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    Open Access
    Factors That Influence Nurses Utilisation of Knowledge Gained from In-Service Education at Lilongwe Central Hospital
    (2000-04-14) Janet H. Botha
    In-service education for nurses often results in improved quality of patient care as well as personal and professional growth pf the participants. These outcomes are not achieved if nurses encounter barriers in attempt to implement the knowledge gained from in-service education into practice. This quantitative study aimed at determining factors that inhibit or encourage the use of knowledge gained from ISE. The study was conducted at Lilongwe Central Hospital in December in 1999. A sample of 35 participants; 15 Registered nurses, 7 senior enrolled nurses and 13 enrolled nurses completed an anonymous semi-structured questionnaire developed by the researcher. The force field theory provided framework of the study. Data was analysed using the computer through the Statistical Package of Social Sciences (SPSS) windows release 8.0. The findings indicated that participants had attended in-service education as important. However, 40% of the participants had attended in-service education only once despite having been practicing in the nursing profession form one year to 14 years. Data suggests that 74% of the nurses lack adequate resources and supplies to enable them to put into practice what they had learnt from in-service education. Support from fellow staff members was singled out by 60% of the participants as a major encouraging factor. Other determining factors to use knowledge were follow-up by facilitators, reduced workload and proper ward allocation. However, almost all the nurses indicated that they were able to implement whatever knowledge they get from in-service education. The study has implications to nursing practices, education, research and management. The findings suggest the need for participant involvement from the planning phase of in-service education to implementation since nurses cannot make use of knowledge if they encounter any barriers in the process of implementing the knowledge.
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    Open Access
    Knowledge of hypertension among female clients with hypertension at Kamuzu Central Hospital
    (Kamuzu College of Nursing, 2006-12-11) Nyirongo Ndindase Tiwonge
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    Open Access
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    Open Access
    Assessing the level of burnout among maternity healthcare workers at Zomba Central Hospital, Zomba and Bwaila Maternity Unit, Lilongwe, Malawi
    (2017-10-01) Khangamwa, Fikile Lindiwe Thokozire
    Burnout is more prevalent in healthcare workers due to emotional strain of dealing with patients’ pain and suffering, accompanied by a poor working environment which leads to: poor quality of work, loss of self-confidence, negative attitudes, staff conflicts, absenteeism, anxiety and frustration. The rate and effects of burnout have not been properly investigated in the maternity facilities in Malawi. The main aim of the study was to assess the level of burnout among maternity healthcare workers by specifically determining the extent, describing the factors associated with it and exploring measures that can address burnout among maternity healthcare workers. A cross-sectional study was conducted among maternity healthcare workers at Zomba Central Hospital (ZCH) and Bwaila Maternity Unit (BMU) in June 2017.Data were collected using an adapted Maslach Burnout Inventory self-administered questionnaire which included demographic characteristics, job perceptions and burnout constructs: emotional exhaustion(EE), depersonalization(DP) and reduced personal accomplishment(PA). A total of 81 participants were enrolled in the study, 50 (62%) were from Bwaila Maternity Unit and 31(38%) from Zomba Central Hospital. The mean age was 31 years (SD: 6.2); 68 % (55) were female; 65% (52) were married. 21(26%) of the participants were from antenatal, 27(33%) from labour, 20(25%) from postnatal wards and 13 (16%) worked in all departments (antenatal, labour and postnatal wards). There was 75%, 28 % and 33 %burnout rates on EE, DP and reduced PA. In multivariate analysis, healthcare worker absenteeism (adjusted OR {P-value} 15.38(0.05) and low job satisfaction (adjusted OR {P-value} 17.72(0.02) were the only factors associated with EE.
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    Open Access
    Transition experiences of newly qualified nurse-midwives working in selected midwifery settings in Northern Malawi
    (2021-04-01) Mtegha, Mathew Brave
    Studies have shown that newly qualified nurse-midwives face challenges integrating into the workforce as they transition from training to practice. However, little is known about how the newly qualified nurse-midwives make the transition from training to practice, the support they receive during the transition period and the challenges they encounter in the midwifery settings in Malawi. The study aimed to explore the transition experiences of newly qualified nurse-midwives working in selected midwifery units in Northern Malawi. This was a descriptive qualitative study. Data were collected through in-depth interviews using a semi-structured interview guide from a purposive sample of ten newly qualified nurse-midwives and six key informants. Data were analyzed manually using thematic analysis. Newly qualified nurse-midwives expressed both positive and negative transition experiences. Three main themes emerged from data analysis namely: Clinical support: Enhancing the transitional experiences, knowledge and personal positive attitude, and practice reality challenges. The practice reality challenges underscored factors that affected the transition experiences of newly qualified nurse-midwives and their performance in clinical practice. Despite receiving some clinical support, the study has revealed that for most newly qualified nurse-midwives in Malawi, the transition from training to practice is quite challenging. The study therefore identified the need for developing orientation guidelines and instituting formal transition strategies like mentorship; the need for transformation in the preregistration teaching and learning by creating more opportunities for practice-based learning and a collaborative partnership between colleges and hospitals to improve the transition from training to practice.