Framework For Qualitative Data Analysis Research Articles

Parental Migration and the Social and Mental Well-Being Challenges among Indonesian Left-Behind Children: A Qualitative Study.

Parental labour migration, of either one or both parents, has been associated with various challenges among left-behind children (LBC). However, there is a limited understanding of the LBC's own views and experiences of social and mental well-being and how the new daily life circumstances they encounter following their parents' migration impact them. This study aimed to understand the influence of parental migration and its aftermath on the social and mental well-being of adolescents (referred to as LBC) in two rural districts in Indonesia. Employing a qualitative design, data were collected through individual in-depth interviews with LBC (n = 24) aged 14 to 18 years, recruited using the snowball sampling technique. Data were thematically analysed, guided by a qualitative data analysis framework. The findings showed that parental migration negatively impacted the social well-being of LBC. This impact was reflected in negative labelling from friends and changes in familial roles which influenced their social interactions and activities with peers. Parental migration was also associated with challenges to the mental well-being of LBC. These manifested in the LBC experiencing fractured emotional bonds, leading to negative emotions, including stress, anxiety, sadness, depression, frustration, loss of motivation, and self-imposed isolation, which were associated with their parents' migration and abrupt disruptions in parent-child communication. The transition to new life situations with caregivers after parental migration and the dynamics within the caregivers' households were additional factors that detrimentally affected their mental well-being. Unmet basic needs and educational needs due to financial hardships faced by mothers and caregivers further exacerbated mental health challenges for the children. The findings indicate the importance and improvement of policies and interventions in Indonesia (e.g., counselling services, non-cash food assistance, family hope program, direct cash assistance) that cover and address the diverse needs of mothers or caregivers and the LBC.

All the better for it: Exploring one teacher-researcher's evolving efforts to promote meaningful physical education

Drawing on social constructivist learning theory and a conceptual framework for meaningful physical education (MPE), the purpose of this self-study was to present and explore how one teacher-researcher (TR) evolved their approach to implementing pedagogy promoting MPE in an alternative secondary/high school education setting. Utilizing self-study, data were collected before, during, and after twenty 75-minute lessons over 15 weeks. One critical friend interview, 20 post-teaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman and Saldana Framework for Qualitative Data Analysis (2014) was implemented, with thematic analysis then applied. The following themes were constructed: bringing the fun; steering between sparkling and sensitive social interactions; co-creating and reconsidering challenge; monitoring movements toward motor competence; and pursuing personal relevance in physical activity. Findings demonstrate the TR's explicit and intentional efforts to better implement the concept of MPE within their planning and pedagogy to develop a better understanding of what this looked like in practice and the role each feature played in teaching and learning. Utilizing and promoting democratic and reflective practices led the TR to consider and apply these features more frequently and readily to better teach knowledge, attitudes, and skills to their students through the conceptual lens of MPE. The experiences presented and discussed demonstrate the benefit of doing so not just for the TR's evolving approach to teaching and learning in physical education, but indeed for the learning of their students, researchers, and other practitioners too.

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

“Everyone who wants to can practice on me”– a qualitative study of patients’ view on health profession students’ learning in an interprofessional clinical placement

IntroductionHealthcare services face significant challenges due to the aging population, increasing complexity of health issues, and a global shortage of health professionals. Health professions education needs to adapt and develop with healthcare services’ needs. Interprofessional education and patient partnership are two trends that are increasingly being reinforced. Health professions students worldwide are expected to acquire competencies in interprofessional collaboration through undergraduate and postgraduate studies. Developing interprofessional collaborative skills in clinical placements is crucial. This study aims to explore two patients’ meetings with an interprofessional student team and better understand how the patient can participate actively in the students´ learning processes.MethodsThis is a small single-case study. Two patients participated. Data was generated through participant observation and qualitative interviews. A practical iterative framework for qualitative data analysis inspired the analysis.ResultsThe patients observed and reflected on the interprofessional students’ learning process and felt responsible for contributing to their learning. The patients contributed to students’ learning by making themselves available for practicing and sometimes giving feedback. They considered it a win-win situation to be involved in the interprofessional learning activity as they perceived being taken seriously by the students when addressing their problems and experienced positive outcomes for their situation, such as better physical functioning and adjustments to assistive devices. Patients emphasized the importance of learning collaboration between health professionals and how this could contribute to them feeling safer as patients.DiscussionThis study highlights the importance of including patients in interprofessional students’ learning processes. Patients’ active participation in interprofessional clinical placements can empower them, improve their self-efficacy, and potentially shift the power dynamic between patients and healthcare professionals. The study emphasizes the importance of the patient perspective in future research on interprofessional education in clinical settings. The study also highlights the need for clinical supervisors to facilitate patient involvement in interprofessional clinical placements and reinforce patients’ feedback for the student team.Concluding commentsOverall, this study contributes to the growing body of research on interprofessional education and patient partnership and emphasizes the importance of including patients in health professions education.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

"I Was Very Shocked, I Wanted It to Be Over": A Qualitative Exploration of Suicidal Ideation and Attempts among Women Living with HIV in Indonesia.

HIV diagnosis and poor HIV management have various detrimental impacts on the lives of people living with HIV (PLHIV). As a part of a large qualitative study investigating HIV risk factors and impacts, of which the topic of suicide is not a focus, this paper describes the factors contributing to suicidal ideation and attempts that arose naturally in the stories of women living with HIV (WLHIV; n = 52) in Yogyakarta and Belu districts, Indonesia. The participants were recruited using the snowball sampling technique. Guided by a qualitative data analysis framework, the data were thematically analysed. The findings were grouped into four main themes: (i) the women experienced immense psychological challenges due to the infection, spousal transmission, fear of mother-to-child transmission, and losing a child due to AIDS, which triggered suicidal ideation and attempts; (ii) the lack of awareness of HIV management strategies resulted in them feeling trapped and overwhelmed, and the associated negative thoughts and the anticipation and experience of HIV stigma influenced their thoughts of suicide; (iii) the lack of social support from family and friends during the early stages of HIV diagnosis, compounded with pre-existing financial difficulties, lack of income, unemployment, and feeling overburdened, also triggered the women's thoughts of suicide; and (iv) family breakdown following HIV diagnosis, concern about future relationships, and fear of being rejected or abandoned by their partner were also influencing factors for suicidal ideation and attempts among the women. The findings indicate the need for a nuanced approach to counselling within HIV care interventions for couples to support the acceptance of each other's HIV status whilst maintaining psychological wellbeing. Additionally, the findings indicate the importance of HIV education and awareness among community members for the de-stigmatisation of HIV and to increase the acceptance of PLHIV by their families and communities.

Human rights education implementation in Turkish teacher education: faculty members’ and teacher candidates’ views

Teachers play an essential role in promoting human rights and a just society. However, the lack of Human Rights Education (HRE) knowledge, skills, and values among teachers in Turkey is a commonly reported issue. This study aims to assess the need for HRE implementation in the Turkish Teacher Education Programmes (TTEP), where academic research on HRE is scarce. Data were collected from a survey of 632 Teacher Candidates (TCs) and 47 Faculty Members (FMs), interviews with 14 FMs, and focus group interviews with 34 TCs. Descriptive statistics and the chi-square test were used to analyse the quantitative data, while the qualitative data were analysed using a qualitative data analysis framework proposed by Miles, Huberman, & Saldaña (2019). The results indicate the urgent need to integrate HRE through curricular and extracurricular activities. We also consider the benefits and challenges of implementing HRE in TTEP.

Exploring Teachers’ Questioning Strategies in an EFL Classroom Interaction: A Case Study of A Vocational High School

Teachers have a vital role in facilitating students' learning journeys. Therefore, they must carefully select and employ effective techniques during their instructional sessions. Among these techniques, questioning stands out as a particularly influential method. This study focuses on exploring the utilization of questioning strategies by English teachers in the context of EFL (English as a Foreign Language) classroom interactions within Vocational High Schools. The research adopts a case study approach, centering around one EFL teacher as the participant. Data collection involved interviews and observations, while Miles and Huberman's qualitative data analysis framework was applied for data interpretation. The findings of this study indicate that, among the four question types outlined in Wangru's (2016), the teacher predominantly employs two strategies during classroom interactions: prompting and repeating. In contrast, probing and redirecting strategies are used less frequently. The questions posed by the teacher cover a range of topics, including material-related inquiries and those aimed at eliciting student responses. Consequently, students engage actively in the learning process, leading to skill enhancement. In conclusion, this research demonstrates that effective employment of questioning strategies contributes to an interactive learning environment.

Preparedness of Professional Nurses Rendering HIV Healthcare Services to LGBTIQ+ People in Gauteng Province, South Africa

Background: Access to HIV services by LGBTIQ+ individuals is the key to the Agenda for Zero Discrimination in Healthcare settings. As professional nurses are key drivers of HIV healthcare services in government/public settings, there is a need to understand their preparedness for rendering services to LGBTIQ+ individuals who can be considered dual marginalized because of HIV status and being gender or sexual non-binary. However, there is a scarcity of studies focusing on the preparedness of healthcare providers to render HIV services to LGBTIQ+ individuals. Objective: The purpose of this study was to gain an in-depth understanding of the professional nurses’ preparedness in rendering HIV healthcare services to LGBTIQ+ people at public primary healthcare clinics in Gauteng. Methods: This qualitative study followed an interpretative phenomenological analysis design. In-depth semi-structured interviews were conducted with nine participants recruited through criterion purposive sampling. The sample size was determined by data saturation. Data were transcribed verbatim and thematically analyzed, guided by the Interpretive Phenomenological Analysis framework for qualitative data analysis. Results: Findings indicate that professional nurses lack information regarding LGBTIQ+ communities. Furthermore, they have limited knowledge and skills for preventing and managing HIV in these communities. This is because of a lack of formal training about LGBTIQ+ people’s unique HIV conditions, specific socio-medical interventions, and necessary preventive materials. Conclusion: Lack of formal preparation of professional nurses regarding LGBTIQ+ individuals and their healthcare needs might hinder the achievement of the desired zero new HIV infections and zero HIV-related death. The researchers thus recommend the inclusion of LGBTIQ+ communities and their healthcare needs in the nursing curriculum and upscaling nurses to render LGBTIQ+-friendly healthcare services.

A qualitative exploration of continuity of TB care in clinics after discharge from hospitals in Cape Town, South Africa

BackgroundContinuity of care remains a challenge for TB patients who are discharged from hospital and referred to primary health care clinics in South Africa. The aim of this study was to explore the experiences and perceptions of patients, health care workers and family members regarding continuity of TB care in a Cape Town health district.MethodsWe conducted one-on-one interviews, using semi-structured interview guides, with TB patients and their families and health care workers. We also conducted focus group interviews with other health care workers who performed similar duties. Field notes were kept and patients’ home circumstances were also physically observed. Data saturation was achieved after 31 interviews. We used Miles and Huberman’s qualitative data analysis framework to interpret the data.ResultsThemes identified in the interviews were grouped into two categories: (1) patients’ socio-economic circumstances including complex family relationships, good or lack of family support, inadequate income, and agency; and (2) health system challenges, including inadequate referral links between the clinic and the hospital and negative emotions as a result of poor service delivery experienced by patients.ConclusionSome TB Patients experienced poor continuity of care on discharge from hospitals to primary health clinics and perceived that this resulted from socio-economic conditions and health system-related problems that triggered negative emotions. Proper communication between the hospital and clinic regarding patients’ care, adequate counselling, and patient-centred treatment are required to address poor continuity of care among patients with TB down-referred to clinics.

Barriers to Accessing HIV Care Services in Host Low and Middle Income Countries: Views and Experiences of Indonesian Male Ex-Migrant Workers Living with HIV.

Migrant populations are one of the vulnerable groups to HIV transmission and its consequences. They are also reported to experience delayed entry or linkage into HIV services and have poorer HIV-related health outcomes. This study aimed to understand barriers to accessing HIV care services in host countries among Indonesian, male, former (returned) migrant workers living with HIV. The study was carried out from December 2020 to February 2021. It utilised a qualitative design employing in-depth interviews to collect data from twenty-two returned migrant workers from Eastern Indonesia, recruited using the snowball sampling technique. A qualitative data analysis framework was used to guide a step-by-step analysis of the findings. Findings demonstrated that limited host-country language proficiency, lack of knowledge regarding healthcare systems in host countries and having 'undocumented' worker status were barriers to accessing HIV care services. Data also revealed the unavailability of HIV care services nearby migrants' work locations, long-distance travel to healthcare facilities, and challenges in accessing public transportation as barriers that impeded their access to the services. Other factors limiting the participants' access to HIV services were identified as the transient and mobile nature of migrant work requiring frequent relocation and disrupting work-life stability. Additionally, in lieu of formal HIV services, many participants self-medicated by using over-the-counter herbal or 'traditional' medicines, often because of peer or social group influence regarding the selection of informal treatment options. Recommendations arising from this study demonstrate the need to improve pre-departure information for migrant workers regarding the healthcare system and access procedures in potential host countries. Data from this study also indicate that social services should be available to assist potential migrants to access legal channels for migrant work overseas, to ensure that Indonesian migrants can safely access healthcare services in the countries for which they are providing migrant labour. Future studies to understand barriers to accessing HIV care services among various migrant groups living with HIV are warranted to build evidence for potential social policy change.

Impact of COVID-19 Lockdowns on the Activity and Mental Health of Older People in Indonesia: A Qualitative Study.

The COVID-19 pandemic has caused detrimental impacts on different population groups throughout the world. This study aimed to explore the impacts of the COVID-19 pandemic’s mandatory lockdown protocols on individual and social activities and mental health conditions of community-dwelling older people in Jakarta, Indonesia. A qualitative design using one-on-one in-depth interviews was employed to collect data from the participants (n = 24) who were recruited using the snowball sampling technique. Data analysis was guided by the five steps proposed in a qualitative data analysis framework, including familiarisation with the data, identification of a thematic framework, indexing the data, charting the data and mapping and interpreting the data. The findings showed that before the COVID-19 outbreak participants engaged in different kinds of regular individual and social activities. However, the COVID-19 outbreak and its mandatory lockdown protocols significantly influenced both their activities and social life, which led to social disconnection and financial difficulties for them. COVID-19 outbreak, mandatory lockdown protocols, and the disruption of individual and social activities of the participants also caused mental health challenges to them, including feelings of loneliness, loss, sadness, stress, and anger. The findings suggest that there is a need for intervention programs addressing the socio-economic and mental health impacts of the COVID-19 pandemic on older populations to help them cope with these challenges. Future studies involving large-scale older populations to comprehensively understand COVID-19 impacts on them are recommended.

HIV-related challenges and women's self-response: A qualitative study with women living with HIV in Indonesia.

HIV infection is a major public health concern, with a range of negative impacts on People Living with HIV (PLHIV). A qualitative study in Yogyakarta, Indonesia, using in-depth interviews with 26 Women Living with HIV (WLHIV) was conducted to understand HIV risk factors and impact and their access to HIV care services. This paper describes the self-response of WLHIV towards negative HIV-related experiences facing them and adds to the existing literature which tends to focus on HIV impact only, as opposed to strategies that many WLHIV have used to empower and educate themselves and their family/community. Participants were recruited using the snowball sampling technique. Data analysis was guided by a qualitative data analysis framework. Our study highlighted that WLHIV experienced psychological challenges, stigma and discrimination. However, they demonstrated remarkable self-response and capacity in pursuing effective strategies and support to protect themselves, and educating themselves and others around them to rebuild trust and regain respect and acceptance. Our findings indicate that the needs of WLHIV should be addressed through policy and practice to help them cope with HIV-related psychological and social challenges effectively. Family and community members seem to play an important role in those negative challenges against WLHIV, thus there is also a need for HIV education programs for family and community members to enhance their HIV-health literacy and acceptance of PLHIV.

Experience and Perception of Healthcare Workers on the Challenges of Follow-Up and Treatment of Tuberculosis Patients in Southern Ethiopia: An Exploratory-Descriptive Qualitative Study.

BackgroundThere is a scarcity of research evidence on TB follow-up and treatment challenges from a healthcare worker’s perspective in Ethiopia. Therefore, this study aimed to explore and describe the experience and perception of healthcare workers on the challenges of follow-up and treatment of TB patients in Southern Ethiopia.Material and MethodsA qualitative exploratory-descriptive study was employed among 26 purposely selected Healthcare Workers (HCWs) from Wolaita Sodo University-Comprehensive Specialized Hospital and Achura, Boloso Sore, and Tida Health Centers in December 2021 and January 2022. Initially, the maximum variation purposive sampling technique was employed, then based on the data requirement of the study it was enriched by a theoretical sampling method. The required data were collected through one-on-one face-to-face audio-taped in-depth interviews. Data analysis was conducted by using a qualitative data analysis framework for the applied research method. NVivo Software Version 11 was used to ease data organization and analysis. Detailed textual narration of subthemes, and themes was done using direct verbatim quotations in the respective headings and subheadings.ResultsIn the current study, three major themes and eleven sub-themes emerged from the data. The three major themes include the experience of healthcare workers, perceived challenges, and suggestions for improvement of TB patients’ follow-up and treatment. Healthcare worker’s experience, compliance with infection prevention protocols, fear of contracting and/or spreading TB, public awareness of TB, socio-economic burdens, providers-related problems, shortage of medical supplies, unconducive physical work environment, provision of holistic support for the patients, provision of in or out of service training, and supportive supervision were the sub-themes.ConclusionThis study explored the multidimensional challenges adjoining follow-up and treatment of TB patients. Regular monitoring and supportive supervision accompanied by appropriate and timely decisions and feedback are vital to ensure effective follow-up and treatment of TB patients in Ethiopia.

Traditional Human Immunodeficiency Virus treatment and family and social influence as barriers to accessing HIV care services in Belu, Indonesia.

Access to HIV care services, including antiretroviral therapy (ART), is essential for improving health outcomes of people living with HIV (PLHIV) and reducing HIV transmission and AIDS-related deaths. As a part of a qualitative study in Belu, this paper describes the use of traditional medicines for HIV treatment and family and social influence as barriers to access to HIV care services among PLHIV. One-on-one in-depth interviews were employed to collect data from 46 PLHIV (26 women and 20 men) and 10 healthcare professionals. They were recruited using the snowball sampling technique. The study information sheets were initially posted on information boards in healthcare facilities. Potential participants who contacted to confirm their participation were recruited for an interview and then asked for help to distribute the information sheets to their eligible colleagues who might be willing to participate. Data analysis was performed using NVivo 12 software and guided by a qualitative data analysis framework. The findings showed that the use of traditional medicines, a well-known cultural practice in Belu, was a barrier to access to HIV care services among PLHIV. The influence of family in determining the use of traditional medicines for HIV treatment, supported by the lack of knowledge of ART, effectiveness of traditional medicines in treating other health issues, and social influence of relatives, neighbours, and friends, were also significant barriers to PLHIV's access to HIV care services. The findings indicate the need for dissemination of HIV care-related information for PLHIV, family, and community members to increase their knowledge of the service, ART and its function, and to support and improve access to HIV care services especially ART by PLHIV.

Towards interventions on school dropouts for disabled learners amidst and post-COVID-19 pandemic.

BackgroundDespite objective arguments for inclusive education, there is a dearth of mechanisms to reduce dropouts amongst disabled learners in the extant literature. Thus, this article is one of the outputs of a study, which was conducted after a consistent observation of dwindling numbers of disabled learners who succeed in basic education in South Africa. Of late, the dropout rate increased because of adherence to lock down regulations amidst the coronavirus disease 2019 (COVID-19) pandemic. This triggered the need for research on co-creating interventions to mitigate the rate of dropouts amongst disabled learners.ObjectiveThe article explores underlying obstacles that induce school dropouts for disabled learners amidst and post-COVID-19 and postulates interventions accordingly.MethodsDescriptive-narrative research upheld reality as emerging from empirical experiences of parents and guardians of disabled children, heads of primary and secondary schools, social workers, the Department of Social Development and Basic Education, and provincial associations for disabled persons that focus on children. Lived experience-based opinions were obtained from provinces with different economic growth, namely, Limpopo and Gauteng. Forty-one in-depth one-on-one interviews and two focus group discussions used Google Meet. The collected data were analysed using Creswell’s qualitative data analysis framework (steps) and Atlas.ti.8.ResultsThe findings show a consistent pattern that the COVID-19 pandemic exacerbated the parents and guardians’ fear of exposing and risking their learners to the health crisis. Based on the parents and guardians’ narrative, mainstream school administrations discriminate and are unwilling to enrol disabled learners. Furthermore, the narrative from the school leadership shows that teachers use exclusive teaching and learning methods for the enrolled disabled learners because of ignorance, misconception, misunderstanding, misinterpretation of disability, disability inclusion, and reasonable accommodation.ConclusionBased on the finding, it is clear that dropouts amongst disabled learners can be alleviated by using a systematic multi-stakeholder local community-based intervention approach. This, therefore, implies that government authorities and agencies should incorporate disability into mainstream policies that guide planning, budgeting, staffing, and mobilisation of other resources. This would ideally enhance the provision of learning opportunities to disabled learners whilst supporting their diverse educational needs without dichotomies set by ‘ability and disability’, or normal and abnormal. In this manner, inclusive education can contribute to the educational success of disabled learners through developing sustainability and resilience amongst disabled learners.

Mental Health Challenges and the Associated Factors in Women Living with HIV Who Have Children Living with HIV in Indonesia: A Qualitative Study.

Women living with HIV (WLHIV) are vulnerable to various mental health challenges. However, there is a paucity of studies globally and in the Indonesian context that have specifically explored mental health challenges among mothers living with HIV who also have children living with HIV (CLHIV). This qualitative study explored mental health challenges and the associated factors in mothers living with HIV who have CLHIV in Yogyakarta, Indonesia. In-depth interviews were employed to collect data from the participants (N = 23) who were recruited using the snowball sampling technique. A qualitative data analysis framework was used to guide the analysis of the findings. The findings showed that the mothers experienced a range of mental health issues due to their own, and their child’s diagnoses of stress, depression, anxiety, fear, sadness, and guilt. Lack of knowledge about HIV, fear of death, shame, not knowing whom to talk with and what to do after their own HIV diagnosis, and the HIV diagnosis of their children were factors that challenged their mental health. Difficulties in dealing with daily life or social activities of their CLHIV, dilemmas in addressing questions and complaints of their CLHIV about HIV treatment, and concerns about the health condition of their CLHIV and how their children cope with any potential negative social impacts also impacted the mothers’ mental health. Social factors such as unsympathetic expressions from friends towards them and their CLHIV and negatively worded religious-related advice from parents and relatives also contributed to their poor mental health. Our findings indicate the need for intervention programs that support mothers living with HIV and their CLHIV. Future large-scale studies involving mothers living with HIV who have CLHIV in Indonesia and other settings globally are needed to obtain a comprehensive understanding of mental health challenges and the associated factors they face.

Applying a Health Development Lens to Canada's Youth Justice Minimum Age Law.

We applied a Life Course Health Development (LCHD) framework to examine experts' views on Canada's youth justice minimum age law of 12, which excludes children aged 11 and under from the youth justice system. We interviewed 21 experts across Canada to understand their views on Canada's youth justice minimum age of 12. The 7 principles of the LCHD model (health development, unfolding, complexity, timing, plasticity, thriving, harmony) were used as a guiding framework for qualitative data analysis to understand the extent to which Canada's approach aligns with developmental science. Although the LCHD framework was not directly discussed in the interviews, the 7 LCHD framework concepts emerged in the analyses and correlated with 7 justice principles, which we refer to as "LCHD Child Justice Principles." Child involvement in the youth justice system was considered to be developmentally inappropriate, with alternative systems and approaches regarded as better suited to support children and address root causes of disruptive behaviors, so that all children could reach their potential and thrive. Canada's approach to its minimum age law aligns with the LCHD framework, indicating that Canada's approach adheres to concepts of developmental science. Intentionally applying LCHD-based interventions may be useful in reducing law enforcement contact of adolescents in Canada, and of children and adolescents in the United States, which currently lacks a minimum age law.

Recalibrating Stance of Survival for Philippine Schools Overseas (PSOs) Amidst Pandemic and Beyond

The Covid-19 pandemic has brought disruption in the educational system across the globe. The sudden occurrence of the unprecedented event has resulted to educational crisis that placed the education sector to a position of creating immediate solution to address the changing landscape of learning delivery and continuity. This qualitative inquiry explored the challenges in teaching and learning continuity of Philippine Schools Overseas (PSOs) as a result of the Covid-19 pandemic. In-depth Interviews (IDIs) were conducted from respondents, composed of teachers and school administrators of PSOs from Saudi Arabia, Qatar, Greece, Libya, and East Timor. Using the qualitative data analysis framework, essential themes related to surviving the stance of pandemic were identified, namely: learning continuity amid pandemic, technology supported learning, and the need to provide support to teachers. The need to address learning continuity and develop plans for future directions beyond pandemic was also explored. To ensure teaching and learning continuity amid pandemic and beyond, PSOs need to implement post-pandemic educational model through the development of standards for online learning that articulates maximization of the use of technology that is reflective, sensitive, and responsive in times of crisis and to the needs of the future.

A qualitative study to explore opinions of Saudi Arabian radiologists concerning AI-based applications and their impact on the future of the radiology.

Objective:The aim of this study was to explore opinions and views towards radiology AI among Saudi Arabian radiologists including both consultants and trainees.Methods:A qualitative approach was adopted, with radiologists working in radiology departments in the Western region of Saudi Arabia invited to participate in this interview-based study. Semi-structured interviews (n = 30) were conducted with consultant radiologists and trainees. A qualitative data analysis framework was used based on Miles and Huberman’s philosophical underpinnings.Results:Several factors, such as lack of training and support, were attributed to the non-use of AI-based applications in clinical practice and the absence of radiologists’ involvement in AI development. Despite the expected benefits and positive impacts of AI on radiology, a reluctance to use AI-based applications might exist due to a lack of knowledge, fear of error and concerns about losing jobs and/or power. Medical students’ radiology education and training appeared to be influenced by the absence of a governing body and training programmes.Conclusion:The results of this study support the establishment of a governing body or national association to work in parallel with universities in monitoring training and integrating AI into the medical education curriculum and residency programmes.Advances in knowledge:An extensive debate about AI-based applications and their potential effects was noted, and considerable exceptions of transformative impact may occur when AI is fully integrated into clinical practice. Therefore, future education and training programmes on how to work with AI-based applications in clinical practice may be recommended.