Saudi Cultural Missions Theses & Dissertations

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    Healthcare Management for Children with Burn Injuries from the Perspectives of Parents/Carers: A Qualitative Systematic Review
    (Queen’s University Belfast, 2025) Albishi, Manal; McConnell, Karen
    Background: Paediatric burns are a global public health concern, leading to physical, psychological and social consequences for affected children. Despite the challenges faced by parents and caregivers during the hospitalisation and recovery phases, their perspectives on healthcare management remain underexplored. Aim: This systematic review aimed to synthesise the perspectives of parents and carers concerning the healthcare management of their children with burn injuries. The findings aim to inform clinical practice, policy and future research to enhance family-centred care and improve outcomes for children with burn injuries and their parents. Methodology: A systematic search was conducted across five electronic databases: CINAHL, Medline, PsycINFO, Maternity & Infant Care, and ProQuest. Supplementary searches were conducted in Google Scholar. The inclusion criteria focused on qualitative studies exploring parents’ and carers’ perspectives on paediatric burn management. The search results were screened in Covidence by two reviewers independently. Data relating to the experiences of parents and caregivers on the healthcare management of paediatric burns were extracted by one reviewer. The quality of the included studies was assessed by one reviewer using the Joanna Briggs Institute Critical Appraisal Tool for Qualitative Research. A second reviewer checked 20% of the extracted data and quality appraisals. Data were then synthesised through thematic analysis by the method established by Thomas and Harden. Results: Fourteen studies were included in this review. The quality of the included studies ranged from six, indicating low quality, to ten, indicating high quality. Three main themes emerged: (i) parents’/caregivers’ perspectives on burn care challenges and support during hospitalisation and after discharge, highlighting barriers to and facilitators of parental involvement in their children’s treatment, non-professional support needs during hospitalisation, and financial, logistical and transition to home challenges; (ii) caregivers’ experiences of healthcare providers, showcasing both positive and negative experiences and gaps in communication and information needed for carers; and (iii) current and future concerns regarding the recovery and treatment of burn-injured children, including physical, psychological and social challenges. Conclusion: Effectively implementing family-centred care in paediatric burn care and incorporating social support are vital to address caregivers’ needs during hospitalisation and after discharge care. Improving healthcare providers’ communication skills, fostering a supportive environment for healthcare providers and integrating multidisciplinary care are essential to addressing parental challenges and optimising patient outcomes. Additionally, incorporating telehealth and parental feedback into care protocols can further enhance care delivery and collaboration among healthcare providers and caregivers, contributing to enhanced patient outcomes. Finally, cooperation among healthcare providers, policymakers and researchers is needed to bridge the gaps in paediatric burn management, improve outcomes, and support caregivers and burned children.
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    Parents’ and Teachers’ Roles in Supporting the Development of Digital Citizenship among Saudi Children in Early Childhood Schools
    (University of Reading., 2025) Hassanin, Nouf; wong, Billy; Dimitriadi, Yota
    In recent decades, there has been a substantial increase in research into children’s online technology use worldwide. Digital technology is introduced to children early, exposing them to online opportunities and threats. Providing children with appropriate online knowledge and abilities is therefore vital to ensure their safe and responsible digital growth. Nevertheless, although Saudi Arabia has seen a dramatic increase in living standards and development in online technology-based services since implementing the national transformation plan (2016-2020) to achieve the ‘2030 Vision’ (NTP, 2018), research on childhood and constructing digital citizenship remains limited. This study investigated parents’ and teachers’ practices and views on nine dimensions of digital citizenship (Ribble, 2015), particularly in relation to the key principles of ‘Respect, Educate and Protect’ (REP) when dealing with the online technology use of children enrolled in early childhood schools. It also examined the similarities and differences in how parents and teachers interact with their children’s online usage to develop digital citizenship. This exploratory study used a mixed-methods research approach, employing both quantitative and qualitative measures online. Scales of parents’ and teachers’ practice of digital citizenship were developed to gather data from 357 parents and 156 teachers. Semi-structured interviews were conducted with ten parents, five teachers and five early childhood specialists. The study’s key findings indicate that the teachers demonstrated high digital citizenship practices of all three REP principles, whereas the parents were found to have high practices of Respect and Protect but only a modest practice in the principle of Educate. The findings also showed that the parents’ practices regarding the dimension of digital literacy differed according to their children’s age. Furthermore, although the parents and teachers discussed various relevant issues, the data showed their limited understanding of digital citizenship. Using Vygotsky’s (1978) concepts of mediation and Bronfenbrenner’s (1994) macrosystem lens, the findings showed that the parents and teachers perceived digital citizenship as composed of mediation strategies and socio-cultural constructs. They also demonstrated that the socio-cultural context, online media and home and school relationships affected children’s formation of digital citizenship. This study is a valuable contribution to the Saudi education context in regard to the development of digital citizenship among children, and it provides the basis for future studies to extend the educational literature.
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    ASSOCIATION BETWEEN PARENTS’ PERCEPTIONS ABOUT HUMAN PAPILLOMAVIRUS (HPV) AND CORONAVIRUS DISEASE-19 (COVID-19) VACCINES AND THEIR DECISION TO VACCINATE THEIR CHILD AGAINST HPV
    (2023) Almatruk, Ziyad; Axon, David R; Warholak, Terri
    BACKGROUND: The WHO classified vaccine hesitancy as one of the top ten threats to global health. During the COVID-19 pandemic, many people had doubt about vaccines. The HPV can lead to several types of cancer. The COVID-19 impact on US HPV vaccination reluctance is unknown. Thus, the aim of the study is to investigate parents' perceptions of Coronavirus Disease-19 (COVID-19), the Human Papillomavirus (HPV) vaccine, and HPV vaccination decisions. METHODS: A cross-sectional observational survey was administered using Qualtrics to United States parents with at least one child aged 9–18. The survey consisted of five sections: screening, parent’s perception of general Vaccination, COVID-19, HPV, and demographics. Rasch analysis was used to evaluate the instrument reliability and validity, which included principal component analysis (PCA), scale functionality, person measure, item reliability, and person reliability. A logistic regression model with variables selected using backward elimination (p<0.05) was used to evaluate the associations between parents’ perception of COVID-19 and HPV vaccine decisions. RESULTS: The study included 508 parents. The instrument contained four domains: General Vaccination, COVID-19, HPV, and Parents’ COVID-19 Experience. Except for General Vaccination, PCA showed unidimensionality. Response options satisfied scale functionality analysis. Average person measure was 0.7±8.0 logits. Person reliability was 0.7-0.9, whereas item reliability was 0.9-1.0. Item fit ranged from 0.7-2.1. A few of the difficult items to endorse with were I trust social media and/or TV to tell me the truth about vaccines, I would have my 11 children vaccinated for COVID-19 if their school required it, vaccinating my child against HPV helps to protect others from getting HPV, and I believe the COVID-19 vaccine was approved in a reasonable amount of time. A few of the easy items to endorse were physicians’ address vaccine concerns, there are safe COVID-19 vaccines for children, and I believe in vaccines. The multivariate logistic regression model with backward elimination showed that HPV Domain (adjusted odds ratio [AOR] = 1.89, 95% CI = 1.61 – 2.21), Parents COVID-19 Experience Domain (AOR = 1.32, 95% CI = 1.18 – 1.47), and men compared to women (AOR = 2.48, 95% CI = 1.37 – 4.47) were significantly associated with parents’ planning not to vaccinate their children with HPV. CONCLUSIONS: Our research offers insight into variables associated with parents’ decisions about children’s COVID-19 and HPV vaccines. More research is needed to improve the HPV vaccine uptake.
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    Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey
    (University of South Florida, 2023-03-24) Alolayan, sadeem A.; Cranston-Gingras, Ann
    Although special education advocates have played an essential role in obtaining rights for individuals with disabilities, there is still much unknown about their motivations, challenges, roles, and the meaning they made from their experiences. Research into Saudi parent advocates of children with disabilities and their complex daily life issues have seldom been investigated, with rare studies that focus solely on Saudi early intervention services needs and supports. This qualitative study aimed to explore the experiences of Saudi parents of children with developmental disabilities who are special education advocates in their communities. One of the goals of this study was to obtain a better understanding of how these parents view their roles in providing support to other parents and the meaning they made from their experiences. A qualitative interview approach design was adopted for data collection. Semi-structured interviews were conducted with five Saudi participants who had been in the advocacy world. Participants were interviewed about becoming advocates in the first interview, details and challenges about early intervention services in the second interview, and what advocacy means to the parents in the third interview. Findings included a nuanced understanding of advocacy in terms of motivations, obstacles to taking steps to influence others, policies, and practices. Additionally, results highlighted barriers to Saudi parent engagement in early intervention services, defining parents' role as advocates and the meanings they made through their journeys. Finally, based on the results of this study, three levels of practical implications for policy and practice were suggested. Recommendations supported by "Saudi Vision 2030" were provided first for Saudi policymakers, second for service providers, and third for parents. The study concludes with an overview of limitations and recommendations for future research.
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