Parents

The Neonatal Intensive Care Unit (NICU) is an inherently stressful environment for parents, where their satisfaction is a critical indicator of the quality of care provided. However, limited research has explored the satisfaction levels of Saudi fathers and mothers in the NICU, which are influenced by Islamic cultural values, family dynamics, and societal norms. A convergent parallel mixed-methods design was employed to explore the differences between Saudi fathers and mothers by integrating quantitative data on satisfaction with qualitative insights from NICU parental experiences of satisfaction through the lens of Leininger’s Culture Care Theory (CCT). Quantitative data were collected through a cross-sectional descriptive correlation design using the Critical Care Family Satisfaction Survey (CCFSS), adapted for the Saudi context. Qualitative data were gathered through an ethnonursing design involving participant observations and semi-structured individual interviews. The study included 75 parents (34 fathers and 41 mothers) from King Fahad Medical City in Riyadh, Saudi Arabia. Quantitative data were analyzed using independent t-tests, while qualitative data (25 observations and 22 interviews) were analyzed according to Leininger’s four phases of the Data Analysis Enabler. The mixed-methods analysis employed a side-by-side comparison to present both findings in a parallel format.

Parents are historically the decision makers related to vaccinations with infants and children. Over the past few years, healthcare providers have been facing a growing number of parents who are questioning the safety and the need for routine vaccinations. Studies conducted in Saudi Arabia revealed that not all Saudi-born parents support childhood vaccination and eventually delay their children vaccination. Understanding the cultural influences on parents in Saudi Arabia about the adherence to childhood vaccination program is crucial for health and safety of the whole society. The purpose of this study was to explore experiences of Saudi-born parents who have delayed vaccinations for their children prior to school age. Through a Heideggerian hermeneutic interpretive phenomenological method and the lens of caring theory, this research sought to uncover the essence of Saudi-born parents’ lived experiences where they were allowed to speak and provide their perspectives in their own words. Leininger’s Culture Care Diversity and Universality Theory was used as the theoretical framework guiding this study. Leininger’s Sunrise Enabler-Model provided a framework for assessing the sociocultural aspects of Saudi-born parents that may have influence the vaccine delays for their children. The nine participants provided a rich and thick description of the phenomenon in this study from which three essential themes emerged. The three essential themes were: 1) struggling with barriers, 2) seeking vaccine information (Formal and Informal) and their influence on participants’ decision, and 3) hesitating to vaccinate. Study findings explored cultural factors such as knowledge, access to healthcare centers, work responsibilities, and social media that influenced vaccinating children prior to school in Saudi Arabia. Greater understanding of delays in child vaccination by Saudiborn parents equips nurses in addressing cultural perspectives to reduce communicable diseases amongst children.

This study offers a better understanding of the reasons why parents from six different countries across the Western hemisphere chose private, non-denominational schools for their children’s education. The findings deepen the knowledge in what is currently an underdeveloped field of research in education. The overarching research question was: What are the primary reasons why parents chose a private nondenominational school in Mexico, Spain, Costa Rica, United States, United Kingdom, and South Africa for their children’s education? To explore this question in depth, the researcher considered five sub-questions and employed a grounded theory qualitative research design. Data were collected twofold through focus groups and individual interviews and analyzed iteratively to develop a fresh theoretical perspective on the topic of parent school choice. Extant literature explains that the most frequent reasons to choose a private school include quality of education, location, participation of parents and being able to be heard, financial resources, and parents’ prior educational experiences. Contributing to the literature, this study revealed four major reasons for private school selection: consideration of private education as an investment for the future, smaller class size, the opportunity for students and their families to establish social contacts, and the academic quality of the school. In addition, three reasons specific to certain countries were identified: importance of learning the English language, quality of the facilities, and extended school day. Finally, eight additional secondary reasons were found including: international character of the school, happiness of the students in the school, distance from parents’ home, quality of the environment, prestige or tradition of the school, private management and organization, values and ethos of the school, and the non-denominational nature of the school. These findings can help private—and public—school administrators make better decisions to improve the quality of their educational offerings in knowing what parents most value. Parents may also find value in understanding the factors for consideration when evaluating public versus private school options. Finally, recommendations for practice and research for the field of education are offered.