Saudi Cultural Missions Theses & Dissertations
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Item Restricted Exploring Healthcare Professionals Perceptions and Experiences of Inter Professional Collaboration in Critical Care(Saudi Digital Library, 2025-06-03) ALMUTAIRI, ABDULLAH; McKinney, AidínAbstract Background: In high-pressure environments, interprofessional collaboration (IPC) in intensive care units (ICUs) is essential for effective patient care. However, collaboration between healthcare professionals is impeded by communication breakdowns, professional silos, and hierarchical practices. These barriers hinder the quality of care, leading to ineffective patient care. Team effectiveness and patient outcomes in critical care settings will improve if the barriers are addressed. Aim: This study aims to explore and synthesise healthcare professionals' perceptions and experiences regarding IPC in ICU settings Methodology: The systematic literature review was carried out on multiple academic databases such as PubMed, CINAHL, Scopus, and Web of Science. The review was based on qualitative studies published in the past decade, where each study was critically appraised using the CASP tool. A summary of data synthesised through thematic analysis following Braun and Clarke’s framework of developing key themes and information is provided. Results: Three main themes emerged in the review: fostering collaboration, barriers to effective collaboration, and impact on patient and professional outcomes. Each of them was further divided into two or three subsections to explore the topic further. Ineffective patient care was found to be due to poor communication, difference in terminologies, time pressures and role definition. However, interprofessional education (IPE) initiatives such as multidisciplinary teams and respect among team members promoted IPC. A practical approach to overcome these barriers and create a collaborative environment was found to be effective leadership. Effective leadership was found to address these barriers and create an organizational culture that would enhance quality patient care in ICUs. Conclusion: Improving IPC in ICUs is possible by addressing communication barriers and time pressures, defining roles, applying regular multidisciplinary team (MDT) rounds, and developing IPE programmes and incorporating them into healthcare training and policy development. These recommendations are needed to improve patient care and team dynamics and, therefore, lead to better clinical outcomes in ICUs.4 0Item Embargo 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, KarenBackground: 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.37 0Item Restricted LEARNING ENGLISH IN THE TECHNICAL AND VOCATIONAL TRAINING CORPORATION (TVTC) IN SAUDI ARABIA: PERSPECTIVES OF FIRST YEAR STUDENTS(Saudi Digital Library, 2023-12-12) Daqdaqi, Rashed Ahmed; Dietrich, SarahThis study examines the perspectives of 35 first year students enrolled in the Technical and Vocational Training Corporation (TVTC) in the Kingdom of Saudi Arabia (KSA). In light of the development strategy of Saudi Arabia's Vision 2030, which places significant emphasis on the acquisition of foreign languages to facilitate economic diversification and growth, this research examined the perspectives and drives of students in relation to the learning of English. The study found that the participants mostly showed positive and hopeful attitudes when it came to learning English. This study offers significant contributions to the understanding of the intricate dynamics involved in the process of learning the English language among students from Saudi Arabia. It illuminates the various obstacles and possibilities that arise as they strive to achieve proficiency in the language. The research emphasizes the necessity of adopting an innovative methodology for teaching English in vocational and technical education institutions in Saudi Arabia. This approach should aim to tackle motivational challenges and ensure that language acquisition is in line with the changing demands of the Saudi economy and society.57 0Item Restricted Social and Emotional Strategies: The Perspectives of High School Gifted Students And AIG Directors(ProQuest, 2023-11-09) Alhibs, Mashael; Gilson, CindyLimited studies address high school gifted students' social and emotional needs (Knudsen, 2018; Kregel, 2015). Additionally, there is a lack of research regarding high school gifted students' and Academically or Intellectually Gifted (AIG) directors' perspectives on the social and emotional strategies implemented locally within their school districts (Clinkenbeard, 2012; Kitsantas et al., 2017). Therefore, the purpose of this dissertation was (a) to discover the services school districts proposed to implement to meet the social and emotional needs of high school gifted students and (b) to explore high school gifted students’ and AIG directors’ perspectives about these services. Using purposeful sampling, this qualitative research included five participants from two school districts. The data collection methods implemented during this study were compiling school documents (i.e., 2022–2025 Local AIG Plans) and conducting five separate interviews. I used document analysis to analyze data from the Local AIG Plans and thematic analysis to analyze data from the interviews. Results from the document analysis yielded three themes: program-level and curricula strategies, resources and support, and collaboration and counseling strategies. Results from the thematic analysis of interviews yielded three themes on how schools implement social and emotional services from the participants' perspective: social and emotional services, interaction, and gathering and sharing information. Further, the thematic analysis of participants' in-depth perspectives about these services yielded three themes: satisfaction and awareness, counseling, and limitations and improvements.18 0Item Restricted Sociolinguistics of Saudi Vision 2030: Paradigm Shift Through English F English Faculty’s Perspectiv erspectives of T es of Translanguaging at a Saudi anslanguaging at a Saudi University.(UNM, 2023-08-01) Masrahi, Naif Ali Y; Trentman, EmmaMany educational systems around the world insist on applying an English Only Policy (EOP) when teaching the English language at universities without addressing their contextual needs. In Saudi Arabia, this problem leads to reduced satisfaction among faculty regarding students’ English level (Alharbi & Alqefari, 2022; Alkhairy, 2013; Alqahtani, 2020; Alsaawi, 2019; Alshammari, 2022; Altale & Alta’ani, 2019; Alzahrani, 2019; Elyas & Picard, 2010). However, the new educational transformation promised by Saudi Vision 2030 (2016) supports the Arabic language as a mother tongue for Saudis, English as an important language, and the teaching of critical thinking to respond to current global economic challenges. This creates a space for adopting translanguaging practices in English language classrooms by helping learners access their linguistic repertoire to understand, think, communicate, and learn the language (García, 2009). Recent studies at Saudi universities on faculty perspectives on translanguaging are limited in terms of context, participants, and vii methodology (Alahdal, 2020a; Alharbi & Alqefari, 2022; Alqahtani, 2022; Altale & Alqahtani, 2020; Alzahrani, 2019). Therefore, this qualitative case research examined the perspectives of six Saudi and international faculty members regarding translanguaging at a Saudi university. It answered the question: What are the perspectives of English as a Foreign Language (EFL) faculty at a Saudi university toward translanguaging, and why? Following the theoretical framework of sociocultural and translanguaging theories (Vygotsky, 1978; García & Li Wei, 2014), the study utilized interviews, focus group discussions, and field notes to collect the data. The thematic analysis (Stake, 1995) showed a positive position among faculty members regarding translanguaging. They called on decision-makers to empower them to participate in making pedagogic decisions according to students’ needs. Importantly, translanguaging could support the educational transformation of Saudi Vision 2030 through its pedagogic practices and its ability to support learners’ critical thinking. Moreover, faculty reported low awareness of translanguaging, which would require increasing their awareness of its systematic adoption. The study concludes with implications and suggestions for further research and teaching policy modifications to include translanguaging when teaching English in the classroom.39 0