Kenya Methodist University

BackgroundOptimal nutrition in very low birth weight (VLBW) neonates is essential in decreasing mortality and long-term morbidities but remains suboptimal in many newborn units (NBUs) in resource-limited settings. We assessed the effect of training healthcare practitioners (HCPs) on feeding prescriptions on the first day of life of VLBW neonates in two Kenyan newborn units.MethodsWe conducted a quasi-experimental study using an interrupted time series (ITS) design. The intervention was HCP training on feeding of VLBW neonates. We extracted data on feed prescriptions issued on day one of life for all VLBW neonates admitted to the two newborn units. We calculated the proportion of correct feed prescriptions at different time points in the pre-interventional and post-interventional periods, and modelled changes using segmented beta regression.ResultsWe analyzed feed prescriptions for 181 and 254 neonates in the pre-intervention and post-intervention periods, respectively. The proportion of correct prescriptions increased from 38.1% to 45.3%, corresponding to an absolute effect (effect size) of 7.2 percentage points (95% CI −2.7–17.0). Segmented ITS analysis showed a declining pre-intervention trend in prescription correctness followed by an immediate step increase after the training. However, the improvement plateaued from the second month post-intervention. Neonatal stability, referral status, and place of admission were independently associated with incorrect feed prescriptions (p < 0.001, p = 0.008, and p = 0.007, respectively).ConclusionsA short, focused training intervention was associated with a modest, overall non-significant increase in the correctness of day-1 feeding prescriptions for VLBW neonates. ITS analysis suggested a possible early post-training improvement, but the segmented regression estimates were not statistically significant, and there was no evidence of a sustained effect over time. These findings suggest that training alone may be insufficient to achieve durable practice change without reinforcement and broader health system support.

study examined the influence of school working conditions on the academic performance of learners in public primary schools in Nyandarua West Sub-County, Kenya, with a specific focus on adequate teaching resources, supportive leadership, and manageable teacher workloads. The study was anchored on Herzberg’s Two-Factor Theory. A convergent-parallel mixed-methods approach using cross-sectional and interview designs was adopted. The study targeted 530 teachers and 23 head teachers from 23 public primary schools in Nyandarua West Sub-County. Cochran’s formula (1977) determined a sample of 223 teachers selected through simple random sampling, while 12 head teachers were purposively selected. Instruments were piloted with 20 teachers in public primary schools in Nyandarua Central Sub-County. A Cronbach’s Alpha of 0.7 or above was considered acceptable. Quantitative data were analyzed using SPSS through correlation and linear regression, while qualitative data were thematically analyzed and triangulated. The study adhered to ethical research standards. School working conditions, such as adequate teaching resources, supportive leadership, and manageable workloads, enhance teaching effectiveness and improve learner outcomes (mean = 3.89; SD = 0.432). Additionally, correlation results confirmed that school working conditions have a very strong positive and statistically significant relationship with academic performance (r = 0.702, p < 0.01). Regression results further showed that school working conditions had the strongest positive and statistically significant influence on academic performance (B = 0.297, β = 0.361, p < 0.001). The study finds that the availability of teaching resources, supportive leadership, and a manageable workload significantly enhance teacher effectiveness and learners' academic outcomes in public primary schools. The study recommends that school management and education authorities improve working conditions by ensuring adequate teaching resources, supportive leadership, manageable workloads, and improved funding and infrastructure in public primary schools.

County libraries are expected to preserve Indigenous Knowledge (IK) through systematic collection and documentation. However, in Marsabit and Isiolo counties, much of this knowledge remains undocumented because community participation in library-led IK collection is inconsistent and inadequately structured. This study evaluated how community participation influences Indigenous Knowledge collection in county libraries in Marsabit and Isiolo, Kenya. The study drew on Social Capital Theory, which explains how trust, social networks, and shared norms facilitate collective action in community-based knowledge preservation. The study adopted a descriptive survey design using quantitative and qualitative approaches. The study was conducted in county libraries in Marsabit and Isiolo and targeted 370 respondents, comprising 33 library staff, 42 Community Knowledge Holders (CKHs), and 295 Indigenous Knowledge Programme Participants (IKPPs). The study selected a sample of 150 respondents through census sampling for library staff and CKHs and stratified random sampling for IKPPs. We collected data using structured questionnaires and semi-structured interview guides. Instrument validity was established through expert review and pretesting at Kitui County Library, while reliability was confirmed using Cronbach's alpha coefficients above the recommended threshold of 0.70. Quantitative data were analysed using IBM SPSS Version 26, while qualitative data were analysed thematically. The findings revealed a strong positive and statistically significant relationship between community participation and Indigenous Knowledge collection (r=0.728, p<0.001), with a composite mean of 4.06 (SD = 0.79), indicating well-established participatory practices. The study concludes that meaningful community participation is critical to effective Indigenous Knowledge collection. It recommends that county library management, the Kenya National Library Service (KNLS), and county governments institutionalise structured participation mechanisms, including community forums, storytelling sessions, cultural events, and validation meetings. The study contributes empirical evidence demonstrating that structured community participation strengthens Indigenous Knowledge collection and preservation in culturally diverse county libraries in Kenya.

Kenya currently experiences an electronic waste crisis with an annual output of over 53,559 metric tons against a formal recovery rate of less than 15%. Meru Municipality equally experiences unobserved heterogeneity characterized by informal disposal and open dumping at Nkunga dumpsite. This study conducted a characterization, quantification and disposal pathway assessment of e-wastein Meru Municipality. The study was anchored on Theory of Planned Behavior (Ajzen 1991), and Extended Producer Responsibility Theory (Lindhqvist 1992). Utilizing a qualitative and quantitative survey design, the study gathered data from 297 respondents using stratified and simple random sampling techniques across households, institutions and commercial entities. Data analysis was conducted via SPSS (v.25), employing descriptive and inferential tests; qualitative insights were integrated through key informant interview highlights. Findings revealed that private businesses (31.6%) and households (30.0%) predominantly dominated the e-waste stream with informal workshops acting as primary aggregation points (Mean = 316.58 units). Concerning handling practices, 50.0% of respondents engaged in indefinite stockpiling, a habit dictated by geographic location (Likelihood Ratio p = 0.036), data skepticism (55.8%), and personal attachment (68.3%). Furthermore, a severe logistical vacuum left 57.0% of the respondents completely unaware of formal facilities, forcing a market-driven reliance on informal channels for cashflows particularly among educational institutions (77.8%), or leading to hazardous options like on-site burning (33.0% of businesses). The study concluded that the transition to a circular economy in Meru Municipality is dependent on a strategy that bridges the gap between national / county policy and local reality.

This study was conducted in Garowe IDP camps with the aim of assessing nutritional status and to examine maternal knowledge and awareness of proper nutrition during pregnancy, to identify dietary habits and food practices among pregnant attending barwaqo, jilab and jowle health centers. This is a descriptive, cross-sectional survey design with mixed-methods A total of 218 pregnant women were registered during the study period; 180 participants had complete nutritional-status data and were included in the outcome analyses. The study revealed that multiple factors significantly influence the nutritional status of pregnant women in IDP camps attending Barwaqo, Jilab, and Jowle Health Centers in Garowe, Puntland. The findings indicate that higher maternal nutritional knowledge (χ² = 8.94, p = 0.003; OR = 1.57), better dietary practices (χ² = 6.78, p = 0.009; OR = 1.38), are positively associated with improved nutritional outcomes, specifically reflected in MUAC measurements. Targeted interventions are needed to improve the nutritional health of pregnant women. It is recommended that health initiatives be prioritized, education programs be implemented, counseling be integrated into care. Keywords: Nutritional Status, Pregnant Women, Maternal nutritional knowledge, Dietary practices, Internally displaced persons; MUAC