Browsing by Author "Abebe, Mesfin"

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    Assessment of Nurses’ Perceived Barriers for The Provision of Developmental Care in The Neonatal Intensive Care Units of Governmental Hospitals in Addis Ababa, Ethiopia
    (Addis Ababa University, 2014-06) Abebe, Mesfin; Aga, Fekadu (PhD)
    Background: Every year, 120,000 newborns die in Ethiopia. Neonatal deaths now account for a greater proportion of under-five deaths. An estimated 3.1 million neonates die each year globally and 99% of these deaths occur in low-income countries. Despite the extraordinary improvements in child survival over the past 25 years, there is still virtually no effective health care for newborns in many developing countries. The nurse becomes the infant’s primary supportive staff with the most contact with infants and their caregivers. In this study, the nurse’s perceived barriers in the provision of neonatal developmental care are assessed. Objective: To assess Nurses’ Perceived Barriers for the Provision of Developmental Care in the Neonatal Care Units of Public Hospitals in Addis Ababa, Ethiopia. Methods: quantitative cross sectional study was conducted. Self-administered questionnaire was used to assess nurses’ perceived barriers in the provision of neonatal developmental care in all public hospitals of Addis Ababa, Ethiopia. All neonatal Nurses’ working in all public hospitals of Addis Ababa was included in the study without taking sample. Binary and multiple logistic regressions were done to assess association between variables. Result: A total of 90 respondents responded to the questionnaires, giving a response rate of 97.83%. The majority of respondents were female (80%). Majority of the respondents had year of experience between 1-5 year accounting 65(7.77%). Majority of respondents 72(80%) had positive perception (accept nurses perception influence provision of NICU developmental care). Most of the respondents accept as motivation, emotion, job satisfaction, work experience, and recognition by managers and level of education affects Nurses perception in provision of NICU developmental care. Conclusion: In multiple logistic regressions job satisfaction affects the perception of Nurses in providing NICU developmental care
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    Psychosocial and educational challenges of SWHI in inclusive with reference to Awassa School for the Deaf
    (Addis Ababa University, 2006-06) Abebe, Mesfin; Teffera, Tirussew (Professor)
    The main focus of this study was to identify the psychosocial and educational challenges that SWHI face, the factors that contribute to challenge and explore the necessary interventions that need to be taken to create conducive environment for hearing impaired students. Based on the finding of the study suggestion are presented to help deliver effective education for hearing impaired students attending inclusive education schooling at SWHI. The study utilize qualitative and quantitative approaches of researce. Sources for data collection consist of primary and secondary source including relevant literature, observation, and response to interviews and questionnaire. The study revealed that most Will face psychosocial challenge i.e. rejection by their teachers and hearing peer, they suffer stress , frustration and were unhappy in their daily academic competitions with hearing students in inclusive educational setting. The factor that may be contributing to psychosocial challenges of SWHI are mainly related to the negative attitude of the teacher's, hearing students and school community, the existing communication barriers. the absence of sign language kills among teachers and unequal treatment of SWHI compared with the hearing students in inclusive classes. Study also revealed that the profound and pre lingual deaf student have faced serious educational challenges whereas hard of hearing and post lingual deaf student have demonstrated equal academic achievement with average hearing students in all inclusive educational setting. The factors that affect the education of SWHI in inclusive education might be the degree of hearing status, the age of onset of the impairment, and communication problem. Furthermore, the absence of a resource room, lack of interpreters, lack of trained teachers in special needs education lack of appropriate teaching approaches and textbooks for SWHI, lack of sign language killed of teachers and lack of multidisciplinary coordination were b contributing to educational challenge of SWHI in an inclusive education. Finally . based on the finding. it was recommended that the government issue policy with clearly stated guidelines for special needs education and open sufficient teacher training program for long term and short term purpose. Curriculum designers should give special consideration to allow flexibility modification, substitution, exemption a well as compensation in order to the diverse educational need of children in an inclusive school program . Moreover. the study it recommended that school should provide awareness creation program about WSHI and sign language training for teachers, It i also recommend that teachers need to be innovative, flexible, creative, willing to learn from the learner and be capable of initiating active learning. Furthermore, teachers should work out the necessary modification and adaptation of educational materials, methodology, facilities, equipment and environmental conditions.
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    Psychosocial and educational challenges of SWHI in inclusive with reference to Awassa School for the Deaf
    (Addis Ababa Univerisity, 2006-06) Abebe, Mesfin; Teffera, Tirussew (Professor)
    The main focus of thi study \Va to identif Iht! psychosocial lind educational chalh.:nge. that SWHI face, the factors that cOlllribute to challenge and explore the necessary interventions that need to be taken to create conducive environl11 nt fN hearing impaircd tudcnl s. Based on Ihc finding of the tudy suggestion are pre ented to help deliver cfTe ti e education for hearing impaired tudents aU nding inclu i e education chooling al ·WIII. The study utilize qualitati e and quantitative approaches of research . Sources for c1ata collection con i t of primary and secondary ource including relevant literature, observation, and re ponse to inter iews and questionnaire. The study revealed that mo t Will face ps chosocial challenge i.e. rejection b their teachers and hearing peer, they suffer tre , frustration and \\ere un happ in th ir daily academic competitions with hearing students in inclusi e educational s tting. The factor that may be contributing to psychosocial challenges of SWHI are mainly related to the negati e attitude of the teacher's, hearing students and chool community, the e,isting communication barriers .the absence of sign language kills among tcachers and unequal tr atm III or WHI cOlllpared with the hearing students in inclu ive clas e . tudy also revealed that the profound and pre lingual deaf student have facecl serious educational challenge, ... herea hard of hearing and post lingual d af student Inve demonstrated equal academi achie ement with average hearing siudellls in all inclu ive eduealional s tling. The factor - Ihal affect the education of SWHI in inclu ive education might be the degree of hearing status, the age of onset of the impairment, and communication problem. Furthermore, the absence of a resource room, lack of interpreters, lack of trained teachers in special needs education lack of appropriat teaching approaches and textbooks for WHI, lack of sign language killed of teachers and lack of Illultidi ciplinary coordinalion were b contributing to educational challenge of SWHI in an inclusive education. Fillall) . based on Ihe finding. it \\as recommendt.;d Ihat Ih governillent i sue policy \\ ith clearly st,lted guidelines for special needs education and open uffieient teacher training program for long term and short term purpos . Curriculum designers should gi e spe ial consideration to allow flexibility modification, ub titution, exemption a well as mpen ation in order to Ihe diverse edu ational n ed of children in an inclu ive chool program . Morco r. the tud I it n;comll1ended that school should provide awarene 's creal ion program about WI" and sign language training for teachers, It i also recommend that tach I' need to b~ innovativ" flexible, ereati e, willing to learn from the learner anJ be capable of initiating active learning. Furthermore, teachers should \ ork out the neces ary modification and adaptation of educational l11atl!rials. methodology, facilities, equipment and cnvironlllcntal conditions