Selecting an Early Child Development Assessment Tool in Rural Limpopo, South Africa

2.50
Hdl Handle:
http://hdl.handle.net/10755/603206
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Selecting an Early Child Development Assessment Tool in Rural Limpopo, South Africa
Other Titles:
The Use of Tools and Instruments to Advance the Profession [Session]
Author(s):
Milbrath, Gwyneth Rhiannon; Ogendi, Audrey; Compton, Madison B.; Gopinath, Vidya V.; Constance, Claire M.; Ogendi, Audrey; Compton, Madison B.; Gopinath, Vidya V.; Constance, Claire M.
Lead Author STTI Affiliation:
Beta Kappa
Author Details:
Gwyneth Rhiannon Milbrath, RN, CEN, grfranck@gmail.com; Audrey Ogendi, BA; Madison B. Compton; Vidya V. Gopinath, BS; Claire M. Constance
Abstract:
Session presented on Monday, November 9, 2015: More than 200 million children under five fail to reach their cognitive potential due to poverty, poor health, poor nutrition and lack of care. Providing increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life. An interdisciplinary team of students from the United States worked with the University of Venda and the Vhembe Health District in Limpopo to determine the acceptability and feasibility of a pediatric assessment tool and program to track child development in a rural health district in Limpopo, South Africa.  A total of 11 primary health nurses from the region in two focus groups were selected to learn and compare two child development assessment tools: the Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and Ages and Stages Questionnaire (ASQ).  Data were analyzed using versus coding to compare between the two focus groups and between ASQ and CAT/CLAMS.  There were no major differences in the opinions between the two focus groups.  The major categories that emerged from the discussion were current practice, usability, resource management, cultural adaptation, patient and parent factors, and new knowledge.  The two tools were compared within these categories and the Ages and Stages program was most feasible for this population.  This study is the first to investigate any type of child developmental assessment in rural, sub-Saharan Africa, and is a small step to improving overall child health in this region through developmental tracking and parental education.
Keywords:
child development; qualitative research; global health
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15D18
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleSelecting an Early Child Development Assessment Tool in Rural Limpopo, South Africaen
dc.title.alternativeThe Use of Tools and Instruments to Advance the Profession [Session]en
dc.contributor.authorMilbrath, Gwyneth Rhiannonen
dc.contributor.authorOgendi, Audreyen
dc.contributor.authorCompton, Madison B.en
dc.contributor.authorGopinath, Vidya V.en
dc.contributor.authorConstance, Claire M.en
dc.contributor.authorOgendi, Audreyen
dc.contributor.authorCompton, Madison B.en
dc.contributor.authorGopinath, Vidya V.en
dc.contributor.authorConstance, Claire M.en
dc.contributor.departmentBeta Kappaen
dc.author.detailsGwyneth Rhiannon Milbrath, RN, CEN, grfranck@gmail.com; Audrey Ogendi, BA; Madison B. Compton; Vidya V. Gopinath, BS; Claire M. Constanceen
dc.identifier.urihttp://hdl.handle.net/10755/603206en
dc.description.abstractSession presented on Monday, November 9, 2015: More than 200 million children under five fail to reach their cognitive potential due to poverty, poor health, poor nutrition and lack of care. Providing increased cognitive stimulation or learning opportunities to young children significantly increases cognitive and social-emotional competence later in life. An interdisciplinary team of students from the United States worked with the University of Venda and the Vhembe Health District in Limpopo to determine the acceptability and feasibility of a pediatric assessment tool and program to track child development in a rural health district in Limpopo, South Africa.  A total of 11 primary health nurses from the region in two focus groups were selected to learn and compare two child development assessment tools: the Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS) and Ages and Stages Questionnaire (ASQ).  Data were analyzed using versus coding to compare between the two focus groups and between ASQ and CAT/CLAMS.  There were no major differences in the opinions between the two focus groups.  The major categories that emerged from the discussion were current practice, usability, resource management, cultural adaptation, patient and parent factors, and new knowledge.  The two tools were compared within these categories and the Ages and Stages program was most feasible for this population.  This study is the first to investigate any type of child developmental assessment in rural, sub-Saharan Africa, and is a small step to improving overall child health in this region through developmental tracking and parental education.en
dc.subjectchild developmenten
dc.subjectqualitative researchen
dc.subjectglobal healthen
dc.date.available2016-03-21T16:45:35Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:45:35Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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