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Abstract Background Patient satisfaction is an important indicator of the quality of healthcare. Pain is one of the most common symptoms among cancer patients that needs optimal treatment; rather, it compromises the quality of life of patients. Objective To assess the levels and associated factors of satisfaction with cancer pain treatment among adult patients at cancer centers found in Northern Ethiopia in 2023. Methods After obtaining ethical approval, a multi-center cross-sectional study was conducted at four cancer care centers in northern Ethiopia. The data were collected using an interviewer-administered structured questionnaire that included the Lubeck Medication Satisfaction Questionnaire (LMSQ). The severity of pain was assessed by a numerical rating scale from 0 to 10 with a pain score of 0 = no pain, 1–3 = mild pain, 4–6 = moderate pain, and 7–10 = severe pain Binary logistic regression analysis was employed, and the strength of association was described in an adjusted odds ratio with a 95% confidence interval. Result A total of 397 cancer patients participated in this study, with a response rate of 98.3%. We found that 70.3% of patients were satisfied with their cancer pain treatment. Being married (AOR = 5.6, CI = 2.6–12, P

The purpose of this paper was to review practitioners' conception and involvement in the curriculum development and implementation process. Different empirical works done in Ethiopia and reflections of lived experiences of the researchers were used as sources of this review. The results revealed that the dominant curriculum conceptualization of the practitioners was found to be consistent with the technical procedural curriculum conception. The participation of practitioners in Ethiopia faced varied challenges including academic qualification, power imposition, and failure to consider curriculum as a practical and a phenomenological study. Finally, the researchers forwarded relevant recommendations as detailed in the text.

The purpose of this paper was to review practitioners' conception and involvement in the curriculum development and implementation process. Different empirical works done in Ethiopia and reflections of lived experiences of the researchers were used as sources of this review. The results revealed that the dominant curriculum conceptualization of the practitioners was found to be consistent with the technical procedural curriculum conception. The participation of practitioners in Ethiopia faced varied challenges including academic qualification, power imposition, and failure to consider curriculum as a practical and a phenomenological study. Finally, the researchers forwarded relevant recommendations as detailed in the text. [ABSTRACT FROM AUTHOR]