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Background Factors causing postoperative discomfort after laparotomy are numerous and must be explored in depth. The postoperative distress may significantly affect the patient's state of well-being. Hence, the present study aims to assess the factors contributing to discomfort after laparotomy. Aim The aim was to assess and compare the discomfort between open and laparoscopic abdominal surgery. Objectives of the Study 1. To analyze the causes of patient's discomfort after abdominal surgery. 2. To compare the discomfort between open and laparoscopic abdominal surgery. 3. To determine the association between pain and selected variables among open and laparoscopic abdominal surgery. Materials and Methods An exploratory approach with a prospective observational design was adopted for this study. Using the purposive sampling technique, 100 patients were selected to open and 100 to laparoscopic abdominal surgery groups. Data were collected using demographic and clinical proforma and standardized postoperative discomfort inventory 6 and 24 hours after the surgery. The assessment focused on the study variables such as symptoms after the surgery and the factors contributing to the postoperative discomfort. Statistical Analysis The collected data were analyzed using descriptive and inferential statistics using the SPSS software version 20. Results Among 200 participants, most of the open (68%) and laparoscopic abdominal surgeries (42%) belong to 25 to 35 years of age. Also, 54% and 13% were diabetic in open and laparoscopic abdominal surgery groups, respectively. Most samples (56% in open and 68% in laparoscopic surgery) stayed 5 and 10 hours in postoperative ICU. In open and laparoscopic abdominal surgeries, pain is the primary (100%) cause of postoperative discomfort after 6 hours of surgery. Movement restriction is also the reason for significant discomfort both in open (98%) and laparoscopic (100%) abdominal surgeries. In contrast, pain (99% and 100%), movement restriction (92% and 95%), and abdominal distention (61% and 34%) were the major problems contributing to the patient's discomfort after 24 hours of both open and laparoscopic surgeries too. There was a significant difference in causes of patient discomfort between open and laparoscopic abdominal surgery after 6 hours (P < 0.05), except for discomfort related to IV drip (P = 0.852), constipation (P = 0.2), and chills (P = 0.6). Conclusion Even though pain is the major distressing factor both in open and laparoscopic surgeries, the current study highlights a few other factors that affect postoperative recovery. Nurses' attention to such distressing factors will fasten patients' recovery and quality of life after abdominal surgery. [ABSTRACT FROM AUTHOR]

Introduction  Traditional classrooms with limited flexibility in cell phones and social platforms like Twitter and Facebook are typical for most schools and colleges. The coronavirus disease 2019 lockdown scenario opened up a new way and created a wave in purchasing and using android phones, laptops, high-intensity Wi-Fi, which gave an entirely new look to the educational system. Hence, the present study aims to assess the challenges at technology adaption in academic learning faced by nursing students. Methodology  A quantitative cross-sectional descriptive survey design was adopted. A total of 708 nursing students were selected using the universal sampling technique in the study. Prior to the study obtained ethical clearance certificate and authority permission from the institutes where the participants were pursuing their nursing course. Demographic Proforma and challenges of technology adoption rating scale were prepared and sent to nursing students online to determine the challenges of technology adoption for academic learning. A second reminder was sent if the participants failed to submit the online forms within 2 days. Results  The majority of the students, 557 (78.6%), were between the age group of 18 to 21 years, 658 (92.9%) were females, and 688 (97.2%) of them were pursuing a BSc nursing course. The majority, 188 (26.6%), of the students were pursuing second year BSc. One-third (257; 36.3%) of the participants were from Karnataka. Most of the students, (677; 95.6%), felt that virtual classes have barriers to learning opportunities. A small proportion of the students felt that technology adoption is an opportunity to learn academics during the lockdown. Mean percentage scores of (394; 55.59%) subjects indicate virtual classes made them face many challenges in the form of barriers to learning academics. Conclusion  Adequate training on handling technical issues and advanced technology is the need of the hour in higher education institutions. Online teaching and learning should be made an integral part of teaching-learning methodologies to keep the students abreast of advancing technologies. [ABSTRACT FROM AUTHOR]

Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = -0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need. [ABSTRACT FROM AUTHOR]