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Table 1 Table of themes, categories, and codes identified by Group 1 and Group 2

From: Comparing Two Early Child Development Assessment Tools in Rural Limpopo, South Africa

Intrinsic Cultural AssumptionsResource ManagementTime ManagementDescribes how the tool will effect nurse’s time management in their daily practice“We are always in a rush. It's not very practical for the clinic”
Community Health WorkersDescribes involvement or training of community health workers in assessment and implementation“We're going to need more workers. We're going to need more people to be hired.”
Financial RestrictionsDescribes concerns related to costs of using the tool“It will be a challenge buying.”
Cultural AdaptationsLanguage AssumptionDescribes language difference between English and their native languages“If it's changed to say, Tsonga, then people around here might understand it.”
Resource AssumptionDescribes aspects of the tool that nurses cannot easily access“We give them a stick and the children play with the mud and cup.”
Patient and Parent FactorsPerceptions of CareNurse’s beliefs about the attitudes of parents when they visit the clinic“Even the mothers, when they come to the clinic, they do not give themselves time for the clinic.”
Parent-Child PerceptionNurse’s beliefs about how parents and children interact in the context of child development“Children now a days, children are afraid of their parents.”
Enhanced Patient InteractionDescribes improved patient care due to tool utilization“I can not hurry to take the child to give medication, I can be able to first to see that this child is normal.”
Inadequate Knowledge of Child Development Within the CommunityCurrent PracticeCurrent PracticeDescribes current child health assessment and referral techniques“And when we tried to play with her, she just stared. And when we called her, she don't respond. And then I refer her to my seniors. And then they referred her to the hospital … ”
Health Knowledge DeficitDescribes known or perceived child health knowledge deficits of community members“It is important for us to educated the home-based carer, to educate the people in the community to know the importance of child health in the community.”
UsabilitySettingDescribes or compares CAT/CLAMS or ASQ usability in different settings“Once a person gets to understand perfectly it can be very practical, especially in [pediatric] wards. Here nurses, we are always looking at the time.”
ScoringDescribes difficulty with scoring the tool“I think that's the complicated part, the scoring.”
DocumentationDescribes difficulty with documenting child development assessment“It is too much for the grannies, these old aged people will not be able to fill out the forms.”
UsabilityWhen nurses directly address the usability of the tool“It's very easy and practical.”
New KnowledgeNew KnowledgeDescribes skills or learning from training that can be used on patients“Today I am learning so then after that, I can assess the sickness.”
Secondary OutcomesDescribes benefits of assessment tool to areas other than child development“I think it's going to help because they don't bring the child generally, they only bring the child when it is critically ill.”