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... 26 This non-probability approach involves selecting individuals from the target population based on practical criteria such as accessibility, proximity, availability, or willingness to participate. 27 Purposive Sampling: ...
Background
Loneliness is a state of solitude or being alone. Research addressing loneliness has increased dramatically over the past two decades; however, despite the psychological state risks related to being lonely, the connection between loneliness and mental health disorders still needs to be sufficiently explored. Loneliness is when one’s relationships do not meet the psychosocial needs and expectations. Loneliness is a state of emotion that can be a barrier to social development and, at the same time, impact physical health and mental state. However, loneliness may be a distressing and pervasive experience, defined as the feeling that one’s desired quantity or quality of the social connection is unfulfilled.
Method
A qualitative primary research study was conducted for this study. The participants were selected using the purposive sampling method, and 8 participants of Nigerian origin were interviewed for this research. The participants interviewed were of Yoruba, Benin and Igbo origin; therefore, the results cannot represent the entire Nigerian population because it is missing the Hausa tribe. The data were analysed using the thematic analysis method. Ethical approval was obtained from the institution.
Results
The most salient themes were Voices of Loneliness: International Students' Coping Strategies and Personal Journeys; Building Bridges: The Role of Community and Social Networks in Overcoming Loneliness; Exploring the Emotional Turmoil and Coping Mechanisms in a Foreign Landscape; Navigating New Realities: The Integration and Adaptation Challenges of International Students and Navigating Loneliness and Seeking Connection. The results showed that feelings of loneliness could result from emotional, psychological, or mental health and the problematic aspect of adaptation to the UK weather, as this greatly impacted their studies. Therefore, emphasis should be placed on understanding each student's cultural background, assisting international students in examining their bicultural realities to recognise how clients internalise and adhere to culture considering their Nigerian cultural identities and values.
... This method aligns perfectly with the aims of our study, as it allows us to scrutinize the manifestations of tangible events and observe how these events are interpreted by the actors involved (Cappelletti 2010). It does so through the prism of their social interactions and situational behaviors (Schneider and Whitehead, 2013). One of the authors was manager of the MT Group's crisis cell during the Covid-19 crisis. ...
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... Hypothesis statements and variables(Schneider and Whitehead 2013) *IV-independent variable; DV-dependent variable Gen Z who studied non-science subjects, consume high news, social media and instant messenger apps do not have a scientific temper Content courtesy of Springer Nature, terms of use apply. Rights reserved. ...
Jawaharlal Nehru’s contribution in pioneering the concept of scientific temper in India is widely acknowledged, and his legacy has had an influence on Academia, Education policy and popular science movements in the country. But in the last decade, the new age social media revolution has seen a renaissance of right wing nationalism, backed by an aggressive trend where ancient myths are transformed into historical facts and instant messaging groups are flooded with forwards of superstitious and irrational beliefs of religious exceptionalism. This has set the platform for a mythologization of science in a polarizing society eager to find sustenance in past glories. In such a fluid situation, it would be pertinent to ask how young Indians are handling the misinformation masquerading as science. This mixed method study explores the impact of the mythologization of science on Indian millennial group and the results show that they are not to be underestimated.
... This study included 12 wards or units in four non-metropolitan, regional acute care hospitals in New South Wales, Australia. Recruitment was according to inclusion criteria pertinent to the above research aims (Schneider & Whitehead, 2013). To minimize selection and participant bias, comprehensive and rigorous criteria were developed. ...
Negative workplace behaviour among nurses is an internationally recognised problem. This study examines the types and extent of negative workplace behaviour among nurses in non-metropolitan, regional acute care settings and their ways of coping when subject to that behaviour. A cross-sectional study was conducted involving 74 nurse participants in four regional hospitals in Australia. The structured questionnaire consisted of four parts: Demographic questions; The Negative Acts Questionnaire - Revised; Exposure to bullying and/or incivility and policy awareness and use of pathways; and the Ways of Coping Questionnaire. Overall, 34% of participants were exposed to bullying and 49% to incivility over the previous month. The most common type of negative workplace behaviour reported was 'work related bullying', which included exposure to excessive workloads, unrealistic deadlines, and information being withheld. Nurses reported use of a variety of coping mechanisms, including problem-focused coping strategies and seeking social support. The findings imply that negative workplace behaviours occur not only at individual nurses' level but also derive from the broader context of organisational and systemic management. This article is protected by copyright. All rights reserved.
Social support is the existence of interpersonal interactions that are shown by providing assistance to other individuals, where the assistance is generally obtained from people who are meaningful to the individual concerned. In addition, social support also affects self-regulated learning which involves peer support, family support, facility support, information support and emotional support. Aspects of social support that affect self-regulated learning are emotional support, reward support, instrumental support, information support and social network support. The characteristics possessed by self-regulated learning are individuals who have the ability to be active in regulating their learning activities in various ways. The environment around the individual such as the family environment, community environment, academic environment, and group environment have an influence on individual success in learning. This study aims to see the effect of social support on self-regulated learning in Sarmag program students with a total of 121 students as respondents. The sampling method used an accidental sampling technique, while the data collection technique used a questionnaire. Hypothesis testing using simple regression analysis, which shows that there is a very significant effect of social support on self-regulated learning in Sarmag program students with an F value of 30.323 with a significance value of 0.000 (P < 0.05) and an R square value of 0.203 which indicates The effect of self-regulated learning which is very significant on social support is 20.3% with the remaining 79.7% influenced by other factors, namely self-efficacy, motivation, Intelligence Quotient.
À partir d’une recherche-intervention déployée au cœur des cellules de crise d’une multinationale faisant face à la crise Covid-19, nous abordons un point peu abordé dans la littérature, celui de l’antinomie spécifique rencontrée par les multinationales. Ces dernières doivent en effet déployer une réponse cohérente tout en naviguant à travers les contextes variés de leurs entités locales. L’étude de la littérature nous permet de nous aligner avec les travaux ayant synthétisés les retours d’expérience des crises sanitaires, à ceci près qu’ils ne tiennent souvent pas compte des complexités rencontrées par les multinationales face à des réglementations, contextes et environnements variés. Dans le cadre d’un questionnaire partagé avec 19 cellules de crise activées d’une même multinationale, nous montrons que l’organisation homothétique de la crise favorise la flexibilité grâce à une influence ascendante des cellules de crise locales. En illustrant les bénéfices de la subsidiarité dans l’organisation des différentes cellules de crise, les résultats permettent de proposer aux multinationales de développer une organisation de gestion de crise adaptée pour faire face aux crises complexes et multicouches à venir.
Social support is the existence of interpersonal interactions that are shown by providing assistance to other individuals, where the assistance is generally obtained from people who are meaningful to the individual concerned. In addition, social support also affects self-regulated learning which involves peer support, family support, facility support, information support and emotional support. Aspects of social support that affect self-regulated learning are emotional support, reward support, instrumental support, information support and social network support. The characteristics possessed by self-regulated learning are individuals who have the ability to be active in regulating their learning activities in various ways. The environment around the individual such as the family environment, community environment, academic environment, and group environment have an influence on individual success in learning. This study aims to see the effect of social support on self-regulated learning in Sarmag program students with a total of 121 students as respondents. The sampling method used an accidental sampling technique, while the data collection technique used a questionnaire. Hypothesis testing using simple regression analysis, which shows that there is a very significant effect of social support on self-regulated learning in Sarmag program students with an F value of 30.323 with a significance value of 0.000 (P < 0.05) and an R square value of 0.203 which indicates The effect of self-regulated learning which is very significant on social support is 20.3% with the remaining 79.7% influenced by other factors, namely self-efficacy, motivation, Intelligence Quotient.
Study Background: Nurse–patient cultural communication is of paramount significance in
countries with substantial expatriate nursing workforces, such as Saudi Arabia. Saudi Arabian
hospitals are mostly staffed by foreign nurses, who constitute 73.4% of the total population of
registered nurses (Ministry of Health, 2014).
Aim of the Study: The purpose of this study was to explore the cultural communication barriers
between non-Saudi nurses and Saudi patients when performing patient health care.
Study Design: The study adopted a quantitative descriptive survey design. A convenience
sampling technique was used to recruit a population of surgical nurses (n = 93) working in
wards at a tertiary health care centre in Riyadh, Saudi Arabia. Descriptive statistics and nonparametric
analysis (Mann-Whitney U tests) were used to analyse survey data.
Results: Unfamiliarity with language or dialect and generational gap scores represented the
highest cultural communication barriers, followed by other significant results that included
gender difference and nurses’ burnout. Lack of continuous communication skills training and
Arabic language also had an impact. Cultural communication competence was influenced by
respondents not understanding the Saudi culture.
Recommendations: Developing appropriate cultural communication between expatriate nurses
and Saudi patients entails grasping Saudi sociocultural parameters. It is paramount that
expatriate nurses intending to work in Saudi Arabia are professionally educated about Islamic
Arabic cultural beliefs and communication methods. It is further suggested that Saudi patients’
perspectives on cultural obstacles in communicating with foreign nurses be explored.
Keywords: nurse, communication, communication barriers, cultural diversity, Saudi Arabia
health care, patient safety, Arabic culture
