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Inaugural Commonwealth Nurses Conference

Our health: our common wealth 10-11 March 2012 London UK

In collaboration with the 9th CNF Europe Region Conference

Supported by the Royal College of Nursing UK

Mrs ALICE TAMBE AGBOR

The effects of climate on nursing students’ health and wellbeing

Presented by

TAMBEAGBOR ALICE AYUK

BNS

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PLAN Objectives

Introduction

Results

Conclusion

Recommendations

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OBJECTIVES To assess the effect of heat on nursing students’ health

and wellbeing.

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INTRODUCTION

Climate change affects fundamental requirements for health-

clean air, safe drinking water, sufficient food and secure shelter.

Many major killer diseases such as diarrhoeal diseases, malnutrition malaria and dengue are highly climate sensitive and are expected to worsen as the climate changes. It should be noted here that malaria is the first killer disease in Cameroon.

Studies suggest that climate change could expose an additional 2 billion people to dengue transmission by the year 2080.

All populations are affected by climate change but some are more vulnerable than others;

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INTRODUCTION cont Areas with poor health infrastructures- mostly in the

developing countries are least to cope without assistance to prepare and respond.

The health effects related to climate change are potentially an increasing problem in Cameroon, especially during the hot season when there are no means for protective and adaptive actions.

This study therefore focused on the effect of heat(the hot season) on nursing students’ health and wellbeing.

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METHODOLOGY

This study involved an in-depth interview with the use

of a structured questionnaire addressed to 90 nursing

students from 3 different nursing schools in Garoua,

headquarters of the North Region, Cameroon

Each student participated in an in-depth interview to evaluate the effect of heat on the students’ health and wellbeing during school days in the town of Garoua.

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RESULTS There was a significant correlation between daily in-

door temperatures of the classrooms and the percentage of students who had fatigue, headache, nose bleeding and felt very hot.

55.6% of the students had fatigue.

33.3% felt very hot.

8.9% had headache.

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RESULTS cont

2.2% had nose bleeding.

The prevalence of fatigue and feeling very hot were higher in girls than in boys; 62%:38% and 78%:22% respectively.

Up to 67% of the students were absentminded in class

33% had a slow writing speed.

High in-door temperatures between 38-40 degree Celsius were observed in these schools.

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PERCENTAGES OF EFFECT OF HEAT ON STUDENTS

0

10

20

30

40

50

60

fatiguehot

headache

nose bleeding

55.6

33.3

8.9

2.2

pe

rce

nta

ge

effect of heat

%

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CONCLUSION Fatigue, feeling very hot, headache and nose bleeding

associated with high in-door temperatures were observed amongst the students involved in this study.

Therefore students are unable to effectively learn due to the high in-door temperatures.

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RECOMMENDATION Trees should be planted around the classrooms and

watered regularly so that the surrounding air is cooler. By the process of convection, there will be exchange of air from the surrounding and the classrooms. This may help provide a conducive classroom temperature so that the students can learn effectively

The provision of air conditioners and/or ceiling fans may help reduce the high in-door temperatures of the classrooms which may in turn enhance learning and increase performance.

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FOOD FOR THOUGHT Lets say A= 1, B=2, C=3 etc

What small truth can make life 100%?

Is it H A R D W O R K?

8 + 1 + 18+ 4 + 23 + 15 + 18 + 11=97%

Is it wealth, money?

Lets take a look at ATTITUDE.

Every problem needs a change in ATTITUDE

It is our ATTITUDE towards life that makes it 100%.

The best you can do is to let others know.

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THANKS FOR YOUR KIND ATTENTION

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