#caregiver course nigeria

[cielgr]

Caregiver Online Course is For Those Who Want to Pursue It as per Their Own Pace and Time!

Care giving can be a demanding profession both physically and emotionally.  It often requires patience, empathy and resilience. Many caregivers sacrifice their own needs and desire to prioritize the well being of their loved ones or clients. This selflessness can lead to feelings of stress, burnout and isolation. This highlights the importance of adequate support systems for caregivers. Despite the challenges, care giving can also be deeply rewarding, personal growth and fostering meaningful connections. The bond formed between caregiver and recipient can be profound, enriching the lives of both parties. Through their dedication and compassion, caregivers make a significant difference in the lives of those they serve, embodying the values of empathy and kindness.

This course is for those who want to do this at own pace and time

This course helps individuals with busy schedules or those who may not have access to traditional classroom based training. The content of caregiver online course is often structured in a systematic manner, with modules or lessons covering specific aspects of care giving. These may include instructional videos, interactive quizzes and real life case studies to provide a comprehensive learning experience. Upon completion of the course, participants typically receive a certificate or credential demonstrating their proficiency in care giving skills. This certification can enhance job prospects and credibility within the care giving field.

This brings great convenience

Caregiver classes online offer a convenient and accessible way for individuals to gain the skills and knowledge needed to provide quality care to those in need. These classes cover a wide range of topics essential for caregivers, including understanding the physical and emotional needs of care recipients, communication techniques, safety protocols and self care strategies. One of the primary benefits of caregiver online classes is flexibility. Learners can access course materials at any time and from anywhere with an internet connection, allowing them to study at their own pace and around their existing commitments. This flexibility is particularly valuable for individuals who have busy schedules

[saberlightaus]

Caregiver Course – Give Your Genuine Passion Of Helping Others A Boost

In a world that often rushes by, individuals dedicated to caregiving play a vital role in providing compassion, support, and assistance to those in need. Whether you are considering a career change, seeking personal growth, or have a genuine passion for helping others, enrolling in a caregiver course can be a transformative step.

Understanding these courses

Caregiver courses are designed to equip individuals with the necessary skills, knowledge, and empathy to provide quality care to those who require assistance due to illness, aging, or disability. These courses cover a wide range of topics, including medical care basics, communication skills, emotional support, and ethical considerations.

The caregiver course emphasizes the importance of empathy and compassion in caregiving. Through experiential learning, participants develop a deeper understanding of the emotional and physical needs of those in their care.

Effective communication is at the heart of caregiving. Courses teach participants how to communicate with empathy, listen actively, and navigate challenging conversations. These skills are not only invaluable in a caregiving context but are transferable to various aspects of life.

Caregiver courses often include training on crisis management and problem-solving. This equips individuals with the ability to remain calm under pressure, make quick decisions, and adapt to unexpected situations – skills that extend beyond caregiving roles.

Professional advancement

Completing online class caregiver opens up various career opportunities in healthcare, assisted living facilities, home care agencies, and community organizations. The demand for trained caregivers continues to grow as the aging population increases.

Many caregiver courses offer specialized training in areas such as dementia care, palliative care, and pediatric caregiving. Acquiring these specialized skills enhances your value as a caregiver and can lead to more diverse and fulfilling job opportunities.

Some caregiver courses provide certification upon completion, validating your skills and knowledge. Certification can make you a preferred candidate for caregiving positions and instills confidence in both employers and the individuals you care for.

Enrolling in a caregiver course is a transformative step that goes beyond acquiring technical skills, it's a commitment to personal and professional growth. Whether you are entering the caregiving profession or seeking to enhance your abilities as a family caregiver, these courses provide a foundation for compassionate and effective care. As you embark on this journey, remember that the impact of caregiving extends far beyond the skills learned in the online class caregiver, it's about making a meaningful difference in the lives of others. Embrace the opportunities for growth and the rewarding experiences that await on the path of caregiving education.

[toddreblogslotf]

whats the bennu lore. estoy curioso

BENNU IS MY GUY

okay you've opened the can of worms

so bennu enlisted in the army during WW2 because almost all young men did that. he had an arranged marriage with Ebube (his wife) because her parents wanted her to get out of Nigeria and Nigeria and England had connections, yknow. So they forcefully got married. He joined the army.

He meets Arthur Merridew (Jack's dad), Henry Allebach (Ralph's dad) and Mikah Volkov (Roger's dad). He ends up becoming Lieutenant Colonel by the time his service is almost over. Early in his career, the army sees a cannibalistic attack on the soldiers spanning the course of two years. Bennu helps solve this, but he gets PTSD because he watched his friends and colleagues be EATEN, and he witnessed one of the attacks firsthand. Hard to erase that memory.

Okay so in his final battle, he serves under Arthur (Major General) and he gets sent on a suicide mission, essentially. Arthur knew it was a suicide mission and just didn't tell Bennu. However, Mikah is with him and figures it out quickly and sacrifices his life to save Bennu's. His last words to Bennu are 'Take care of Roger for me.' because roger's mom had died of cancer 3 years earlier.

So Bennu adopts Roger for about 8 years (ages 4-12) before Roger goes into foster care. He acts as Roger's caregiver, but when Roger gets back from the island, Bennu pretty much disowns him because he doesn't have the money or facilities to take care of Roger, who is extremely mentally ill. He doesn't want Roger to suffer, so he sends him to a hospital to get treatment. He doesn't hate Roger for killing Simon, because he knows it wasn't really Roger.

But Simon is still dead. Simon is like his only child btw because him and Ebube just aren't in love. So he is an alcoholic for about 4 years after the island.

Roger finds him again when he's 16. Bennu goes to rehab and sobers up and readopts Roger.

Roger eventually learns how to fake empathy from observing Bennu's behaviour. Bennu essentially teaches Roger indirectly how to have humanity. It isn't genuine, but it keeps Roger from being executed for murder.

[africaprimenews]

Nigeria: Kaduna Government Expresses Concern Over ‘Disappearance’ of Abused Girl, Says Justice Must Take Its Course

Nigeria: Kaduna Government Expresses Concern Over ‘Disappearance’ of Abused Girl, Says Justice Must Take Its Course

Kaduna State Government has expressed concern over the ‘disappearance’ of Miss Janet Audu, a 13-year-old housemaid, who was allegedly battered with hot water by her caregiver. Speaking with Journalists, Friday, the State Commissioner for Human Services and Social Development, Hafsat Mohammed-Baba, said, the Child Protection Law must take its course on Janet’s case. About a week ago, the social…

[cielgr]

Free Online Caregiver Courses With Certificates – Choose Now

In the bustling city of Lagos, where the demand for skilled caregivers is ever-present, individuals seeking to make a difference in the lives of others have a valuable resource at their fingertips with free online courses with certificates. These courses not only offer an accessible pathway to acquiring essential caregiving skills but also present numerous advantages for those looking to enter the caregiving profession or enhance their existing expertise.

Accessibility and flexibility

One of the primary advantages of free online caregiver courses with certificates is that they eliminate financial barriers to education. Individuals in Lagos can access quality training without the burden of course fees, making education more inclusive and accessible.

Lagos, being a dynamic metropolis, often demands busy schedules. Free online caregiver courses provide the flexibility to study at one's own pace, allowing individuals to balance their learning with work and personal commitments.

Widening skill set

Free online caregiver courses are designed to cover a broad spectrum of caregiving skills. Participants gain knowledge in areas such as patient communication, basic medical care, and emotional support, enriching their skill set and preparing them for diverse caregiving scenarios.

Many free online caregiver courses with certificates provide certificates upon completion. These certificates serve as tangible proof of acquired skills and knowledge, enhancing the caregiver's credibility and marketability in the Lagos job market.

Engaging learning experience

Free courses for caregiver training in lagos often incorporate interactive elements such as videos, quizzes, and real-life case studies. These engaging modules keep learners actively involved, making the learning experience more enjoyable and effective.

Online courses frequently feature experienced instructors who bring practical insights to the virtual classroom. Learners in Lagos benefit from the guidance of professionals who understand the unique challenges and opportunities in caregiving. In Lagos, where compassion meets demand for skilled caregivers, the benefits of undertaking free online caregiver courses with caregiver training in lagos are numerous. Aspiring caregivers and those looking to expand their expertise can seize the opportunity to acquire valuable skills, gain recognized credentials, and embark on a fulfilling career journey in the dynamic field of caregiving. Embrace the accessibility, flexibility, and networking opportunities that these courses offer, and unlock the potential to make a positive impact on the lives of those in need.

[the-record-columns]

Jan. 15, 2020: Columns

Magic in plain sight...

By KEN WELBORN

Record Publisher

During the first week of January of each year, the N.C. Association of Agricultural Fairs has a meeting in the Raleigh/Durham area to preview acts, hold seminars, and generally have a great time catching up with old friends and making new ones.

The Rotary Club of North Wilkesboro as you know, has put on the Wilkes Agricultural Fair for the past 40 or so years and the club's Fair Manager, Mike Staley, and me attend the event.

This year was a very special one for our trip as the Wilkes Agricultural Fair received a statewide award from the association in the area of Innovation for the clubs "Wednesday at the Fair."  On this day, the club opens the fair at 10 a.m., and hosts over 500 Special Needs children, adults and their caregivers for their special day at the fair.  At this past September’s fair, the Rotary Club served 600 meals at the Special Needs Children event.  At last week’s meeting, club President Teresa Minton and Staley recognized Rotarian Jim Beckwith for his 27 years of managing the Children's Day event.

The fair convention is a truly special event—you can literally book a full three-ring circus for your kids birthday party if you've got the money.  Both ends of the banquet hall had vendor booths and entertainment venue displays for the attendees to browse and folks to speak with.  At each meal, two or three acts would do a brief "showcase" to highlight their particular act or venue and I want to share a bit about one of them today.

This couple was new to the Fair Convention, a pair of Illusionists named Reed and Ashton Masterson.  Their showcase event did several sleight of hand and disappearing tricks and was very well received by the audience of convention goers.  But it was later in the day as I perused the various booths that I had my eyes opened.

There was a slow spell about mid-afternoon, and I was in the banquet/exhibit hall looking around.  After stopping by Michael Garners Gold Medal Popcorn booth and getting a box o the best popcorn in the world--no exaggeration--I stopped to visit with the Mastersons.  He was petting a dove he had literally took care of before she hatched--and yes, he could tell the girls from the boys.  After a few minutes, Reed asked me if I would like to se a few tricks.

"Of course," I replied and he put the dove away and began to amaze me.  He did things I simply couldn't believe--and I was standing less than a foot away from him--not 50 feet like at the lunchtime showcase they put on.  But the one that I liked best was a card trick--sort of.  Reed showed me a deck of cards, fanning them out.  I figured they were all marked, but I was still interested.  He then handed me a black Sharpie marking pen, like the one in the photo with this column. 

I held it, turned it over and noted the logo on both sides of the barrel of the pen.  He then started fanning the deck of cards and told me to say when to stop.  I did and pulled a card out and held it next to my stomach with my hand covering it completely.  He then held the Sharpie and asked me to give him the card being careful not to let him see which one it was.

I did and he placed the card on the barrel of the pen like the one in the photo and began to slide the card down the barrel of the pen.  To my amazement, it did not read Sharpie any more, but instead clearly read Six of Clubs.  He flipped the card over and, you're right, it was the Six of Clubs.

I will admit to being a simple guy, but I was less than a foot away from him.  I touched the pen and it was dry--as though manufactured with the Six of Clubs on it.  Blew me away.

I couldn't help but remember one of the late Bob Gresham's favorite expressions, "How doooo they do that?"

 Immigration: Is the ‘Melting Pot’ separating?

By AMBASSADOR EARL COX and KATHLEEN COX

Special to The Record

Many reading this article will recall being taught to understand America as a “melting pot” – a blending of cultures, faiths, hopes and aspirations which, when fully combined, resulted in a delicious American pie where the sum total was more desirable than any of its individual parts. This was during a time when America was proudly defined as a “Christian” nation.  However, faith is no longer a key component of America’s identity.  So, what does it mean to be American?  What defines America’s national soul? It may be possible to begin forming an answer by asking another question, “What does it mean to be Israeli?” 

Since the beginning of time, Israel has had to fight just to exist. Many times throughout history the Jews were pushed to the precipice and on the brink of extinction.  In AD 70, the armies of Rome destroyed the Temple of Jerusalem, seized the city and captured the entire nation.  A small band of Jewish revolutionaries fled to Masada where they took their last stand.  Other Jews were left to wander the earth settling in foreign lands and among foreign people. So, how did they manage to stay identifiably connected when separated geographically from their fellow kinsmen?  It’s because they retained, whether naturally or supernaturally, a common thread - their Jewish faith and therefore their Jewish heritage and identity. 

In 1948, Israel was reborn as a nation.  Prior to and ever since, the Jews have been returning to their homeland in droves from every corner of the earth.  Today, Israel is fighting hard for their right to exist as a Jewish state.  Those Jews making Aliyah (immigrating) to Israel are from France, Germany, Ethiopia, Spain, Nigeria, Australia, Uganda, China, Japan, the Americas, Russia and just about every other place on the map.  Yes, they are bringing with them their various cultural identities, but they are embracing and strengthening that which unites them as a nation – their Jewish faith and heritage.  And, they are learning and adopting their ancient and once common language, Hebrew. 

Ironically, the concept of America being a “melting pot” was created back in 1909 by a British Jew who wrote a play about a fictional Russian-Jewish immigrant intent on moving to the United States after his family died violently in an anti-Semitic riot in Russia.  It dramatized how people around the world were aspiring to come to America because it was a place that offered promise and possibility.  It was a place where diverse cultures blended in a joyful marriage forming a public national identity called “American.”  But, what does this mean today? 

At the turn of the century, the answer would have been similar to defining what it means to be Israeli.  Americans were a people who culturally identified as believing in God, the God of Abraham, Isaac and Jacob, and who viewed the practice of Christianity as the hub of the wheel.  After all, America’s first immigrants arrived on her shores seeking a place of refuge from religious persecution.  

But, in today’s world, definitions are becoming blurred. America’s growing population is viewed in terms of multiculturalism void of any common core identity. People from a great number of ethnic and religious backgrounds have set up shop in the United  States.  The common threads which once held us together as a nation and formed the foundation upon which “united we stand,” are being stretched to the brink and are unraveling.  We’ve diluted or deleted our core values in favor of “y’all come.” 

America is plagued by great divisions among her people and leaders.  Immigration is a very important issue requiring vision, foresight, maturity and agreement in order to formulate a solution.  Yes, we welcome “the tired, the poor and the huddled masses yearning to be free,” but we must have clear guidelines and safeguards. Not everyone who comes to America has good intentions. Many even distain our Western culture and reject our traditional values. For instance, to whom do those immigrating pledge their allegiance?  For Muslims, their first allegiance is to Allah.  What does this mean should America be forced to fight against an Islamic foe?  Will we be undermined from within much like the story of the Trojan horse?  It is for this very reason that Israel will not compromise on her right to exist as a Jewish state nor give an inch on the Palestinian demand for the fictitious “right of return.” They know the dangers inherent in, “y’all come.”   ”We the people” must agree on what it means to be an American and understand what we would be fighting for and against should the situation arise. There are already a few Trojan ponies feeding in U.S. government stables. When election time rolls around, cast your vote as though America’s very existence depended on it ... because it does. 

Radio Talk

By CARL WHITE

Life in the Carolinas

It was a good week to talk with storytellers. We had an on-camera visit with Francene Marie Morris, better known as Francene Marie on the Beasley Broadcasting (formerly CBS Radio) stations in the Charlotte Region. With 23 years in the broadcast industry, she has clearly established herself as an extraordinaire storyteller for a broad and diverse audience.

The Francene Marie Show is on multiple stations and brings to life community stories that are important to almost everyone. People in the broadcast are unique, they see life a bit different than others do

When you spend much of your wakening hours developing stories around the lives of others, over time you see and hear just about everything. The good and the bad.

I have great admiration for radio people because they bring everything to life with words and sounds. TV people have the benefit of the visual. However, radio people are faced with the task of captivating listeners with their voice talents and the drama support of suitable music.

On-air talents often make their way out of the studio for community events. It’s all about connecting with listeners and further building the relationship. Sometimes it’s for a sponsor, and sometimes it’s for charity. No matter the reason entertainment is undoubtedly the objective.

Francene is not one to shy away from the public appearance. She has a solid foundation; her mother was an elementary school teacher and classical pianist. While Francene learned many things from her mother, the piano was not among them. However, she did learn to present herself properly.

This awareness served her well as she became a model and eventually discovered the broadcast world. Born in Illinois, later lived in Kansas City Missouri, where with much delight she discovered BBQ which she says, “must be ribs.” Francine ultimately moved to the Charlotte area where she found the radio business.

While she has not interviewed everyone in the Carolinas the numbers are in the thousands. It’s a Who’s Who list of community people. Her guest love being on her show and I am glad we showed up with cameras to share a bit of her story.

As it turns out our editor for the segment on Francene Marie also has an 18-year history in Radio Broadcast. Tim Vogel first set behind the big board at the age of 13. He would work part-time while in school and later full time.

Tim shared the story of meeting Charlie Daniels at a performance the station was sponsoring. That meeting would come in handy when Tim was at WHHO AM/FM in Hornell, NY. Tim pitched the station manager on an idea for a show. He was given the go ahead if he could sell the show to advertisers.

With this challenge, Tim went to work on producing his first show. He called Charlie Daniels and asked him to be in the show, he said yes. The studio call was made, the planned 30-minute call turned into 3 hours. Tim said they just talked and talked, it was when Charlie was working on the Blue Moon Album.

The recording was not a digital file like today, it was on Reel to Reel and editing was done with a razor blade and tape. A 30-minute show as produced, and the advertisers loved it. Tim was forever hooked on the creative process, and I am glad.

We have many friends in the Radio world, and it is a beautiful part of the Carolinas. There is something for everyone. While things have changed a great voice is hard to beat.  

Thank You Francene for the great stories.

Signing off till next time.  

 Carl White is the Executive Producer and Host of the award-winning syndicated TV show Carl White’s Life In The Carolinas. The weekly show is now in its 10th year of syndication and can be seen in the Charlotte market on WJZY Fox 46 Saturday’s at noon and My40. The show also streams on Amazon Prime. For more information visit www.lifeinthecarolinas.com. You can email Carl at Carl@lifeinthecarolinas.com.

[biomedgrid]

Biomed Grid | Effectiveness of Nutrition Education on Nutrient intake and Nutrition Status of infants in Ondo State, Nigeria

Introduction

The minimum adequate diet (MAD) can only be achieved when the infant feeding recommendations on feeding frequency and dietary diversity are met [1]. Children receiving the minimum acceptable diet (met minimum meal frequency and minimum dietary diversity) were 11% in sub-Sahara Africa, 9% in West and Central African countries and 10% in Nigeria [2]. The report of the Nigerian National Demographic and Health Survey [3] indicated that only 11% of the breastfed infants received complementary foods from at least four food groups.

The services of Nigerian government through the use of National infant feeding policy are the Informative, Educative and Communicative (IEC) materials on breastfeeding, food diversification, responsive feeding and hygiene practices that are available in the community health facilities. The Community Health Extension Workers needed to be trained by the nutritionist with these IEC materials for effective teaching and explanation of the materials to the caregivers. The strategy for achieving IYCF according to must be followed in the health facilities in order to achieve adequate infant feeding practices [4].

Under nutrition of protein and energy-giving foods contributed to 45% of death, among children less than five years of age in evidence-based research carried out in 34 countries [5]. In the developing countries, malnutrition has been proved to be responsible for over 41% of the deaths among children 6 to 24 months of age [6].

Prevalence of malnutrition increases during the period of complementary feeding in many countries [7]. In Nigeria, moderate wasting was higher among infants aged 6-11 months with prevalence of 21.3% and this was associated with complementary feeding practices among the caregivers [8]. It was showed that 32.9% of infants were moderately stunted and 19.4% were moderately underweight [9]. Malnutrition rate, especially the acute malnutrition is high in Ondo State among the infants. It was also revealed that 26% of the children less than five years were stunted while 43% were moderately wasted in Ondo State [10].

In Ondo State, Nigeria which is the study area, 70% of the infants received pap (sorghum-based fluid diet) monotonously without food diversification [11]. The author further stated that poor knowledge and attitude to complementary feeding contributed to poor infant feeding, whereby the caregivers fed infants with gruel from sorghum only, without varying the food items for complementary feeding which lead to malnutrition in the State.

Research Objectives

To determine the nutrient intake of the infants age 6-11monts. To identify changes in the nutrition status of the infants as the infants progressed in age after the nutrition education program

Materials and Methods

Sampling frame

The population of caregivers with infants aged 5months to 5months and 3 weeks

Sample size: The study applied Chan, (2003) formulae for continuous assessment of two independent samples. Type II error and power set at two-sided 5% with a study power of 90%.

m = 2C + 1

δ2

m = the desired sample size

c= Power of the study (10.5 for 90%)

δ = the standard effect size

σ = common standard deviation (0.5)

δ = (μ2- μ1)

σ

where μ2- μ1 = mean of the two groups,

μ1= 30% adequate complementary feeding practices in Nigeria (Olatona et al., 2014) the existing literature

Hence 132 × 2 was needed to cater for clustering effect, which is equal to 264 participants. Also, 10% was added for attrition/ loss to follow-up which totals to 264 +26.4= 290 for both groups. Meanwhile, 6 caregivers were lost to follow up and the study ended with 284 caregivers.

Sampling techniques: Purposive sampling technique was used due to the report of existing literature in Owo Local government. Thereafter randomization was carried out to select the basic health centers where the mothers usually go for weekly routine of infants’ immunization and where they visit for medical counseling about the infants.

Target population

Caregivers with infants less than six months of age and about to start complementary feeding or has stated earlier but the infants is yet to be six months of age.

Materials

Interviewer administered questionnaire

24Hrs dietary recall questionnaire moderated by [12]

24Hrs dietary recall questionnaire moderated by [13]

Infant-o-meter (UNICEF model S0114530)

UNICEF infants weighing scale (model ws2002)

Food models (locally made at Rufus Giwa Polytechnic, Nutrition and Dietetics Department for dietary intake assessment)

Kitchen weighing scale (EMK 5004A Kitchen 1kg. accuracy 5g weighing scale)

Study design

It was a cluster randomized controlled trial whereby the basic health centers were randomized into two groups. One was the intervention group and the other was the control group. The basic health centers not the caregivers were randomised into groups because if the caregivers were randomised, some may be randomised into basic health center that is far from their location. The caregivers who participated willingly and were available throughout the period of the research, which lasted for 6-7months per participant depending on the period of registration were the eligible participants chosen for the study.

Interviewer administered questionnaire was used to assess information on socio-demographic and socio-economic status of the caregivers at baseline to determine similarities among the two groups. A 24 Hrs dietary recall questionnaire moderated by [12] was used to collect data on what the infant was fed in the previous 24 hours and this tool was used to determine the complementary feeding practices among the caregivers for six months to determine the monthly MAD.

Another 24hr questionnaire moderated by [13] was used to collect information on quantity of the food items consumed by the infants and the time that particular food was consumed, and the quantity taken at a particular time. It was administered to each participant at each follow up point to determine the nutrient intake of the infants both in the intervention and the control group. A kitchen weighing scale, food models and price of the food where necessary were used to determine the quantity of food items consumed. Section D: Anthropometrics assessment; Length was taken and recorded to the nearest 0.1cm and weight was recorded to the nearest 0.1kg

Data management

Training was carried out among the research assistants on interview techniques, research ethics and how to carry out anthropometric assessments of the infants. The interviewers were interviewed with English language written questionnaires but were interpreted to the participants in Yoruba language in the situation where the participants could not respond satisfactorily to the questions. This was guided by questions asked by the participants during interview and training as observed during the pilot survey.

Community Health extension Workers (CHEWs) were trained on MAD for complementary feeding Using “Participants’ manual on complementary feeding, counseling a training course” by [14]. The CHEWs were trained for five days on the nutrition education outline as prepared to be used for the caregivers. Other training received by the CHEWs was how to carry the participants along during training, for the training to be a participatory one.

The caregivers were trained on dietary diversity, meal frequency and hygiene practices (washing of hands before and after feeding the infants). This was achieved for three consecutive Saturdays. Saturday was chosen due to the understanding of the peoples’ way of life during the pilot study.

Follow-up and management of appointment: After the recruitment and training, the caregivers were followed up during the programme. The telephone number of the caregiver or the father or anyone in the household that owned mobile phone and the home address were registered with the researcher, CHEW and the enumerator in charge of that zone as allocated by the researcher. Two days to and on the eve of visitation day, the enumerator allocated to the area would call to remind the caregivers about the visitation day. The questionnaire was administered again by the enumerator, and on the date of the interview, the age of the infants in months was recorded against the food intake and the infant nutritional status was assessed and recorded for that month. The individualised counselling during follow up was done by the CHEW. This was done on different days depending on the visitation day of each participant at home and at times when not available at home, any convenient and available place was always chosen as an alternative.

Analysis

Statistical Package for the Social Sciences (SPSS) version 22.0 was used to analyse data. Descriptive statistics in terms of percentages and frequencies were generated for participants’ socioeconomic and demographic characteristics, infant characteristics and infant feeding intention by the caregivers as well as the infants feeding history at the baseline. Inferential statistics like Chi-square were used to establish the significant relationships between categorical data such as sex, marital status of the caregivers.

Nutri-survey (2007) software was used to analyse nutrient intake especially the iron content of the complementary foods for the infants. Local foods were computed into Nutri-survey software using [15,16]. This was recorded based on Recommended Dietary Allowance (RDA)/ Adequate Intake (AI). It was analysed individually and also on group basis, to determine the effect of the intervention on the complementary feeding practices.

ENA for SMART was used to analyse anthropometrics’ data based on [17]. The Z-score was used to determine weight-forage, length-for-age and weight-for-length z-scores, -2z score was considered malnutrition, and <-3 z score as severe malnutrition while z-score of >-2 was considered as normal nutrition status. T-test and Mean (SD) was carried out to determine variation in nutrition status and the mean difference.

Logistics and ethical considerations

Ethical clearance was obtained from Ondo State Health Research Ethics Committee (OSHREC). Letter of introduction to the coordinator of Owo LGA, BHCs was obtained from Ondo State Primary Health Care Development Board (OSPHCDB), Nigeria.

Results

Comparison of socio-demographic and economic characteristics of the caregivers who completed and those lost to study  

Table 1:Comparison of socio-demographic/economic characteristics of the caregivers who completed the study.

There was no significant difference in the characteristics of the caregivers that completed and those who were lost to follow up in this study (Table 1). The total participants were 290 caregivers and 6 caregivers were lost from follow up. The socio-economic characteristics of the caregivers were similar. There was no significant difference in the income earn monthly in both groups (χ2: 1.134; p=0.076).

The effect of nutrition education on complementary feeding practices of the caregivers

The caregivers in the intervention group were (RR: 8.13; CI: 3.12-21.19; p=0.001) 8 times more likely to feed the infant with minimum meal frequency than the caregivers in the control group at the midline and 3.4 times at the endline (RR:3.41; CI: 2.36-5.22; p=0.001). The result showed that caregivers in the intervention group were 8 times (RR: 7.89; CI: (4.47-13.92; P=0.001) more likely to feed their infants a diversified diet in terms of the complementary foods at midline and 6.7 times at the endline (RR: 6.66; CI: 4.43- 8.84; p=0.001). Feeding the infants with minimum acceptable diet was 6.4 times more likely among the caregivers in the intervention group (RR:6.42; CI: 2.42-18.33; p=0.001) at the midline and 3 times more likely at the endline (RR: 3.13; CI: 2.53-5.16; p=0.001). This shows that the infants in the intervention group were more like to meet the meal acceptable diet requirement compared to the infants in the control group, both at the midline and at the endline of the study (Table 2).

Table 2:The effect of nutrition education on complementary feeding practices of the caregivers.

    Effect of nutrition education on nutrient intake of the infants at midline and endline by study groups

Nutrient intake was analysed using nutri survey software and there was a significant difference between the two groups for all nutrients considered. Energy intake was higher among infants in the intervention group than the control group both at the midline (259.0±20.67Kcal/day and 121.1±17.05 respectively) and at the endline (366.7±23.03Kcal and 212±22.04Kcal for intervention group and control group respectively). Similarly, significant differences were found in the mean iron intake assessed both at the midline (8.0±0.91μg and 6.6±0.28μg) and at the endline (12.3±0.01μg and 8.2±0.11μg) between the intervention and control group respectively. Vitamin C was highly consumed at the endline among the intervention group (51.3±.6.49mg) compared to the control group (12.0±2.65mg) and it was significantly different (p<0.001), (Table 3).

Table 3:Effect of nutrition on nutrients intake of the infants at midline and endline by study groups.

*using Nutri-survey 2007; *significantly different at P<0.05

The influence of nutrition education on nutrition status of the infants by study groups

The difference in the nutrition status of the infants was computed and analyzed using a paired sample t-test statistic to determine the mean and standard deviation. At the baseline, mean WAZ score was -1.59±0.63 and -1.48±0.66 and there was no significant difference (t-test; p=0.160) for intervention and control respectively. This later changed to -0.77±0.80 and -2.04±0.71 at the endline and there was a significant difference (t-test; p=0.001). There was also change in the baseline in HAZ scores -1.47±0.65 and -1.57±0.63 which had no significant difference (t-test; p=0.147) for intervention and control a change was later determined in the mean scores at the endline but there was no significant deference using the t-test (p=0.049). The result of weight for height showed that at the baseline there was no significant difference (t-test; p=0.161) while at the endline the change in the WHZ scores was significant (t-test; p=0.001), (Table 4).

Table 4: The influence nutrition education on the nutrition status of the infants by study group.

*significant at p<0.05

Relationship between complementary feeding practices and the nutrition status

A logistic regression model was carried out among the complementary feeding practices variables used for the nutrition education and the nutrition status of the infants to determine the relationship of the complementary feeding variables on the nutrition status variables. Minimum meal frequency was associated with underweight (AOR: 0. 489; CI: 0.26-0.92; p= 0.027), stunting (AOR:0.404; CI:0.22-0.73 p=0.003) and wasting (AOR: 0.435; CI:0.24-0.81; p=0.008). Additionally, MAD was associated with wasting (AOR:3.13; CI:2.36-5.34; p=0.001) and underweight (AOR:2.26: CI:1.28-2.46; p=0.001), (Table 5).

Table 5:Relationship between complementary feeding practices and the nutrition status.

*significant at p<0.05

Discussion

The caregivers in both study groups were people living in the rural communities; with similar characteristics in age, parity, living conditions, marital status, educational level and income level. The caregivers were women of age between 16 and 37 years. This corroborates the report of [18] on Nigerian women of child bearing age. The report stated that child bearing age of Nigerian women ranges from 29.5 years in 1970 to 29.8 years in 2015.

The present study showed the effect of nutrition education which improved the caregivers’ complementary feeding practices. Prior to the commencement of nutrition education at the baseline, there was no significant difference in the intention of the caregivers in the two groups on meal frequency and dietary diversity

Minimum meal frequency was achieved by the infants in both groups at 6 to 8 months but there was a significant difference in meal frequency between the infants in the intervention group and those in the control group both at 6-8 months and at 9-11 months. The percentage of infants who received the minimum meal frequency increased as the infants increased in age both in the intervention and in the control group. This was similar to the findings of [19] which revealed that meal frequency increased according to the age of children study in South eastern of Ethiopia.  

The meal frequency during Illness was significantly different among the caregivers In the two groups. The caregivers in the intervention group increased the meal frequency during the study compared to the caregivers in the control group

Dietary diversity during complementary feeding was also achieved among the caregivers in the intervention earlier at midline of the study than the caregivers in the control group. The effect of the knowledge of the caregivers in the intervention group was noticeable in the minimum dietary diversity achieved during the feeding practices. There were a higher number of infants who were fed on minimum dietary diversity in the intervention group than in the control group. This study was in line with the study of [20], which showed significant difference between dietary diversity, meal frequency and feeding infants with iron containing foods among caregivers in the intervention group and those in the control group in Uganda. Furthermore, [21] revealed that nutrition education improved dietary diversity among caregivers of infants between 6-23 months in Malawi. Also, [22] showed that nutrition education is a catalyst for improving dietary diversity among caregivers in Lilongwe, Malawi. The improvement in complementary meal frequency and dietary diversity in the intervention group could be linked to the knowledge acquired during nutrition education.

The outcome of the feeding practices after the nutrition education on Minimum meal frequency and Minimum dietary diversity showed that dietary intake of the nutrients was higher among the infants in the intervention group than the control group. Consumption of iron rich foods was high among the infants in both groups and this agrees with the [23] reports on consumption of iron rich foods in South-West Nigeria. The report revealed that 60.1% of infants in this geo-political zone consumed iron rich foods. Despite the high rate of consumption of iron rich foods in both groups, there was a wide margin of iron rich foods intake between the infants in the intervention group and control group in the present study. [24] stated that intakes of iron were lower by 16% among infants of 6-12 months than children of 13-36 months in an observational study in Brazilian Well Child Clinic. [25] revealed the association between complementary foods and haemoglobin concentration among Indian infants. The author stated that there was a positive association between the infants’ haemoglobin concentration and fortified baby foods, breast millk and infant formula as well as fruits and vegetables to a lesser extent on the contrary to porridge or gruel. [26] revealed that Iron deficiency (ID) is the most common micronutrient deficiency world-wide and young children are a special risk group because their rapid growth leads to high iron requirements.

The nutrition education on meal frequency, increase in meal frequency during illness and dietary diversity to achieve minimum adequate diet were significantly related to nutrition status of the infants. There were significant differences in the two groups in terms of WHZ and WAZ throughout the period of the study. The effect in the nutrition status of the infants could be linked with the intervention in the feeding practices. This corroborates [27] who stated that there was an association between feeding practices and nutrition status of infants. The findings of [21] in Malawi showed that there was an association between dietary diversity of caregivers and nutrition status of their infants.

There were statistically proved evidences on the effect of the knowledge acquired by the caregivers on the adequate complementary feeding and the nutritional status of the infants in intervention group, especially the acute malnutrition which showed a significant difference in this present study. This was in line with [28] in Ghana; the author stated that there was a significance difference between nutrition status of infants whose mothers had knowledge on complementary feeding practices and those whose mothers had low knowledge. The author stated further that the difference was noted in the WHZ, WAZ and HAZ scores. [29] stated that appropriate weaning practices increased length and weight of children in Ethiopia.

Acute malnutrition was very high among the infants in the control group; this could be due to the poor feeding practices and low knowledge of the caregivers in the control group in this present study. It was noted that the caregivers in the control group could not introduce appropriate complementary feeding during this study period as recommended, due to misconception and false beliefs on appropriate complementary feeding practices. This could be the reason for low energy intake as recorded in this study and it may be the cause for low weight for age and low weight for height. [30] stated that inability of the caregivers to meet the nutrient demand, increased malnutrition among infants. [31] recorded the effect of nutrition education on nutrition status of the infants. The author stated that, despite the health belief of diversifying infants’ meals with pulses among mothers in Southern Ethiopia, after offering nutrition education there was a statistical difference in WAZ and WHZ of the infants between the intervention and the control groups. The infants in the intervention group had lower percentage of underweight and wasting than the infants in the control group. The author stated further that improving nutrition knowledge of the mothers improved the nutrition status of the infants.

Acknowledgement

The authors acknowledge the supports of Owo LGA CHEWs, the research enumerators and Rufus Giwa Polytechnic for technical and personal supports. Also, the author acknowledges community leaders in the research centers for moral support.

Conflicts of interest

The authors declared no conflict of interest regarding this study.

Read More About this Article:https://biomedgrid.com/fulltext/volume3/effectiveness-of-nutrition-education-on-nutrient-intake-and-nutrition-status-of-infants-in-ondo-state-nigeria.000642.php

For more about: Journals on Biomedical Science :Biomed Grid

[oovitus]

Doctor-Moms, This Is Our Job

Finally, a cause we can all agree to take action on. We means everyone: Liberals and Conservatives, Democrats and Republicans, Christians and Jews and Muslims and Atheists and everyone in between. Follow to the end for specific, easy actions you as a physician and a mother can take to help stop this morally repugnant horror. The issue? Around the world, we are seeing a horrific trend: children are increasingly being used as tools in political conflict. In Syria, children are used as human shields. In Afghanistan, children are recruited and used as soldiers. In Nigeria, children are recruited as suicide bombers. In Myanmar, children are tortured to send a political message. Here in the United States, we take children as political hostages. This is no exaggeration nor overstatement. This Saturday, our President stated that he is using  migrant children taken from their families as a political bargaining chip. Despite his repeated insistence, there is no law nor policy in place stating that migrant families should be separated at the border, only President Trump's personal mandate. How could such a horrible thing happen here, in our democracy? In Spring 2017, Trump's Homeland Security Advisor John Kelly proposed separating all children from their parents as they sought shelter, “in order to deter more movement along this terribly dangerous network”, as reported in last week's New York Times. More recently, Trump's senior policy advisor Stephen Miller reiterated that this is all Trump's doing:  “It was a simple decision by the administration to have a zero tolerance policy for illegal entry, period. The message is that no one is exempt from immigration law.”   It is now well-documented for the world to see and judge. In using children as political hostages, our country has stooped to the same lows as terrorists and dictatorships in Syria, Afghanistan, Nigeria, Laos, and Myanmar. Of course there is growing outrage against Trump's disgusting agenda. Many Republicans leaders are stepping forward to condemn this administration's inhumane actions, and not only moderate stalwarts like former First Lady Bush and Senator Susan Collins of Maine. Even Senator Lindsey Graham of South Carolina has gone on record, stating "President Trump could stop this policy with a phone call",  as Monday morning's New York Times reports. While he is unlikely to take any action, we can. We are mothers and doctors. We are uniquely positioned to comprehend the psychological damage inflicted upon children who are forcibly removed from their caregivers. The American Academy of Pediatrics has vehemently opposed this as policy since it was first mentioned by Trump's administration last Spring, based on the known grave consequences to child development. Pediatricians are speaking out. AAP president Colleen Kraft described the heartbreaking grief of a toddler she witnessed at one detention center, and explained the effects of harmful toxic stress on children. As the AAP's formal statement on The Detention of Immigrant Children recognizes: "In accordance with internationally accepted rights of the child, immigrant and refugee children should be treated with dignity and respect and should not be exposed to conditions that may harm or traumatize them. The Department of Homeland Security facilities do not meet the basic standards for the care of children in residential settings." The American Psychological Association has also written a letter to the Trump administration in opposition to the policy: "Families fleeing their homes to seek sanctuary in the United States are already under a tremendous amount of stress. Sudden and unexpected family separation, such as separating families at the border, can add to that stress, leading to emotional trauma in children. Research also suggests that the longer that parents and children are separated, the greater the reported symptoms of anxiety and depression are for children." Yes, it's pretty clear that ripping innocent, frightened children from their parents and locking them in chain link cages is not in accordance with internationally accepted rights of the child. So what can we do about it? As little or as much as you want. This can be simply clicking on a link to sign a petition or donate to a vetted charity, to calling your representatives, to writing an article for a local newspaper or blog... It's up to you. Here are some suggestions (and I personally did every single one of these this lovely Monday morning before my clinic started): SIGN:  Petition to Donald Trump to stop separating families at the border: https://actionnetwork.org/petitions/where-are-the-children Petition to the Department of Homeland Security to stop separating families at the border: https://www.change.org/p/department-of-homeland-security-stop-tearing-families-apart Petition to Secretary of the Department of Homeland Security to stop separating families at the border: https://www.change.org/p/keep-them-together-stop-separating-children-from-their-families-at-the-u-s-border DONATE: KIND (Kids In Need of Defense) is a nonprofit that provides legal assistance children who would otherwise stand in court alone.  The Florence Project is a nonprofit that provides legal assistance to political detainees, including children, in Arizona. The Asylum Seeker Advocacy Project is a nonprofit that provides legal assistance to refugees feeling violence seeking safety here int he U.S. RAICES is a nonprofit that provides legal assistance to detainees and refugees, including children, in Texas. Al Otro Lado is a binational nonprofit that provides legal assistance to families who have been separated, navigating the legal systems of Mexico and the United States to bring them back together. They also help deportees who have been abandoned in Mexico with resources including medical care. PROTEST: Families Belong Together is organizing rallies and protests in opposition to separating families at the border. Check out their website to see what's happening next near you. CALL: This is actually one of the most powerful things you can do. Call your representatives using any of the below easy methods. You'll probably get an answering machine, but if you get the machine or a person, say "My name is (your name) and I am opposed to separating families at the border. I am from (your zip code) in (your state). I do not need a response.": Find your representatives in the House and then find their office phone number, and call. Find your representatives in the Senate  and then find their office phone number, and call. Or just call the Capitol operator: 202-224-3121. This number will direct you to the Capitol switchboard. When you call, ask to be connected to your senator or representative. The operator will direct your call to their office. Pending Legislation on this includes The Keep Families Together Act and The Help Separated Children Act .  SHARE:  Whichever of these relatively small actions you take, TALK about it, SHARE on social media, PUBLICIZE the cause. This is really powerful. WRITE: You are a doctor. You have a platform. Your voice is heard. Please consider writing a letter to your editor, even if it's a small town newspaper. Consider writing an op-ed for a news outlet. Consider posting on a political website, as Sanjiv Sriram, MD did. Consider writing a guest post for a blog. I accept guest posts at my own personal blog www.generallymedicine.com , and the editor here at Mothers in Medicine does as well. Kevin, MD is another great place for physicians to share their educated, intelligent thoughts. Whatever you do, DO SOMETHING. The policy of using children as a political tool is morally repugnant, and we as doctor-moms know this better than anyone. Please help to stop this moral slide into evil. Doctor-Moms, This Is Our Job published first on https://storeseapharmacy.tumblr.com

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MID TERM EVALUATION OF STEER PROJECT- CONSULTANCY #Vacancy

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MID TERM EVALUATION OF STEER PROJECT- CONSULTANCY

09 Feb 2017

Abuja, Nigeria

Temporary

STEER

sav-28117

Apply Now

Purpose and Scope of the Evaluation

After three years of implementation, STEER will conduct a mid-term evaluation of the project in order to assess its progress against outcomes, and will evaluate management and coordination process.

The goal of the evaluation isto assess both the processes, strategies and outcomes of the project, collect robust evidence, document lessons learnt to inform necessary course direction.

This mid-term evaluation will cover all aspects of project implementation including institutional, administrative, organizational and technical aspects – aspects which may have an impact on the performance of the project.

To ensure objectivity and credibility the mid-term evaluation will be led by an external consultant who has made no prior commitment or contribution to the Project.   The evaluation is expected to take place between February and March, 2017.

Specific Objectives

More specifically, this evaluation will explore the following key evaluation questions and develop recommendations based on the findings:

Evaluate the extent to which the STEER project has met its stated objectives, including meeting goals and outcome indicators for child and household well-being, economic, nutrition, and parenting outcomes, and systems strengthening.

Evaluate the effectiveness of STEER community case workers (CCW) in delivering home services.

Evaluate the effectiveness of the Village Savings and Loan Associations (VSLA) approach in increasing household savings and investment.

Measure the current levels of household savings and food security in the households with OVCs

Evaluate how STEER has contributed to caregivers’ ability to care for OVC through increasing household savings and food security. (This should be via DIFFERENT mechanisms from the VSLA approach that is being measured above)

Evaluate whether and how STEER’s organization development strategies have improved the visibility and viability of our partner organizations.

Document project achievements, best practices, and lessons learned (i.e. what worked well and why and what did not work and why).

Recommend improvements for STEER’s long-term strategies for OVC programs, focusing on project management, achieving quality, accountability and to replicate similar approach in other states in Nigeria. What can be done differently to achieve more effectiveness, efficiency, Sustainability and impact?

Scope of the Mid-Term Evaluation

The following evaluation criteria is based on the OECD-DAC principles for evaluation of development assistance; the following questions will be used to undertake the evaluation study. The final midterm evaluation report will be expected to respond to all the questions mentioned below:

Relevance

To what extent were the objectives of the STEER project valid in response to the needs of the community in the project target areas?

Have the planned programme activities and outputs been consistent with the progress on overall goal and objectives?

Have the planned programme activities and outputs been consistent with the intended impacts and effects on the improved livelihoods of OVC and their caregivers/households?

Effectiveness:

To what extent are the objectives likely to be achieved by the end of the project and also could underlying reasons leading to achievements and key bottlenecks that contributed to delays be identified?

To what extent did the services provided cause changes to household economy, stability and improved welfare? What factors were responsible for these changes?

How was learning from various forums incorporated into supportive supervision of civil society organisation partners?

How effective were the various project activities to improve household welfare and livelihood for OVC?

How well did the project team engage with different stakeholders and partner organisations to achieve effectiveness and sustainability of project activities?

Efficiency:

How efficient (timeliness, cost-effectiveness) was the project in achieving the desired project outcomes?

Were project objectives and activities achieved on time on the STEER Project?

Have the most efficient approach/(es) been used to achieve project Outcomes and Outputs (as compared to alternative approaches)

Impact:

What real difference has implementation of the project activities made in the lives of the beneficiaries?

What were the key lasting changes achieved by the project particularly for Caregivers and OVC?

Did the training of Community Volunteers lead to changes in practice and improvement in the quality of care the caregivers were provided, what evidence do we have and what evidence can we gather to demonstrate this?

Coherence:

To what extent have our interventions been coordinated with the efforts of different stakeholders including Child Protection Committees (CPCs), VSLA groups?

What internal coordination problems did the project team face and how were they addressed?

What was the project level biggest achievement to demonstrate effective coordination? How can we improve coordination?

Sustainability

To what extent can the benefits of the STEER project for beneficiaries continue after the project funding ceases?

To what extent can the stakeholders be able to continue with implementation of the project activities?

Desired Methodology

While the evaluation design will be left at the discretion of the consultant, we anticipate that the proposed evaluation activities may include, but not be restricted to, a combination of some of the following methods:

Interviews with project staff;

Review of project documentation;

Review of project logic (proposal);

Review of monitoring and other process documentation such as annual and self-assessment reports;

Collection of information from participating agencies

Interviews with several actors/stakeholders of the project, including (but not limited to) partners, SCUS, SCI management, and others as agreed;

Outputs and Deliverables

The following specific outputs are expected –

An Inception report

Data collection tools, including whether any existing tools from other organizations will be adapted or used.

All data collected (both raw and aggregated) on USB Drive. The data sets should be in an appropriate format (SPSS, Excel, and Word) and should be submitted together with the final evaluation report

All qualitative data (paper and electronic), analysis results should be submitted along with the final report; these should include the type of qualitative data to be collected and what software will be used to analyze such data

A draft evaluation report

A Final draft evaluation report including community case studies and recommendations to STEER.

PowerPoint presentation, summarizing the key findings from the evaluation submitted together with the final evaluation report. This will be expected latest two weeks after end of data analysis.

Document project achievements, best practices, and lessons learnt (i.e. what worked well and why and what did not work and why).

Submission of Response

To be considered for award of contract under this Terms of Reference (ToR), please provide a detailed description of respondent’s capabilities, experience, and qualifications relevant to the work described in this ToR. Following receipt of your application, Save The Children will send out a Request for Proposal (RFP) to select shortlisted applicants for full proposal.

Qualification and Experience

Extensive experience in evaluation of projects working in the development sector

Experience with knowledge management and organizational change processes

Extensive experience in Health, OVC or Child Protection programming in a developing country

A minimum of 15 years’ experience in administering surveys, conducting qualitative and quantitative analysis, collecting data and producing quality baseline and end line reports preferably for international non-profit organizations.

A master’s degree in relevant social sciences or health

Applicants with Country Director, Chief of Party or similar level of capacity is highly preferred.

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This is where the caregiver online course can bring a great help for you. This type of online course can bring a lot of conveniences for those who are already working and now want to shift to the care giving like sector. As the caregiver, you have to offer palliative care, bed care, you have to serve people during emergency conditions, and you also need to go for the crisis management. To handle all those vital things, you must have that certification and now you can get it while attending such online course.

Join these online classes

It’s the leading institute from Lagos, Nigeria that has announced the caregiver classes online. There are many candidates joining such classes these days. If you have considered going for the caregiver job, then you have taken a good decision for sure.

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Caregiver Course is Now Offered Online and This Brings More Conveniences for You!

There is a wide range of jobs we can join these days. But when you are selecting to join a job, you have to look for certain criteria. Things like job security, challenges involved with that job, the payment you get, etc must be considered on a high node when you are looking for a proper job. These days, so many people are heading towards the caregiver job. It’s a kind of job that can be challenging and enjoyable as well. As a caregiver, you have to stay really flexible with what you are supposed to offer. At the same time, you must be resourceful and needs to be very determined. This type of job is not easy as it looks from the outside. There are several challenges in this job and you have to handle them in the most professional manner. So the point here is you have to learn these elements. Only then you will be able to handle those elements during your job sessions.

This course will make you more creative

Caregiver plays a very vital role in those peoples’ life who need assistance both morally and physically. Your client can be a physically challenged person and he or she desperately needs your assistant. When you do the caregiver course, it helps you to learn more about how you can become creative with your work. As far as the care giving is concerned, this can be very vast personal accomplishment. Sometime, you might need to attend and give your services to the tough parents. At the first instance, this might seem to be challenging. But for those who have completed the relevant course, they can better handle such situation.

Go for the online course

Now you can also join the online class caregiver. This is a very convenient way to do such a course right from the comfort of your home or office.