Browsing by Author "Clare Nankinga"

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    Attitudes and Perceptions of Health Workers Towards Immediate Postpartum Family Planning at Soroti Regional Referral Hospital: A Qualitative Study
    (2026-08-21) Jacob Eperu; Enid Kawala Kagoya; Laila Nalubega; John Michael Okusa; Anitah Birungi; Abudu Rahuman Ssekabira; James Kateregga; Samuel Okello; Ronald Opito; Clement Munguiko; Clare Nankinga; Josephine Namujju; Alice Collete Alum; Joseph Atukwatse; Safina Akello; David Aderu
    Introduction: Unintended pregnancy among married women remains a great health burden in LMICs. Having successfully completed child birth, the World health organization guides that woman wait for not less than two to three years before attempting another pregnancy to reduce health risks for the mother and the baby. Whereas much is known about client related factors contributing to the low uptake of immediate postpartum family planning (IPPFP), little is known about health care workers (HCWs). This study sought to explore health workers’ attitudes and perceptions toward IPPFP at Soroti Regional Referral Hospital (SRRH). Methods: Sixteen (16) HCWs from the Department of Obstetrics and Gynecology at SRRH participated in this exploratory qualitative study. Purposive sampling was employed for recruitment. Data were collected through in-depth interviews and analyzed using hybrid thematic analysis to generate codes and themes. Results: Thematic analysis involving 16 study participants revealed that attitudes toward IPPFP were shaped by four major themes: willingness to provide services, professional experience, client influences, and provider Fears. Whereas many healthcare workers expressed willingness to offer IPPFP a majority reported conditional readiness dependent on training, availability of equipment, and adequate skills. Providers with prior exposure demonstrated greater confidence. The study is reported in accordance with Consolidated Criteria for Reporting Qualitative Research (COREQ). Perceptions were driven by three major themes: Perceived benefits, Barriers and Mutual aid. Participants highlighted several benefits of IPPFP, including prevention of unintended pregnancies, improved birth spacing, reduced missed opportunities for family planning, and enhanced maternal and child wellbeing. However, this study reveals previously undocumented system-level barriers such as only a few HCWs being trained, stock-outs, workload, and limited policy support, alongside sociocultural challenges including myths, misconceptions, religious beliefs, and the need for partner approval. Limited social support was also reported, although organizations such as JHPIEGO and Marie Stopes were recognized for supporting training and service delivery. Conclusion: Although linked to several considerations, most HCWs demonstrated positive attitudes toward IPPFP. This study reveals previously undocumented system-level barriers which must be addressed to enhance HCWs’ knowledge, confidence, and attitudes toward providing IPPFP services.
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    Clinical teaching models for the instruction of healthcare trainees in the 21st century: a scoping review
    (BMC Medical Education, 2026-06-22) Clement Munguiko; Enos Mirembe Masereka; Joseph Atukwatse; Joseph Smitha; James Kateregga; Clare Nankinga; Alice Alum Collete; Josephine Namujju; Safina Akello; Sylivia Nalubega
    Background: In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century. Methods: The review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form. ARTICLE IN PRESS Results: The search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One 1 ACCEPTED MANUSCRIPT ARTICLE IN PRESS Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner’s questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models. Conclusions and recommendations: Although eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.