Blood transfusion is an essential component of the health care system of every country and patients who require blood transfusion service as part of the clinical management of their condition have the right to expect that sufficient and safe blood will be available to meet their needs. However, this is not always the case, especially in developing countries. To recruit and retain adequate regular voluntary non-remunerated blood donors the motivators and barriers of donors must be understood. Equally important to this goal is the knowledge of blood donors. A cross-sectional study was conducted at the donor clinic of Tamale Teaching Hospital in the Northern Region of Ghana from 06 January to 02 February 2018. Purposive sampling technique was used to sample 355 eligible first-time and repeat whole blood donors. Data were collected face-to-face with a 27-item self-administered questionnaire. Chi-square test was used to determine the association between donor status and the motivators of blood donation, barriers to blood donation and the socio-demographic characteristics of donors. Out of the 350 donors, 192(54.9%) were first-time blood donors while 158 (45.1%) were repeat donors. Nearly all the donors, 316(90.3%), indicated they were motivated to donate when someone they know is in need of blood. Over four-fifths of the donors endorsed good attitude of staff (n = 291, 83.4%) and the desire to help other people in need of blood (n = 298, 85.1%) as motivators. Approximately two-thirds, 223(63.7%), of the donors endorsed poor attitude of staff as a deterrent to blood donation. More than half of the donors considered the level of privacy provided during pre-donation screening (n = 191, 54.6%) and the concern that donated blood may be sold 178(50.9%) as deterrents. Only a little over one-third of the donors knew the minimum age for blood donation (n = 126, 36.0%) and the maximum number of donations per year (n = 132, 37.7%). Our findings suggest that public education on blood donation, regular prompts of donors to donate when there is a shortage, and friendly attitude of staff have the potential to motivate donors and eliminate barriers to blood donation.

The COVID-19 pandemic affected many nations around the globe, including Ghana, in the first quarter of 2020. To avoid the spread of the virus, the Ghanaian government ordered universities to close, although most of them had only just begun the academic year. The adoption of Emergency Remote Teaching (ERT) had adverse effects, such as technostress, notwithstanding its advantages for both students and academic faculty. This study examined two significant antecedents: digital literacy and technology dependence. In addition, the study scrutinized the effects of technostress on two relevant student qualities: academic achievement and academic productivity. A descriptive correlational study method was used to discern the prevalence of technology-induced stress among university students in Ghana. The technostress scale was used with a sample of 525 students selected based on defined eligibility criteria. A confirmatory factor analysis (CFA) was employed to calculate the measurement models and structural models. The divergent validity and convergent validity were estimated with the average variance extracted (AVE) and coefficients of correlation between the constructs. The online survey of 525 university students inferred that technology dependence and digital literacy contributes significantly to technostress. Additionally, technostress has adverse effects on academic achievement and academic productivity. Practical implications, limitations, and future directions for the study were also discussed.

There is an upsurge in the use of mobile phones among higher education students in Ghana, which may result in the nomophobia prevalence with the students. Therefore, the need to assess the influence of nomophobia within the student population in Ghana. This descriptive cross-sectional study investigated the prevalence of nomophobia and the sociodemographic variables, and the association with academic achievement of the understudied population. A self-reporting nomophobia questionnaire, composed of 20 dimensions, was answered by 670 university students to measure the nomophobia prevalence. Raw data were estimated using descriptive statistics, and one-way ANOVA and Independent T-test. While the findings showed diverse grades of nomophobia, statistical significance between academic achievement and the level of nomophobia was observed. This study concludes that there is a high nomophobia prevalence among university students in Ghana as the use of smartphones increases. However, follow-up studies should be conducted in Ghanaian universities to monitor nomophobia and its associates in order to reduce the adverse effects of habitual use of smartphones.

Any program intended to equip the populace, particularly young people, to combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have the primary responsibility of preparing young people to deal with the effects of climate change. In two districts of Ghana’s Bono region, the study assessed SHS teachers’ viewpoints on climate change and their willingness to include climate change concerns in classes. The degree to which climate change was incorporated into the syllabi of selected disciplines was also assessed. For this study, data was collected from a hundred (n = 100) SHS teachers from 10 of the 15 schools in the study area using a simple random sampling method. The Pearson chi-square test was used to examine the association between the subject content and teachers’ desire to teach climate change. The data were analyzed using SPSS (v25). The findings demonstrated that teachers’ readiness to educate about climate change was influenced by the subjects they taught. Subjects that were not science-based provided little information on climate change to teachers. Climate change is addressed in many areas in Integrated Science and Social Studies, and it is a core topic for all students. Climate change should be taught using an interdisciplinary approach, and in-service training for teachers could be beneficial.