Saudi Cultural Missions Theses & Dissertations
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Item Embargo The Impact of Child Protection Training on Nurses’ Self-Efficacy in Detection and Reporting of Child Abuse in Saudi Arabia(Trinity College Dublin, the University of Dublin, 2024) Almutairi, Albandari; Corry, Margarita; Hughes, MaryBackground: The World Health Organisation (WHO) has reported that child abuse and neglect constitute major international health problems that cause unacceptable morbidity and mortality. These forms of maltreatment can have severe physical and psychological effects on children’s development that persist into adulthood. Early detection of abuse and removing children from potentially hazardous and perilous conditions pose significant challenges. Nurses who care for children and families are uniquely positioned to identify children at risk of abuse and neglect during visits and have the opportunity to initiate interventions to prevent future harm. However, barriers such as a lack of experience, training, and confidence in handling abuse cases exist. Several training programmes have been developed to enhance nurses’ abilities to recognise and report child abuse. Studies demonstrate that these training programmes effectively improve nurses’ awareness, detection, and reporting of child abuse and neglect. In Saudi Arabia, The National Family Safety Program provides non-mandatory training to healthcare practitioners to support them in identifying and reporting child abuse cases through the Child Protection Multidisciplinary Training Programme (CPMTP) in multiple healthcare sites. The concept of self-efficacy has been used to assess the outcomes of clinical training programmes in other fields, as positive effects on self-efficacy should translate to desirable practice patterns. To date, few studies have explored the impact of child abuse training on nurses’ self-efficacy in recognising and responding to known and suspected cases of child abuse and neglect. Furthermore, none of these studies have been conducted in Saudi Arabia. Aim: To explore the impact of child abuse training on nurses’ self-efficacy in recognising and responding to known and suspected cases of child abuse and neglect (CAN) in Saudi Arabia. Methods: This study was conducted across three regions of Saudi Arabia, with participation from nurses caring for children, using the Child Abuse Neglect Reporting Self-Efficacy Questionnaire (CANRSEQ). The questionnaire was administered in online and hard-copy formats across all three regions, with a completion time averaging under 20 minutes. Data were analysed using descriptive statistics and correlation analyses using Statistical Package for Social Sciences (SPSS) version 28 software. Findings: The response rate was 77% (n = 247) among staff nurses. The majority (75.5%) had not reported any cases of child abuse or neglect in the past. The findings indicate that 73.2% (n = 164) did not receive any formal CAN cases. Additionally, 19.2% (n = 43) of the respondents had undergone formal training sessions concerning CAN, and 10.4% (n = 23) attended the CPMTP provided by NFSP. The study’s findings showed a significant difference in self-efficacy expectations (EEs) on the SE-CAN scale. However, there was no significant difference in outcome expectation (OE) scores between those who attended CAN training and those who did not, as measured by the OE-CAN scale. The respondents generally reported being more confident in handling known abuse cases than in suspected abuse cases. Self-efficacy in detecting and reporting CAN differed among education groups when measuring the relationship between personal characteristics and professional self-efficacy in nurses. Those who had a postgraduate degree and attended a training programme reported a statistically significant higher self-efficacy score (i.e., EES, EEK, OE; mean = 3.4864 ± 0.56619) compared to those with a bachelor's degree (mean 3.2337 ± 0.59468, p < .05). Conversely, no significant differences were found in self-efficacy based on other personal characteristics such as age, gender, or marital status (p > 0.05). Regarding knowledge of the law, most of the participants, 70.7% (n = 164), believed they had a legal obligation to report cases where a child or young person was at risk of physical or sexual abuse. However, the lowest percentage, 42.1% (n = 98), was recorded for cases where a prenatal report was made, but the birth mother did not receive adequate support services. Conclusion: This study is the first in Saudi Arabia to investigate the impact of child abuse training on nurses’ ability to identify and respond to CAN. The results provide an important contribution to our understanding of nurses’ self-efficacy in managing such cases, as they highlight the specific areas where nurses feel most confident and capable. Additionally, the findings shed light on potential areas for improvement and the need for targeted interventions to enhance nurses’ self-efficacy in specific aspects of CAN. The underreporting of child abuse is attributed to various barriers, but training programmes can significantly improve nurses’ confidence in reporting abuse cases. Notably, nurses are more confident in reporting known cases rather than suspected cases, and the ability to detect abuse is dependent on the type of abuse being investigated (physical, emotional, and sexual abuse). Therefore, training programmes must enhance nurses’ confidence and provide them with clear guidelines for mandatory reporting and support in navigating these challenges.29 0Item Restricted THE FUTURE OF HEALTH SYSTEMS: MULTIDISCIPLINARY HEALTHCARE TEAM COLLABORATION, TRAINING AND TRANSITION IN HEALTH SYSTEM(University of Newcastle, Australia, 2024) Alzahrani, Rami Hassan J; Boyle, BrendanThis thesis explores multidisciplinary healthcare team collaboration (MDHT) and the effectiveness of training as part of implementing an MDHT model. The governance of the MDHT model is analysed and studied as part of the transition of the health system in the Kingdom of Saudi Arabia. While existing scholarly research indicates that multidisciplinary healthcare teams can address complex healthcare problems and their use as integrated care grows, multidisciplinary teams do not necessarily perform effectively. Despite the potential of MDHT, existing scholarship warns that multidisciplinary teams may experience barriers to collaboration and knowledge sharing; hence, a research problem is established. Following a systematic review of the relevant literature to identify a research gap, this study deploys a qualitative methodology consistent with an interpretive paradigm to explore MDHT collaboration and the effectiveness of training in enhancing the transition to the MDHT model in the Saudi Health System. Interpretivist study must achieve an understanding incorporating the participants’ views, giving prominence to the research participants' subjective experiences of the transition towards an MDHT model. Consistent with this approach, novel quantitative insights into barriers and enablers that can account for and enhance MDHT collaboration were gained based on the experience of health professionals in the Kingdom of Saudi Arabia. The thesis also illuminates the lacuna of research evaluating the effectiveness of the training provided to MDHTs and offers novel insights into the effectiveness of training in supporting the MDHT model. In-depth insights into the shortcomings of training interventions relative to participant needs are gained, and in doing so, a unique evaluation of training relevance and utility in the MDHT context is provided. Finally, a significant practical contribution is made to those seeking to transition the Saudi Health care system to the use of MDHT teams. The importance of the supporting pillars of digitisation and privatisation are considered, with the former assessed by its contribution to facilitating efficient and effective knowledge sharing across the MDHT. The findings related to the governance of MDHT warn hospital administrators and policymakers of the importance of clear and consistent approaches to MDHT use as a form of integrated care and clear and consistent policy and practice guidelines for MDHT governance.15 0Item Restricted The Strategic Human Resource Management (SHRM) alignment with the Kingdom of Saudi Arabia (KSA) Universities’ vision(Newcastle University, 2022-09-15) Alenezi, Tahani; Haist, JoshuaSeveral studies have identified that employees’ performance correlates with the strategies of their human resource management. The Chartered Institute of Personnel and Development (CIPD) and the Institutes of Education Study (IES) have critically discussed this, yet the practical alignment of performance and strategic human resource management (SHRM) is lacking, particularly in Asian and Middle East countries like the Kingdom of Saudi Arabia. This study is based on the aim of aligning SHRM practice within the higher education institutions of Saudi Arabia. This study explores relevant literature and draws on primary data from the online platforms of multiple universities. The current study uses a quantitative and qualitative approach that was conducted thematically by using an online questionnaire to collect data from different Saudi universities. The questionnaire primarily comprised closed questions; however, to gain deeper insights, certain questions were kept open. Quantitative variables were statistically analysed, and qualitative textual answers were analysed thematically. The sample size of 170 individuals validated the research reliability and identified key areas needed to realign strategy as the response for most variables was moderate. The results indicated that higher education managers and lecturers are aware of the significance of sustainable SHRM measures, but they cannot balance work and family life. Furthermore, working is not done in teams as communication is poor, and, most importantly, training is not regular. Therefore, the extent of alignment is moderate, and realignment is necessary using the implementation plan provided in this research.30 0Item Restricted Teachers’ Perspectives on the Implementation of Continuous Assessment (CA) in English as a Foreign Language (EFL) Classes in Saudi Elementary School: A Qualitative Case Study(Saudi Digital Library, 2023-12-26) Alqahtani, Maram; Bloom, FennemaStarting from 2021/2022 academic year, the Saudi national government introduced English classes from the first grade of elementary school to improve the English proficiency levels of Saudi students. Notably, elementary school teachers rely on continuous assessment (CA) methods to evaluate their students’ learning. However, very few studies have looked at how elementary teachers employ CA in their English Classrooms to inform best practices. As such, the purpose of this study was to collect data on how Saudi elementary teachers used CA in their English classes to promote their students’ learning progress. This qualitative case study, involving 3 Saudi English teachers from different elementary schools, used 17 open-ended questions to collect data on CA practices, challenges, benefits, training, and construed beliefs in the Saudi context. The findings show that Saudi elementary teachers believed that using CA promoted their students’ learning progress and used a variety of CA methods to assess their students’ writing, speaking, listening, and reading skills. However, they faced a lot of challenges that impended their use of CA, including a high workload, lack of training, low motivation among students to learn English, inadequate resources, and the national English curriculum focus on paper assessments. These findings suggest that more needs to be done to support Saudi teachers in using CA in their classrooms. Therefore, it is recommended that more support be given to teachers in order to support their effort such as: providing in-service training, online courses and resources, and opportunities for teachers to discuss best practices with their experienced colleagues from other schools to improve their CA competency. بدءًا من العام الدراسي 2021/2022، قدمت الحكومة الوطنية السعودية دروس اللغة الإنجليزية من الصف الأول الابتدائي لتحسين مستويات إتقان اللغة الإنجليزية للطلاب السعوديين. والجدير بالذكر أن معلمي المدارس الابتدائية يعتمدون على أساليب التقييم المستمر (CA) لتقييم تعلم طلابهم. ومع ذلك، فقد بحث عدد قليل جدًا من الدراسات في كيفية توظيف معلمي المرحلة الابتدائية CA في فصول اللغة الإنجليزية الخاصة بهم لتوجيه أفضل الممارسات. على هذا النحو، كان الغرض من هذه الدراسة هو جمع بيانات حول كيفية استخدام المعلمين السعوديين للمرحلة الابتدائية CA في فصول اللغة الإنجليزية لتعزيز تقدم تعلم طلابهم. استخدمت دراسة الحالة النوعية هذه، التي شارك فيها 3 مدرسين سعوديين للغة الإنجليزية من مدارس ابتدائية مختلفة، 17 سؤالًا مفتوحًا لجمع بيانات حول ممارسات CA والتحديات والفوائد والتدريب والمعتقدات المفسرة في السياق السعودي. تظهر النتائج أن معلمي المرحلة الابتدائية السعوديين يعتقدون أن استخدام CA يعزز تقدم تعلم طلابهم ويستخدمون مجموعة متنوعة من أساليب CA لتقييم مهارات الكتابة والتحدث والاستماع والقراءة لدى طلابهم. ومع ذلك، فقد واجهوا الكثير من التحديات التي أعاقت استخدام CA، بما في ذلك عبء العمل الكبير، ونقص التدريب، وانخفاض الدافع بين الطلاب لتعلم اللغة الإنجليزية، وعدم كفاية الموارد، وتركيز مناهج اللغة الإنجليزية الوطنية على التقييمات الورقية. تشير هذه النتائج إلى أنه لا بد من بذل المزيد من الجهود لدعم المعلمين السعوديين في استخدام CA في فصولهم الدراسية. ولذلك، يوصى بتقديم المزيد من الدعم للمعلمين من أجل دعم جهودهم مثل: توفير التدريب أثناء الخدمة، والدورات والموارد عبر الإنترنت، وفرص المعلمين لمناقشة أفضل الممارسات مع زملائهم ذوي الخبرة من المدارس الأخرى لتحسين مهاراتهم.72 0Item Restricted الاحتياجات التدريبية لمعلمات صعوبات التعلم لتطبيق نموذج الاستجابة للتدخل في تقييم التلاميذ ذوي صعوبات القراءة والحساب(Saudi Digital Library, 2023-06-07) Alsharif, marwa; Tazi, NadiaThis study aimed to recognize the training needs of learning disabilities teachers to apply response to intervention model to evaluation students with reading and arithmetic disabilities. The study used the analytical-descriptive approach. The study sample was collected via a questionnaire built by the researcher. The study sample was distributed to (65) learning disabilities teachers in Makkah Al-Mukarramah region. The study results were analyzed via SPSS. The study showed that the training needs to apply the response to intervention model to evaluate students with reading and arithmetic disabilities are high. The skills dimension came first in the ranking, followed by the conceptual cognitive dimension. The result also disclosed that were statistically significant differences came in favor of the years of service variable for the teachers who has less than five years’ service, The study also indicated that were statistically significant differences for the training needs of learning disabilities teachers to apply response to intervention model attributed to the academic field for the benefit of specialists with learning disabilities, The result also disclosed there were statistically significant differences for the training needs of learning disabilities teachers to apply response to intervention model attributed to enrollment in a special course centered on the intervention response model in favor of the group that did not enroll in a special course on the response to intervention model. In light of the results, the research provided several recommendations, which include allocating the necessary resources to implement the intervention response model, supporting the schools that adopt this model, and offering guidance to the intervention response team members, such as teachers, parents, and administration to provide them with information about the model's goals and objectives, emphasize its importance, and clarify the specific roles each of them plays in its implementation. Keywords: training, training needs, learning disabilities, response to intervention model218 0