Browsing by Author "Alzahrani, Maha"

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An Investigation of Pediatric Primary Caregivers’ Readiness for Hospital Discharge Using a Mixed-Methods Approach
(Saudi Digital Library, 2025-05-28) Alzahrani, Maha; Alharbi, Manal
English Abstract Background: Discharge readiness among pediatric primary caregivers is essential for ensuring safe transitions from hospital to home. In Saudi Arabia, limited research exists on caregivers' preparedness and the quality of discharge teaching provided, particularly within non-critical medical-surgical units. Purpose: This study aimed to assess the readiness of pediatric primary caregivers for hospital discharge and evaluate the quality of discharge teaching provided by nursing staff. Objectives included measuring discharge readiness levels, examining the influence of caregiver demographics, and exploring caregiver perspectives. Method: A mixed-methods embedded design was used. The quantitative phase included 258 caregivers from non-critical pediatric medical-surgical units in Jeddah, Saudi Arabia. Data were collected using the Quality of Discharge Teaching Scale (QDTS) and the Pediatric Readiness for Hospital Discharge Scale (Ped-RHDS), with bivariate analysis and multiple linear regression applied. The qualitative phase involved semi-structured interviews with six caregivers, analyzed using thematic analysis. Results: The mean discharge readiness score (Ped-RHDS) was 7.94 (SD = 1.59), and the mean quality of discharge teaching score (QDTS) was 7.74 (SD = 2.03). Multiple regression analysis revealed that caregiver age (β = 0.159, p = .008), educational level (β = 0.139, p = .011), and quality of discharge teaching (β = 0.537, p < .001) were significant predictors of discharge readiness. Thematic analysis revealed four key themes: barriers to readiness, facilitators of readiness, caregiving challenges post-discharge, and perceived contributors to readmission. Conclusion: Improving the quality of discharge teaching is essential for enhancing caregiver readiness and reducing pediatric readmissions. Structured, compassionate communication and addressing both practical and emotional needs can foster better caregiver confidence and child outcomes. Future studies should focus on developing standardized discharge protocols that integrate comprehensive education and ongoing support tailored to the diverse needs of pediatric caregivers.
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Saudi University Teachers and Students Navigating Curriculum Change in Academic Writing: A Complex Adaptive System Perspective
(Lancaster University, 2024-12) Alzahrani, Maha; Tusting, Karin; Pill, John
This research focuses on an academic English Language Program for preparatory year (PY) university students in Saudi Arabia, emphasizing the academic writing component. Prompted by educational changes in Saudi Arabia and within the study context, the study examines the impact of curriculum changes introduced in 2020 to improve students’ academic writing skills. The study aims to: (1) examine factors leading to curriculum changes, (2) explore teachers’ perceptions of writing instructional practices, (3) understand preparatory year students’ experiences in learning academic writing, and (4) highlight educational and contextual factors influencing teachers and students at a Saudi university. Through the framework of a complex adaptive system (CAS), the study highlights interactions among agents and elements within the system. Data were obtained through semi-structured interviews with teachers and students, and through materials analysis. Findings emphasized the interconnectedness of the national and institutional contexts, influenced by Vision 2030, which promote English as the Medium of Instruction (EMI) at Saudi higher education. The English Language Center (ELC) has adapted its curriculum to improve writing instruction, driven by EMI policies. Leadership dynamics, influenced by KASP experiences, have been crucial in driving these changes. At the agent level, some teachers have demonstrated qualities of being agents of change, showing adaptability and innovation in their classes; however, the top-down policy to curriculum changes at the ELC has limited the clarity of the English course and affected teacher agency. Students’ prior experiences with English writing vary, impacting their readiness for university-level writing. The Preparatory Year demand and curriculum are seen by students as both beneficial and challenging due to its intensive nature. The main implications of the study point out the importance of aligning educational policies with national goals such as Vision 2030 to ensure effective contributions from higher education institutions to national reforms. Empowering teachers by involving them in curriculum changes enhances their professional agency and autonomy. Establishing systems for continuous evaluation and feedback can ensure curriculum changes remain relevant and effective, supporting ongoing professional development.
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