Faculty of Health Sciences

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Browsing Faculty of Health Sciences by Author "Omona, Kizito"

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    Biology and pathology of cortisol in sexual dysfunctions
    (Springer, Cham, 2024-10-05) Omona, Kizito; Balamaga, Samuel Ssanyu
    Any issue or challenge that a person or partners encounter during any phase of typical sexual activity—be it physical pleasure, desire, preference, arousal, or orgasm—is referred to as sexual dysfunction. There are various factors that can contribute to this, such as the level of cortisol in the bloodstream. Cortisol is a hormone that is produced by the adrenal glands, which are situated above the kidneys. The release of cortisol is triggered by stress, whether it is caused by physical or mental factors. Cortisol plays a crucial role in priming the body for action when faced with stressful situations. The effects of this can lead to an elevation in blood pressure, a rise in blood sugar levels, and a weakening of the immune system, resulting in inflammation. The typical plasma concentration of cortisol (free and bound) is 12 mg/100 ml, while the average secretion amount is 15 mg per 24 h. This hormone also regulates the sleep/wake cycle. It is released during times of stress to provide the body with an energy boost and enhance its ability to cope with emergency situations. There are different medications and types of therapy available to assist individuals in overcoming sexual dysfunction. While there is limited information regarding the connection between cortisol and sexual dysfunction, existing literature suggests that elevated cortisol levels, such as those caused by stress, can increase the risk of experiencing sexual dysfunction. One of the most prevalent issues is erectile dysfunction. This chapter explores the biology and pathology of cortisol in sexual dysfunctions, providing a deeper understanding of the subject.
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    Intestinal stomas and quality of life measures: Uganda perspectives
    (Springer, Cham, 2024-08-13) Omona, Kizito
    Intestinal stomas are artificial surgically made connections of the gut to the skin or exterior. It is a surgically created opening of the intestine onto the front wall of the abdomen that allows removal of faeces from the body, to drain into a pouch or other collection device. Intestinal stoma prolongs the lives of patients and helps them to return to a better health. However, it has never been easy to accept and live with intestinal stomas for most patients. Intestinal stoma presents various problems; psychological, psychosocial, and cultural. The psychological problems experienced include depression, anxiety, changes in body image, low self-esteem, sexual problems, denial, loneliness, hopelessness, and stigmatization, among others. Studies have shown that patients undergoing emergency stoma surgery have marginally poorer quality of life (QoL) compared with those undergoing similar procedures without stoma formation. Self-efficacy is one of the important factors affecting patients’ adaptation with the stoma.
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    Introduction to micro-leanings and micro-credentials in higher education institutions
    (IGI Global Scientific Publishing, 2024) Omona, Kizito; Mbabazi, Ginny Scovia
    Higher education is in a state of constant adaptation because of a variety of societal conditions and technological innovations. Changing demographics of learners, the rise in enrolment, increasing tuition, and the demands for an educated workforce appear to be at the forefront of this constant adaptation. Using a segmented approach, such as microlearning, provides the opportunity for institutions to offer an effective solution for a changing clientele. Conclusively, on one hand, higher educationists need to understand the relevance of utilizing new technologies in the classroom and their direct correlation with skill sets and competency. On the other hand, globally, micro-credentials are gaining traction as viable vehicles for rapid upskilling of the workforce in the 21st century and potential pathways for gaining employment for many learners.
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    Management of higher education learning and teaching through crisis: a benchmark for improved future learning in Uganda
    (Palgrave Macmillan, Cham, 2024-06-05) Omona, Kizito; Ssuka, Kizito Jonathan; Ouma, Richard; Nalela, Kizito; Amoding, Jane Florence; Arayo, Susan; Kayi, Modest O.’dama
    Uganda, a country situated in Eastern Africa, has a land area of 241,555 square kilometres and a population estimate of 44,269,000 people. Uganda is home to dozens of African ethnic groups, as well as a small Asian community. Following the outbreak of COVID-19, from January 3rd, 2020, to July 26th, 2022, there have been 168,013 confirmed cases of COVID-19, with 3627 deaths due to the pandemic. In early March 2020, there was dramatic closure of all institutions of learning by the government. The speed of these closures significantly affected higher institutions of learning, and the management of learning and teaching processes was predominantly by crisis. This study examined the management of higher education learning and teaching through a crisis in Uganda between January 2020 and July 2022. A literature search of databases was made to examine the management of higher education learning and teaching in Uganda. Studies showed that the magnitude of learning disruption variably affected the management of different learning and teaching processes across the whole country. Both learners and instructors, as well as the administration of the different learning institutions, were taught important lessons from this unprecedented event. These could form the benchmark for future improvement of learning and teaching processes in Uganda.
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    Vaginal delivery
    (Intech Open, 2021) Omona, Kizito
    Vaginal delivery refers to the birth of offspring in mammals or babies in humans, through the vagina, also known as the “birth canal”. It is the natural method of birth for most mammals excluding those which lay eggs. For women who deliver vaginally, childbirth progresses in three stages: labor, delivery of the baby and delivery of the placenta. There are two types of vaginal delivery: Unassisted vaginal delivery and assisted vaginal delivery. In the later, this assistance can vary from use of medicines to emergency delivery procedures. The following types of vaginal delivery have been noted; (a) Spontaneous vaginal delivery (SVD) (b) Assisted vaginal delivery (AVD), also called instrumental vaginal delivery (c) Induced vaginal delivery and (d) Normal vaginal delivery (NVD), usually used in statistics or studies to contrast with a delivery by cesarean section. Delivery of a full-term newborn occurs at a gestational age of 37–42 weeks, usually determined by the last menstrual period or ultrasonographic dating and evaluation. Nearly 80% of newborns are delivered at full term while approximately 10% of singleton pregnancies are delivered preterm and 10% of all deliveries are post-term.