What Roles Do Indonesian Nurses Play in the Early Identification and Intervention of Children With Developmental Disabilities? A Qualitative Study

Mardiyanti, Mardiyanti; Cuthbertson, Lesley; Jewell, Paul

doi:10.33546/bnj.1039

Cited by 4 publications

(7 citation statements)

References 23 publications

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“…However, the implementation was low due to lack of financial support and lack of training of the staff as well as unclear referral system. 9 Another issue is discouragement of society from learning Islam. This means that the society viewed that learning Islam is not compulsory for deaf people.…”

Section: Discussionmentioning

confidence: 99%

“…The policies were mainly enacted to reduce the IMR, UMR and MMR as well as malnutrition numbers rather than preventive program such as universal hearing screening programs. 9 The causes of permanent hearing loss in developing countries are numerous including birth asphyxia, difficult delivery, neonatal jaundice and neonatal seizures, consanguineous marriage and family history of deafness. 5 These causes may indicate that a large number of hearing loss occurs in Indonesia due to the high number of high risk newborns.…”

Section: Situation In Indonesiamentioning

confidence: 99%

“…EHDI were not implemented although the Ministry of Health has enacted legislation on hearing screenings through a program called Early Identification and Intervention of Growth and Developmental Delays (SDIDTK program). 9 As a result, hearing screenings relies on the parents' choice as the service is provided in some private hospitals. This situation is similar to that of a research in 2006.…”

Section: Introductionmentioning

confidence: 99%

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Challenges on Learning Islam among Deaf Muslim in an Indonesian Context: Deaf Teachers Perspective

Mardiyanti¹,

Haryanthi²

2018

imjm

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Optimal learning facilitation is the most helpful support for deaf people to learn Islam. However, due to lack of knowledge on how to teach Islam, parents tend to let these children grew up without giving appropriate facilitation on learning Islam. The aim is to investigate issues and problems related to learning Islam among deaf Muslim from the perspective of deaf teachers in an Indonesian context. The method is semi-structured, in-depth FGD using a sign interpreter. Thematic analysis was used to develop themes. Eight deaf teachers in Islamic special school voluntary participated in this project. Findings are divided into problems and solutions themes. Three problems revealed from the participants; limited sign language skills and sign interpreter during Islamic teaching; limited literacy skills as the only mode of communication to hearing people; and discouragement of learning Islam from the society. Three themes as a solution to the problems revealed from the participants include accessible information through Muslim organization and deaf foundation, visual learning through internet and hearing peers, parents’ and society adjustment by learning sign language. Although hearing loss may impact on understanding Islamic concept, providing sign language, interpreters, accessible educational information as well as society adjustment to deaf people, can help them learn Islam optimally in an Indonesian context.

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Section: Discussionmentioning

confidence: 99%

Section: Situation In Indonesiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Challenges on Learning Islam among Deaf Muslim in an Indonesian Context: Deaf Teachers Perspective

Mardiyanti¹,

Haryanthi²

2018

imjm

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“…In a phenomenological study of 11 community nurses' self‐perceived role in early identification and intervention for children with developmental disabilities, Mardiyanti et al. (2020) found Indonesian nurses' perception differed from international standards. This study highlighted that nurses were more focused on their role in curative management, provision of general nursing care and being alert of possible developmental delay, rather than systematic monitoring or supportive intervention.…”

Section: Introductionmentioning

confidence: 99%

A survey of Indonesian nurses' educational experiences and self‐perceived capability to care for people with intellectual disability and/or autism spectrum disorder

Tumanggor,

Pracilio,

Siregar

et al. 2023

Journal of Advanced Nursing

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AimsTo describe Indonesian nurses' educational experience regarding care for people with intellectual disability and/or autism and to explore if these educational experiences are associated with their self‐perceived confidence, comfort, knowledge and preparedness to care for these cohorts.DesignCross‐sectional descriptive survey.MethodsA descriptive survey tool utilized in a study of Australian registered nurses was replicated and adapted for this study. Following descriptive analysis, chi‐square analyses were undertaken to explore associations between educational experiences, and self‐rated measures of confidence, comfort and knowledge to work with people with intellectual disability and/or autism. Although there was no end‐user involvement in the design of the study, the concepts explored have all been raised by those with lived insights of intellectual disability and/or autism as being critical to their healthcare experiences.ResultsThere were 544 complete responses, and 51.7% were not exposed to any educational or clinical content relevant to caring for people with intellectual disability and/or autism. Moderate to low levels of self‐perceived confidence, comfort, knowledge and preparedness to address healthcare needs of these cohorts were reported. Significant associations were identified between educational and clinical experiences during undergraduate training, and higher levels of self‐perceived confidence, comfort and knowledge.ConclusionMirroring international literature, the findings of this study highlight a large proportion of Indonesian nurses had little educational experience relevant to caring for people with intellectual disability and/or autism, and have relatively low levels of self‐reported capability.ImpactThis study highlights gaps in the educational experiences, and self‐perceived confidence, comfort, knowledge and preparedness of Indonesian nurses regarding caring for people with intellectual disability and/or autism. Given that internationally, people with intellectual disability and/or autism have disproportionately negative health outcomes and experiences, these findings have substantial implications for nursing curriculum, policy and professional development.

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“…experienced difficulties detecting and implementing early intervention of a child suspected of a developmental delay (Mardiyanti et al, 2020). Meanwhile, other countries have delivered the programme successfully and may become an example for Indonesian health professionals, especially nurses.…”

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confidence: 99%

Developmental assessment and early intervention for children with developmental delays: A case study in South Australia

Mardiyanti

Case

2021

Belitung Nurs J

Self Cite

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Background: Child development monitoring and screening have been mandated as a national health service worldwide, including Indonesia; however, a recent study found that Indonesian community health nurses experienced difficulties detecting and stimulating a child suspected of a developmental delay.Objective: To explore and provide an example of how Australian community health nurses, along with other professionals, contribute to a Universal child and family health service (UCFHS), a similar programme name in Indonesia is child developmental stimulating, detecting monitoring and early intervention programme or SDIDTK.Case study: This is a case study of a young Australian boy (4 years old) whom the mother reported that her son has unclear speech and he was not speaking as much as other children at his age. The researcher, as a nurse, delivered the child developmental assessment and play skills assessment and found that the child has subtle developmental gaps and was at risk for developmental delay. Several goal setting and programming ideas have been developed to meet the child developmental milestones. These include goals in fine motor skills, communication, problem-solving and personal-social skills which have been regarded as early intervention for the child. Together with the therapy from a Speech Pathologist, these goal settings and programming ideas have been collaborated with the kindergarten teachers and the family as well as the UCFHS nurses as part of the child developmental monitoring programme.Conclusion: Developmental delays can be detected through developmental and play assessments and can be followed by developmental stimulation and early intervention programme by developing goal settings and programming ideas around the delays or gaps in play or development.Funding: This study was funded by Australian Award Scholarship and Islamic State University UIN Syarif Hidayatullah Jakarta, Indonesia.

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What Roles Do Indonesian Nurses Play in the Early Identification and Intervention of Children With Developmental Disabilities? A Qualitative Study

Cited by 4 publications

References 23 publications

Challenges on Learning Islam among Deaf Muslim in an Indonesian Context: Deaf Teachers Perspective

Challenges on Learning Islam among Deaf Muslim in an Indonesian Context: Deaf Teachers Perspective

A survey of Indonesian nurses' educational experiences and self‐perceived capability to care for people with intellectual disability and/or autism spectrum disorder

Developmental assessment and early intervention for children with developmental delays: A case study in South Australia

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