Community Experience Research Articles

It must not be dangerous to talk about it! Parents views of communication with schoolnurses on weight

Abstract Background The study aimed to describe parents’ experiences of communication with school nurses concerning the growth data and weight development of their children aged 8 and 10 years old in Sweden. Methods The design was descriptive and qualitative. 15 women and 3 men in south Sweden were included, with children who had performed health visits in the School Health Service (SHS). Data were collected through in - person semi structured interviews. Qualitative content analysis was used. Results The results illustrated the health visit’s purpose as unclear with need for improved dialogue and lacking feedback from the SHS. “To be able to get guidelines of what is the normal growth and what is a normal deviation and maybe a bit more about diet and lifestyle and movement.” The need for an improved channel for receiving information from SHS, and access to their child’s growth data. “Couldn’t they have a school nurse site or information page, where you get information about your child from the day they enroll in school until they leave.” Parents experienced a lack of a child-centered perspective, described the child’s context as not in focus, and desired collaboration. “I think that it is very important that children feel good in their bodies, and that is a really important task for health care.” Conclusions (a) Initiating a discussion regarding the preventive health work of school nurses and the main assignment of SHS. (b) Development of a child-centered perspective towards parents and children with focus on the child’s entire social context. (c) Implementation of evidence-based methods for communicating growth data and weight development between SHS and parents. Key messages • An increased dialogue between parents and SHS was requested, with a reachable way of communication via a digital platform. • A holistic view of the child, with positive professional attitudes seem essential to meet the needs of the child.

A Gas Cylinder Delivery Service in Oman

Gas is one of the basic requirements that must be available in every home, purchased from gas stations and street vendors. However, issues may arise in reaching gas stations or finding sellers in certain areas when gas is needed urgently. Our project aims to create a desktop application for a gas cylinder delivery service, enhancing the community's experience by facilitating the timely delivery of suitable gas cylinders. The application lists gas cylinder owners in Omani society, providing customer data like name, phone number, city, and governorate. Customers can pay using cash and choose cylinder size and price. The app also determines delivery time based on location. It facilitates communication between buyers and sellers in Arabic and English. The gas cylinder delivery service application requires login information like username, phone number, and city, then opens a location service home page. The home page features an "Order Now" button, allowing users to choose from a list of gas cylinder sellers, specifying size and price. After confirmation, customers can choose payment method, delivery location, and expected delivery time. Then the seller receives an order containing the buyer's data and a gas cylinder, and the application confirms the delivery to the customer after completion. Oman's technological advancements have made society accustomed to mobile phones, software, and applications, making the location of the gas cylinder delivery service to people easier than the traditional method of finding sellers.

Transforming Learning Orientations Through STEM Interdisciplinary Project-Based Learning

Science, technology, engineering, and math (STEM) education is challenged by industries to incorporate business, engineering, and communication experiences to prepare students for workplace success. In this study, we outline an approach—the STEM Oriented Alliance for Research (SOAR)—to enhance student experience by offering interdisciplinary project-based learning (IPBL) for undergraduate students majoring in electrical engineering, communications, and marketing. We examined how students’ disciplinary and cooperative orientations toward learning shifted in response to their experiences in a semester-long interdisciplinary project-based learning experience with authentic industry outputs. Using a multi-method approach, we explored how interdisciplinary projects influenced student experiences in terms of five collaboration abilities: positive interdependence, accountability, promotive interaction, group processing, and social skills. Further, we observed a shift from fixed- to more growth-oriented mindsets, and from a primarily disciplinary to interdisciplinary focus for their future professional work. The outcomes of the SOAR project make clear that providing structure for professional cooperation on interdisciplinary projects can have profound effects on how students learn to cooperate and position themselves as learners. For most SOAR participants, the experience was deeply formative and contributed to their readiness to cooperate and learn within the interdisciplinary and STEM-oriented workforce.

The experiences of local communities in ecotourism businesses: A mixed-methods analysis of four local municipalities

The experiences of local communities in ecotourism businesses: A mixed-methods analysis of four local municipalities

Experiences of pain communication in endometriosis: A meta-synthesis.

Endometriosis is the leading cause of chronic pelvic pain among women. The pain associated with endometriosis significantly impacts various aspects of patients' quality of life. A notable void in the literature is the absence of a systematic review exploring pain communication between patients with endometriosis and healthcare professionals. Hence, the aim of this qualitative systematic review was to synthesize findings on how patients with endometriosis experience communicating with healthcare professionals about pain and how healthcare professionals experience these interactions. A systematic literature search was conducted related to patients with endometriosis and pain communication in CINAHL PLUS with full text and MEDLINE (via EBSCO host) on May 12, 2023, and updated January 26, 2024. Searches were supplemented by backward searching reference lists and forward searching citations of included reports in Scopus and Google Scholar. The review was guided by the four-step meta-synthesis methodology by Sandelowski and Barosso. Critical appraisal of included studies was conducted using Critical Appraisal Skill Program (CASP). Findings were analyzed thematically, using the approach described by Thomas and Harden. The meta-synthesis was based on a registered protocol in PROSPERO (CRD 42023425430), and the study is reported adhering to the PRISMA 2020 checklist. Overall, 37 reports published from 2003 until 2023 contributed to the review, including 4842 participants. Through thematic analysis, we developed the following themes: "Navigating the double burden," "Lack of mutual understanding," and "The complexities of conveying pain." The communication of pain between patients with endometriosis and healthcare professionals is complex, encompassing patterns of disbelief, normalization, and psychological attribution. Engaging in discussions about pain presents diverse challenges stemming from insufficient communication skills and assessment tools. Further research is warranted to comprehensively explore the perspectives of both patients and healthcare professionals, aiming to devise strategies that enhance communication and patient care.

Bystanders or active participants? Mobilising meaningful participation in River Basin management: lessons from the Gauteng Province, South Africa

ABSTRACT This paper explores the concept of meaningful participation in river basin management, using the case study of the Hennops River in Gauteng Province, South Africa. Experiences of different stakeholders and communities regarding their involvement in the management of the Hennops River basin are analysed following engagement through interviews, workshops and clean-up initiatives. Several barriers and enablers for meaningful participation, such as lack of awareness, capacity, coordination, trust and incentives, are identified. Some recommendations are proposed for improving stakeholder and community participation, based on the lessons learned from the case study. This includes the formulation of a social fund to support small community-based projects such as clean-up campaigns. Projects should be reflective, keeping the community engaged and active. The paper argues that meaningful participation requires not only formal mechanisms of engagement and decision-making but also informal and practical actions that empower stakeholders and communities to take ownership and responsibility for their water resources and environment. For meaningful participation to take place, more needs to be done to shift communities away from a ‘bystander’ position to a more active role. A new approach to community engagement is therefore necessary to support stakeholder-driven initiatives and the raising of awareness in poorer communities.

An exploratory cross-cultural study of community-based health literacy interventions to promote the mental well-being of disadvantaged and disabled young Africans: a multi-method approach

BackgroundThis study explores the impact of community-based health literacy interventions on the health and mental well-being of disadvantaged young Africans in Zambia, Sierra Leone, Rwanda, and South Africa. The pandemic has exacerbated mental health problems amongst children and young people, underscoring the urgent need for equitable access to mental healthcare resources. Emphasizing the importance of equitable access to mental healthcare resources, the research addresses educational and income disparities in low- and middle-income countries (LMICs), particularly amongst young Africans with disabilities or vulnerabilities.MethodsThe study comprised 1,624 young Africans, of whom 1,592 were surveyed, while 191 later participated in in-depth interviews and focus groups. Additionally, 32 participants exclusively joined focus groups. Participants were recruited to complete the Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS), WHO-5 Well-being Index, Pandemic Anxiety Scale (PAS), and Self-rating of Happiness, as well as semi-structured interviews or focus groups.ResultsThe findings highlight the significance of tailored health literacy interventions in addressing mental health challenges and promoting well-being in marginalized African communities. In the sample, 43.1% (686) reported to have at least a physical disability or serious health condition and 51.4% (818) had special educational needs (SENs). Mental health scores were significantly lower in participants with two or more physical disabilities and pre-existing mental health problems. Factors significantly associated with poor mental health included poor health literacy, physical disabilities, and pre-existing mental health problems. Four main themes were generated from the thematic analysis: early childhood trajectories and mental illness experiences; positionality, open communication, and mental illness experience; mental illness experience, emotional honesty, and social stratification; and spirituality, cultural beliefs, and mental illness experience.ConclusionThe study emphasizes the need for context-specific, culturally appropriate health literacy interventions to support the mental health and well-being of young Africans in LMICs. By focusing on the lived experiences of disadvantaged groups, the research contributes to a better understanding of effective strategies for promoting health literacy and addressing health inequalities in African communities during and after health emergencies.

Consequences of Social Media in the Everyday Life of People: A Case Study of Kathmandu Valley

Social networking has become one of the most important trends of the contemporary society that influenced its members’ communication experiences and perception of reality. This research aims to establish the outcomes of social media use in the lives of the people residing in Ward No. 16 of the Kathmandu Metropolitan City. Social media in particular allows for a broad study of the effects on different parameters the essence of the social interactions among the users of social media, their psychological state, and their ways of obtaining and sharing information. Quantitative and qualitative research methods were used, quantitative and questionnaire based survey and qualitative and interview based survey with 57 respondents. The ideas proposed in this research show that it points to the model of the positive and negative effects, which is the characteristic of social networks as means of communication at the same time. Arguably, the literature suggests that social media results in high consequences in the lives of users with lower age, female gender, lower levels of education, and unmarried statuses. These nuances are discussed in the analysis as a means of providing more information about how people of different age, gender, education level, and marital status perceive the impact of social media. This paper therefore emphasizes the need for people to be conversant with digital literacy, and the need to be cautious when using social media so as to avoid the negative impacts while enjoying the positive ones.

Multimorbidity and Person-Centred care in a socioeconomically deprived community: a qualitative study.

Multimorbidity (>2 long-term conditions) has poorer outcomes in areas of high socioeconomic deprivation (SED). High-quality Person-Centred Care (PCC) is important in multimorbidity but socially vulnerable populations have not informed current PCC models. To explore how wider community factors influence management of multimorbidity in the context of high SED, how high-quality PCC is defined by patients, and whether this influences healthcare management. Ethnographically informed case study in community experiencing high SED in Scotland. Participant observation (hours = 142) within 4 community groups who also took part in 2 participatory workshops. 25 in-depth interviews with people with multimorbidity, recruited from local General Practices; emerging findings discussed with interviewees in one focus group. Field notes/transcripts analysed using inductive thematic analysis. Key aspects of PCC were "patient as person", "therapeutic relationship", "co-ordination" and "power-sharing"; power sharing was particularly enabling but rarely happened (barriers often unseen by practitioners). Shared community experiences of "being known", "stigma" and "none of the systems working" influenced how people approached health services, and healthcare decisions. High quality PCC may have been particularly effective in this setting because of its influence on ameliorating wider shared negative community experiences. In a high SED setting PCC is important and can enhance engagement. Wider community factors have a critical influence on engagement with healthcare in areas of high SED and PCC may be particularly important in this context because of its influence ameliorating these. Policy makers should prioritise and resource PCC.

Primary healthcare rehabilitation users’ views on activity limitations and participation in South Africa

Background: Increasing functional limitations and disabilities have raised the need for comprehensive rehabilitation services at the primary healthcare (PHC) level, particularly in low- and middle-income countries. To support the integration of these services into PHC in South Africa, assessing outcomes from the service users’ perspectives is essential.Objectives: This study examined service users’ views on their PHC rehabilitation outcomes in a Metropolitan District of Gauteng, South Africa. The aim was to understand perceived changes in activity limitations and participation restrictions following the rehabilitation intervention.Method: A quantitative survey design, including self-rating measurements and structured interviews, was employed. Thirty-eight rehabilitation service users from eight clinics and community health centres were purposively sampled. Participants rated their pre- and post-rehabilitation levels of difficulty in activity limitations and participation restrictions, with open-ended questions providing additional insights. Data analysis used descriptive statistics, quantitative content analysis, and non-parametric tests.Results: Significant improvements in mobility, self-perception, and quality of life were reported by both adult and child service users. Caregivers of child service users also noted positive experiences (p = 0.019) in community, social, and civic life.Conclusion: This study highlights the perceived positive changes experienced by PHC rehabilitation service users in addressing functional limitations and disabilities. It underscores the effectiveness of integrated rehabilitation service delivery in improving user outcomes.Contribution: The findings offer valuable insights into how rehabilitation interventions enhance functional abilities, social participation, and overall well-being. By focusing on activity limitations and participation restrictions from service users’ perspectives, this study supports the priority of providing person-centred rehabilitation services at the PHC level.

Real-time Transcription Language Translation using Webrtc

This literature survey paper titled "Real-Time Transcription Language Translation Using WebRTC" explores the current landscape of real-time speech translation technologies. We summarize and analyze various research efforts in the domain, highlighting their methodologies, findings, and limitations. Additionally, we propose a novel approach that leverages WebRTC to enhance real-time transcription and translation efficiency. By identifying gaps in existing studies, we outline the scope for future research, aiming to improve user experience in multilingual communication. This survey serves as a comprehensive resource for researchers and practitioners interested in advancing real-time language translation technologies

Communication in an undergraduate psychiatric nursing peer mentorship program: considerations and strategies for facilitators

ABSTRACT Peer mentorship programs are an effective tool to help individuals navigate the academic challenges and stressors in an undergraduate program. A qualitative study, focusing on peer mentors and mentees in a psychiatric nursing program was conducted. Nine participants from an undergraduate psychiatric nursing program took part in an interview using a semi-structured interview guide. The experiences of the mentor and mentee was analyzed and a common theme surrounding the importance of communication between the mentor and mentee was found throughout. The experiences of communication between the mentor and mentee are explored and strategies to assist peer mentorship program facilitators are provided.

Socio economics impacts of CPEC on Pakistan; the dark side of the project

The China-Pakistan Economic Corridor (CPEC) is a flagship project under China's Belt and Road Initiative (BRI) with significant investments in energy projects, infrastructure development, and special economic zones. While CPEC has been praised as a game-changer for Pakistan but major concerns have been raised about its negative socio-economic impacts. This research article spreads light on a comprehensive literature review to find out these impacts and identify research gaps that the researchers have not filled yet. This paper reveals that CPEC intensifies existing socio-economic inequalities, displaces local communities, causes environmental degradation, and raises concerns about debt sustainability of Pakistan. The lack of transparency in project execution has further boosted these issues. In this paper I have examined the experiences of aboriginal communities and gendered repercussions, investigated labor rights and waged conditions, and environmental impacts. As the project is still not fully completed, new issues may arise with the completion and passage of time. By conducting the research further deep, policymakers can gain a better understanding of the potential outcomes of CPEC and develop strategies accordingly to eliminate any negative impact that can be hazardous for Pakistan's economy, environment, and society.

Internationalisation at home: Creating an equitable virtual space for language learning

ABSTRACT This study investigates the impact of telecollaborative practices grounded in internationalisation at home (IaH) on foreign or additional language learning and intercultural understanding. Two higher education institutions (HEIs) from Taiwan and Aotearoa New Zealand (NZ) collaboratively re-innovate a virtual learning space to facilitate equitable access to intercultural communication experiences for first-year university language learners. Using a qualitative approach, data were collected through student e-portfolios, social networking sites, and reflections to evaluate the effectiveness of the telecollaborative learning design in achieving its goals. Findings demonstrated that the telecollaborative practices not only afforded students opportunities to practice with peers from native-language countries but also prompted them to strengthen their sense of belonging and identity as their intercultural knowledge broadened and deepened. Future research is suggested to explore the potential impact of IaH initiatives on a broader range of tertiary students.

AniBalloons: Animated chat balloons as affective augmentation for social messaging and chatbot interaction

Despite being prominent and ubiquitous, message-based communication is limited in nonverbally conveying emotions. Besides emoticons or stickers, messaging users continue seeking richer options for affective communication. Recent research explored using chat-balloons’ shape and color to communicate emotional states. However, little work explored whether and how chat-balloon animations could be designed to convey emotions. We present the design of AniBalloons, 30 chat-balloon animations conveying Joy, Anger, Sadness, Surprise, Fear, and Calmness. Using AniBalloons as a research means, we conducted three studies to assess the animations’ affect recognizability and emotional properties (N=40), and probe how animated chat-balloons would influence communication experience in typical scenarios including instant messaging (N=72) and chatbot service (N=70). Our exploration contributes a set of chat-balloon animations to complement nonverbal affective communication for a range of text-message interfaces, and empirical insights into how animated chat-balloons might mediate particular conversation experiences (e.g., perceived interpersonal closeness, or chatbot personality).

Child, family and professional views on valued communication outcomes for non-verbal children with neurodisability: A qualitative meta-synthesis.

There are many children with neurodisability who are unable to rely on speech to communicate and so use a range of augmentative and alternative communication (AAC) methods and strategies to get their message across. Current instruments designed to measure the outcomes of speech and language therapy interventions lack specific attention to communication outcomes that are valued by non-verbal children with neurodisability, their families and support networks. This qualitative meta-synthesis was conducted to identify valued communication outcomes to inform the next stage of developing a novel outcome measure. To systematically identify and synthesise the qualitative evidence about which communication outcomes non-verbal children with neurodisability, their family members, healthcare professionals and educators think are important to achieve, specifically which communication outcomes are most valued by: (1) non-verbal children with neurodisability; (2) parents or other family members of non-verbal children with neurodisability; and (3) professionals who work with non-verbal children with neurodisability. A systematic search of bibliographic databases and the grey literature was undertaken to identify qualitative studies that included evidence of views expressed by children, family members, healthcare professionals and educators on outcomes in relation to the communication of non-verbal children with neurodisability. All papers meeting the inclusion criteria were quality appraised using the Critical Appraisal Skills Programme Qualitative checklist, although none were excluded on this basis. The data synthesis involved organising coded data into descriptive themes which were then synthesised into analytical themes. We found 47 papers containing qualitative data meeting the inclusion criteria from research situated in 14 countries. The views of 35 children, 183 parents, six other family members, 42 healthcare professionals and 18 educators are represented in the review. The included studies contained very few data reported by children themselves; most data were provided by adults, especially parents. Three main analytical themes were identified: Experiences of communication and expectations; adapting to and acceptance of AAC; and becoming an autonomous communicator. This meta-synthesis brings together the limited qualitative research findings about what parents, professionals and children consider are important communication outcomes for non-verbal children with neurodisability. The synthesis identifies key gaps in our knowledge about the perspectives of children and their siblings. This synthesis will inform primary research to understand valued communication outcomes in this group, and ultimately the development of a patient-reported outcome measure (PROM) that can be used to demonstrate the effect of interventions, at both clinical and service levels. What is already known on the subject Studies of children with cerebral palsy and autism spectrum disorder indicate that at least 25% of children with these conditions are non-verbal. Studies on the health outcomes of children with neurodisability have identified that communication is rated as important by parents and health professionals. There is an evidence gap about which communication outcomes are important to non-verbal children, their families and the people who work with them. What this paper adds to the existing knowledge This is the first synthesis of data that relates to communication outcomes for non-verbal children with neurodisability. This qualitative meta-synthesis identifies from previous research studies the communication outcomes valued by children who are non-verbal, their parents or other family members, and the professionals who work with them. The findings will be used to shape further primary research and the development of a novel patient-reported communication outcome measure for non-verbal children with neurodisability. It is anticipated that this will be used by clinicians to measure the effect of their interventions. What are the practical and clinical implications of this work? Clinicians should reflect on parents' experiences of communication with their child before discussing potential outcomes with them. Gaining insight into the lived experience of communication for non-verbal children and their families will help healthcare professionals to understand which goals are important to them and why. Few studies have specifically asked which communication outcomes are important for non-verbal children with neurodisability. Further exploration is needed to determine which communication outcomes non-verbal children and their families would like to see included in outcome measures used by clinicians.

The Relationship Between Mega Events, Sustainable Social Legacies, and Community Experience: A Longitudinal Analysis Following the 2002 Winter Olympics

The Relationship Between Mega Events, Sustainable Social Legacies, and Community Experience: A Longitudinal Analysis Following the 2002 Winter Olympics

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the “stay-at-home” mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children’s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days’ notice, 15 children aged 4 – 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter’s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.

Towards FAIRification of learning resources and catalogues—lessons learnt from research communities

Since the introduction of the FAIR (Findable, Accessible, Interoperable and Reusable) data principles in 2016, discussions have evolved beyond the original focus on research data to include learning resources. In 2020, a set of simple rules to FAIRify learning resources was proposed, building on existing expertise within the training community. Disciplinary communities have played an important role in advancing FAIR principles for learning resources, although they have approached FAIRification activities in different ways. These communities range from volunteer-led to funded and independent organisations, however commonly include activities such as organising training and capacity building, and coordinated discussions on disciplinary-focused FAIR best practises and standards. Eight disciplinary community case studies are presented and analysed in this paper to examine the motivations, challenges and opportunities towards FAIRification of learning resources, reflecting on how community structure leads to differing responsibilities. The case studies are based on reflections formulated in 2022, the aim is to pull together the experiences of these different communities, focusing on the processes and challenges they encountered, in order to structure this knowledge across different learning platforms, draw attention to the question of sustainability for learning resources and anticipate improvements in future policies and governance.

Synchronous online learning and career readiness in higher education: student perceptions, challenges, and solutions

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students’ readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students’ technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, hands-on experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning.