Correlation between quality of healthcare and safety culture in Saudi Arabia organizations

Background: The current study aimed to examine the association between hospital nurses’ attitudes about the safety culture and patients’ views about the quality of healthcare services delivered to them during their hospitalization. Methods: This study was cross section study as well as adopted the correlational design. The study used the hospital survey on patient safety culture to assess nurses’ perceptions about the safety culture, and the consumer assessment of healthcare providers and systems survey to assess patients’ experience of care. The current study was conducted in a tertiary healthcare organization in Riyadh city in Saudi Arabia. Results: The response rates for nurses and patients were 79% and 80%, respectively. In nurses’ sample, the majority 92.9% was female and 90.6% was non-Saudi; while 43.5% of patients were male and the majority was Saudi 97.1%. More than half of the nurses 57.2% were married and 35.4% identified themselves as single. On the other hand, the majority of patients 81.5% were married and 48.7% of patients had a diploma or high school or less. Conclusions: The results of canonical correlation analysis showed positive and strong correlations between nurses’ perceptions of safety culture (facilitators and threats to patient safety) and patients’ perceptions of quality of healthcare (interpersonal care communication and technical quality of care). The canonical variates for both root pairs (canonical correlation coefficients = 0.89 and 0.81). This finding clearly proves that in workplaces where staffs have more positive perceptions of patient safety culture, patients have more positive experiences of care

Moral dilemma: is there a moral difference between killing and letting die in healthcare?

The purpose of this paper was to prove that there was no moral difference between killing and letting one die in healthcare. It was important to be aware of the moral equivalence of killing and letting die. The Abrahamic religions; Islam, Christianity and Judaism, all argue for the sanctity of life. The world’s major religions Islam, Christianity and Judaism all have doctrines concerning the sanctity of life and they support the main arguments of this paper that there is no moral difference between killing and letting die. In relation to patient autonomy and the patient's right to die, it is very important to highlight that doctors have a moral and legal responsibility to save lives. In addition, we discussed the distinction centres on the true definition of patient autonomy and who was responsible for defining the quality of life. The intention and foresight were critical points that supported the thesis statement that killing and letting one die were one in the same. The acts and omissions doctrine as described in this paper showed that there were no moral difference to kill a person or to let him die. Finally, we extensively discussed the various viewpoints regarding whether or not there was a moral difference between killing and letting die. There is no doubt that the debate over killing and letting die will continue for years to come. It is critical that the issue be addressed at this particular time in history with the advent of modern medical technology

Evaluate the adequacy of disclosure as a solution to the problem of conflict of interest in medical research

A potential risk of conflict of interest currently exists in research.  The financial considerations play a greater role in the decisions that are necessary in the process of research. Traditional pharmaceutical companies began to invest, not just in the commercial development of biomedical discoveries for the marketplace, but in the research centres that could deliver the discoveries.  Cooperation and interdependence between industry and research institutions is not inherently wrong, but these unions must be regulated and managed through regulatory mechanisms. When a financial relationship is been disclosed, it would be closely evaluated in order to determine the risk of an undue influence leading to bias, or loss of scientific objectivity. To sum up, a conflict of interest is a potential, but not a certain occurrence. Banning funding for university research by industry is unrealistic.  The only effective way to proceed is to implement oversight and regulation that makes both industry funding entities and researchers aware that their activities will be monitored for the benefit of public safety as the more valued concern

A comparative empirical investigation of business excellence models in the Kingdom of Saudi Arabia

Business excellence theorising has produced more than 100 business excellence models (BEMs). They can be divided (according to their context of development and application) into two broad groups: a) universal (e.g., the Malcolm Baldrige National Quality Award – MBNQA, and the European Foundation for Quality Management – EFQM models) and b) country-specific (e.g., the King Abdul Aziz Quality Award – KAQA model, i.e., the Saudi Arabia BEM).The literature is scarce and inconclusive as to the suitability/applicability of different BEMs. This is partly due to the lack of comparative and comprehensive studies (i.e., pursuing both conceptual and empirical comparisons) and robust methodological frameworks.Therefore, the key research question of this thesis: is the MBNQA and EFQM or the KAQA BEM better suited in the Saudi Arabia context? and which of these models’ criteria is critical in influencing other criteria? Moreover, given the elevated emphasis in the literature of contextual factors (like strategic orientation and industry type), the key research question is complemented with a supplementary one concerning the effects these potential moderating factors may have in the (better suited-) BEM relations.To answer the above, the three BEMs are conceptually and comparatively investigated using a purposively developed methodological framework comprising a range of methods (e.g., structural equation modelling) and primary data from a survey of 233 firms in Saudi Arabia. The results are interpreted in light of the factors that underpin the differences between BEMs, indicating: 1) the KAQA BEM superiority and 2) the key role of leadership, strategic planning, and operations management in BEM relations. Significant differences in the KAQA relations are identified due to strategic orientation except for the relationships between leadership and strategic planning, and between strategic planning and suppliers and partners, but not due to industry type except for the links between strategic planning and suppliers and partners, operations management, and focusing on beneficiary constructs.Theoretical, methodological, policy, and practice contributions are developed on the basis of the above findings. Extant theorising concerning the suitability of the MBNQA, EFQM, KAQA BEMs is tested and extended, while the role of key criteria and moderating factors (namely, strategic orientation) are clarified. Enhancements to the studied BEMs are also suggested. The comparative and comprehensive methodological framework to test BEMs and to explain BEM-construct interrelations contributes to advancing from description to inference. Last, but not least, at the policy and practice levels, mechanisms for developing and/or reviewing BEMs are provided along with recommendations concerning considering local conditions in practising business excellence and the differentiating effects of contextual factors

Keeping track of electronic reading material

Because reading electronically has become widespread, keeping track of the wide range of material one reads has become a problem. To explore this issue, a user study was conducted concerning how people keep track of the materials they have been reading, are currently reading, and are planning to read. We observed that people use different methods for these three tasks, and that there is a discontinuity in the processing of reading materials. Moreover, people have no effective common strategy for keeping track of what they read. As a result of this study, we derived four requirements for developing a system that helps people keep track of their reading materials. Instead of developing a completely new system, seven available systems were reviewed to find out which one can be extended and cover the requirements. Two open source software projects were chosen to be analysed more deeply (Zotero and Greenstone). As a result of this analysis, we decided to combine the two software systems to work together. Tracking Reading Material System (TRMS) was developed as a solution for the problem. TRMS combines Greenstone and Zotero software, using Greenstone to store and organise documents, and Zotero to capture the documents and metadata. Four participants used TRMS, and evaluated it over a week's use, and completed a diary. Each participant was interviewed individually pre- and post-use of the TRMS. This data showed that the TRMS was partially successful, but modifications are needed for a more satisfactory user experience

Arithmetic properties of overpartition functions with combinatorial explorations of partition inequalities and partition configurations

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in ful lment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2017.In this thesis, various partition functions with respect to `-regular overpartitions, a special partition inequality and partition con gurations are studied. We explore new combinatorial properties of overpartitions which are natural generalizations of integer partitions. Building on recent work, we state general combinatorial identities between standard partition, overpartition and `-regular partition functions. We provide both generating function and bijective proofs. We then establish an in nite set of Ramanujan-type congruences for the `-regular overpartitions. This signi cantly extends the recent work of Shen which focused solely on 3{regular overpartitions and 4{regular overpartitions. We also prove some of the congruences for `-regular overpartition functions combinatorially. We then provide a combinatorial proof of the inequality p(a)p(b) > p(a+b), where p(n) is the partition function and a; b are positive integers satisfying a+b > 9, a > 1 and b > 1. This problem was posed by Bessenrodt and Ono who used the inequality to study a maximal multiplicative property of an extended partition function. Finally, we consider partition con gurations introduced recently by Andrews and Deutsch in connection with the Stanley-Elder theorems. Using a variation of Stanley's original technique, we give a combinatorial proof of the equality of the number of times an integer k appears in all partitions and the number of partition con- gurations of length k. Then we establish new generalizations of the Elder and con guration theorems. We also consider a related result asserting the equality of the number of 2k's in partitions and the number of unrepeated multiples of k, providing a new proof and a generalization.MT201

Developing dialogic interactions : teacher talk in Saudi Arabian secondary schools' English language classes

University of Technology Sydney. Faculty of Arts and Social Sciences.This study investigated the nature of teacher talk in Saudi EFL secondary school classrooms. The study explores how teacher talk assisted or hindered the development of the students’ dialogic skills. By analysing aspects of teacher talk (TT), in particular the role of the F-move in the IRF (initiation, response, feedback) interaction sequence, it investigated how TT was affected by certain cultural, educational and teaching practices in learning of the target language. This is a qualitative research, in which data were collected from naturalistic settings through classroom observations, audio recordings of classroom interactions and interviews with 18 EFL teachers teaching in six different secondary schools within Hafr Al-Batin province (a region in Saudi Arabia). The findings showed that the F-moves of repetition and evaluation were commonly used in Saudi EFL classrooms, whereas the F-moves of elaboration and reformulation were less dominant in teacher talk. The former are less likely to promote discussion and dialogue; they restrict learners’ engagement with meaning-making in classroom talk because both F-moves function as indirect corrective feedback which impedes students’ output and uptake and encourage low order thinking. Students were not provided with appropriate learning opportunities but were merely exposed to teachers’ subject matter knowledge, specifically, grammatical knowledge. The brief nature of the exchanges was insufficient to stimulate learning. The study also found that some teachers failed to utilise macro-teaching strategies that encourage productive teacher talk, especially in the areas of negotiated interaction facilitation, promoting learner autonomy, raising cultural awareness and maximising learning opportunities. Instead, the teacher’s role did not promote dialogic talk but merely reinforced teacher authority. Some teachers spent considerable time on managing students’ behaviour; as a result, they paid little attention to building positive relationships in the classroom. The findings also showed that there is a strong interconnection between pedagogy and culture. In other words, dialogic teaching is not independent of the sociocultural setting of the classroom, institution and community in Saudi Arabia. Accordingly, classroom talk cannot be transformed into dialogic talk without cultural modifications in EFL teaching, such as providing freedom of speech and space for dialogue and debate. It is therefore. recommended that professional development programs include material related to dialogic talk/teaching in order to increase teachers’ awareness and understanding of the role of TT in managing classroom talk and to enhance their ability to help students achieve their full potential in language learning and development

The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

[EN] This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students’ maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p<0.05) between maths anxiety and students’ performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.Alanazi, HMN. (2020). The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study. Multidisciplinary Journal for Education, Social and Technological Sciences. 7(1):89-112. https://doi.org/10.4995/muse.2020.12622OJS8911271Abdullah. M. R., Abu Bakar, Z., Ali, R. M., Faye, I., & Hasan, H. (2012). The impact of video games in children's learning of mathematics. International Scholarly and Scientific Research & Innovation, 6(4), 607-613. https://search.mandumah.com/Record/806335.Adnan, A., & Ibrahim, Y. (1990). The translated Arabic and modified version of Maths Anxiety Scale: A Valid and Reliable Instrument for Arab Children. Dirasat: Human and Social Sciences, 6(4), 145-161. https://search.mandumah.com/Record/2796Alharbi, A., & Madhesh, A. (2018). Inclusive education and policy in Saudi Arabia. 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Learning and Individual Differences, 55, 174-182. https://doi.org/10.1016/j.lindif.2017.03.006.Çetinkaya, G., Şahin, K., Yarız, K. (2017). Leisure satisfaction level of active and passive participation in outdoor recreation activities and its relationship with public health. Acta Medica Mediterranea, 2, 191-196. https://doi.org/10.19193/0393-6384_2017_2_027.Chiu, L. H., & Henry, L. L. (1990). Development and validation of the Mathematics Anxiety Scale for Children. Measurement and Evaluation in Counseling and Development, 23(3), 121-127.Chizary, F., & Farhangi, A. (2017). Efficiency of educational games on mathematics learning of students at second grade of primary school. Journal of History Culture and Art Research, 6(1), 232-240. http://dx.doi.org/10.7596/taksad.v6i1.738.Reali, F., Jiménez-Leal, W., Maldonado-Carreño, C., Devine, A., & Szücs, D. (2016). Examining the link between maths anxiety and maths performance in Colombian students. 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Brisbane: Queensland University of Technology.Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition & Physical Activity, 10, 98-118. https://doi.org/10.1186/1479-5868-10-98.Espino, M., Pereda, J., Recon, J., Perculeza, E., & Umali, C. (2017). Mathematics anxiety and its impact on the course and career choice of grade 11 students. International Journal of Education, Psychology and Counselling, 2(5), 99-119. http://www.ijepc.com/PDF/IJEPC-2017-05-09-08.pdfEzeugwu, J. J. O., Onuorah, J. C., Asogwa, U. D., & Ukoha, I. (2016). Effect of mathematics game-based instructional techniques on students' achievements and interest in algebra at basic education level. Global Journal of Pure and Applied Mathematics, 12(4): 3727-3744.Furner, J. M., & Gonzalez-DeHass, A. (2011). How do students' mastery and performance goals relate to maths anxiety? EURASIA Journal of Mathematics, Science & Technology Education, 7(4), 227-242. https://doi.org/10.12973/ejmste/75209Geist, E. A. (2010). The anti-anxiety curriculum: Combating maths anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24-31.Goldstein, J. (2012). Play in children's development, health and well-being. Toy Industries of Europe.Hacieminoglu, E. (2016). Elementary school students' attitude toward science and related variables. International Journal of Environmental & Science Education, 11(2), 35-52. https://doi.org/10.1177/1365480214521457.Harris, B. (2000). A strategy for identifying the professional development needs of teachers: A report from New South Wales. Journal of In-Service Education, 26(1): 25-47. https://doi.org/10.1080/13674580000200109.Hieftje, K., Tyra Pendergrass, T., Kyriakides, T. C., Gilliam, W., & Fiellin, L. (2017). An evaluation of an educational video game on mathematics achievement in first grade students. Technologies, 5 (2): 30-38. https://doi.org/10.3390/technologies5020030.Hill, F., Mammarella, I. C., Devine, A., Caviola, S., Passolunghi, M. C., & Szűcs, D. (2016). Mathss anxiety in primary and secondary school students: Gender differences, developmental changes and anxiety specificity. Learning and Individual Differences, 48, 45-53. https://doi.org/10.1016/j.lindif.2016.02.006.Holder, M. D., Coleman, B., & Sehn, Z. L. (2009). The contribution of active and passive leisure to children's well-being. Journal of Health Psychology, 14(3), 378-386. https://doi.org/10.1177/1359105308101676.Hoorfar, H., & Taleb, Z. (2015). Correlation between mathematics anxiety with metacognitive knowledge. Procedia - Social and Behavioral Sciences, 182, 737-741. https://doi.org/10.1016/j.sbspro.2015.04.822.Hurd, A. R. & Anderson, D. M. (2011). The park and recreation professional's handbook. Champaign, IL: Human Kinetics, USA.Ibrahim, B., & Abu Hmaid, Y. (2017). The effect of teaching mathematics using interactive video games on the fifth grade students' achievement. An - Najah Univ. J. Res. (Humanities), 31(3): 471-492. https://repository.najah.edu/handle/20.500.11888/2954Jansen, B. R., Louwerse, J., Straatemeier, M., Van der Ven, S. H., Klinkenberg, S., & Van der Maas, H. L. (2013). The influence of experiencing success in maths on maths anxiety, perceived maths competence, and maths performance. Learning and Individual Differences, 24, 190-197. https://doi.org/10.1016/j.lindif.2012.12.014Johnson, A. (2013). Effective methods for 21st century learning: A teacher action research project. Meridian Journal of K-16 School Computer Technologies, 16(2), 1-14. file:///C:/Users/Dr-AboKhald/Downloads/EffectiveMethodsfor21stCenturyLearning.pdfJohnson, A., Connolly, P., & Tully, M. A. (2017). School-based physical activity interventions and wellbeing in children: a systematic review and intervention complexity assessment. Retrieved from: https://campbellcollaboration.org/media/k2/attachments/ECG_Johnson _Title.pdf.Kelly, J., & Pohl, B. (2018) Using Structured Positive and Negative Reinforcement to Change Student Behavior in Educational Settings in Order to Achieve Student Academic Success. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 17-29. https://doi.org/10.4995/muse.2018.6370Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics performance and class motivation. Computers & Education, 55, 427-443. https://doi.org/10.1016/j.compedu.2010.02.007Kendall, P. C., Safford, S. M., Flannery-Schroeder, E. C., & Webb, A. (2004). Child anxiety treatment: Outcomes in adolescence and impact on substance use and depression at 7.4-year follow-up. Journal of Consulting and Clinical Psychology, 72(2), 276-287. https://doi.org/10.1037/0022-006X.72.2.276Keshavarzi, A., & Ahmadi, S. (2013). A comparison of mathematics anxiety among students by gender. Procedia - Social and Behavioral Sciences, 83, 542-546. https://doi.org/10.1016/j.sbspro.2013.06.103Kundu, S. C., & Kar, S. (2018). Mathematics anxiety and its relationship with the performance of secondary school students. International Journal of Research and Analytical Reviews, 5(3): 451-455. http://ijrar.com/upload_issue/ijrar_issue_1674.pdfLadjal, S. (2016). Comparative study of mathematics anxiety between normal pupils and those with mathematics learning disabilities in some primary schools. Journal of Psychological and Educational sciences, 2(2), 43-64. https://arts.ksu.edu.sa/ar/journal-faculty-artsLaidley, T., & Conley, D. (2018). The effects of active and passive leisure on cognition in children: Evidence from exogenous variation in weather. 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Antiplatelet Intake Medications for Patients Undergoing Dental Surgery

This study aims at exploring the patients taking antiplatelet medications who are undergoing dental surgery, physicians and dentists must weigh the bleeding risks in continuing antiplatelet medications versus the thrombotic risks in interrupting antiplatelet medications. Bleeding complications requiring more than local measures for hemostasis are rare after dental surgery in patients taking antiplatelet medications. Conversely, the risk for thrombotic complications after interruption of antiplatelet therapy for dental procedures apparently is significant, although small. When a clinician is faced with a decision to continue or interrupt antiplatelet therapy for a dental surgical patient, the decision comes down to “bleed or die.” That is, there is a remote chance that continuing antiplatelet therapy will result in a (nonfatal) bleeding problem requiring more than local measures for hemostasis versus a small but significant chance that interrupting antiplatelet therapy will result in a (possibly fatal) thromboembolic complication. The decision is simple: It is time to stop interrupting antiplatelet therapy for dental surgery

Biobanks and Ethical Concerns

This review critically discussed three ethical concerns of biobanks: consent, altruism, and benefit. Informed consent, altruism, and benefit are issues that must be address in an ethical manner in relation to the operation of biobanks. There are four ethical issues relating to informed consent: withdrawing, feedback, type of consent, and confidentiality. Altruism is another ethical concern with biobanks. It is very important to maintain donors' altruism and the trust through active governance of human genetic banks. There has to be some kind of chain of command that follows the path of each individual specimen collected by a donor so that the altruistic intentions of the donor are preserved. In terms of benefit, Biobanks must balance the responsibilities between donor anonymity and commercial interests. There are ways to try to reduce or eliminate some of the ethical considerations surrounding biobanks