Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Barriers to adopting digital contact tracing for COVID-19: Experiences in New Zealand(John Wiley and Sons, Inc., 2024-04-01) Elers P; Emery T; Derrett S; Chambers TBackground Digital contact tracing (DCT) was a central component of the global response to containing COVID-19. Research has raised concerns that DCT could exacerbate inequities, yet the experiences of diverse communities at greater risk from COVID-19 are typically underrepresented. Methods The present study aimed to understand the perceived barriers to the adoption of the app amongst Māori, Pasifika, and disabled people. Focus groups and interviews were undertaken with Māori, Pasifika, and disability sector stakeholders and community participants. Results Participants (n = 34) generally expressed willingness to utilise DCT and support its adoption within the communities. Simultaneously, participants revealed how the app could marginalise community members who struggled with the usability and those distrusting of the government's COVID-19 interventions. Conclusions The findings highlight how addressing communication inequality can assist in the development of contact-tracing responses that are both effective and equitable. The study provides insights about the role of information and communication technologies as health resources. Patient or Public Contribution Consulting with members of the target communities was central throughout the present study, including recommendations for potential participants, participation in interviews and sharing early findings for feedback. This study reports on focus groups and interviews with individuals from Māori and disability sectors.Item Improving menstrual health literacy in sport.(Elsevier B.V., 2023-07-19) McGawley K; Sargent D; Noordhof D; Badenhorst CE; Julian R; Govus ADMenstrual health represents a state of complete physical, mental, and social well-being in relation to a woman's menstrual cycle. From a health literacy perspective, knowledge acquisition and expertise are dependent upon the degree to which an individual can find, access, understand, critically analyse, and apply health information. Therefore, menstrual health literacy can be used to describe the state of knowledge acquisition and application specific to menstrual health-related issues. Menstrual health literacy is low among female athletes, their coaches, and practitioners, and few evidence-informed education or implementation strategies exist to improve menstrual health literacy in sport. Moreover, athletes seldom discuss their menstrual cycles or hormonal contraceptive use with their coaches, despite experiencing menstrual symptoms and/or disturbances and perceiving their menstrual cycles/hormonal contraceptive use to affect performance. Barriers to communication about menstrual cycle- and hormonal contraceptive-related topics include a perceived lack of knowledge among athletes, coaches, and practitioners, concerns about how conversations on these issues will affect interpersonal relationships, and a lack of formal and informal discussion forums. Whilst evidence relating to the effects of the menstrual cycle phase and hormonal contraceptive use on training and performance is currently limited, with existing studies often lacking methodological rigour, impactful steps can still be made to support female athletes. This cornerstone review highlights the current state of menstrual health literacy among athletes, coaches, and practitioners, and provides recommendations for improving menstrual health literacy in sport.Item Where does scientific uncertainty come from, and from whom? Mapping perspectives of natural hazards science advice(Elsevier, 2023-10-01) Doyle EEH; Thompson J; Hill S; Williams M; Paton D; Harrison S; Bostrom A; Becker JThe science associated with assessing natural hazard phenomena and the risks they pose contains many layers of complex and interacting elements, resulting in diverse sources of uncertainty. This creates a challenge for effective communication, which must consider how people perceive that uncertainty. Thus, we conducted twenty-five mental model interviews in Aotearoa New Zealand with participants ranging from scientists to policy writers and emergency managers, and through to the public. The interviews included three phases: an initial elicitation of free thoughts about uncertainty, a mental model mapping activity, and a semi-structured interview protocol to explore further questions about scientific processes and their personal philosophy of science. Qualitative analysis led to the construction of key themes, including: (a) understanding that, in addition to data sources, the ‘actors’ involved can also be sources of uncertainty; (b) acknowledging that factors such as governance and funding decisions partly determine uncertainty; (c) the influence of assumptions about expected human behaviours contributing to “known unknowns'; and (d) the difficulty of defining what uncertainty actually is. Participants additionally highlighted the positive role of uncertainty for promoting debate and as a catalyst for further inquiry. They also demonstrated a level of comfort with uncertainty and advocated for ‘sitting with uncertainty’ for transparent reporting in advice. Additional influences included: an individual's understanding of societal factors; the role of emotions; using outcomes as a scaffold for interpretation; and the complex and noisy communications landscape. Each of these require further investigation to enhance the communication of scientific uncertainty.Item Making sense of COVID-19 over time in New Zealand: Assessing the public conversation using Twitter(PLOS, 2021-12-15) Jafarzadeh H; Pauleen DJ; Abedin E; Weerasinghe K; Taskin N; Coskun M; Mehmood RCOVID-19 has ruptured routines and caused breakdowns in what had been conventional practice and custom: everything from going to work and school and shopping in the supermarket to socializing with friends and taking holidays. Nonetheless, COVID-19 does provide an opportunity to study how people make sense of radically changing circumstances over time. In this paper we demonstrate how Twitter affords this opportunity by providing data in real time, and over time. In the present research, we collect a large pool of COVID-19 related tweets posted by New Zealanders-citizens of a country successful in containing the coronavirus-from the moment COVID-19 became evident to the world in the last days of 2019 until 19 August 2020. We undertake topic modeling on the tweets to foster understanding and sensemaking of the COVID-19 tweet landscape in New Zealand and its temporal development and evolution over time. This information can be valuable for those interested in how people react to emergent events, including researchers, governments, and policy makers.Item Stitching a new garment: Considering the future of the speech–language therapy profession globally(AOSIS, 2022-11-21) Staley B; Fernandes M; Hickey E; Barrett H; Wylie K; Marshall J; Pillay M; Kathard H; Sowden R; Rochus D; Westby CE; Roman TR; Hartley SDProviding equitable support for people experiencing communication disability (CD) globally is a historical and contemporary challenge for the speech–language therapy profession. A group of speech–language therapists (SLTs) with ongoing and sustained experiences in Majority and Minority World contexts participated in five virtual meetings in 2021. The aim of these meetings was to develop provocative statements that might spur a global discussion among individuals and organisations that support people experiencing CD. The following questions were discussed: What is our vision for the future of the profession globally? What are the global challenges around access to speech–language therapy services? Four main themes emerged: (1) the need to centre people experiencing CD as the focal point of services, (2) participation, (3) equity and (4) community. The themes relate to the need for a process of de-imperialism in the profession. Suggestions were made to develop more suitable terminology and to establish a global framework that promotes more equitable access to communication services. We seek the adoption of approaches that focus on reciprocal global engagement for capacity strengthening. Alternative models of culturally sustaining and equitable service delivery are needed to create impact for people experiencing CD, and their families worldwide. Contribution: Provocative statements were developed to prompt global conversations among speech–language therapy professionals and associations. We encourage readers to consider the questions posed, share their viewpoints and initiate positive change towards a global strategy.Item A survey of communication supports in Grade R classrooms in the Western Cape, South Africa(AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RBBackground: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.Item Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial(American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MFPurpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.Item The use of telephone communication between nurse navigators and their patients(Public Library of Science (PLoS), 2020) Heritage B; Harvey C; Brown J; Hegney D; Willis E; Baldwin A; Heard D; Mclellan S; Clayton V; Claes J; Lang M; Curnow VBackground Hospitals and other health care providers frequently experience difficulties contacting patients and their carers who live remotely from the town where the health service is located. In 2016 Nurse Navigator positions were introduced into the health services by Queensland Health, to support and navigate the care of people with chronic and complex conditions. One hospital in Far North Queensland initiated an additional free telephone service to provide another means of communication for patients and carers with the NNs and for off-campus health professionals to obtain details about a patient utilising the service. Calls made between 7am and 10pm, seven days per week are answered by a nurse navigator. Aim To report utilisation of the service by navigated clients and remotely located clinicians compared to use of navigators’ individual work numbers and direct health service numbers. We report the reason for calls to the free number and examine features of these calls. Methods Statistical analysis examined the call reason, duration of calls, setting from where calls originated and stream of calls. Interactions between the reasons for calls and the features of calls, such as contact method, were examined. Results The major reason for calls was clinical issues and the source of calls was primarily patients and carers. Clinical calls were longer in duration. Shorter calls were mainly non-clinical, made by a health professional. Setting for calls was not related to the reason. The most frequent number used was the individual mobile number of the NN, followed by the hospital landline. Although the free number was utilised by patients and carers, it was not the preferred option. Conclusion As patients and carers preferred to access their NN directly than via the 1800 number, further research should explore options best suited to this group of patients outside normal business hours.Item Psychosocial impacts of quarantine during disease outbreaks and interventions that may help to relieve strain(New Zealand Medical Association, 5/06/2009) Johal SThe threat of outbreak of infectious disease such as non-seasonal influenza A (H1N1), commonly referred to as Swine Flu, can provoke the implementation of public health control measures such as quarantine. This paper summarises the psychosocial consequences that may follow for patients and health care and other front-line workers when using quarantine controls. Those affected by quarantine are likely to report distress due to fear and risk perceptions. This distress can be amplified in the face of unclear information and communication that is common in the initial period of disease outbreaks. This paper outlines recommendations for care of those in quarantine and those working with them, such as helping to identify stressors and normalising their impact as much as possible. This should take place at all levels of response, from public information and communication messages to individual face-to-face advice and support.Item When the earth doesn't stop shaking: How experiences over time influenced information needs, communication, and interpretation of aftershock information during the Canterbury Earthquake Sequence, New Zealand(Elsevier, 1/03/2019) Becker JS; Potter SH; McBride SK; Wein A; Doyle EEH; Paton D© 2018 The Authors The Canterbury Earthquake Sequence (CES) began with the Darfield earthquake on 4 September 2010. Continual large and small aftershocks since that time have meant communities have cycled through repeated periods of impact, response and recovery. Scientific communication about aftershocks during such a prolonged sequence has faced distinct challenges. We conducted research to better understand aftershock information needs for agencies and the public, and how people interpreted and responded to such information. We found that a wide range of information was needed from basic facts about aftershocks through to more technical information, and in different formats (e.g. maps, tables, graphs, text, analogies). Information needs also evolved throughout the sequence, and differed depending on people's roles and experiences, and the phase of impact, response and recovery communities were in. Interpretation of aftershock information was influenced by a variety of factors including how understandable and relevant the information was, whether people had prior knowledge or experience of aftershocks, whether the information was personalised or contextualised, emotions and feelings, credibility and trust, and external influences. Given that such a diversity of evolving information is required, it is imperative that geoscientists strategize how to provide such information before a significant earthquake occurs.
