10137 research outputs found
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Exploring hearing people’s experiences of working with sign language interpreters in the workplace
Get PDFTamsyn Hockaday - ORCID: 0009-0008-3974-2921
https://orcid.org/0009-0008-3974-2921This study explored hearing (non-deaf) people’s experiences of working with sign language interpreters in the workplace. Qualitative data were collected through one-to-one interviews with managers, colleagues, or subordinates of deaf people. Transcripts of the interviews were then analysed using a reflexive thematic approach to identify themes that capture the hearing person’s perspective on working with interpreters. These themes included the positive and negative aspects of working with interpreters, the workplace norms and etiquette that affect both their understanding of the interpretation and their relationship with deaf colleagues, the way the interpreter presents both the deaf and hearing people, and finally the professional boundaries of the interpreter. In addition, the research revealed the reasons for hearing people creating their own lists of preferred interpreters and how this intersects with the preferences of deaf persons. Finally, the study explored the concept of trust and the effect this has on all individuals in the workplace.https://doi.org/10.1177/27523810241297865pubpu
Effects of Barriers and Facilitators of Mental Healthcare Service Use in Ghana: A Scoping Review
No full textBackground
Mental illness is a threat to the global world. Globally, in every eight (8) people, one (1) had a mental disorder in 2019 and this is estimated to rise drastically (WHO, 2019). This, apart from the health threats to the globe, also poses economic and social dangers as it leads to low productivity, stigmatisation, discrimination, abuse and high health costs. In Ghana, one in five persons will deal with a mental health issue at some point in their lives (Badu et al., 2018). According to WHO (2011) one out of ten Ghanaians suffers from mental disorders including depression, anxiety schizophrenia, and bipolar to mention a few. Access to mental healthcare in Ghana is crippled with many challenges (Quarshie et al., 2021). This study aims to investigate enablers and barriers to mental health access in Ghana.
Methods
This study employed a scoping review method to analyse and synthesise articles published from 2018 to 2024 on enablers of barriers to mental health access in Ghana. A search was carried out across electronic databases spanning the years 2018–2024, including CINAHL (EBSCO) (2000–2024), EMBASE (2000–2024), Medline (2000–2024), HealthSTAR (2000–2024), Google Scholar (2000–2024), PsycINFO (2000–2024), PubMed (2000–2024), Scopus Index (2000–2024), and Web of Science (2000–2024). This was done following the guidelines recommended by the Joanna Briggs Institute (JBI) for conducting systematic reviews (Pearson et al., 2014. The eligibility criteria for the scoping review were underpinned by the population/concept/context (PCC) framework.
To be included, studies had to meet the below criteria:
• Studies focused on Ghana regarding barriers and enablers of access and use of mental health services from the perspective of service users were included.
• Studies that target multiple participant groups, including stakeholders from government ministries, health professionals, mental health service users based in cities, rural, or remote areas of Ghana, family members/community members, and caregivers were included.
• Quantitative and qualitative studies that shed light on barriers and enablers of mental health service delivery were included. Both published and unpublished papers; thesis, commentaries, and expert opinions.
• Only articles published in English from 2000 to 2024 shedding light on barriers and enablers of mental health service delivery from the perspective of service users were included.
• Articles that elucidated obstacles that impeded the uptake, quality, or level of mental health services being accessed or described facilitators that allowed the uptake, quality, or level of mental health services being received were included.
• The review included papers that explore the treatment strategies, enablers, and barriers to accessing mental health services. It also included papers that measure the extent to which mental health service provision functions in Ghana.
The exclusion criteria were:
• Studies that did not target the variables of interest (i.e. enablers and barriers to access and use of mental health services, and treatment strategies) were excluded.
• Also, articles published before 2000 and those published in languages other than English were excluded.
• Studies on barriers and facilitators that do not focus on Ghana were excluded
Stakeholder perspectives on the impacts of inadequate sexuality education on adolescents’ health at schools: A qualitative study in Savar City, Bangladesh
No full textBackground: Sex education (SE) is regarded as essential to improving adolescents’ sexual and reproductive health and rights. In most impoverished nations, including Bangladesh, teenagers experience problems because they lack knowledge about sexuality, sex, physical changes, puberty, teenage pregnancy, early childbearing, and HIV/AIDS. For this reason, SE is essential. However, the schools in Bangladesh lack government guidance and an appropriate curriculum on SE, even though SE is not in the curriculum as a separate subject.
Objectives: This study explored stakeholders’ perceptions regarding inadequate SE at schools and how it impacts adolescents’ health. Also, this study identified barriers that hinder SE provision in schools as well as will provide some suggestions that might be helpful to the school curriculum and other program reviews for ensuring appropriate information access to meet the sexual and reproductive needs of adolescents.
Methods and materials: The research chose a phenomenological qualitative study design in a social constructivist paradigm. The study was conducted in Savar Upazila, Dhaka, Bangladesh, between May 2024 and July 2024. A non-probability purposive sampling technique was employed to select stakeholders as study participants Data was collected using two qualitative techniques: an In-depth Interview (IDI) and a Key Informant Interview (KII) followed by the semi-structured interview approach. Interviews were conducted both face-to-face and online. Data saturation was reached after 11 IDIs and 8 KIIs. A thematic analysis approach was utilized to analyze the collected data.
Results:
The study showed that adolescents had significant knowledge gaps regarding SE. Also, in this study, informants mentioned that SE should be stated at earlier grades as adolescents experience pubertal changes and menstruation earlier than before, and there is a risk of getting wrong information from the internet about sex and reproduction. The study found several perceived health impacts of adolescents due to inadequate SE in schools, such as sexual and reproductive (e.g., STDs, HIV/AIDS, uterine infection, etc.) and mental health (mood swings due to menstruation, stress, depression, and mental trauma), and experiencing teenage pregnancy due to early marriage. Despite numerous health effects, stakeholders mentioned that sexual and reproductive (SRH) content in school curricula is insufficient. Informants stressed that some content was already in the syllabus; however, teachers skipped those due to their shyness and discomfort. The current study discovered that parents were more aware of providing SRH information to girls than boys. Also, the study found that while all stakeholders value sexual education for adolescents, traditional social and cultural factors, religious beliefs, and taboo inhibits open discussion. Informants further mentioned that temporal factors, such as practicing short syllabi due to the COVID-19 emergency, hinder adolescents from knowing about SRH content. Stakeholders expressed the necessity to be supported in teaching SE in schools with an appropriate curriculum, teachers’ training, teaching materials, gender-specific teachers, and parental involvement in the teaching process. Informants also recommended that the imams and other influential people of the community (members and chairman) should be invited to understand the importance of SRH education, and later, they will motivate others. In addition, study results suggested that a separate subject in the curriculum highlighting SRH topics should be incorporated.
Conclusion: The perceived health impacts of adolescents due to inadequate SE in schools converge among stakeholders, including adolescents. Moreover, barriers in SE provision in schools leading to SRH’s knowledge insufficiency exacerbate adolescent health impacts. This calls for well-designed interventions. This study also recommends that the government implements measures to assess and monitor SE curricula once integrated into the curriculum and evaluate how schools address it
SPOUSAL INVOLVEMENT IN ANTE-NATAL CARE AND ITS IMPACT ON EXPECTANT MOTHERS IN SUB-SAHARA AFRICA
No full textIntroduction and background: The prevalence of stress during pregnancy have found that it ranges from 55-78%, and many pregnant women report feeling stressed, depressed, and anxious. These stressors during pregnancy have a negative impact on health outcomes for expectant mothers. This study aims to explore spousal involvement in ante-natal care (ANC) and its impact on expectant mothers in Sub-Saharan Africa.
Method: A comprehensive narrative literature review and analysis was conducted on a total of 25 primary studies to explore spousal involvement in ANC and its impact on expectant mothers in Sub-Sahara Africa. Three super-ordinate themes emerged which are Perception of expectant mothers and partners towards spousal involvement in ANC, factors that facilitate or hinder spousal involvement in ANC and the impact of ANC on expectant mothers.
Findings: The findings from this study highlighted the social determinants of health such as social factors (education, lack of awareness, traditional practices and cultural norms, polygamy, health service factors, fear of /HIV testing, environment), Economic factors (job commitments, financial constraints, access to healthcare services, environment), Political factors (hospital policies, health systems barriers and how these factors impacts spousal involvement in ANC.
Conclusion: This study concluded that encouraging spousal involvement through addressing cultural belief, education and awareness on the significance of ANC during pregnancy, implementing measures to address health systems barriers such as trainings for healthcare professionals, better access to healthcare facilities, creating male-friendly environment will enhance pregnancy experience for expectant mothers thereby directly impacting maternal health outcomes
NIGERIAN COMMUNITY HEALTH WORKERS’ PERSPECTIVES ON MANAGEMENT PRACTICES AND FACTORS AFFECTING THEIR WELLBEING
No full textBackground:
Universal Health Care (UHC), affordable, quality healthcare for the global population, is dependent on a Primary Health Care (PHC) approach and the availability of Human Resources for Health (HRH).
Nigeria suffers high maternal and child mortality rates, as well as the low life expectancies. How far has she come in her efforts to achieve UHC? How are current PHC systems being managed? How is she ensuring the wellbeing of her frontline workers?
Aim:
To explore current management practices within the primary healthcare system and the wellbeing of frontline workers from the perspectives of Community Health Workers (CHWs), to better understand and document the realities at PHC level.
Methods:
This was a narrative qualitative study lending concepts from the phenomenological approach. Participants were selected using non-random sampling methods. Data was collected through one-on-one interviews with CHWs using a semi-structured interview guide. The ensuing data was analysed thematically and using rich, thick description.
Findings:
Despite several effort to strengthen the health system, there are still gross inadequacies partly due to mismanagement. And in a time of global HRH crisis, Nigeria is sitting on an untapped reserve of unemployed and under-employed health workers.
Conclusion:
The findings show that Nigeria is still far from achieving UHC. Better governance and stable political buy-in are necessary for sustainably strengthening the system. One possible solution towards building HRH could be to harness the potential of underutilised health workers
P22.01.A “IT FEELS LIKE I’M GRIEVING FOR SOMEONE THAT IS STILL ALIVE”: A QUALITATIVE STUDY OF THE EXPERIENCES OF NEURO-ONCOLOGY CAREGIVERS [poster]
No full textFrom Crossref journal articles via Jisc Publications RouterHistory: epub 2024-10-17, ppub 2024-10-17Article version: VoRPublication status: PublishedBACKGROUND Informal caregiving of someone with a primary brain tumor is highly distressing and associated with an increased risk of depressive symptoms, anxiety, and caregiver burden. A brain tumor diagnosis poses unique symptoms and challenges, including an uncertain prognosis and related existential concerns, as well as neurological symptoms such as cognitive deficits or personality changes. Due to these characteristics and related care demands, family caregivers experience a different set of challenges compared to other types of cancer. The purpose of this qualitative study was to understand in-depth the experiences of informal caregivers’ coping, support needs, and changes in relationships while caring for a loved one with a brain tumor. METHODS In-depth interviews were conducted with 10 informal caregivers (3 spouses/partners, 4 parents, 2 children, and 1 sibling) of people with low- or high-grade tumor. The mean age of participants was 42 years (range 19-68 years), and 90% of participants were female (n = 9). Interviews were transcribed verbatim and analyzed using interpretative phenomenological analysis (IPA). RESULTS Participants experienced grief and feeling unappreciated, and were advocating for the person diagnosed. Caregivers described grieving for the loss of their loved one as they were before the diagnosis, but also for the loss of their previous lifestyle and the loss of a future together as they imagined it to be. There was a sense of uniqueness in caring for someone with a brain tumor. Participants felt unappreciated by society, particularly when comparing their current role to their professional identities. They were involved in the care decisions, researching treatment and support availability, and advocating for the needs of the person diagnosed. CONCLUSION The current findings highlight the importance of involving informal caregivers of persons with a brain tumor in the treatment process. It is crucial that their role is acknowledged and appreciated during interactions with healthcare professionals. Implications for communication with clinicians will be discussed.pubpu
Listen to me, I really am sick! Patient and family narratives of clinical deterioration before and during rapid response system intervention
Get PDFFrom Wiley via Jisc Publications RouterHistory: received 2024-01-10, rev-recd 2024-05-08, accepted 2024-05-21, epub 2024-05-31Article version: VoRPublication status: PublishedFunder: Cabrini HealthFunder: Austin Health; doi: http://dx.doi.org/10.13039/501100020211Funder: Australian Commission on Safety and Quality in Health Care; doi: http://dx.doi.org/10.13039/100008999Funder: Australian Research Council; doi: http://dx.doi.org/10.13039/501100000923Funder: North West Regional HospitalFunder: Queen Margaret University; doi: http://dx.doi.org/10.13039/100010033Brendan McCormack - ORCID: 0000-0001-8525-8905
https://orcid.org/0000-0001-8525-8905Aim: To explore patient and family narratives about their recognition and response to clinical deterioration and their interactions with clinicians prior to and during Medical Emergency Team (MET) activations in hospital. Background: Research on clinical deterioration has mostly focused on clinicians' roles. Although patients and families can identify subtle cues of early deterioration, little research has focused on their experience of recognising, speaking up and communicating with clinicians during this period of instability. Design: A narrative inquiry. Methods: Using narrative interviewing techniques, 33 adult patients and 14 family members of patients, who had received a MET call, in one private and one public academic teaching hospital in Melbourne, Australia were interviewed. Narrative analysis was conducted on the data. Results: The core story of help seeking for recognition and response by clinicians to patient deterioration yielded four subplots: (1) identifying deterioration, recognition that something was not right and different from earlier; (2) voicing concerns to their nurse or by family members on their behalf; (3) being heard, desiring a response acknowledging the legitimacy of their concerns; and (4) once concerns were expressed, there was an expectation of and trust in clinicians to act on the concerns and manage the situation. Conclusion: Clinical deterioration results in an additional burden for hospitalised patients and families to speak up, seek help and resolve their concerns. Educating patients and families on what to be concerned about and when to notify staff requires a close partnership with clinicians. Implications for the Profession and/or Patient Care: Clinicians must create an environment that enables patients and families to speak up. They must be alert to both subjective and objective information, to acknowledge and to act on the information accordingly. Reporting Method: The consolidated criteria for reporting qualitative research (COREQ) guidelines were used for reporting. Patient or Public Contribution: The consumer researcher was involved in design, data analysis and publication preparation.33pubpub1
“There's Only So Much the School Can Change About Itself ...Before You Need to Change Something About Yourself" – a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers.
Get PDFCaryll Jack - ORCID: 0000-0002-1720-2931
https://orcid.org/0000-0002-1720-2931Caralyn Blaisdell - 0000-0002-5491-7346
https://orcid.org/0000-0002-5491-7346Rachael Davis - ORCID: 0000-0002-3887-6003
https://orcid.org/0000-0002-3887-6003This is the accepted version of the following article: Jack, C., Crane, L., Kenny, A., Blaisdell, C. and Davis, R. (2024) ‘“There’s only so much the school can change about itself … before you need to change something about yourself”—a qualitative analysis of the experiences of neurodivergent student teachers’, Autism in Adulthood, p. aut.2024.0047. Available at: https://doi.org/10.1089/aut.2024.0047., which has now been formally published in final form at Autism in Adulthood at Jack, C., Crane, L., Kenny, A., Blaisdell, C. and Davis, R. (2024) ‘“There’s only so much the school can change about itself … before you need to change something about yourself”—a qualitative analysis of the experiences of neurodivergent student teachers’, Autism in Adulthood, p. aut.2024.0047. Available at: https://doi.org/10.1089/aut.2024.0047.. This original submission version of the article may be used for non-commercial purposes in accordance with the Mary Ann Liebert, Inc., publishers’ self-archiving terms and conditions.Background: In Scotland, to become qualified to teach children in primary schools (aged 4-11 years), student educators must complete degree programmes that include a combination of university and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programmes, most notably in healthcare. Yet there is limited research considering the barriers and enablers for neurodivergent students in programmes leading to careers in education.
Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two Education Studies programmes run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status, and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis. The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters and What we need matters.
Results: Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand programme, particularly emphasised in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Further, they discussed how the accessibility and attitudes of others impact upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments.
Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programmes leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experienced that education students face.aheadofprintaheadofprin
“It was a road to understanding that I was different”: Links Between Receiving a Neurodivergent Diagnosis as an Adult and Undergraduate Wellbeing.
Get PDFDevelopment education and the scandal of the human: the grammar of silence and erasure
Get PDFSimon Hoult - ORCID: 0000-0001-8381-0583
https://orcid.org/0000-0001-8381-0583Kieran Taylor - ORCID: 0009-0005-2392-1747
https://orcid.org/0009-0005-2392-1747A common aim of global citizenship education (hereafter GCE) is to enable students to focus on shared contemporary matters of significant global concern. Despite such an important aim, we argue that the dominant assumption of the global citizen as White, Western and liberal (perceived as universal) within global citizenship education produces harmful silences and erasures which marginalise the Other. This article is presented in four sections. We begin by articulating some of the silences and erasures that are enacted by curricula and policy practices of GCE by adopting a social cartography (Paulston, 2009) as a heuristic to map various orientations to global citizenship education. In doing so, we highlight its inherent silences, tensions and contradictions. A second section addresses some of the key sites in which mainstream approaches to GCE enact silences and absences by their sole focus on soft, rather than critical, approaches to global citizenship education (Andreotti, 2006), where the liberal subject is regarded as the global citizen with a consequent muting of the experience of the Other. In the third section, we draw on Wynter’s work on the historicisation of what it means to be human. Wynter’s concept of ‘Man’ (2003), as a genre of being human (White, Western and Imperial), enables us to excavate violence regarding other modes of being human within global citizenship curricula practices and discourses. A final section unpacks some of the ways in which we, as three teacher educators, respond to these silences and erasures in global citizenship curricula practices and policies.https://www.developmenteducationreview.com/issue/issue-39/development-education-and-scandal-human-grammar-silence-and-erasure39pubpubAutum
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