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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
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.
Factors Associated with Cervical Cancer Screening Uptake Among Women Attending Outpatient Department in a Rural District Hospital in Uganda. A Cross-Sectional Study
(International Journal of Women’s Health, 2025-08-21) Jimmy Ekinu; Emmanuel Tiyo Ayikobua; Elizabeth Icodu; Hellen Akurut; Olympia Olivia Akot; Steven Oder; John Micheal Opinya; Tonny Egau; David Aderu; Moses Eremu; James Daniel Odongo; Walter Dreak Erabu; Ronald Opito
Background: Sub-Saharan Africa (SSA) faces persistently low cervical cancer screening uptake, averaging only 13% over the past
five years, with Uganda reporting less than 5%. This study aimed to assess the factors influencing cervical cancer screening uptake in
a rural district hospital to inform targeted interventions that enhance screening coverage for the rural community.
Methods: This was a cross-sectional study conducted at Kaberamaido General Hospital (KGH) outpatient department. A total of 422
participants aged between 25 and 49 years were interviewed and data analyzed using STATA version 16.0. Bivariate and multivariate
analyses were performed using modified Poisson regression with robust error estimates to identify key factors associated with cervical
cancer screening uptake. Variables with P-value <0.05 were considered statistically significant.
Results: The average age of participants was 32 (SD ±7) years. 77.5% (n=327) of participants were married, had primary level of
education, 69.2% (n=292), and were unemployed, 89.3% (n=377). Awareness about screening was high as 85.5% (n=360) of
respondents had heard about cervical cancer screening. Cervical cancer screening uptake was low, as only 20.4% (n=86) had been
screened in the past five years. Factors significantly associated with increased screening uptake, including age older than 35 years,
adjusted Prevalence Ratio [aPR]= 1.7 (95% CI: 1.08–2.69), availability of free government screening services, aPR = 1.6 (95% CI:
1.09–2.38), provision of screening service at the nearest health facility, aPR = 2.1 (95% CI: 1.09–3.97), and a positive family history of
cervical cancer, aPR = 1.7 (95% CI: 1.14–2.65).
Conclusion: Our study confirms that cervical cancer screening uptake in Kaberamaido District remains low, highlighting the need for
enhanced awareness campaigns and improved access to screening services. Our findings emphasize the need for policies that
strengthen community outreach programs and expand cervical cancer screening services at primary healthcare facilities.
Keywords: uterine cervical neoplasms, cervical cancer screening, women, cervical cancer awareness
Genesis, evolution and current thrusts of Soroti University
(RUFORUM, 2023) Ikoja, O. J. R.; Okello, J. G.; Too-Okema, L.
Abstract
Elders from Teso sub region in Eastern Uganda nursed a dream that one day, they would have a University in
their area. This dream came true on 11th December 2011 when Uganda Government decided to set up a Public
University known as Soroti University, located in Teso sub-region. The University was established by Statutory
Instrument No. 34 of July 2015 as the 9th Public University under the Universities and Other Tertiary Institu
tions Act of 2001 as amended. Soroti University is governed by the University Council and Council Committees
plus Senate and its Committees as stated the act. Based on its Vision of being an institution of Professionals and
Innovators, the Niche of Soroti University is to provide knowledge, skills and innovations in applied sciences.
The University’s thematic areas are: - Health Sciences; Engineering and Technology; Renewable Energy; Ap
plied Science and Science Education; Value addition courses and Food Science and Technology and currently
has a population of 474 students.
Artificial intelligence in higher education institutions: review of innovations, opportunities and challenges
(Frontiers in Education, 2025-03-03) Samuel Ocen; Joseph Elasu; Sylvia Manjeri Aarakit; Charles Olupot
Artificial intelligence is revolutionizing industries including institutions of higher
learning as it enhances teaching and learning processes, streamline administrative
tasks and drive innovations. Despite the unprecedented opportunities, AI tools if
not used correctly, can be challenging in education institutions. The purpose of
this study was to comprehensively review the AI innovations, opportunities and
challenges associated with the use of AI in higher Education of learning. A systematic
literature review methodology was adopted and used to locate and select existing
studies, analyze and synthesize the evidence to arrive at clear conclusion about
the current debate in the area of study. Following the PRISMA, the study analyzed
a total of 54 documents that met the inclusion and exclusion criteria set for
selection of the documents. The review unveiled many opportunities including
enhanced research capabilities, automation of administrative tasks among others.
Artificial Intelligence tools are found to refine and streamline the administrative
tasks in different units in higher institutions of learning. The challenges include
ethical concerns, integrity issues and data fabrication issues. With the challenges
notwithstanding, the benefits of Artificial Intelligence cannot be over emphasized.
Artificial intelligence remains a powerful tool for research, automation of administrative
tasked, personalized learning, inclusivity and accessibility of educational content
for all. Emphasis should be put in regulatory frameworks detailing how such tools
can be used while maintaining the level of ethical standards required.
KEYWORDS
artificial, intelligence, innovations, opportunities, challenges, literature