 So I will hand over the presenter right to the presenter who is nobody else but Amina Rahim Who will be doing justice to her research on the effect of nursing and educational program on exclusive breastfeeding of adolescent models attending a tinnata clinic at primary health centers in Zareh, Metropolis, Nigeria By way of introduction, Amina Abdu-Rahim is a nurse, is a nurse, is a midwife and a lecturer from the department of nursing science, University of Medjugorje which is north east in Nigeria She has studied in prestigious universities in Nigeria. She has got a first degree in Amodobello University, Zariah, which is also a high-profile university She had a master's and a master's in maternal and child health nursing in the University of Nigeria, Nsukka, which is also in Nigeria She's also currently at the veg of completing her PhD in the maternal, in Matalan and Nyuubon nursing in Amodobello University Zareah Which research focused on adolescent and infant care in Amodobello University Zareah. She has published articles in national journals and she has also presented papers in International and national conferences Welcome to the Virtual International Day of the Midwife. I'm going to hand over the presenter right to you, Amina. You're welcome. So it's all yours now, Amina. Go ahead and make your presentation. Thank you. I think Amina will... Hi Katrina, are you there? I'm back now. Are you getting volume? I'm not hearing any sound. Yes, I'm hearing everything. Amina seems to have problems with her connections, but to be going off and on, we are literally in the same place walking. I want to say, if she has issues with her connections, I mean, she may have to switch on to my laptop so that it can make a good flow. I thought I should let you know. Is that okay? Okay, I'm hearing you now, but I wasn't, and then I got kicked out of the radio conference. Had to go back in through the other browser. So apologies to our delegates for technical issues, but if Amina can continue, and if you're in the same place, if we can't hear her, maybe you could read her slides for her. Okay. Thank you very much, Katrina. Thank you very much. As I was saying, I don't think models face a lot of challenges in the course of their model route as they combine both maternal role and developmental task simultaneously. Both study and control groups and then that shows that it's most statistical significant difference in the demographic and studies of the study and control groups and also confine the originality of the groups. Hi, Catherine. I can hear you now. Keep going as long as we have sound, right? Yeah, I can hear you, but it looks like the spot connection. I was wondering if you can use my own machine and just go on with this presentation if it's fine. Is that okay? I don't know. That's fine, however, but did you say Amina was next to you? Is she going to talk or are you going to talk? Yeah, she feels comfortable to talk, she said. Okay. Do you need to log in again? How do we switch to your machine? Yeah, I'm there. I can just give it to her. I can give her the, I can take the presenter's status and then she will continue to ask me in the presentation if that's fine. Okay, so you'll take presenter. You have her slides up and then she will talk. Yeah, if that's fine, yeah. Alright, from this point on, right? Because it's 8.25 already. I mean, 25 past the hour in my time zone. Okay. Alright, let's do it then. Okay. Thank you very much. From the results, may I start from the result? Just continue from where you stopped. Don't go back. Just go from where you are. Okay. So I'm at table 1.1 which presents the social demographic restorations of both study and control groups. And it shows the statistical significant difference in social demographic restorations of the study and control groups. And that's confirmed the homogeneity of the groups. The table 1.2 presents the knowledge of exclusive breastfeeding of both study and control group for the intervention. And then the aggregate missed call of study and control groups are 72.27 and 71.27 respectively. T test value of 0.2653 and B value of 0.7 929 was obtained. That shows the study revealed low level of knowledge and no statistical significant difference in the mean knowledge score at pre-test between the study groups. And this is in line with this finding is in accordance with the study of early epsilon at all 2019 and that of said at all 2021 who discover low pre-test level of breastfeeding knowledge for both study and control groups. Table 1.3 presents the exclusive knowledge of exclusive breastfeeding for both study and control group after the intervention. And then the aggregate missed call of study and control group are 136 and 118 respectively. The T test value of 0.8172 and P value of 0.00 was obtained. And the knowledge which shows that the knowledge increase was observed in the study group at the post-test which was very marked and great throughout the stages while that of control group was very small. The intervention group that shows the intervention as impact in improving their knowledge of exclusive breastfeeding. And this finding is in line with that of that in a saw 2021 and that of say the saw 2021 that shows statistical improvements of exclusive breastfeeding in the study group after the education intervention. Then the table 1.4 presents the exclusive breastfeeding practice of post-study and control group after the intervention. And the aggregate missed call of study and control group was 52 and 118 respectively. T test value of 3.3407 and P value of 0.0045 was obtained. That shows the nursing education program that is effective in improving their practice of exclusive breastfeeding. And this finding is similar to the finding of NACIR et al. 2017 and that of regarding et al. 2021 which is cover significant improvement in the main practice call of breastfeeding techniques among the study group compared to that of a control group. Then the satisfaction, table 1.5 presents the satisfaction of study groups after the intervention. And the aggregate missed call of study and control group at 4.91 and 2.2 2.92 respectively. T test value of 4.5388 and P value of 0.45 was obtained. So that means that post test the models in the study group were more satisfied with the breastfeeding role than those in the control group. This implies the educational program was in place in enhancing the satisfaction of the breastfeeding role. Then figure 1.1 presents the line chart showing the effect of the intervention on knowledge over 6 multiples pattern. So this chart is presenting both the study and the control group, the time series, the time series, the level of knowledge at time series. So at pre-intervention, so this is discovered that both the study and control as the same, almost the same level of knowledge, which after the intervention, the knowledge in the intervention group was greatly improved and this was maintained all through to the end of the observation which is 6 months with pattern. And there was a slight, at 14 weeks and 6 months there was a slight decline in the level of knowledge. So looking at this chart, likewise for the control group we discovered that they left the knowledge slightly increased and the increase was also maintained at that gradual pace to the end of the observation and there was also a slight decline at 14 weeks to 6th multiple pattern. So from by implication it means that the not the intervention as the effect, it as the ability to maintain to sustain their knowledge over a period of time and likewise it was also observed that that decline shows that one being as a way of a slight decrease in their level of knowledge, which now give a room for continuous education of models. And then the, part of the design is that it has the ability to differentiate the impact, the effect of the intervention from the circular trend. The circular trend in the sense that there are some changes of increase in order that may occur even without the intervention which was slightly observed at the control group. So the design as the impact is as the ability to differentiate the effect of the intervention from the circular trend. So the nice slide is figure 1.2 which also presents the line chart so the effect of intervention on practice over 6 months pattern. So at this stage we, okay, so at this we discover that and part of the, it's also showed that after the intervention there was a great an increase in the for the, for the intervention group or through the intervention which also maintained that that decline at 14th and 6th month was patterned and likewise intervention for the control there was just gradual increase in the level of practice which also declined at 14th and 6th month. So that means there was, there should be continuous education of models because this now translate that even their subsequent delivery, those in the control and the intervention group still have the tendency to have a good knowledge of what the exclusive breastfeeding is all about the practice, good practice of exclusive breastfeeding and what is still needs to continue giving us to update and keep up to date and have optimal knowledge and the practice. So and the okay, so the next conclusion the results shows that nursing education program could significantly improve their knowledge, practice and satisfaction of adolescent models on the exclusive breastfeeding. So the, therefore the need for mid-rise to continuing educating adult descent models. So recommendation, there's need for continuous training and education of adolescent models on exclusive breastfeeding. And there's also committed a similar study should be repeated in other parts of the country. So part of the limitation of this study is that we could not establish based on the charts number two if 1.2 we could not establish the baseline practice of adult descent model and the reason being that most of them were prebiographical and do not have any experience with what practice of exclusive breastfeeding was all about. So these are some of the references and thank you very much for listening. Thank you very much Amina. So I've taken over the presentation from her as a facilitator. Apologies for the breaking connectivity issue and other stuff. We really apologize from down here. Thank you for your complete attention. So please feel free to ask questions in the chat boxes. I'm just watching it to see if there's any question coming up. Do we have any questions from the audience please? Amina, I want to ask you some questions for the audience. I want to ask you some questions. I was just wondering why was the focus on adolescent is just my own thoughts. I was like, okay, why is she focusing on adolescent? What's about other models, full blown adult models why adolescent? Do you want to tell the audience about or do you want to tell me more about it? I'm going to give you the headset. Thank you very much. Focusing this study on adolescent is very paramount. As you can see globally about 80 million adolescent girls give birth each year and 95% of them are from Sub-Saharan Africa. We know that motherhood in adolescent is overcome by difficult as they combine multiple life changes simultaneously. The shift to adulthood that's a period of confusion. So at this stage there's the possibility of marriage, the pregnancy and childbirth. How this complicates their motherhood. And again, adolescents are also known from previous literatures to have poor outcome in the time of their infant. They are associated with low infant birth weight, premature delivery and even low high mobility and mortality. So at this risk, couple with their low level of knowledge and lack of experience and care of infants, particularly the appropriate infant feeding can complicate or can be make them or their infants to be in a situation that make their survivor to be threatening. So as such, compared to the older women some of them have gained experience from previous delivery. Some of them must have exposed of this kind of training during their first child or at that stage of development. So they must have gained some of this knowledge on their infant feeding. So that's why it's more paramount to focus this on adolescent because focusing them and training them and if they are able to give appropriate feeding to their infant, we'll be able to achieve high infant health and towards the achievement of their sustainable development goals. And again, the kids or the infant of older mothers also are there. They don't face that the risk of having low birth weight or high mobility and mobility. So I think focusing on adolescent is paramount and it's very good to achieve more of an infant's health when training them or supporting adolescent models. Yeah, I think we have some few minutes to the end of this session. I was also wondering that why did you decide to choose a quasi-experimental study? Why do you have any reason for that considering that this is part of your doctoral thesis? Any reason you want to tell us about it? Okay. Thank you very much. The fact that the aim of the study was to train them means we want to see the impact of the training on the adolescent that were trained. So that means the most appropriate is to look at the quasi-experimental for the fact that we train some good people of adolescent and the other ones were allowed to face the routine care. So I mean that the most appropriate is to look at the quasi-experimental and the quasi-experimental, the contra-interrupted time series is looked into because we want to see their sustainability of their knowledge and the practice. Even after the first child or towards long tail of the immunization assessment, are they able to have the knowledge or the practice is still very okay so we should now translate that even after their subsequent delivery, how is their knowledge we can predict the knowledge that they see have or they see just need to refresh their knowledge and their knowledge so that they can maintain the tempo of practice. So that's why it's important because the research is aimed at evaluating the effect of a program. So thank you very much. Do we have more questions here? If I turn off the recording please. Any more questions? This is a fascinating question. I see a question in the chat Halima. Yeah this I can find any questions here. Keep scrolling. Well that's my question for Amina is if in the study you asked any qualitative questions what did they think about the intervention, what did they feel about the intervention, that kind of thing. Okay yeah you mean for Amina to the audience, to the participant, did she ask them any qualitative questions? No for Amina in her study did she ask her study participants any open ended questions or was it strictly the qualitative knowledge increased, satisfaction increased etc. Did you get any open ended questions in there? Yeah I just asked her. She said she couldn't hear you properly and she said she didn't ask any question regarding qualitative questions. It's just pure quantitative she just said. Okay well more follow up in further study, further research is to find out how the adolescents felt about the experience right? Yeah So what do you want to say about it? Maybe I should say it another way that you asked them any qualitative question and you said you didn't ask. So perhaps do you intend to do anything like that in your further studies or are you recommending anything like that for your further studies? Maybe subsequently that qualitative aspect of it can be looked into in a subsequent study for now it doesn't like us to know the level of satisfaction as regards what the study is all about, their satisfaction with regards to exclusive breastfeeding is all about. So this time we recommend an subsequent study. Thank you.