Students In Uganda Research Articles

Knowledge, Attitudes, and Perceived Risks Related to Diabetes Mellitus Among University Students in Uganda: A Cross-Sectional Study

Diabetes mellitus is on the rise in low-income countries, including Uganda, owing to the 'westernization' of individual lifestyles. It remains unanswered whether the majority of university students who are rapidly embracing 'western' lifestyles have any knowledge of diabetes or perceive themselves to be at risk of acquiring the disease. The aim of the study was to assess the knowledge, attitudes, and perceived risks related to diabetes mellitus among university students in Uganda. This descriptive cross-sectional study was conducted in 4 universities in Uganda from August to November 2013. The data collection tool included questions on risk factors, symptoms, personal risks, and practices to prevent diabetes mellitus. We interviewed 378 university students using pretested self-administered semi-structured questionnaires. Only students who consented to participate in the study were included. Data were entered into EpiData version 3.1 and analysed using SPSS version 18. Almost all (99%) of the students had knowledge about diabetes mellitus. The majority (83.1%) reported that diabetes mellitus is not completely a genetic/hereditary disease. Only a minority of respondents reported that they should worry about diabetes before 45 years of age. Common symptoms of diabetes reported by the respondents included constant hunger, blurred vision, fatigue, and frequent urination. Our study revealed that the majority of university students in Uganda had good knowledge about the risk factors and symptoms of diabetes mellitus. The majority also perceived themselves to be at risk of diabetes.

Effect of Information and Communication Technology-induced Multitasking on Academic Performance of University Students in Uganda

This article can be retrieved directly from the journal site at http://ijcat.com/archives/volume6/issue1/ijcatr06011005.pdf

Knowledge, Attitudes, and Perceived Risks Related to Diabetes Mellitus Among University Students in Uganda: A Cross-Sectional Study

Background:Diabetes mellitus is on the rise in low-income countries, including Uganda, owing to the ‘westernization’ of individual lifestyles. It remains unanswered whether the majority of university students who are rapidly embracing ‘western’ lifestyles have any knowledge of diabetes or perceive themselves to be at risk of acquiring the disease. The aim of the study was to assess the knowledge, attitudes, and perceived risks related to diabetes mellitus among university students in Uganda.Methods:This descriptive cross-sectional study was conducted in 4 universities in Uganda from August to November 2013. The data collection tool included questions on risk factors, symptoms, personal risks, and practices to prevent diabetes mellitus. We interviewed 378 university students using pretested self-administered semi-structured questionnaires. Only students who consented to participate in the study were included. Data were entered into EpiData version 3.1 and analysed using SPSS version 18.Results:Almost all (99%) of the students had knowledge about diabetes mellitus. The majority (83.1%) reported that diabetes mellitus is not completely a genetic/hereditary disease. Only a minority of respondents reported that they should worry about diabetes before 45 years of age. Common symptoms of diabetes reported by the respondents included constant hunger, blurred vision, fatigue, and frequent urination.Conclusion:Our study revealed that the majority of university students in Uganda had good knowledge about the risk factors and symptoms of diabetes mellitus. The majority also perceived themselves to be at risk of diabetes.

Soccer-based promotion of voluntary medical male circumcision: A mixed-methods feasibility study with secondary students in Uganda

Soccer-based promotion of voluntary medical male circumcision: A mixed-methods feasibility study with secondary students in Uganda

The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda

ABSTRACTParticipation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the life-world environment component of Donaldson and Graham’s model of college outcomes for adults, to discuss the out-of-institution experiences of NTS participating in university education in Uganda. Findings derive from two elements: first, the social settings of work, family and community including the roles NTS play in these settings. The second element is connected to the first but goes deeper into individual relationships NTS have with important people around them. Both elements were found to be reinforcing and deterring to the NTS’ university schooling project. To this end, we argue that to achieve quality-inclusive university education for all learners, the lifelong learning frameworks must be accentuated, even outside the university.

ENGLISH

The use of eLearning is increasing dramatically in Uganda, and most of institutions invest huge amounts in developing and deploying eLearning systems. As far as Learning Management System is concerned, it offers an integrated platform for educational materials, distribution and management of learning as well as accessibility by a range of users including lecturers, students and content makers; however, the focus is still largely on getting the infrastructure and creating the e-learning content. It is necessary to consider the individual factors that play an important role in the adoption of e-learning in Ugandan universities, a case of Muni University. For example, the attitudes and perceptions of students and lecturers towards e-learning may affect their acceptance of the technology in the teaching-learning process. The study aimed at evaluating the level of user satisfaction, usability issues affecting e-learning adoption and established the factors hindering the Acceptance and Use of teach management Systems by Lecturers and Students in Uganda. Primary research method was cross sectional design using questionnaire survey, and data was collected from 130 students and 10 lecturers of Muni University. The respondents agreed that the functionality of the system is good; the system is reliable, portable, usable, maintainable and efficient. The users also showed a positive Attitude to use the system and also indicated that, there are no specific person available to provide assistance for the users and Lack of Equipments, Course Quality Concerns, Slow Speed of the E-system, Power problems, Accessibility problems, Network Connections Issues, Lack of Usability policy, Legal concerns and Lack of regular training on use Moodle hinder their usage of the system. Therefore, in order to ensure that all the students and staff can fully embrace the E-Learning Management System, the system should be accessible to the users, there should be a user policy to guide users, more training should be given to both new and old users.

Breast Cancer Knowledge and Breast Self-Examination Practices Among Female University Students in Kampala, Uganda: A Descriptive Study.

The purpose of the study was to assess female university students' knowledge of breast cancer risk factors, signs and symptoms, and identify breast self-examination (BSE) practices. Using this information we aimed to design an education intervention tailored to address any knowledge and practice gaps identified. . We conducted a cross-sectional study with 204 female Makerere University students. Data was obtained through the use of a structured questionnaire over a period of two months (1 April 2013 to 30 May 2013). . Our study revealed a high awareness of breast cancer (98.0%) and BSE practices (76.5%) among female students. Over half the students (61.3%) had an intermediate level of knowledge about risk factors related to breast cancer and the signs and symptoms of the disease. Skills related to BSE practices were found to be low (43.6%). The majority (56.9%) of students received information about breast cancer via mass media. . Pre- post-education intervention studies need to be conducted to evaluate the intervention outcomes related to breast cancer knowledge and BSE practices among female students in Uganda.

Contraceptive use, knowledge, attitude, perceptions and sexual behavior among female University students in Uganda: a cross-sectional survey.

BackgroundIn Uganda, the risk of unintended pregnancies and unsafe abortions remains high due to relatively low contraceptive use. There is paucity of data on knowledge, attitudes, perceptions and practices towards modern contraceptives and, sexual and reproductive health especially among the young female university students.MethodsA survey was conducted at Makerere University main campus in Kampala, Uganda during April 2014. A team of well-trained and experienced research assistants interviewed female undergraduate students who provided data on socio-demographic characteristics, knowledge, perceptions and attitudes and use of contraceptives, as well as other sexual and reproductive health practices. Users of any contraceptive method in the past 12 months were coded as ‘1’ and none users as ‘0’. The prevalence of contraceptive use was determined as the number of users divided by all female participants. Prevalence ratios (PRs) with their corresponding 95 % confidence intervals were used as measures of association between contraceptive use and associated factors. The PRs were obtained via a modified Poisson regression model using a generalized linear model with Poisson as family and a log link without an offset but including robust standard errors. All analyses were conducted with Stata version 13.ResultsA total of 1,008 females responded to the survey; median (IQR) age was 21(20, 21) years, 38.6 % in year 2 of study, and nearly three quarters (72.3 %) were of Christian faith. Knowledge of any contraceptives was almost universal (99.6 %) but only 22.1 % knew about female condoms. Perceived acceptability of contraceptive use at the university (93 %) or being beneficial to male partners too (97.8 %) were high. Nearly 70 % had ever engaged in sexual intercourse and 62.1 % reported sexual intercourse in the past 12 months. Overall, 46.6 % reported current contraceptive use, with male condoms (34.5 %) being the commonest methods. Factors associated with higher contraceptive use were being in year 2, consensual union or perception that contraceptives are for females only. However, being evangelical/SDA or perception that contraceptive use is wrong was associated with lower contraceptive use. Overall, 9 % reported ever being pregnant, 2 % were pregnant at the time of the survey and a third (33.8 %) knew of a pregnant friend. About 40 % of ever pregnant respondents reported ever trying to terminate the pregnancy.ConclusionsKnowledge, perceived acceptability and benefits of contraceptive use were nearly universal, but contraceptive use was suboptimal in this setting. Ever trying to terminate a pregnancy was common and a clear indicator of unintended pregnancies.

Is Entrepreneurship Course Cntent Developing, Or Killing The Entrepreneurial Zeal Among University Students In Uganda?

Is Entrepreneurship Course Cntent Developing, Or Killing The Entrepreneurial Zeal Among University Students In Uganda?

Career intentions of final year medical students in Uganda after graduating: the burden of brain drain.

BackgroundUganda has severe shortage of human resources for health despite the heavy disease burden. The country has one of the highest fertility, and population growth rates in the world and is in dire need of trained health workers. The current doctor: patient ratio of 1:15000 is inadequate and this is further constrained by trained health workers leaving the country while others abandon the health sector. The aim of the study was to determine the career intentions of the final year medical students to leave the county and health field after graduating and the associated factors.MethodsWe conducted a cross-sectional study among 251 final year medical students from Makerere, Mbarara, Gulu and Kampala International Universities. We enrolled all the eligible final year medical students. The study was conducted using face-to-face questionnaires in each university. We determined the demographics, reasons for leaving the country and health sector and the intended destinations of medical students who planned to leave the country. Data was entered in Epidata then exported and analyzed in stata 12.ResultsOf the 251 students enrolled in the study, 28(11.2 %) wanted to leave the health sector, with Mbarara University of Science and Technology (MUST) having the highest percentage, 16.7 % and Kampala International University (KIU) the least, 7.7 %. Of the 28 who intended to leave the health sector, 82.1 % wanted to join the business sector, 10.7 % agriculture, and 7.1 % politics. Reasons given for the intent to leave were; lack of equipment and supplies in hospitals, over whelming patient numbers, very risky working environment, low payment to doctors, and political reasons. Overall, 112 (44.6 %) of the participants wanted to leave the country with 30.3 % intending to migrate to United States of America (USA), 11.9 % to United Kingdom (UK), 11.0 % to South Africa among others. Some of the reasons given were; doctors are paid a high salary abroad, safe working environment, and desire to continue academics. Age was associated with intention to leave the country (OR = 1.64; 95 % CI: 1.00 – 4.82).ConclusionsIn a country in dire need of health workers, the study showed high proportion of trainee health workers planning to abandon their professions or emigrate from Uganda after training.

Clinical supervision for clinical psychology students in Uganda: an initial qualitative exploration.

BackgroundBurn out in clinical psychologists working in low income countries has been reported. Clinical supervisory structures do not yet exist in Uganda. A way to decrease levels of burn out and increase quality of care for people with mental illness is through clinical supervision. The aim of this study was to explore the initial experiences of supervision for clinical psychology students in Uganda to ascertain whether or not clinical supervision is culturally appropriate, and what aspects of supervision had been helpful and unhelpful.MethodsA qualitative design with thematic analysis was utilized. A focus group was held with 12 second year clinical psychology students to ask their experiences of receiving supervision.ResultsData analysis created five themes. Firstly, the negative emotions that resulted from the training processed were discussed, and how supervision helped and did not help the students to manage these. Secondly, the students voiced that supervision helped them to learn through observational experiences, co-therapist roles and parallel processes within the supervisory relationship. Thirdly, supervision had taught the clinical psychology students their role as a clinical psychology student, how to act within the Ugandan mental health system and skills to conduct therapy. Fourthly, suggestions for the future of supervision were given, with the students requesting for it to start earlier in the training, for supervisors who can meet with the students on a regular basis to be selected and for the training the students receive at university to match the skills required on their placements, with a request for more practical techniques rather than theory. The final theme related to left over miscellaneous data, such as the students agreeing with each other.ConclusionsThe students stated that supervision was helpful overall, implying that clinical supervision is culturally appropriate for clinical psychology students in Uganda. Suggestions for future supervision were given. In order to decrease high levels of staff burn out in the mental health systems in Uganda, supervisory structures with an emphasis on self care need to be established.Electronic supplementary materialThe online version of this article (doi:10.1186/s13033-015-0016-8) contains supplementary material, which is available to authorized users.

The Mediating Effect of Self-Efficacy on the Relationship Between Entrepreneurship Education and Entrepreneurial Intentions of University Students

This paper has been written using data derived from a major study conducted by Oyugi (2011). The study investigated the contribution of entrepreneurship education to the development of entrepreneurial self-efficacy and intentions among university students in Uganda. The paper recognizes the development and the teaching of entrepreneurship courses in most universities in Uganda with the aim of rolling out students sufficiently equipped to become job creators. At a time when efforts are being made to address graduate unemployment through mainstream training in entrepreneurial skills in post-primary and post-secondary education, this paper provides timely guidance on the entrepreneurial curriculum. It proposes a quantitative analysis in which entrepreneurship education and entrepreneurial self-efficacy are key to developing entrepreneurial intentions of students. To investigate this, two hypotheses were formulated. Data was collected by means of a mail survey questionnaire completed by students, randomly selected from a sampling frame of third year students, who had training in entrepreneurship course. The findings revealed that significant relationships exist between entrepreneurship education and entrepreneurial intention, while self-efficacy was found to partially mediate the entrepreneurship education and entrepreneurial intention.

Efficacy and acceptability of an acute illness management course delivered to staff and students in Uganda by staff from the UK.

Recent reviews report that healthcare professionals have limited training in managing acutely ill patients and that significant gains could be made in low-income countries by focussing on care of the critically ill. We aimed to determine if a UK-developed acute illness management course (AIM) was acceptable to staff and students in a low-income country and if it improved their knowledge. A total of 188 students and staff attended one of 8 one-day courses teaching a systematic approach to the recognition, assessment and management of acutely ill patients. A pre and post course test of knowledge was completed by 146/188 participants (77.7%) with a significant (p<0.001) increase in knowledge post course. Median increases in percentage scores by professional group ranged from 16-24%. A questionnaire about their experiences of the course and their intentions to use the AIM approach was completed by 81/188 participants (43.1%). The course was acceptable and participants indicated a high level of intention to use the approach. A UK-developed acute illness management course was acceptable in a low-income country and delivered significant increases in knowledge and a high intention to change practice. Future research must focus on understanding the implementation of education into clinical practice.

Giving or receiving something for sex: a cross-sectional study of transactional sex among Ugandan university students.

ObjectiveThis study sought to determine the prevalence of transactional sex among university students in Uganda and to assess the possible relationship between transactional sex and sexual coercion, physical violence, mental health, and alcohol use.MethodsIn 2010, 1954 undergraduate students at a Ugandan university responded to a self-administered questionnaire that assessed mental health, substance use, physical violence and sexual behaviors including sexual coercion and transactional sex. The prevalence of transactional sex was assessed and logistic regression analysis was performed to measure the associations between various risk factors and reporting transactional sex.ResultsApproximately 25% of the study sample reported having taken part in transactional sex, with more women reporting having accepted money, gifts or some compensation for sex, while more men reporting having paid, given a gift or otherwise compensated for sex. Sexual coercion in men and women was significantly associated with having accepted money, gifts or some compensation for sex. Men who were victims of physical violence in the last 12 months had higher probability of having accepted money, gifts or some compensation for sex than other men. Women who were victims of sexual coercion reported greater likelihood of having paid, given a gift or otherwise compensated for sex. Respondents who had been victims of physical violence in last 12 months, engaged in heavy episodic drinking and had poor mental health status were more likely to have paid, given a gift or otherwise compensated for sex.ConclusionsUniversity students in Uganda are at high risk of transactional sex. Young men and women may be equally vulnerable to the risks and consequences of transactional sex and should be included in program initiatives to prevent transactional sex. The role of sexual coercion, physical violence, mental health, and alcohol use should be considered when designing interventions for countering transactional sex.

Unmet medical care and sexual health counseling needs-: a cross-sectional study among university students in Uganda.

In 2010, unmet medical care and sexual health counseling needs were assessed among students at a Ugandan University. Unmet medical care need was associated with poor mental health, experience of sexual coercion, and poor self-rated health. Unmet sexual health counseling need was significantly associated with being female, coming from an urban area, low social participation, poor mental health status, experience of sexual coercion, poor self-rated health, inconsistent condom use, and having multiple sexual partners. Gender differences, poor mental health, sexual coercion, poor self-rated health, and risky sexual behavior must be considered when designing intervention models to reduce unmet health care needs among young people in this setting.

The Education of Special Needs Children in Uganda: Lessons from the American Legal Environment

The American approach to special education is unique. It is grounded in an extensive statutory and regulatory framework. Its robust dispute resolution framework provides opportunities for collaboration and reconciliation while also pitting parents versus school districts in legal proceedings. The American special education experience is rich in ideas, models, good intentions and hard-earned experience. Thus it is an ideal subject for comparative analysis. In the case of Uganda, the American legal environment is particularly instructive. The legal framework regarding the provision of special education in Uganda is skeletal and largely undefined. The domestic law places emphasis of establishing structures and capacity building. While certain organizations look to the provision of education to persons with disabilities as a human rights issue, human rights instruments are short on practical approaches for implementing meaningful special education reform. This paper is not an attempt to promote and import American ideas and methodologies. Instead the intent is to inspire informed assessment of the legal and regulatory framework that guides, enables and accompanies the provision of special education services in Uganda. By comparing the status of rights of special needs students in Uganda with those in the United States we get a sense of what the future might hold. In addition, the paper provides strategic perspective for those seeking to promote and champion the rights of special needs students in Uganda.

Prevalence, types, distribution and associations of psychosocial problems among university students in Uganda

The prevalence of psychosocial problems and their associations among University students in Uganda has received very little research attention. Yet, this information is important to provide data to assist in mental health policy formulation for counseling intervention among the vulnerable university students populations in Uganda. The study objective was to investigate the prevalence, types, distribution and associations of psychosocial problems among university students in Uganda. It was part of a larger PhD study that validated an instrument for assessing university students’ psychosocial problems in Uganda. This study employed a descriptive cross sectional survey technique. Five universities participated in a survey conducted during the 2012/13 academic year. Out of 1101 approached students, 976 (88.6%) completed the survey which included a socio-demographic questionnaire, study program characteristics, medical health questionnaire and the University Students Evaluation of Psychosocial Problems (USEPP) instrument which was used to evaluate the psychosocial problems. The prevalence, types and distribution of psychosocial problems among the students was established using descriptive statistics and regression analysis established the relationship between psychosocial problems and the correlates of interest. The estimated prevalence of psychosocial problems among the university students was 36.5%. Students living in off- campus hostels, having chronic medical conditions, and those with a previous history of mental health problems and who perceived their health as poor/fair were at a higher risk of psychosocial problems. These findings highlight to the need to initiate policies to address the students’ psychosocial problems.

Evaluation of Psychosocial Problems Among African University Students in Uganda: Development and Validation of a Screening Instrument

Establishing the nature of psychosocial problems for effective intervention through quantitative assessment by university counselors in Uganda is impeded for lack of instruments that are developed or validated in their own environments or they are too costly on the market. This has left many vulnerable university students and the university mental health very much compromised. The aim of the study was to develop a psychometrically sound psychosocial instrument that could be used to identify psychosocial problems among university students for professional intervention. An exploratory, cross-sectional study employing random sampling technique with both qualitative and quantitative approaches was used in the development and validation of the instrument. Respondents from university students and key informants were involved. The resulting 17-item USEPP (University Students Evaluation of Psychosocial Problems) was interpreted as a four dimensional measure of psychosocial problems namely, emotional, concerns, trauma experiences, antisocial behavior, and academic concerns among university students. USEPP cut off point was established at 18 and it reported sensitivity at 99.1% (95% CI = 95-100), specificity at 98.03% (95% CI = 96-99) p < 0.0001, +PV = 95, -PV = 96. AUC (area under curve) = 0.997. It has an internal consistency of 0.81. It was validated with HSCL-10 a psychological distress instrument. The validation indicated that USEPP measures psychosocial factors, it discriminates university students with or without psychosocial problems and that it can predict psychological distress. USEPP may be used to screen for psychosocial problems among university students for early intervention and for research purposes.

Do Graduates of General Education in Uganda possess Vocational skills?

Promoting vocational education and training is considered globally asone of the major strategies towards developing the human and social capital needed for sustainable economic growth and development. However, majority of students, particularly in the developing countries, enrol for general education programs that prepare them for white-colour jobs. A questionable aspect is whether these students have any vocation skills that would prepare them for job creation upon graduation. In this study, we provide insights into the level and patterns of vocational skills acquisition among general education students in Uganda. Our investigations are based on primary data obtained from 410 final year undergraduate students of Makerere University School of Statistics and Planning, in the 2012/13 academic year. A low level of vocational skills attainment was found to characterize the graduates of general education.Keywords: General education; Vocational education; Curriculum reform.

Implementation of The World Starts With Me, a comprehensive rights-based sex education programme in Uganda

This article presents a process evaluation of the implementation of the sex education programme the World Starts With Me (WSWM) for secondary school students in Uganda. The purpose of this mixed-methods study was to examine factors associated with dose delivered (number of lessons implemented) and fidelity of implementation (implementation according to the manual), as well as to identify the main barriers and facilitators of implementation. Teachers' confidence in teaching WSWM was negatively associated with dose delivered. Confidence in educating and discussing sexuality issues in class was positively associated with fidelity of implementation, whereas the importance teachers attached to open sex education showed a negative association with fidelity. Main barriers for implementing WSWM were lack of time, unavailability of computers, lack of student manuals and lack of financial support and rewards. Other barriers for successful implementation were related to high turnover of staff and insufficient training and guidance of teachers. Teachers' beliefs/attitudes towards sexuality of adolescents, condom use and sex education were found to be important socio-cognitive factors intervening with full fidelity of implementation. These findings can be used to improve the intervention implementation and to better plan for large-scale dissemination of school-based sex education programmes in sub-Saharan Africa.