Table 5 Perceived barriers to inclusion of podoconiosis content in nursing curriculum and ranked importance of podoconiosis training (N = 108)
From: Podoconiosis instruction at nursing schools in Kenya, Rwanda, and Uganda
|  | Kenya (n = 19) | Rwanda (n = 3) | Uganda (n = 86) | Total (N = 108) |
|---|---|---|---|---|
Count (%) | ||||
Podoconiosis training barriers | Â | Â | Â | |
 Lack time | 3 (15.8) | 0 (0) | 8 (9.4) | 11 (10.3) |
 Insufficient equipment | 1 (5.3) | 0 (0) | 3 (3.50) | 4 (3.8) |
 Lack funding | 1 (5.3) | 0 (0) | 8 (9.40) | 9 (8.4) |
 Not in government curriculum | 6 (31.6) | 1 (33.3) | 50 (58.8) | 57 (53.3) |
 Low faculty knowledge | 3 (15.8) | 0 (0) | 23 (27.1) | 26 (24.3) |
 Low priority | 10 (52.6) | 2 (66.6) | 29 (34.1) | 41 (38.3) |
 Othera | 0 (0) | 0 (0) | 6 (7.1) | 6 (5.6) |
 None | 2 (10.5) | 0 (0) | 0 (0) | 2 (1.9) |
Ranked importance of podoconiosis training | Â | Â | Â | |
 High | 4 (21.1) | 2 (66.6) | 39 (45.3) | 45 (41.7) |
 Moderate | 10 (52.6) | 1 (33.3) | 20 (23.3) | 31 (28.7) |
 Low | 5 (26.3) | 0 (0) | 27 (31.4) | 32 (29.6) |