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Abstract Background Viruses are the leading etiology of acute respiratory infections (ARI) in children. However, there is limited knowledge on drivers of severe acute respiratory infection (SARI) cases involving viruses. We aimed to identify factors associated with severity and prolonged hospitalization of viral SARI among children 7 days). Conclusion Younger age, malnutrition, codetection of Klebsiella pneumoniae, and illness during the rainy season were associated with very severe cases and prolonged hospitalization of SARI involving viruses in children under five years. These findings emphasize the need for preventive actions targeting these factors in young children.

BackgroundLittle is known about the cocirculation of influenza and SARS-CoV-2 viruses during the COVID-19 pandemic and the use of respiratory disease sentinel surveillance platforms for monitoring SARS-CoV-2 activity in sub-Saharan Africa. ObjectiveWe aimed to describe influenza and SARS-CoV-2 cocirculation in Kenya and how the SARS-CoV-2 data from influenza sentinel surveillance correlated with that of universal national surveillance. MethodsFrom April 2020 to March 2022, we enrolled 7349 patients with severe acute respiratory illness or influenza-like illness at 8 sentinel influenza surveillance sites in Kenya and collected demographic, clinical, underlying medical condition, vaccination, and exposure information, as well as respiratory specimens, from them. Respiratory specimens were tested for influenza and SARS-CoV-2 by real-time reverse transcription polymerase chain reaction. The universal national-level SARS-CoV-2 data were also obtained from the Kenya Ministry of Health. The universal national-level SARS-CoV-2 data were collected from all health facilities nationally, border entry points, and contact tracing in Kenya. Epidemic curves and Pearson r were used to describe the correlation between SARS-CoV-2 positivity in data from the 8 influenza sentinel sites in Kenya and that of the universal national SARS-CoV-2 surveillance data. A logistic regression model was used to assess the association between influenza and SARS-CoV-2 coinfection with severe clinical illness. We defined severe clinical illness as any of oxygen saturation

Background There has been a notable rise in the number of African nurses and midwives migrating to high-income countries despite varying policies and restrictions to promote retention. The need to comprehensively evaluate existing policies addressing the exodus is crucial to future policy formulation and steps in addressing drivers of nurses and midwives brain drain in Africa.Aim To explore the existence of migration policies that address the drivers of nurse and midwives’ migration outside Africa and determine the characteristics and implementation of these policies.Methods The review would be guided by the JBI methodology for systematic reviews of text and non-research evidence. Databases including CINAHL, PubMed, Academic Search Complete via Ebscohost and ISI Web of Science will be searched using a PICOS selection criteria framework. Grey literature would be gathered from Google Scholar, government and organisational websites. Two independent reviewers would be involved in searching, study selection, data extraction and data analysis. A third reviewer would provide an arbitrary judgement during conflicts when disagreements persist after discussion. A meta-synthesis would be used to identify and report emerging themes in the literature.Ethics and dissemination The study does not require ethical approval. The findings would be published in peer-review journals and presented at research conferences.PROSPERO registration number CRD42023395013.

Introduction International students make significant contributions to their host institutions and countries. Yet research shows that not all international students have the financial means to fend for themselves and meet their financial obligations for the entire study programme. Such students are at significant risk of food insecurity. The objective of this scoping review is to synthesise available information on the factors related to food insecurity among international students studying at postsecondary educational institutions and identify the types of food insecurity interventions that have been implemented to address this issue.Methods and analysis The Joanna Briggs Institute scoping review methodology will be used to guide this scoping review, and we will search the following databases: MEDLINE (through Ovid), CINAHL (EBSCO), PubMed, ERIC (via Ovid), PROSPERO and ProQuest. The titles, abstracts, and subsequently full texts of the selected papers will then be screened against the inclusion criteria. Data from articles included in the review will be extracted using a data charting form and will be summarised in a tabular form. Thematic analysis will be used to identify common themes that thread through the selected studies and will be guided by the steps developed by Terry et al.Ethics and dissemination Since this project entails a review of available literature, ethical approval is not required. The findings will be presented at academic conferences and published in a peer-reviewed journal. To make the findings more accessible, they will also be distributed via digital communication platforms.

The SARS-CoV-2 Delta variant emerged shortly after COVID-19 vaccines became available in 2021. We describe SARS-CoV-2 breakthrough infections in a highly vaccinated, well-monitored US Embassy community in Kampala, Uganda. Defining breakthrough infection rates in highly vaccinated populations can help determine public health messaging, guidance, and policy globally.

This article examines the factors affecting the inclusion of migrant students and how they exercise agency in response to the challenges that impede their inclusion within the Ghanaian education system. We draw on agency and inclusion theories in the analysis of interviews and observation data from 68 migrant students across 30 schools. The findings show the negative impact of language, exploitation, labeling, and teasing on migrant students in the absence of inclusive structures. This article brings to the fore the lack of inclusion for migrant students at the basic school level in Ghana and its negative ramifications on the academic achievement of not just migrant students but all students. The study highlights how migrant students demonstrate relational agency in their preference for friendships with people from similar backgrounds in overcoming challenges in school. Our findings contribute to studies on migration and education by addressing some of the challenges and possibilities of comparative and international education in "postcolonial" Africa.

This article focuses on deepening the understanding of the factors affecting migrant students' integration in Ghana's educational system. Research on migrant education has primarily centred on northern destination countries. Using the case of West African migrant children in a multiethnic and multilingual Ghanaian setting, the article examines the complex and interplaying factors affecting migrant students' integration into Ghanaian schools. Analysis from 40 semi-structured interviews with teachers and principals drawn from 30 schools offers insights into the challenges faced by schools in trying to help migrant students succeed. The study offers practical insights into the advantages of having teachers with a migrant background, especially the extent to which they use their intercultural competencies in helping migrant students overcome school-related challenges. While the fieldwork was carried out in Ghana, the implications are also of interest to other jurisdictions where schools are faced with migration-related diversity.

This article examines the factors affecting the inclusion of migrant students and how they exercise agency in response to the challenges that impede their inclusion within the Ghanaian education system. We draw on agency and inclusion theories in the analysis of interviews and observation data from 68 migrant students across 30 schools. The findings show the negative impact of language, exploitation, labeling, and teasing on migrant students in the absence of inclusive structures. This article brings to the fore the lack of inclusion for migrant students at the basic school level in Ghana and its negative ramifications on the academic achievement of not just migrant students but all students. The study highlights how migrant students demonstrate relational agency in their preference for friendships with people from similar backgrounds in overcoming challenges in school. Our findings contribute to studies on migration and education by addressing some of the challenges and possibilities of comparative and international education in "postcolonial" Africa. [ABSTRACT FROM AUTHOR]

Research on migrant children and young people has often focused on the global North and less on South–South migration. This article discusses language and its effect on how young migrants access Ghanaian schools. Through interviews with 68 pupils, 21 parents and 40 teachers and principals from 30 schools across Accra, we found that children and young people from francophone countries were placed in lower than age‐appropriate grades due to their lower command of English. Our study highlights the complex linguistic barriers facing migrant youth in an anglocentric educational system. The article discusses the relevance of our results in other postcolonial multilingual nations in the global South. [ABSTRACT FROM AUTHOR]