METHODS: This study employed a document phenomenological approach, which is a systematic process to examine documents, interpret them to attain understanding, and develop empirical knowledge of the phenomenon studied. Using document analysis, interview transcripts and reflective essays of 16 Year 1 medical students who experienced academic failure were analysed. Based on this analysis, codes were developed and further reduced into categories and themes. Thirty categories in eight themes were linked to make sense of the series of events leading to academic failure.
RESULTS: One or more critical incidents commenced during the academic year, which led to possible resulting events. The students had poor attitudes, ineffective learning methods, health problems or stress. Students progressed to mid-year assessments and reacted differently to their results in the assessments. Afterwards, the students tried different types of attempts, and they still failed the end-of-year assessments. The general process of academic failure is illustrated in a diagram describing chronological events.
CONCLUSION: Academic failure may be explained by a series of events (and consequences) of what students experience and do and how they respond to their experiences. Preventing a preceding event may prevent students from suffering these consequences.
METHOD: Electronic literature search was conducted on eight databases using keywords and MeSH guidelines. Using the PRISMA protocol, studies published from 2003 to 2022 were retrieved and analyzed.
RESULT: Of the 1481 articles identified, 9 met the inclusion criteria. All the included studies were conducted across 10 of the 36 states in Nigeria, with every geo-political zone in Nigeria represented by at least two studies. The overarching themes identified were attitude and beliefs (n = 7), knowledge of HIV/AIDS (n = 3), quality of care (n = 4), education and in-service training (n = 4), and health facility policies and procedures (n = 3). Factors associated with HIV-related stigma among healthcare workers varied by gender, healthcare settings, specialties of health workers, and the presence of institutional stigma reinforcements. Healthcare workers without recent in-service training on HIV/AIDS and those who work in hospitals without anti-HIV/AIDS stigma policies exhibited more HIV-related stigmatizing attitudes.
CONCLUSION: Continuous in-service training of healthcare workers and the development of comprehensive stigma reduction interventions that will be reinforced with anti-HIV stigma policies in clinical settings may facilitate the attainment of national HIV prevention goals.