Perspectives on Wisdom-Health of Thai Buddhist Nurses through Meditation

The purpose of this qualitative study was to explore Thai nurses’ perspectives regarding the meaning of wisdom-health, the characteristics of persons who have wisdom-health, and the importance of wisdom-health to Thai people’s overall general health. Purposive and snowball sampling were used to recruit twelve Thai registered nurses who regularly practice meditation. Data were collected through in-depth interviews along with observation and ethnographic records. Data were analyzed using Spradley’s method of content analysis. The main findings illustrated that the meaning of wisdom-health based on the perspective of Thai nurses is defined as having mindfulness (satti) and clear comprehension (sampajanna). Mindfulness focuses on being aware of, and reminding oneself to know and concentrate on the present moment, while clear comprehension means thinking reflectively on cause and effect. Both mindfulness and clear comprehension enable one to understand the nature of truth or “wisdom” so as to live with happiness. The characteristics of persons who have wisdom-health include 1) using wisdom to live their lives, 2) applying morality and ethical behavior to their lives, and 3) having inner peacefulness. Further, wisdom-health is crucial to the overall general health of Thai people because it helps them attain well-being by way of choosing the right means to solve their health problems both physically and mentally. Realizing the nature of truth leads people to be compassionate toward themselves, their fellow human beings and the environment, which, in turn, can contribute to a peaceful society.  The results of this study provide an understanding of wisdom-health from the perspectives of Thai nurses who practice meditation. Also, these findings could provide a foundation for developing guidelines, regarding assessment and nursing care related to wisdom-health, that lead to holistic care of clients.

Development of a Family and School Collaborative (FASC) Program to Promote Healthy Eating and Physical Activity among School-age Children

Childhood obesity, a serious public health concern, has a high prevalence with long-term negative physical and mental health consequences. Prevention and treatment of obesity are considered a priority among pediatric health care providers. This participatory action research, using empowerment strategies with 110 school stakeholders, aimed to develop a family and school collaborative program for promoting healthy eating and physical activity for school-age children. Quantitative data were analyzed using descriptive statistics, while qualitative data were subjected to content analysis. The study findings revealed the program had five core components including: situational analysis, family and school collaboration, exploration of effective interventions, implementation of planned activities, and monitoring and evaluation. Methods of program implementation included: group discussions; brainstorming and mind mapping; group meetings; and, participatory workshops. The impact of program implementation was evident, with family and school collaboration, in: initiating school policy, developing practical guidelines and implementing obesity prevention activities. Activities created a supportive environment by disallowing sale of sodas and unhealthy snacks; developing a curriculum for enhancing the capacity of student leaders; promoting physical activity; providing a healthy school lunch and snack menu; providing obesity prevention education; conducting child nutrition status surveillance; and, developing a database for tracking children’s status over time. The program could be used as a guideline for nurses and health care personnel to enhance partnerships, between families and schools, in order to promote healthy eating and physical activity in school-age children.

Encountered Changes: Voices of Young Teenagers during the Transition from Primary to Secondary School

Results from a hermeneutic, phenomenological study, designed to increase understanding of early adolescents’ lived experiences during transition from primary to secondary school, are reported. This period is known to be stressful, among other populations, and Thai early teenagers appear to be no exception. Data were generated from 14 early adolescents, in a secondary school in southern Thailand, via interview, using the hermeneutic method to conduct and analyze interviews supplemented with field notes. Trustworthiness of findings was assured via an audit trail and rigor of the written report. Data were analyzed, based on Heidegger’s and Gadamer’s methodology. The theme, “Encountered Changes,” describes Thai early adolescents’ feelings regarding transition to secondary school, including problems with emotional alteration, new and different teaching-learning approaches and facing an unfamiliar society. Three categories identified were: emotional alteration, consisting of easy annoyance, low self-confidence, being tired and bored of study, being in distress, feeling lonely among strangers and missing former friends; different learning approaches, involving encountering difficult and hard academic work, more profound content and going forward, and having to focus more on responsibility and real experiences; and, facing an unfamiliar society, including feelings of containment by strict school rules and regulations, and problems with surrounding inappropriate behavior from peers. Findings may help school health providers, parents, nurses and others better recognize and address adolescent vulnerabilities, and develop interventions that foster early adolescents’ readjustment and feelings of well-being during this important time.