From: Comparing Two Early Child Development Assessment Tools in Rural Limpopo, South Africa
Theme | Category | Code | Definition | Exemplar |
---|---|---|---|---|
Intrinsic Cultural Assumptions | Resource Management | Time Management | Describes 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 Workers | Describes 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 Restrictions | Describes concerns related to costs of using the tool | “It will be a challenge buying.” | ||
Cultural Adaptations | Language Assumption | Describes language difference between English and their native languages | “If it's changed to say, Tsonga, then people around here might understand it.” | |
Resource Assumption | Describes 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 Factors | Perceptions of Care | Nurse’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 Perception | Nurse’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 Interaction | Describes 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 Community | Current Practice | Current Practice | Describes 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 Deficit | Describes 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.” | ||
Usability | Setting | Describes 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.” | |
Scoring | Describes difficulty with scoring the tool | “I think that's the complicated part, the scoring.” | ||
Documentation | Describes 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.” | ||
Usability | When nurses directly address the usability of the tool | “It's very easy and practical.” | ||
New Knowledge | New Knowledge | Describes 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 Outcomes | Describes 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.” |