Background: Traumatic cervical spine injuries are associated with significant morbidity and mortality, often requiring surgical stabilization to prevent neurological deterioration and maintain alignment. Lateral mass screw fixation has emerged as a reliable technique for posterior cervical stabilization. This study evaluates the clinical and radiological outcomes of lateral mass screw fixation in patients with traumatic subaxial cervical spine injuries at the National Orthopaedic Hospital (NOH), Dala, Kano, Nigeria.
Methods: A retrospective cohort study was conducted on patients who underwent posterior lateral mass screw fixation for traumatic cervical spine injuries (C3-C7) between January 2019 and December 2024 at NOH, Dala. Data extracted included demographics, mechanism of injury, levels instrumented, neurological status using Frankel grading, operative details, complications and fusion rates. Outcomes were assessed preoperatively and at 6 and 12 months postoperatively.
Results: A total of 48 patients (38 males, 10 females) with a mean age of 41.2 ± 12.8 years (range: 19-68 years) underwent lateral mass screw fixation. Road traffic accidents were the predominant mechanism (81.3%). The most common level of injury was C5-C6 (47.9%). Mean operative time was 168 ± 42 minutes and mean blood loss was 320 ± 140 mL. At 12 months, 32 of 48 patients (66.7%) showed neurological improvement by at least one Frankel grade, with 12 patients (25.0%) achieving complete neurological recovery (Grade E). Fusion was achieved in 44 patients (91.7%). Complications occurred in 8 patients (16.7%), including superficial wound infection (6.3%), transient C5 radiculopathy (4.2%), screw malposition requiring revision (2.1%) and implant failure (2.1%). There was no vertebral artery injury or perioperative mortality.
Conclusion: Lateral mass screw fixation for traumatic cervical spine injuries at NOH, Dala, demonstrates favourable neurological recovery, high fusion rates and acceptable complication rates, comparable to international series. These findings support the continued use of this technique in Nigerian tertiary centres for managing unstable subaxial cervical trauma.
Kawu Ahidjo Abdulkadiri, A. Kabir, Nurudeen Aminu Muhammad et al.· Journal of Orthopaedic Scien...· 0 citations
The integration of digital technologies into nursing education has exposed and amplified existing inequalities, particularly in resource-constrained settings. Test anxiety is a significant barrier in nursing education. However, the role of digital literacy in moderating the relationship between technology access and examination anxiety remains poorly understood. This study examined whether digital literacy moderates the relationship between technology access and test anxiety among first-cohort ("pioneer") nursing students in Nigeria. Data were collected between May and June 2026. A cross-sectional correlational design was employed with 49 pioneer National Diploma I nursing students (98% response rate) at a newly established college of nursing sciences in Kaduna, Nigeria. Data were collected using the Digital Literacy Scale, Westside Test Anxiety Scale, technology access measures, and objective grade point average (GPA) from college records. Moderation and moderated mediation analyses were conducted using PROCESS macro with bootstrap confidence intervals (5000 resamples). Technology access demonstrated a moderate, statistically significant negative correlation with test anxiety (r = -0.31, p < 0.05). Digital literacy was significantly negatively correlated with test anxiety (r = -0.38, p < 0.01) and positively correlated with GPA (r = 0.35, p < 0.01). Digital literacy significantly moderated the technology access-test anxiety relationship (interaction β = -0.28, p = 0.022). The indirect effect of technology access on GPA through test anxiety was significant only for students with low digital literacy (indirect effect = -0.16, 95% CI: -0.32 to -0.05). Rural students scored 36% lower on digital literacy than urban students. These findings indicate that digital literacy buffers the negative associations of limited technology access with test anxiety. Students with low digital literacy and limited access are at greatest risk of a cascade of negative outcomes: limited access was associated with higher anxiety, which in turn was associated with lower GPA. Institutions should implement a dual approach: improving technology access while simultaneously providing foundational digital skills training, with targeted support for rural students.
I. Musa, A. Kabir, L. Ladan et al.· American Journal of Nursing...· 0 citations
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