"You Know You Are Sick, Why Do You Carry A Pregnancy Again?" Applying the Socio-Ecological Model to Understand Barriers to PMTCT Service Utilization in Western Kenya.

ObjectiveThroughout most of sub-Saharan Africa (SSA), prevention of mother-to-child transmission (PMTCT) services are readily available. However, PMTCT programs in SSA have had suboptimal performance compared to other regions of the world. The main objective of this study is to explore the socio-ecological and individual factors influencing the utilization of PMTCT services among HIV-positive pregnant women in western Kenya using a social ecological model as our analytical lens.MethodsData were collected using in-depth interviews with 33 HIV-infected women attending government health facilities in rural western Kenya. Women with HIV-infected infants aged between 6 weeks to 6 months with a definitive diagnosis of HIV in the infant, as well as those with an HIV-negative test result in the infant were interviewed between November 2012 and June 2013. Coding and analysis of the transcripts followed grounded theory tenets. Coding reports were discussed in a series of meetings held among the authors. We then employed constant comparative analysis to discover dominant individual, family, society and structural determinants of PMTCT use.ResultsBarriers to women's utilization of PMTCT services fell within the broad constructs of the socio-ecological model of individual, family, society and structural determinants. Several themes cut across the different steps of PMTCT cascade and relate to different constructs of the socio-ecological model. These themes include: self-motivation, confidence and resilience, family support, absence or reduced stigma, right provider attitude and quality of health services provided. We also found out that these factors ensured enhanced maternal health and HIV negative children.ConclusionThe findings of this study suggest that a woman's social environment is an important determinant of MTCT. PMTCT Interventions must comprehensively address multiple factors across the different ecological levels. More research is however required for the development of multi-component interventions that combine strategies at different ecological levels

A single-blind, pilot randomised trial of a weight management intervention for adults with intellectual disabilities and obesity: study protocol

Background: The prevalence of obesity in adults with intellectual disabilities has consistently been reported to be higher than the general population. Despite the negative impact of obesity on health, there is little evidence of the effectiveness of weight management interventions for adults with intellectual disabilities and obesity. Preliminary results from a single-stranded feasibility study of a multi-component weight management intervention specifically designed for adults with intellectual disabilities and obesity (TAKE 5) and that satisfied clinical recommendations reported that it was acceptable to adults with intellectual disabilities and their carers. This study aims to determine the feasibility of a full-scale clinical trial of TAKE 5.<p></p> Methods: This study will follow a pilot randomised trial design. Sixty-six obese participants (body mass index (BMI) ≥30 kg/m2) will be randomly allocated to the TAKE 5 multi-component weight management intervention or a health education ‘active’ control intervention (Waist Winners Too (WWToo)). Both interventions will be delivered over a 12-month period. Participants’ anthropometric measures (body weight, BMI, waist circumference, percentage body fat); indicators of activity (levels of physical activity and sedentary behaviour) and well-being will be measured at three time points: baseline, 6 and 12 months. The researcher collecting outcome measures will be blind to study group allocation.<p></p> Conclusions: The data from this study will generate pilot data on the acceptability of randomisation, attrition rates and the estimates of patient-centred outcomes of TAKE 5, which will help inform future research and the development of a full-scale randomised clinical trial

At A Glance: What We Know about The Effects of Service-Learning on Students, Faculty, Institutions and Communities, 1993-1999

At A Glance summarizes the findings of service learning research in higher education over the past few years and includes a bibliography. It is designed to provide a quick overview of where we are in the field today and a map to the literature. Particular issues of interest may be explored in greater depth through the annotated bibliography and complete review of research for this period from 1993-99. This survey of service-learning research within higher education reflects a dramatic increase over recent years that examine the effects of service-learning on students, faculty, institutions, and communities. The scope of this literature review includes national, regional and single studies that focus on personal, learning, social, institutional, community or career developmental outcomes, as well as how program characteristics affect these outcomes. The initial literature search focused on research indexes such as ERIC and Psych Lit. Four descriptors guided these literature searches: service learning, community service and experiential learning, and field- based education. Special attention was paid to The Michigan Journal of Community Service Learning because this peer review journal has become a significant outlet for service-learning research in higher education. Summary reports from service-learning organizations were included such as RAND, Learn and Serve America, the Bonner Scholars Program, the American Association of Community Colleges, and the National Association of State Universities and Land Grant Colleges

At A Glance: What We Know about The Effects of Service-Learning on College Students, Faculty, Institutions and Communities, 1993- 2000: Third Edition

At A Glance summarizes the findings of service-learning research in higher education over the past few years and includes an annotated bibliography. It is designed to provide a quick overview of where we are in the field today and a map to the literature

At A Glance: What We Know about The Effects of Service-Learning on College Students, Faculty, Institutions and Communities, 1993- 2000: Third Edition

At A Glance summarizes the findings of service-learning research in higher education over the past few years and includes an annotated bibliography. It is designed to provide a quick overview of where we are in the field today and a map to the literature

Teacher Perspectives on Equitable Education for Immigrant Students

The purpose of this video is to introduce you to four teachers In Eastern Nebraska. Plus myself, a professor at the University of Nebraska (Lincoln). All of us with experience teaching immigrant students and all of us with expertise related to how to best serve the needs, as well as attend to the aspirations and opportunities of immigrant students. This Vodcast will share different perspectives from different folks. We\u27re going to start this Vodcast, and we imagine this as the beginning of the series, basically by introducing ourselves, who are we, why are we on your screen. And then we\u27re going to add on to that a handful of belief statements. I don\u27t think it\u27s easy to figure out what school is supposed to do unless we articulate what we think school is supposed to do, and then from that strategies will follow. Today we are recording who are we, and what do we believe comments, and to kick this off I\u27m going to start, just because I\u27ve already got the mic. My name is Edmund Hamann, although I go as Ted. I\u27m a professor in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska (Lincoln), and I\u27m also an equity fellow at the Midwest and Plains Equity Assistance Center. I began my career back in the early 1990s, leading an experimental bilingual family literacy program called Family Reading. Which had been co-developed by the National Council of La Raza and the Education Testing Service. The theme of considering immigrant students and families continued, I was the first in my work, but it continued when I wrote my master\u27s thesis on bilingual paraprofessionals in Kansas, mediating between Spanish speaking households and primarily English speaking public schools, and then again when I wrote my dissertation on a partnership that connected Georgia\u27s first majority Latino school district with a university in Mexico. That effort, the Georgia Project, included sending U.S. teachers on summer travel study to Mexico to learn about schools there. It included hiring Mexican teachers to serve temporarily as instructors in Georgia schools. It included a reimagining, revisioning, of the curriculum to be more responsive to those, in this case Mexican newcomers to Georgia. And then since then, first for the federally funded Northeastern Islands Regional Education Laboratory, which was then around university, and then more recently to the University of Nebraska. I have variously considered how school reform includes or excludes English learners, how school districts have responded to immigration enforcement actions, ICE actions In their communities, how curriculum can be adapted to be more accessible to international newcomers, and most extensively how schools in Mexico have received students with prior experience in the United States. In sum then, the biggest part of what I do is think about how schools and school systems respond to the transnationally mobile, whether students or parents, whether from Latin America to the U.S., or the U.S. to Latin America, and then how can they respond better. Transcript attached below

Nurses\u27 Alumnae Association Bulletin, May 1960

Accreditation of Programs in Nursing Alumnae Meetings, 1959 Committee Reports Greetings from the President Highlights from first issue of Alumnae Bulletin Living in the new nurses residence Lost Members Marriages Necrology New Arrivals Notices Personal Items of Interest Report of the School of Nursing and Nursing Services Staff Nurses Association Student Activities Year of tremendous growth and expansio

Nurses\u27 Alumnae Association Bulletin, April 1961

Alumnae Meetings 1960 Social Committee Clara Melville Scholarship Fund Bulletin Committee Private Duty Nurse\u27s Section Report of the School of Nursing and Nursing Service Staff Nurses Association Student Activities Personal Items of Interest Expansion of Jefferson Artificial Kidney Unit Medical Work in the Congo Marriages New Arrivals Necrology Annual Giving Fun