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Introduction: A human immunodeficiency virus (HIV) test during pregnancy is the gateway to the prevention of mother-to-child transmission (PMTCT) of HIV. Estimating the national uptake of HIV tests among pregnant women is an important course of action. Thus, we pooled the information about the national uptake of HIV tests and determined the significant factors among pregnant women in Ethiopia. Methods: We searched PubMed, Scopus, Web of Science, and Google Scholar databases. We also searched for cross-references to get additional relevant studies, and included cross-sectional, case-control and cohort study studies. We applied a random-effects model meta-analysis to pool the national data of uptake of HIV tests. Galbraith's plot and Egger's regression test were employed to check publication bias, and heterogeneity was assessed using I ² statistics. The protocol registered is found in the PROSPERO database with the registration number CRD42019129166. Results: In total, 22 articles with 13 818 pregnant women study participants were involved. The national uptake of HIV tests among pregnant women was 79.6% (95% CI 73.9–85.4). Living in urban areas (AOR 2.8; 95% CI 1.1–4.6), previous HIV tests (AOR 4.6; 95% CI 1.2–8.0), and comprehensive knowledge on mother-to-child transmission (MTCT) (AOR 2.61; 95% CI 1.5–3.7) and PMTCT of HIV (AOR 2.1; 95% CI 1.5–2.8) were associated with increased practice of HIV tests. Conclusion: This review showed that HIV test coverage among pregnant women was approximately 80% and substantially lower than the national recommendation. Addressing HIV-related health services for rural women and providing health information on MTCT and PMTCT of HIV to increase HIV testing coverage is required. [ABSTRACT FROM AUTHOR]

Introduction. Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academic performance. Methods and Materials. Institution based cross-sectional study was conducted with 388 students at Debre Berhan University. Data were collected at the nine colleges. Logistic and linear regression analysis was performed for modeling insomnia and academic performance with a p value threshold of 0.05, respectively. Data were entered using EPI-data version 3.1 and analyzed using SPSS version 20. Results. The prevalence of insomnia was 61.6%. Field of study (p value = 0.01), worshiping frequency (p value = 0.048), marital status (p value = 0.03), and common mental disorder (p value < 0.001) were identified associated factors of insomnia. There was no significant association between insomnia and academic performance (p value = 0.53, β = −0.04). Insomnia explained 1.2% (r2 = 0.012) of the difference in academic performance between students. Conclusions. Nearly 3 out of 5 students had insomnia. We recommended that universities would endorse sleep quality and mental health illness screening programs for students. [ABSTRACT FROM AUTHOR]

Background. Globally 3 to 8% of reproductive age women are suffering from premenstrual dysphoric disorder (PMDD). Several mental and reproductive health-related factors cause low academic achievement during university education. However, limited data exist in Ethiopia. The aim of the study was to investigate mental and reproductive health correlates of academic performance. Methods. Institution based cross-sectional study was conducted with 667 Debre Berhan University female students from April to June 2015. Academic performance was the outcome variable. Mental and reproductive health characteristics were explanatory variables. Two-way analysis of variance (ANOVA) test of association was applied to examine group difference in academic performance. Result. Among 529 students who participated, 49.3% reported mild premenstrual syndrome (PMS), 36.9% reported moderate/severe PMS, and 13.8% fulfilled PMDD diagnostic criteria. The ANOVA test of association revealed that there was no significant difference in academic performance between students with different level of PMS experience (F-statistic = 0.08, p value = 0.93). Nevertheless, there was a significant difference in academic performance between students with different length of menses (F-statistic = 5.15, p value = 0.006). Conclusion. There was no significant association between PMS experience and academic performance, but on the other hand, the length of menses significantly associated with academic performance. [ABSTRACT FROM AUTHOR]