scholarly journals WHAT ROLES DO INDONESIAN NURSES PLAY IN THE EARLY IDENTIFICATION AND INTERVENTION OF CHILDREN WITH DEVELOPMENTAL DISABILITIES? A QUALITATIVE STUDY

2020 ◽  
Vol 6 (2) ◽  
pp. 35-40
Author(s):  
Mardiyanti Mardiyanti ◽  
Lesley Cuthbertson ◽  
Paul Jewell
Keyword(s):  
Developmental Disabilities ◽  
Early Identification ◽  
Phenomenological Study ◽  
Developed Countries ◽  
Structured Interview ◽  
Child Growth ◽  
Developmental Surveillance ◽  
Community Health Nurses ◽  
Nurses Perceptions ◽  
Nursing Roles

Background: Developmental delays can be a basis for identifying children who may experience a disability. Accordingly, developmental screenings and monitoring are implemented to facilitate early identification of developmental disabilitiesObjective: To explore Indonesian’s community nurses’ perceptions regarding their roles in the early identification and intervention of developmental disabilitiesMethod: This was a descriptive phenomenological study. Eleven community health nurses participated in a multiple semi-structured interview. Thematic analysis was used to analyse data.Findings: Four themes of nursing roles emerged, these include parents’ expression of need, a focus on curative management, provision of nursing care and being alert to discuss a possible developmental delay. Indonesian nurses describe their roles as focusing on curative management and include monitoring child growth and nutritional status because they perceive these roles as the main program of the centres and as to fulfilling parents’ expressions of needs, however they will raise concern when it is suspected or observed, that the child has delayed development.Conclusion: Child’s developmental surveillance has been implemented in developed countries as the basis to identify developmental disabilities earlier in children, however Indonesian nurses focus more on nutrition and eradicating communicable diseases rather than child’s developmental monitoring. More investigation is needed to find barriers of implementation of developmental screenings. 

Screening Infants and Young Children for Developmental Disabilities

PEDIATRICS ◽  
1994 ◽  
Vol 93 (5) ◽  
pp. 863-865
Author(s):  
Keyword(s):  
Developmental Disabilities ◽  
Early Identification ◽  
Developmental Screening ◽  
Children And Families ◽  
Developmental Surveillance ◽  
Parental Concerns ◽  
Health Supervision ◽  
Over Time ◽  
Infants And Young Children ◽  
Community Systems

Early identification of children with developmental disabilities can lead to treatment or amelioration of the severity of a disability and its impact on the functioning of the child and family. Because developmental screening is a process that selects those children who will receive the benefits of more intensive evaluation, or of treatment, all infants and children should be screened for developmental disabilities, otherwise some may be denied access to needed care. Successful early identification of developmental disabilities requires the pediatrician to be skilled in the use of screening techniques and of developmental surveillance, to actively seek parental concerns about development, and to create linkages with available resources in the community. Because community systems vary from one locality to another and may change over time, the physician's information must be updated on a regular basis. Children and families are best served when the primary pediatrician providing health supervision services collaborates with the tracking and intervention services available in the community.

scholarly journals Nurses’ Perceptions of Barriers and Facilitators to Implement EBP in the Maldives

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Fathimath Shifaza ◽  
David Evans ◽  
Helen Bradley
Keyword(s):  
Relevant Literature ◽  
Developed Countries ◽  
Perceived Barriers ◽  
Barriers And Facilitators ◽  
Healthcare Organisation ◽  
Clear Understanding ◽  
Healthcare Facilities ◽  
New Ideas ◽  
Insufficient Time ◽  
Nurses Perceptions

This study aims to explore the barriers to evidence based practice (EBP) experienced by nurses working in a Maldivian healthcare organisation. A total of 400 questionnaires were distributed to nurses in 5 healthcare facilities and 198 completed questionnaires were returned. The results of this study show that the perceived barriers by the nurses in the Maldives are not significantly different from those reported in developed countries. For healthcare organisations in the Maldives, it is necessary to have a clear understanding of the barriers and facilitators to research practice in order to implement EBP. The study showed that the major barriers to research use were that “the relevant literature is not compiled in one place,” there is “insufficient time on the job to implement new ideas,” and “administration will not allow implementation.” The key facilitating factors for EBP include support, encouragement, and recognition by the management and administration. The findings of this study can be useful for determining strategies that can be introduced in the clinical setting to use EBP. Healthcare organisations must continue their support in order to decrease the barriers and optimise care in healthcare facilities.

Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

2021 ◽  
pp. 088307382110402
Author(s):  
Maria Valicenti-McDermott ◽  
Molly O’Neil ◽  
Amy Morales-Lara ◽  
Rosa Seijo ◽  
Tammy Fried ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Low Income ◽  
Learning Experience ◽  
The United States ◽  
Structured Interview ◽  
Learning System ◽  
Therapeutic Services ◽  
K 12 ◽  
Children With Developmental Disabilities ◽  
Remote Learning

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.

Violation and hope: Refugee survival in childhood and beyond

2019 ◽  
Vol 65 (2) ◽  
pp. 169-179
Author(s):  
Lynne McCormack ◽  
Brigitta Tapp
Keyword(s):  
Human Rights ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Country Of Origin ◽  
Well Being ◽  
Research Direction ◽  
Structured Interview ◽  
Refugee Status ◽  
New Host ◽  
Life Philosophy

Background: The psychological complexity of refugee status for children is poorly understood. Alone or with family members, child refugees are exposed to multiple and potentially traumatic events, including conflict and human rights deprivation in their country of origin, perilous and life-threatening escape journeys, years of statelessness, and isolation and discrimination in their new host country. Aims: This phenomenological study explored the positive and negative interpretations of four adults as they sought to make sense of their experiences of refugee status as children. Method: Interpretative Phenomenological Analysis (IPA) guided the development of semi-structured interview for data collection and analysis. Results: One superordinate theme, Violation and Hope, overarched three subordinate themes, Violent detachment, Refugee identity, and Resourcefulness and reciprocity. One divergent theme also emerged: Clashing identities. These themes provide unique insight into the interpreted experiences of escaping oppression and persecution in each participant’s country of origin as children, and the ensuing bleak interval as refugees, belonging nowhere. They identify the risk of becoming pawns of opportunism without human rights protection. Once stateless, survival was not guaranteed, producing a stark merging of acceptance of mortality and determined resourcefulness as children. Avoidant coping became a positive tool for surviving ever present threat, and was crucial in defining a life philosophy that was future oriented as they entered adulthood. Conclusion: These participants rejected a ‘refugee victim’ identity, emphasising a legacy of resourcefulness, hope, gratitude and reciprocity, domains of post-traumatic growth which are unreported aspects of refugee well-being that can provide future therapeutic and research direction.

scholarly journals Opinions of school principals and teachers about teacher evaluation according to performance criteriaPerformans kriterlerine göre öğretmenlerin değerlendirilmesine ilişkin okul müdürü ve öğretmen görüşleri

2017 ◽  
Vol 14 (2) ◽  
pp. 1647 ◽  
Author(s):  
Ferudun Sezgin ◽  
Ayşe Tınmaz ◽  
Sezgin Tetik
Keyword(s):  
Professional Development ◽  
Performance Evaluation ◽  
Phenomenological Study ◽  
School Principals ◽  
Evaluation Process ◽  
Structured Interview ◽  
Performance Criteria ◽  
Ministry Of Education ◽  
Study Participants ◽  
The Impact

The purpose of this study was to examine the opinions of school principals and teachers about the new implication process which teachers are being evaluated by school principals according to performance criteria. Phenomenological study design was chosen in this qualitative research. Participants were selected according to maximum variation sampling which is one of the purposeful sampling methods. Data were collected from 11 school principals and 14 teachers via semi-structured interview forms in Tokat city center. Data were analyzed according to descriptive analyzing technique. According to the results obtained in the study, participants stated that the purpose of current performance evaluation is the evaluation of teachers and to support their professional development. About the new application’s access to the purposes, while many of the teachers reported that the system could not achieve its goals, most of the school principals stated that the system would reach the goals with some shortcomings. Participants criticized the system for fast coming up and implementation. Participants stated that school principals were not qualified for this system. The most important strength of the system was defined as the teacher’s close awareness of the school principals. According to teachers’ views about the weaknesses of the system; the impact of conflicts or prejudices affecting school, school principals’ failure to take into account the criteria list, the existence of biased behaviors, the fact that principals were not educated in supervision, erroneous or incomplete practices in branch-specific evaluations, the deterioration of organizational peace. The majority of school principals reported that the applied system could contribute to the professional development of teachers, while the majority of teachers thought that the system would make a limited contribution. A two-day seminar was held with the school principals while training for teachers was not arranged by the Ministry of Education prior to the performance evaluation process. In the study, some suggestions were also made regarding the development of the current practice and the assessment of teacher performance in Turkey.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı öğretmenlerin performans kriterlerine göre okul müdürleri tarafından değerlendirildiği yeni uygulama konusunda okul müdürleri ve öğretmenlerin görüşlerini ortaya koymaktır. Nitel araştırma yöntemine göre tasarlanan bu çalışmada olgu bilim deseni benimsenmiştir. Çalışmada katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlemeye göre oluşturulmuştur. Tokat il merkezinde görev yapmakta olan 11 okul müdürü ve 14 öğretmenle yarı yapılandırılmış görüşme formu kullanılarak veri toplanmıştır. Veriler betimsel analiz tekniğine göre çözümlenmiştir. Araştırmada elde edilen verilere göre katılımcılar mevcut performans değerlendirme uygulamasının amacının daha çok öğretmenlerin değerlendirilmesi ve mesleki gelişimlerini artırma olduğu yönünde görüş belirtmişlerdir. Yeni uygulamanın amacına ulaşabilmesine ilişkin öğretmenlerin çoğunluğu sistemin amacını gerçekleştiremeyeceğini düşünürken okul müdürlerinin çoğunluğu bazı eksiklikler belirtmekle birlikte sistemin amacına ulaşabileceğini ifade etmektedirler. Uygulanma süreciyle ilgili katılımcılar sistemin bir anda gündeme gelmesi ve uygulanmasını eleştirmektedir. Katılımcılar okul müdürlerinin bu konuda yeterli olmadığını düşünmektedir. Sisteminin en önemli güçlü yanının okul müdürünün öğretmeni yakından tanıması olduğu ifade edilmiştir. Sistemin zayıf yönleri ile ilgili olarak öğretmenler; okulda yaşanacak çatışmaların veya önyargıların değerlendirmeyi etkilemesi, okul müdürlerinin kriter listesini dikkate almaması, taraflı davranışların varlığı, müdürlerin denetim konusunda eğitimli olmamaları, branşa özgü değerlendirmelerde hatalı veya eksik uygulama, örgüt barışının bozulması şeklinde görüş belirtmişlerdir. Okul müdürlerinin çoğunluğu uygulanmakta olan sistemin öğretmenlerin mesleki gelişimine katkı sağlayacağını belirtirken öğretmenlerin çoğunluğu kısıtlı katkı sağlayacağını düşünmektedir. Performans değerlendirme süreci öncesinde Milli Eğitim Bakanlığı tarafından öğretmenlere yönelik bir eğitim düzenlenmezken, okul müdürlerine iki günlük bir seminer düzenlenmiştir. Çalışmada ayrıca mevcut uygulamanın geliştirilmesi ile ilgili ve Türkiye’de genel anlamda öğretmen performansının değerlendirilmesi ile ilgili olarak birtakım önerilerde bulunulmuştur.

scholarly journals Aesthetics and aesthetic creativity in social studies

2019 ◽  
Vol 9 (3) ◽  
pp. 913-944
Author(s):  
Sevda Dolapçıoğlu ◽  
Burcu Gürkan ◽  
Memet Karakuş
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Emotional Development ◽  
Phenomenological Study ◽  
Structured Interview ◽  
Aesthetic Education ◽  
School Teachers ◽  
Scientific Creativity ◽  
Primary School Teachers ◽  
Content Analysis Method

This study’s aim is to investigate the primary school teachers’ views on the applications of aesthetic and aesthetic creativity in social studies class. It was designed as a phenomenological study as one of the qualitative research methods. The participants of the study consisted of 8 primary school teachers working in schools with different socio-economic substructure in Adana and Hatay in the 2017-2018 academic year. The data were collected through semi-structured interview form, and analysed following content analysis method. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; they consider that aesthetic creativity is as important as scientific creativity; that aesthetic education contributes to mental and emotional development of the students; that social studies class is effective in gaining creativity; and accordingly, they have included aesthetic education in their courses. The findings of the study revealed that teachers conceptualize the concept of aesthetic in different ways; that they consider that aesthetic creativity is as important as scientific creativity; they believe aesthetic education contributes to mental and emotional development of the students; that they think social studies class is effective in gaining creativity; and, therefore, they include aesthetic education in various ways in their courses.

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

Sign in / Sign up

Export Citation Format

Share Document