School of Health Sciences (SHS)

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    PREVALENCE OF PNEUMONIA AND ITS ASSOCIATED FACTORS IN CHILDREN UNDER FIVE YEARS AT SOROTI REGIONAL REFERRAL HOSPITAL
    (2024-06-02) OKUSA, JOHN MICHAEL
    Background: Pneumonia continues to be the foremost cause of morbidity and mortality among children under the age of five, resulting in the demise of 740,180 children globally and contributing to 14% of all deaths in this age group, with 22% of deaths occurring among children aged 1 to 5 years. Most researches have been conducted to establish factors that contribute to pneumonia but have reported inconsistent findings. Objectives: This study assessed the prevalence of pneumonia and its associated factors in children under-five years. Methodology: This was a cross sectional study at the Pediatric Department of Soroti Regional Referral Hospital, from the month of March to April 2024. The study included 385 children aged 2 to 59 months admitted to the pediatric ward. Pneumonia diagnosis was made according to the 2014 standard clinical WHO and integrated management of new born and childhood illness classification of cases. Semi-structured questionnaires were used to collect data on socio demographic, socioeconomic, child related and facility related factors and bivariate analysis using Chi-square in SPSS version 27 was done to assess for the factors independently associated with pneumonia. Results: Of the 385 children admitted in the pediatric ward, 97 (25.2%) had pneumonia. Factors significantly associated with pneumonia included: age of the child (p= <0.001), level of maternal education (p= <0.001), housing conditions (p= <0.001), use of wood as fuel (p= <0.001), immunization status (p= <0.001), nutrition status (p= <0.001), exclusive breastfeeding (p=0.006), history of ARTI (p= <0.001), Vitamin A deficiency (p= <0.001), hospital stay (p= <0.001) and accessibility to health care services (p= <0.001). Conclusion: The prevalence of pneumonia in children under-five years was high. Most of the factors associated with pneumonia are modifiable; addressing these factors could reduce this prevalence. The study recommends implementation of a comprehensive health care program at the community level in the study area to address the factors associated with pneumonia above.
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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.