Browsing by Author "Alshehri, Abdullah"

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A Systematic Review of How Educational Interventions Impact Nurses' Knowledge About Caring for and Preventing Diabetic Foot Ulcers in Healthcare Settings
(Queen's University Belfast, 2024-10-08) Alshehri, Abdullah; McCloy, Oonagh
Abstract Background Diabetes affects 537 million people globally and 17.7% of adults in Saudi Arabia (IDF, 2023) alone. Consequently, diabetic foot ulcers (DFUs) have become common complications of this disease. Nurses, the largest group of frontline healthcare workers (Rosa et al., 2022), play a crucial role in preventing and managing this condition. However, despite the clear importance of their role, recent research indicates a gap in the effectiveness of educational interventions focused explicitly on nurses' knowledge, skills, attitudes, and behaviour towards DFU management and prevention (Sapri et al., 2022). Objectives The objectives of this literature review are to i) Identify and analyse recent studies on the impact of educational interventions on nurses' knowledge and competence in managing and preventing diabetic foot ulcers, ii) Review the effectiveness of these interventions, and iii) Report these findings and provide recommendations. Methods Guided by the PEO framework and PRISMA guidelines, a literature review of eight qualitative studies that met the inclusion criteria was conducted. An online search was conducted across the PubMed, ProQuest, Semantic Scholar, and CINAHL databases. Only articles published within the last five years (May 2019- 2024) and in English were considered. Results Three themes and subthemes were identified: 1. Education intervention approaches (a. Undefined timeframe, b. Short-term interventions, and c. Long-term interventions); 2. Nurses' knowledge and clinical skills; and 3. Patient outcomes. The results consistently demonstrated that educational interventions significantly improve nurses' DFU-related expertise and abilities. Conclusion Healthcare organisations should implement blended training programmes that combine accessible e-learning for theoretical knowledge with periodic hands-on workshops to ensure that nurses develop practical skills supported by policies that address workload, resource availability, and the involvement of experts to maintain effectiveness.
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PERCEPTIONS OF SPECIAL EDUCATION TEACHERS ON THE USE OF ASSISTIVE TECHNOLOGY FOR STUDENTS WITH LEARNING DISABILITIES IN SAUDI ARABIA: A QUALITATIVE CASE STUDY
(Saudi Digital Library, 2023-12-11) Alshehri, Abdullah; Todd, Sundeen
The purpose of this qualitative case study was to gain an in-depth understanding of special education teachers’ perceptions and experiences using assistive technology (AT) to support students with learning disabilities (i.e., dyslexia, dysgraphia, dyscalculia) in public general education schools within the Abha educational district in Saudi Arabia. Interviews, among other data collection methods, were utilized in this extensive investigation to answer two research questions regarding the perceptions of Saudi special education teachers of students with learning disabilities of the usefulness of AT, and the challenges and barriers these teachers perceive as influencing their use of AT. The participants were seven special education teachers of students with learning disabilities teaching in Abha public general education schools. Two themes related to the participants’ perceptions of the usefulness of AT were identified: Theme 1, which was “Beliefs about AT” and Theme 2, which was “AT in Teaching.” Three themes linked to the participants’ perceptions regarding challenges and barriers that influence their use of AT were identified: Theme 3: “The Educational System”; Theme 4, which was “Accessibility”; and Theme 5, which was “Suggestions for Improvement.” In examining these findings, detailed information is presented on the participants’ usage of AT and their beliefs regarding its usefulness. Also, the results provide details about the obstacles the teachers face in integrating AT into their teaching practices and their recommendations on how iii these challenges could be overcome. The implications for practices in this study are discussed with consideration of three levels of education stakeholders in Saudi Arabia: the Saudi Ministry of Education, the school district, and the individual school. Recommendations for future research include suggestions for researchers interested in investigating AT use for students with learning disabilities.
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