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Health professionals' experiences with the PEDI‐UG: What do Ugandan occupational therapists say about the utility and value of the Pediatric Evaluation of Disability Inventory (PEDI‐UG) for children with disabilities?
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AbstractBackgroundThe Uganda version of Pediatric Evaluation of Disability Inventory (PEDI‐UG) was culturally adapted and validated from the PEDI‐US, a tool used to evaluate the functional capability of children with or without disability aged 6 months to 7.5 years in the areas of self‐care, mobility and social domains. A group of Ugandan occupational therapists with experience of using PEDI‐UG participated in this study to explore the question: What do Ugandan occupational therapists say about the utility and value of the PEDI‐UG for children with disabilities?MethodsA qualitative research design was chosen to explore the participants' viewpoints concerning the utility and value of the PEDI‐UG for children with disabilities. Purposive sampling was used to recruit health professionals for the focus group discussions. Focus group discussions were carried out with 18 occupational therapists and nurses. Thematic analysis was performed to establish patterns and themes.ResultsSeveral challenges concerning the contextual use of PEDI‐UG were reported. For example, PEDI‐UG being culturally adapted in two languages (English and Luganda) makes it difficult for health professionals to use it for children whose caregivers are non‐English or non‐Luganda speakers. In addition, participants reported adapting the way they asked the assessment questions, struggling with how they interpreted the scores and observing the child's skills if required during PEDI‐UG interviews with caregivers.ConclusionsThe findings of this study suggest that health professionals are challenged with the use of the PEDI‐UG assessment in diverse cultural contexts and/or languages. These challenges are important considerations for the PEDI‐UG translation in different Uganda cultural languages and training health professionals on the use and value of PEDI‐UG for children with disabilities.
Title: Health professionals' experiences with the PEDI‐UG: What do Ugandan occupational therapists say about the utility and value of the Pediatric Evaluation of Disability Inventory (PEDI‐UG) for children with disabilities?
Description:
AbstractBackgroundThe Uganda version of Pediatric Evaluation of Disability Inventory (PEDI‐UG) was culturally adapted and validated from the PEDI‐US, a tool used to evaluate the functional capability of children with or without disability aged 6 months to 7.
5 years in the areas of self‐care, mobility and social domains.
A group of Ugandan occupational therapists with experience of using PEDI‐UG participated in this study to explore the question: What do Ugandan occupational therapists say about the utility and value of the PEDI‐UG for children with disabilities?MethodsA qualitative research design was chosen to explore the participants' viewpoints concerning the utility and value of the PEDI‐UG for children with disabilities.
Purposive sampling was used to recruit health professionals for the focus group discussions.
Focus group discussions were carried out with 18 occupational therapists and nurses.
Thematic analysis was performed to establish patterns and themes.
ResultsSeveral challenges concerning the contextual use of PEDI‐UG were reported.
For example, PEDI‐UG being culturally adapted in two languages (English and Luganda) makes it difficult for health professionals to use it for children whose caregivers are non‐English or non‐Luganda speakers.
In addition, participants reported adapting the way they asked the assessment questions, struggling with how they interpreted the scores and observing the child's skills if required during PEDI‐UG interviews with caregivers.
ConclusionsThe findings of this study suggest that health professionals are challenged with the use of the PEDI‐UG assessment in diverse cultural contexts and/or languages.
These challenges are important considerations for the PEDI‐UG translation in different Uganda cultural languages and training health professionals on the use and value of PEDI‐UG for children with disabilities.
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