Browsing by Author "Mbanuzuru, Ahaoma Victor"

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    Cognizance and Perception of Physiotherapy Intervention in Attention-Defcit/Hyperactivity Disorder Amongst Clinical Physiotherapy Students in Tertiary Institution, Nigeria.
    (Kabale University, 2024) Okonkwol, Uchenna Prosper; Nwose, Joy Chinazaekpere; Akosile, Christopher Olusanja; Chukwuemeka, Uchechukwu Martha; Mbanuzuru, Ahaoma Victor; Igwe, Emeka Sylvester; Okafor, Christiana Nkiru; Ummunah, Joseph Onuuwa
    This study examines the cognizance and perception of physiotherapy intervention in ADHD amongst clinical physiotherapy students in a tertiary institution and, also, determines the relationship of the study variables on the sociology-demographic characteristics. This study is a cross-sectional survey and employed a convenient sampling technique to recruit 137 respondents. A cognizance and perception questionnaire was used as the survey instrument to obtain data. Descriptive statistics of frequency, mean, and standard deviation were used to analyse the socio-demographic characteristics. Spearman rank correlation was used to analyse the relationship amongst the variables of cognizance of attention-deficit/hyperactivity disorder (COG-ADHD), perception of attention-deficit/hyperactivity disorder (PERCEP-ADHD), cognizance of physiotherapy intervention (COG-PT_ITV), and perception of physiotherapy intervention (PERCEP-PT_ITV). The Mann-Whitney U test was used to test the infuence of sociology-demographic characteristics of age and the level of study on the cognizance and perception of ADHD. Variables having a p-value<0.05 were considered statistically signifcant. The majority of the respondents (63.5%) had high cognizance of physiotherapy intervention for ADHD, while the majority of the respondents (60.6%) had a fair perception of physiotherapy intervention for ADHD. A signifcant proportion of respondents (26.3%) had no source of information on ADHD before the study. Cognizance of ADHD signifcantly correlated with perception of ADHD, ADHD, perception of physiotherapy intervention in ADHD, and cognizance of physiotherapy intervention in ADHD. There were signifcant positive correlations between gender and cognizance of physiotherapy intervention in ADHD and between the level of study and perception of ADHD. Conclusion Respondent’s perception of physiotherapy intervention in ADHD was relatively low; in contrast, their cognizance was relatively satisfactory. Strengthening their cognizance and perception is paramount.
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    Effect of Educational Intervention Program on Self-Efficacy of Individuals with Type 2 Diabetes Mellitus in South-East, Nigeria.
    (Kabale University, 2024) Okafor, Christiana Nkiru; Onyenekwe, Chinedu Charles; Okonkwo, Uchenna Prosper; Umunnah, Joseph Onuuwa; Okoro, Chukwuemeka Chukwubuikem; Mbanuzuru, Ahaoma Victor; Agunwah, Ukamaka Elizabeth; Odira, Chika Chioma; Makata, Eucharia Ngozi; Nwankwo, Chinenye Mercy
    Objectives: Diabetes Mellitus is a chronic disease, which requires a level of confidence among the sufferers in its management. This study investigated the effect of an educational intervention program on self-efficacy (SE) in diabetic individuals with type 2 diabetes mellitus in South-East, Nigeria. Methods: The study was a quasi-experimental controlled study, comprising 382 individuals with type 2 DM selected, and assigned to intervention (IG) and control groups (CG). The instrument for data collection was the Stanford Chronic Disease Self-Efficacy Scale (SCDS). Pretest data were collected, and thereafter education on diabetes management was given to the IG group. The IG was followed up for 6 months. At the end of 6 months, post-test data were collected using the same instrument. Data were analyzed using Pearson Chi-square test statistics. A P-value less than .05 alpha level was considered significant. Results: There was no statistically significant difference between the two groups before intervention. However, after 6 months of intervention, a significant proportion of participants’ scores in IG moved from low to either moderate or high SE in almost all the SE domains (P < .05. Conclusions: There was an improvement in most domains of self-efficacy in the intervention group after 6 months of educational intervention.