Browsing by Author "Clement Munguiko"

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Applying Learning Theories to Clinical Teaching in Contemporary Settings: A Conceptual Analysis
(South Asian Research Journal of Medical Sciences, 2025-05-08) Clement Munguiko; Enos Mirembe Masereka; Carolyn Sang
Abstract: Background: Learning theories play a crucial role in shaping clinical instructional strategies, materials, and activities. By applying these theories, clinical teachers can create engaging, interactive, and student-centred learning experiences. However, some theories are complex and require time and adequate training to fully understand and implement. This study presents a theoretical concept analysis aimed at identifying clear and readily applicable concepts from well-known learning theories to enhance clinical teaching and learning in contemporary settings. Methods: A search for published articles on well-known learning theories was conducted. Articles were retrieved from Google Scholar and PubMed using search terms such as 'learning theories,' 'learning theories and clinical teaching,' 'applying learning theories to clinical teaching,' and 'learning theories in clinical instruction.' The principal investigator screened articles at the title, abstract, and full-text levels. Selected articles were thoroughly reviewed to identify relevant learning theories, from which key concepts underpinning clinical teaching and learning in contemporary settings were extracted and described. Results: We retrieved 625 articles, removed 38 duplicates, and screened the remaining articles at the title, abstract, and full-text levels. Ultimately, 23 articles were included in the study. The documented learning theories included behaviorism, social learning, constructivism, social constructivism, discovery learning, meaningful learning, experiential learning, humanistic theory, self-determination theory, and expectancy-value theory. Conclusion: Guiding clinical teaching sessions with well established learning theories can significantly enhance learning outcomes in contemporary settings. Therefore, we recommend the intentional application of learning theories in clinical education to improve student engagement, knowledge retention, and skill acquisition. Additionally, policymakers should integrate evidence-based learning theories into clinical teaching guidelines and training programs to standardize and enhance the quality of education in healthcare settings. Keywords: Learning, Theories, Clinical, Teaching, Contemporary, Concepts.
Educational factors influencing academic achievement in biomedical sciences among undergraduate nursing students in Uganda: analytical cross‑sectional study
(2025-06-25) Clement Munguiko; Anne Ngeno; Safinah Museene
Introduction Biomedical science courses, including anatomy, physiology, and biochemistry, are challenging for many undergraduate nursing students. This study explored academic achievement in these subjects and the impact of student educational factors on performance among nursing students in Uganda. Methods Analytical cross-sectional study of 208 nursing students from four Ugandan public universities examined aca demic achievement in biomedical sciences. Using Grade Point Average (GPA) and letter grades as measures, the study analysed the influence of student educational factors like prior academic performance, career choice, and learning methods through Welch’s Analysis of Variance, Pearsons’s correlation and Linear Mixed-Effects model. Results Academic achievement varied slightly across universities, with physiology having the highest mean GPA of 2.89 (1.83–3.70) and anatomy the lowest at 2.63 (2.04–3.30), resulting in an overall GPA of 2.80 ± 0.747. Most students received C (37%) and D (33.7%) grades. Choosing nursing as a lower-priority career (β = 0.42, 95% CI 0.08–0.76, p = 0.02) and infrequent participation in group discussions (β = −0.61, CI −1.21 to −0.12, p < 0.001) influenced academic achieve ment in biomedical sciences. Secondary school performance showed negligible correlation with biomedical science GPA (r = 0.1163). Conclusion Academic achievement in biomedical sciences among Ugandan nursing students is marginal to moderate, with most earning C and D grades. Universities should provide extra support to students who select nursing as their f irst choice while continuing to admit those who choose nursing as a later option. Encouraging small group discussions among students could also be beneficial. Keywords Academic · Performance · Biomedical · Sciences · Nursing
Uptake and Completion of Human Papilloma Virus Vaccination by Adolescent Girls Attending Primary Healthcare Facilities in Soroti City, Northeastern Uganda; A Cross Sectional Study
(Journal of Nursing & Healthcare, 2025-02-03) Lydia Dora Nagudi; James Kateregga; Clement Munguiko; Hellen Akurut; Josephine Namujju; Moses Esabu; Ronald Opito
Introduction: Uganda adopted and implemented Human Papilloma Virus (HPV) vaccination since 2015 for adolescent girls aged 9-13 years for primary prevention of cervical cancer. However, the vaccine uptake and dose completion have remained relatively low national wide. Therefore, this study aimed at determining the uptake and dose completion of HPV vaccination and associated factors in Soroti city, Northeastern Uganda. Methodology: This was a cross-sectional study that employed quantitative methods of data collection and analysis. A sample of 287 adolescent girls aged 10-19 years were selected consecutively from four health centers in Soroti City between March and April 2024. Data was analyzed using Stata statistical software, version 15.0. Descriptive statistical analysis was performed to determine the level of HPV vaccine uptake and dose completion. Bivariate and multivariate analyzes were performed using modified Poisson regression with robust error estimates to determine association between independent factors and uptake and dose completion. Results were reported with a 95% confidence interval (CI) and factors whose P-Values were less than 0.05 were considered statistically significant. Results: Of the 287 adolescent girls, their mean age was 14 years (SD=2.9). Most of the participants were in school, 231(80.5%). Majority, 79 % (n=228) had never heard about HPV Vaccination. HPV Vaccination uptake among the study participants was suboptimal as only 58.8% (n=166) had received at least one dose whereas only 30% (n=86) had completed the two doses of the vaccine. The factors that were significantly associated with vaccination uptake were school enrollment status (P=0.022), religion (P=0.010), and awareness about HPV vaccine (P<0.001), while factors that were significantly associated with completion of HPV vaccination were: School enrollment status (P=0.046) and awareness about HPV vaccine (P=0.007). Conclusion: The uptake and completion of HPV vaccination in Soroti was suboptimal compared to WHO target of 90%. School enrollment status and awareness about HPV vaccine were factors significantly associated with HPV uptake and dose completion. Strengthening the school-based HPV vaccination program and creating awareness about HPV vaccination, in schools, at the health facilities and in the community may significantly improve the HPV vaccination and dose completion in the region.