Voluntary Medical Male Circumcision to Prevent HIV: Modelling Age Prioritization in Namibia.

Voluntary Medical Male circumcision (VMMC) has been part of prevention in Namibia since 2009. Yet, as of 2013, VMMC coverage among 15- to 24-year-olds was estimated at less than 22%. Program data suggests uptake of VMMC below age 15 is lower than expected, given the age distribution of the eligible population. Nearly 85% of VMMCs were for males between ages 15 and 29, while boys 10-14 years were referred outside the program. This analysis uses the Decision Makers Program Planning Tool to understand the impact of age prioritization on circumcision in Namibia. Results indicate that circumcising males aged 20-29 reduced HIV incidence most rapidly, while focusing on ages 15-24 was more cost effective and produced greater magnitude of impact. Providing services to those under 15 could increase VMMC volume 67% while introducing Early Infant Medical Circumcision could expand coverage. This exercise supported a review of VMMC strategies and implementation, with Namibia increasing coverage among 10- to 14-year-olds nearly 20 times from 2016 to 2017.

An educational programme for nursing college staff and students during a MERS- coronavirus outbreak in Saudi Arabia.

BACKGROUND: The Middle Eastern Respiratory Syndrome Coronavirus is a serious and emerging issue in Saudi Arabia and the world. A response was required to reduce possible disease transmission between the hospital and university. College of Nursing academic staff developed a programme in response to the educational and emotional needs of participants. METHODS: A MERS-CoV Task Force responded to the rapidly unfolding epidemic. The aim was to find out what nursing staff and nursing students in the college knew about MERS- CoV. While most gaps in knowledge were addressed after an intense information seminar, other learning needs were identified and responded to. The Task Force developed mandatory information sessions for all nursing faculty, students and staff. All staff were informed by email, letters and posters. There are 28 faculty staff, 84 support staff and 480 students in the College of Nursing. The information settings all took place within the College of Nursing, Princess Nourah University, Kingdom of Saudi Arabia. Questionnaires were given to faculty, students and staff to understand their baseline knowledge. After the sessions, faculty, students and staff were asked about what was learned through the sessions, and what educational needs still needed to be addressed. Approval was sought and received by the Ethics Committee for the College of Nursing. Participants completed informed consent forms and the voluntary nature of the study was explained. RESULTS: The total number of people attending the education sessions was133, including 65 students. 18 faculty members attended and 57 support staff. Data was gathered on gaps in participant knowledge and a plan was developed to address the gaps. Policies were established around student participation in clinical and return to work practices for staff with any symptoms. CONCLUSION: In hospitals there is above average risk for exposure to infectious diseases. Student nurses travel between hospital and university, with the capacity to act as a conduit of pathogens to large, susceptible populations. Nursing colleges must respond thoroughly to protect students and staff and prevent spread of disease into the university community in the midst of an epidemic.

Results of a study assessing teaching methods of faculty after measuring student learning style preference.

BACKGROUND: Learning style preference impacts how well groups of students respond to their curricula. Faculty have many choices in the methods for delivering nursing content, as well as assessing students. OBJECTIVES: The purpose was to develop knowledge around how faculty delivered curricula content, and then considering these findings in the context of the students learning style preference. DESIGN: Following an in-service on teaching and learning styles, faculty completed surveys on their methods of teaching and the proportion of time teaching, using each learning style (visual, aural, read/write and kinesthetic). SETTING: This study took place at the College of Nursing a large all-female university in Saudi Arabia. PARTICIPANTS: 24 female nursing faculty volunteered to participate in the project. METHODS: A cross-sectional design was used. RESULTS: Faculty reported teaching using mostly methods that were kinesthetic and visual, although lecture was also popular (aural). Students preferred kinesthetic and aural learning methods. Read/write was the least preferred by students and the least used method of teaching by faculty. CONCLUSIONS: Faculty used visual methods about one third of the time, although they were not preferred by the students. Students' preferred learning style (kinesthetic) was the method most used by faculty.

Using VARK to assess Saudi nursing students' learning style preferences: Do they differ from other health professionals?

OBJECTIVES: This study aimed to develop knowledge about the preferred learning styles of Saudi nursing students that can lead students to understand course content and, in turn, offer improved patient care. METHODS: A cross-sectional survey design was administered to 125 female nursing students who volunteered to participate in this research. RESULTS: The majority of participants (80.5%) had some preference for kinaesthetic learning. Of those with a dominant preference, 38.2% had a strong preference for kinaesthetic learning, while 10.6%, 4.9%, and 2.4% preferred aural, reading/writing, and visual learning, respectively. The learning styles of Saudi nursing students were not significantly different in their kinaesthetic preference from one group of Australian nursing students (p = 0.85) but were significantly different in their kinaesthetic preference (p < 0.0001) from Saudi medical students. The kinaesthetic learning style was the highest ranked preference for all groups of nursing students. CONCLUSIONS: The reported learning styles of Saudi nursing students were more similar to other groups of nurses than they were to other Saudi healthcare students in key areas of learning preference.

Nurses and the control of infectious disease. Understanding epidemiology and disease transmission is vital to nursing care.

Epidemiology examines the distribution and source of a disease in a population. Understanding epidemiology and disease transmission is vital to nursing care. Infectious disease transmission requires three components: an agent (virus, bacterium, parasite or other microbe), a vulnerable host and a conducive environment. Disease spread can occur through direct contact or via indirect methods (airborne droplets, vectors, fomites, water or food). Intervention can occur by attacking the agent (e.g., using microbicides), changing the environment (e.g., providing negative pressure rooms) or strengthening the host (e.g., vaccination). Three epidemiologically relevant microbes are the SARS (severe acute respiratory syndrome)-associated coronavirus, methicillin-resistant Staphylococcus aureus (MRSA) and Clostridium difficile (C. difficile). The first is an emerging pathogen, and the latter two are existing agents that have mutated such that they are resistant to their standard treatments. For SARS, control measures include screening for possible cases and appropriate triage, respiratory and barrier precautions within the healthcare facility, and voluntary isolation in the community for contacts or healthcare workers who exhibit symptoms. Control measures for MRSA include the screening of patient lesions, isolating or cohorting patients who are already infected, covering wounds with impermeable dressings, treating staff and patient carriers with antibiotics, and improved hygiene. Control measures for C. difficile Control measures include paying close attention to the hygiene of the clinical setting, disinfecting using bleach and the isolation of infected patients.

Sexual risk factors for HIV infection in early and advanced HIV epidemics in sub-Saharan Africa: systematic overview of 68 epidemiological studies.

BACKGROUND: It is commonly assumed that sexual risk factors for heterosexual HIV transmission in sub-Saharan Africa, such as multi-partner sex, paid sex and co-infections, become less important as HIV epidemics mature and prevalence increases. METHODS AND FINDINGS: We conducted a systematic review of 68 African epidemiological studies from 1986 to 2006 involving 17,000 HIV positive adults and 73,000 controls. We used random-effects methods and stratified results by gender, time, background HIV prevalence rates and other variables. The number of sex partners, history of paid sex, and infection with herpes simplex virus (HSV-2) or other sexually-transmitted infections (STIs) each showed significant associations with HIV infection. Among the general population, the odds ratio (OR) of HIV infection for women reporting 3+ sex partners versus 0-2 was 3.64 (95%CI [2.87-4.62]), with similar risks for men. About 9% of infected women reported ever having been paid for sex, versus 4% of control women (OR = 2.29, [1.45-3.62]). About 31% of infected men reported ever paying for sex versus 18% of uninfected men (OR = 1.75, [1.30-2.36]). HSV-2 infection carried the largest risk of HIV infection: OR = 4.62, [2.85-7.47] in women, and OR = 6.97, [4.68-10.38] in men. These risks changed little over time and stratification by lower and higher HIV background prevalence showed that risk ratios for most variables were larger in high prevalence settings. Among uninfected controls, the male-female differences in the number of sex partners and in paid sex were more extreme in the higher HIV prevalence settings than in the lower prevalence settings. SIGNIFICANCE: Multi-partner sex, paid sex, STIs and HSV-2 infection are as important to HIV transmission in advanced as in early HIV epidemics. Even in high prevalence settings, prevention among people with high rates of partner change, such as female sex workers and their male clients, is likely to reduce transmission overall.