500 diabetic patients attending Goma Health Center in Mukono District.
  2. Confidence Level: 95%
  3. Margin of Error: 5% (0.05)
  4. Prevalence: historical data indicating that around 40% of patients at Goma Health Center are diabetic (p = 0.40).

Using Kish and Leslie Formula:

n = Z²pq / d²

Where:

  • n = Sample size
  • Z = Z-score for the desired confidence level (1.96 for 95% confidence)
  • p = Assumed true population prevalence of diabetic patients
  • q = Complement of p (1-p)
  • d = Margin of Error (0.05)

n = (1.96)² X 0.40 X (1 – 0.40) / (0.05)²

n ≈ 346.18

In this scenario, you would need a sample size of approximately 347 diabetic patients attending Goma Health Center in Mukono District to estimate the true population prevalence with a 95% confidence level and a 5% margin of error.

 

II. Yamane formula, developed by Taro Yamane in 1967.

 The formula is as follows:

n = N / (1 + Ne²)

Where:

  • n = Sample size
  • N = Population size (500)
  • e = Desired level of precision (0.05)

n = 500 / (1 + 500 X (0.05)²)

n ≈ 333.33

In this scenario, you would need a sample size of approximately 333 diabetic patients attending Goma Health Center in Mukono District to achieve the desired level of precision (5%).

6. USING UNMEB GUIDELINES

3.4.2 SAMPLING PROCEDURE

A sampling procedure is a defined and systematic method for selecting a subset (sample) from a larger group (population) for the purpose of conducting research or collecting data. 

 

It involves the steps and techniques used to ensure that the sample accurately represents the population, allowing researchers to draw meaningful conclusions from the sample’s data.

Sample Size Determination Read More »

ASSESSMENT AND EVALUATION

ASSESSMENT AND EVALUATION

ASSESSMENT AND EVALUATION

INTRODUCTION

Education is an activity in which a variety of resources are put, these resources include money, time, labor, instructional materials, etc. We need to find out whether we are benefiting from putting all these resources into the education of our learners. To do this, we use measurement, assessment, testing, and evaluation.

Evaluation

Evaluation is the systematic process of collecting, analyzing, and interpreting information that determines the effectiveness (value) of an educational program in the light of evidence obtained through research, assessment, measurement, testing, experimenting, and consulting. Thus, evaluation can also be defined as the process of judging the value or worth of an individual’s achievements. It attempts to provide useful feedback information to stakeholders. It facilitates the judgment of what extent the educational objectives have been met.

Assessments

In education, the term assessment means the process of documenting in quantitative terms the knowledge, skills, and values attained by the learner. Currently in Ugandan higher institutions, there is continuous assessment being emphasized. The results of continuous assessment help teachers keep an accumulative record that may be used to assess the overall performance of the learner.

Testing

This is a way of discovering by questions or practical activities what someone knows or what someone can do. Educationally, we test our learners to find out how much knowledge and skills they possess, and what values and attributes they have developed.

Measurement

This refers to assigning numbers to a learning program or event in order to describe or represent the amount of abilities, characteristics, and potential possessed by a learner. Measurement describes a situation in quantitative terms, while evaluation judges its worth or value in qualitative terms, such as good or poor.

PURPOSE / AIMS OF ASSESSMENT AND EVALUATION

PURPOSE / AIMS OF ASSESSMENT AND EVALUATION

  1. Diagnosis: It helps us to understand the problem existing within the program; therefore, appropriate action can be taken.

  2. Placement and Promotion (Selection): It helps us correctly find where the individual should belong, i.e., who can be promoted to another class or who goes for which course based on aggregates, e.g., primary leavers are selected according to aggregate got, i.e., whether a student of aggregate 6 can go to Kisubi or whether a student who did MEG can do law.

  3. Certification: It is the only way one can satisfy the assessment committee to provide evidence about the attainment of a particular skill, e.g., a degree certificate, driving permit, etc.

  4. Standards: It helps the teachers to establish a reference point, i.e., the minimum entry point, e.g., At UNMEB exams, a standard is 50% in every paper, which was determined based on how students used to score in the past.

  5. Prediction: The stakeholders are able to determine the future potentials/weaknesses of individuals, e.g., a student who performs well in Physics is likely to be an engineer.

  6. Refinement: The information from the evaluation can help us to improve on the programs by identifying where we are weak. E.g., a teacher looks at the students’ work and sees what topic they have failed, then the teacher tries to simplify his/her teaching.

  7. Norms referencing: It helps us to compare an individual against other individuals or against the system. E.g., a student in the 5th position out of 40 students can be determined by assessments.

  8. Remediation: Results of assessment are a basis for correcting learning responses and clarification of misconceptions. A teacher might decide to organize a remedial class to correct the challenges that students faced during assessments.

  9. Motivation: Feedback from assessment is motivation for future aspiration among learners. For example, a student can be motivated to read harder after good performance in an exam.

FACTORS TO CONSIDER WHEN SELECTING A TOOL OF ASSESSMENT

  1. Purpose of evaluation: In the evaluation of learners’ progress, one should first identify the learning outcomes to be measured. For example, in nursing education, outcomes could be that learners should possess knowledge in disease management, skills in nursing procedures, and a good attitude in patient care.

  2. Availability of assessment tools: No single evaluation tool is adequate for assessing learners’ progress; make sure you use a variety of techniques to obtain a complete picture of the students’ achievements. Use what is available and can be administered to the learners. For example, a theory exam can evaluate learners’ knowledge, and a practical exam evaluates their skills and attitudes.

  3. Validity: It is a concern about how well the test measures what it is supposed to measure. For example, measuring students’ intelligence using a tape measure around the circumference of the head will not provide accurate measurements of intelligence, so the validity of this tool will be weak.

  4. Reliability: It measures how consistent the scores obtained by different examiners are, determining how stable a measurement is.

  5. Practicality: Refers to the action of the assessment method and its relevance to the overall learning goals in the course, addressing whether or not the workload for the instructor is reasonable.

  6. Ease of interpretation of results: The evaluation tool used should enhance the teacher’s ability to interpret the results for student performance.

  7. Time frame: The available time determines which evaluation tool to use, allowing students to complete the assigned tasks in an appropriate time.

  8. Costs and resources available: The evaluation should use techniques that are economical and require little funds, human resources, and time.

TYPES/FORMS OF ASSESSMENT/EVALUATION

TYPES/FORMS OF ASSESSMENT/EVALUATION

There are two major forms to evaluate a student’s learning:

  1. Formative Assessment:
    • This is a form of assessment that allows the teacher to check for student understanding along the way, as the lesson or unit is being taught.
    • In the day-to-day teaching, teachers continuously check on how students are learning. This includes the questions they ask when teaching, the exercises they give, homework, weekly tests, etc.

    Functions of Formative Assessment:

    • It gives teachers the ability to provide constant feedback to the students.
    • It allows the students to be part of the learning environment and to develop self-assessment strategies that will help with the understanding of their own thought process.
    • Yields decisions on the improvement of content delivery.
    • It determines which objectives individual students have achieved.
    • It ensures that students have learned certain things before they progress to the next level.
  2. Summative Assessment:
    • This refers to the assessment of participants where the focus is on the outcome of a program. It evaluates student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period, e.g., PLE, UACE, end-of-year exams.

INTERPRETATION OF MEASUREMENT

There are two types of interpreting measurements:

  1. Norm-Referenced Measurement:

    • The norm-referenced approach involves comparing the scores of an individual with those of other learners in the same category.
    • It helps differentiate among individuals by comparing the position of one individual against others in the same group.
    • For example, a score of 70% by Agnes may place her in the 2nd position in that group, while a score of 84% by Mary in another group may place her in the 10th position.
  2. Criterion-Referenced Measurement:

    • These measurements are designed to measure student performance against a fixed set of predetermined criteria or learning standards.
    • It does not concern itself with other students but rather focuses on an individual.
    • It’s concerned about what one can and cannot do.
    • For example, the UNMEB examination system has a pass mark of 50%, where one can be considered to have failed (if below 50%) or passed (if above 50%).

CLASSROOM ASSESSMENT TECHNIQUES/TOOLS THAT CAN BE USED IN HEALTH TRAINING INSTITUTIONS

There are various ways through which assessment and evaluations can be conducted in classrooms. These include:

a) Observation

b) Oral examinations

c) Written examinations

d) Practical examinations

OBSERVATION

Observation involves assessing one’s academic progress based on observation by the teacher.

 It can involve seeing students’ behavior and listening to oral contributions to evaluate the learners’ attitude, learning speed, style, intelligence, personal abilities, and progress. This technique can detect problems immediately so that corrective measures can be employed, but it’s prone to prejudice and bias from the teacher as the observer.

ORAL EXAMINATIONS

Oral examinations involve a face-to-face question and answer between the teacher (examiner) and the student (examinee). 

The teacher asks questions and finally scores the candidate based on the quality of the responses from the learner. Examples include interviews, quizzes, panel discussions, case presentations, etc. In nursing, traditional oral practical exams were conducted where the teacher would vary questions asked from one student to another.

WRITTEN EXAMINATIONS

Teacher-made tests are the most widely used written examination for assessing learning. The construction of these tests fundamentally depends on the teacher and can be categorized into two types: Objective and Subjective tests.

OBJECTIVE TESTS

Objective tests predominantly assess using short responses or answers. They include multiple-choice, true/false (binary test), matching, and completion (fill-in) questions.

Multiple Choice Questions (MCQ’s):

 MCQs present a statement or question to which several responses are given, with only one response being correct. The statement/item is referred to as the stem, the correct response as the Key, and other options or alternative responses as destructors.

Guidelines for Preparing Meaningful MCQs

  • Use simple vocabulary.
  • Ensure the stem is clear and specific.
  • Make sure the destructors are capable of separating.
  • Avoid questions that measure opinions or judgments.
  • Use numerical answers in ascending order.
  • Avoid providing insight/idea to the answer while writing the stem.
  • When using words like NOT or EXCEPT, they should be bolded or underlined.

Matching Items

Matching items present students with a list of statements and a list of responses, with a set of directions for matching them.

Guidelines for Preparing Matching Tests

  • Use homogeneous options/items.
  • Provide clear directions to students on how to match the responses.
  • Avoid the use of specific determiners that may provide clues to the responses.

Binary Test

This type involves a statement or item to which judgment is made either in agreement or disagreement, typically with forms like true or false, agree or disagree, and yes or no.

Guidelines for Binary Test Preparation

  • Use clear and understandable language. Try always to avoid words that are partly true and partly false.
  • Avoid using negative statements. e.g. Kerosene is not a solid. True/False.
  • Avoid long, complex sentences.
  • Avoid including 2 or more ideas in one sentence e.g Gentamycin is an antibiotic  that is given by I.V. true/false
  • Don’t use terms that provide clues about the right answer. Words like NEVER, NONE, OR, e.t.c. which are likely to be false. On the other hand, words like Sometimes, Usually, Likely…
  • Avoid copying statements from textbooks.
  • Vary options to avoid guesswork.
  • Have an equal number of true and false questions to prevent guesswork.

Completion/Fill-in-Blanks Tests

Such a test requires that spaces are left between the items so that the respondent can fill them in with one word or many words.

Guidelines for Fill-In Test Preparation (Completion/Fill-in-Blanks Tests)

Such a test requires that spaces are left between the items so that the respondent can fill them in with one word or many words.

  • Construct items that measure important objectives in the area of study.
  • Pose specific problems to the examinees so they give brief and specific responses.
  • Use precise and accurate language in the questions.
  • Ensure the expected answers from students are factually correct.
  • Avoid using too many blanks.
  • Put blank spaces at the end rather than starting questions with them.
  • Avoid using exact statements as they appear in the notes to prevent guesswork.
  • Preferably use statements that require one correct answer, not many.
  • Have a wide scope of content coverage.
  • Avoid questions that require lengthy answers; use statement definitions instead, e.g., the process of allocating marks to different questions in a test is called.
Merits of Objective Tests
  • Easy to assess, correct, and mark.
  • Balancing and controlling the level of difficulty is feasible.
  • Provides a high level of reliability.
  • Encourages extensive work from students.
  • Reduces speculation among students.
  • Offers a wide scope of content and syllabus coverage.
Demerits of Objective Tests
  • Difficult to prepare.
  • Susceptible to guesswork.
  • Does not encourage higher-order thinking like subjective tests.
  • Does not provide an opportunity for planning and organizing.
  • Measures superficial knowledge of the student.
SUBJECTIVE TESTS

This is a mode in which each question or item requires an elaborate description and explanation. Therefore, there is no exact or simple answer. They include short-answer and essay items.

Short-Answer Items:

  • Requires students to supply a word, short phrase, number, or other type of brief response. E.G List 4 characteristics of adult learners

Essay Items:

  • Essay items require students to write paragraphs or develop themes as responses. They involve a wider variety of thinking skills, as students must recall, select, organize, and apply.

Guidelines for Preparing a Good Subjective Assessment

  • Keep questions focused and specific.
  • Use grammatical expressions at the level of the students (e.g., list, outline, state). Avoid vague expressions like mention, identify, tell us, show us.
  • Consider the available time for taking the test.
  • Allocate marks for each item (e.g., a) Define the term memory (1 mark), b) Describe the relationship between memory and learning (5 marks).
  • Avoid compounding items (e.g., Discuss the structure, function, and adaptations of the liver [25 marks]). Break it into parts (a) Describe the structure of the liver [7 marks], b) Outline the functions of the liver [10 marks], c) Illustrate the adaptations of the liver for its functions [8 marks].
Advantages of Subjective Tests
  • Measures the evidence of clear understanding of the content.
  • Relatively easy to construct and prepare.
  • Allows for critical and high-order thinking.
  • Assesses the ability to organize one’s own ideas.
  • Tests skills of analysis and planning.
  • Measures divergence in thinking.
Limitations
  • Poor content coverage.
  • Promotes speculations among test takers.
  • Time-consuming to score and not always reliable.
  • May be influenced by bias, such as handwriting, language used, or the test taker’s personal information.
  • Can be misinterpreted by the test taker.
PRACTICAL EXAMINATIONS
  • Practical examinations are used to evaluate nursing competence in practical skills.  Currently, Objective Structured Clinical/Practical Examination (OSCE/OSPE) is the test method used in nursing education to assess practical skills.
  • Examiners use a checklist to evaluate trainees, providing the same problem and tasks to all students within the same time frame. The tasks simulate real clinical situations, including history taking, physical examinations, simple procedures, interpretation of lab results, patient management problems, communication, and attitude, among others. All students are assessed on the same criteria using a checklist by the same examiners.

ASSESSMENT AND EVALUATION Read More »

Lesson Plan

Lesson Plan

Lesson Plan

Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner.

It is obtained from the scheme of work which was designed earlier.(Scheme of work)

SAMPLE OF A LESSON PLAN.

LESSON PLAN 1

SET: DN-2
COURSE UNIT: MEDICAL NURSING II
TUTOR: NASES REVIJONI

DateTimeAverage Age of StudentsExpected Number of StudentsNumber of Students Present
29/10/20238:00-9:00 AM
(1 HOUR)
Above 20 years5 

Topic: DIABETES MELLITUS (DM)

Objectives:

By the end of this lecture, students should be able to:

 

  1. Define Diabetes Mellitus
  2. State the 3 causes of DM
  3. Describe the 2 types of Diabetes Mellitus
  4. List 5 predisposing factors to Diabetes Mellitus

Teaching Methods/Techniques:

  1. Interactive lecture
  2. Brainstorming technique
  3. Question and answer technique

Teaching Aids:

  1. References
  2. Laptop
  3. Projector
  4. Flip chart containing lesson objectives & pointer

References:

  1. David, K. M. (2018). General Principles of Insulin Therapy in Diabetes Mellitus. 2UpToDate. Retrieved from https://www.uptodate.com/contents/general-principles-of-insulin-therapy-in-diabetes-mellitus.

  2. Stephen R. Bloom (Ed.). (2009). Toohey’s Medicine, a Textbook for Students in the Healthcare Professions (15th ed.). London, USA: Churchill Livingstone.

  3. Uganda Catholic Medical Bureau (2015). Nursing and Midwifery Procedure Manual (2nd ed). Kampala, Uganda: Print Innovations & Publishers, pp. 166-168.
Time and StepContentTutor’s ActivitiesStudent’s Activities
1
(02 minutes)
Greeting
Roll call
– Greets students
– Makes roll call by calling students’ names
– Respond to greeting
– Respond to their names
2
(05 minutes)
Review of previous lesson– Reviews previous lesson by asking students about what was covered in that lesson.– Respond to teacher’s questions
3
(05 minutes)
Introduction of the lesson objectives on Diabetes Mellitus– Displays flip chart containing lesson objectives
– Chooses one student to read what has been displayed
– Provides clear linkage between previous and current lesson
-look at flip chart
contents
-reads what is displayed
on flipchart and others
listen
-listen to the linkage
between previous and
current lesson
4
(13 minutes)
Signs and symptoms of DM– Asks students to contribute to
signs and symptoms of DM using
mind-mapping brain storming
technique
-Clarifies the signs and
symptoms of DM
-come and write their
contributes on white
board in a ‘mind-map
– listen and take notes
5
(25 minutes)
Pathophysiology of DM

– Asks students the meaning of
patho-physiology
-Clarifies the meaning of patho-
physiology
-Tells students to form pairs and
allocated specific signs of DM
for discussion of how they
manifest in DM (patho-
physiology)
– calls back discussion and gets
students’ responses

-Respond to the meaning
of patho-physiology
-listen to the
clarification
-form pairs to disouss
how signs of DM
manifest
-present the allocated
task that has been discussed in there group.
– look at the displayed chart.
– listen to teacher’s explanations.
– draw flow diagram on patho-physiology of DM.
6
(10 minutes)
Evaluation and Conclusion of Lesson

-Evaluates lesson by asking
questions as per objectives
-Summarizes the lesson on DM
-reads assignment to students;
1.List down the normal ranges
of:

  • -Random blood sugar (RBS)
  • -Fasting blood sugar (FBS)

2.Apart from diagnostic testing,

  • identify 4 relevant tests

necessary to be done on a DM patient and their rationale
-Thanks students for their
participation

-Student respond to questions asked
-Students listen to teachers summary
-Students listen and note down the assignment
-Student respond to teacher’s appreciation
    

CHALK/WHITEBOARD PLAN

 
DateContentNew Words
29/10/2022Greeting, Roll call, Review of previous lesson, Introduction of the lesson objectives on Diabetes Mellitus, Signs and symptoms of DM, Patho-physiology of DMDiabetes Mellitus, patho-physiology, mind-mapping, brain storming, allocations.
COMMENTS/SELF EVALUATION
StrengthChallengesWay Forward
TeamworkLimited resourcesResource mobilization and optimization

CLINICAL SESSION PLAN

This is a plan prepared by a teacher to conduct a practical session in an organized manner. Its different from lesson plan as shown below.

NURSES REVISION SCHOOL OF HEALTH SCIENCES

CLINICAL SESSION PLAN 1

COURSE: DIPLOMA IN NURSING

COURSE UNIT: MEDICAL NURSING II

LECTURER: NASESI REVISION

DateTimeAverage Age of StudentsExpected Number of StudentsNumber of Students Present
29/10/202230 minutesAbove 20 years5 

Topic: INSULIN ADMINISTRATION

ObjectivesBy the end of the clinical session, students should be able to;

  1. Assemble requirements needed to administer insulin.
  2. Administer insulin to a diabetic patient using the demonstration and return demonstration technique.

Teaching Methods/Techniques: Demonstration and return demonstration technique.

Teaching Aids:

  • Procedure checklist
  • Prescription note/patient’s chart
  • Simulated Patient
  • Glucometer plus strips
  • Prickers
  • Sliding scale chart
  • Insulin vial and syringes
  • 2 pairs of surgical and disposable gloves
  • A tray and tray cover
  • Galipot of antiseptic solution
  • Galipot of cotton swabs
  • Receiver for used swabs
  • Safety box
  • Screen
  • Hand washing equipment

References:

  • Uganda Catholic Medical Bureau (2015). Nursing and Midwifery procedure manual (2nd ed). Kampala, Uganda: Print innovations & publishers. Pg 166-168
Step and TimeContentTutor’s ActivitiesStudents’ Activities
1 (05 minutes)Pre-conferencing about procedure on insulin administration– Greets students – Briefs students on the procedure of insulin administration – Assembles requirements – Cautions students on infection prevention and ethical issues– Respond to greeting – Listen to the tutor’s briefing on the procedure of insulin administration – Observe the requirements needed – Listen to the cautions on the procedure
2 (10 minutes)Demonstration of the procedure on insulin administration

– Demonstrates procedure step by step while briefing students on key steps;

  • Step 1: Obtains consent
  • Step 2: Observes Privacy
  • Step 3: Hand washing
  • Step 4: Brings requirements to bed side
  • Step 5: puts on gloves
  • Step 6: Measuring RBS and estimates the dose of insulin to be given.
  • Step 7: Withdrawing the medicine into the syringe
  • Step 8: Select the site and disinfect it
  • Step 9: Administers the drug
  • Step 11: Place a swab over the needle and withdraws the needle quickly and smoothly
  • Step 12: Thanks and leaves the patient comfortable
  • Step 13: Record the drug given in the patient’s chart and signs
  • Step 14: Clear away the equipment
– Observe attentively tutor performing the procedure of insulin administration
3 (10 minutes)Return demonstration of the procedure on insulin administration– Requests one student to do a return demonstration on insulin administration – Allocates tasks on the procedure to other students – Observes the student performing the procedure – Scores the student using a checklist and also allocates other 2 students to score their colleague– One volunteers to perform a return demonstration – Everyone performs the allocated task – Performs a return procedure on insulin administration while others observe – The 2 students also score their colleague as he/she performs step by step
4 (05 minutes)Post-conferencing– Asks the volunteer student to evaluate him/herself – Requests other students to critique the volunteer student – Gives feedback about the procedure of insulin administration – Encourages the students to keep practicing when they get time in order to perfect– The volunteer students evaluate him/herself – Other students evaluate their colleague – Students listen to the students’ feedback

COMMENTS/SELF EVALUATION

StrengthChallengesWay Forward
Effective pre-conferencing to prepare studentsTime constraints during practical sessionsAllocate more time for practical sessions
Clear and organized demonstration of the procedureEnsuring that every student gets the opportunity to perform the return demonstrationRotate students to perform return demonstrations
Encouraging self-evaluation and peer evaluationScoring can be subjective; may need a more objective scoring systemImplement a standardized scoring system and provide clear criteria for scoring
Active student participation during the sessionAvailability of required equipment and materials for practical sessions may be a challengeEnsure that all necessary equipment is readily available
Providing constructive feedback to studentsMaintaining students’ motivation and enthusiasm for continuous practiceOrganize periodic practice sessions to sustain students’ interest

Lesson Plan Read More »

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