Assessing Determinants of Knowledge Regarding Viral Hemorrhagic Fevers among Health Science Students in Rwanda: Implications for Public Health Preparedness
DOI:
https://doi.org/10.65150/EP-jnsrr/V1E6/2025-06Keywords:
Viral Hemorrhagic Fevers, infectious disease training, academic level, digital health literacy, health information resources, health science students, Rwanda.Abstract
Background: Viral Hemorrhagic Fevers (VHFs) remain among the most lethal infectious diseases globally, requiring well-prepared frontline health professionals capable of early detection, prevention, and outbreak response. In Rwanda, where Ebola, Marburg, and Rift Valley Fever remain periodic threats, understanding the determinants of VHF-related knowledge among future healthcare providers is essential for strengthening national public health preparedness.
Objective: This study assessed the extent to which academic level, exposure to infectious disease training, and access to health information resources influence knowledge regarding VHFs among health science students in Rwandan universities.
Methods: A quantitative, cross-sectional design was conducted among 180 students selected through stratified random sampling from the University of Gitwe, Institut Catholique de Kabgayi, and East African Christian College. Data were collected using a validated, self-administered questionnaire (Cronbach’s α = 0.78–0.89) and analyzed in SPSS 25 using descriptive statistics, Spearman correlation, and multiple linear regression at a 0.05 significance level.
Results: Students reported high perceived influence of academic level (grand mean = 3.131), infectious disease training exposure (grand mean = 2.999), and access to health information resources (grand mean = 2.947) on their VHF knowledge. Correlation analysis indicated significant positive relationships between VHF knowledge and academic level (ρ = 0.661, p < 0.001), exposure to infectious disease training (ρ = 0.766, p < 0.001), and access to information resources (ρ = 0.763, p < 0.001). Regression analysis revealed that exposure to infectious disease training (β = 0.420, p < 0.001) and access to health information resources (β = 0.416, p < 0.001) were significant predictors of VHF knowledge, while academic level was not (β = 0.105, p = 0.137). The model explained 65.8% of the variance in VHF knowledge.
Conclusion: Although academic progression moderately correlates with VHF knowledge, it does not independently predict preparedness. Instead, structured infectious disease training and strong access to credible health information are the most powerful determinants of students’ VHF-related competence. Strengthening simulation-based training, digital health literacy, and access to scientific resources is therefore essential to building an outbreak-ready health workforce in Rwanda.
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Copyright (c) 2025 Simon Pierre Ndayishimye Mvuyekure, Aime Fidele Ndayiragije Mvuyekure, Josiane Niyonkuru , Dushimumuremyi Jonathan, Nyirandegeye Jacqueline (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
