Hospitalization of a child in the paediatric intensive care unit (PICU) is extremely stressful, both for the child and for his or her family. The purpose of this study was to gain deeper insight into the stressful experiences of parents of children hospitalized in the PICU. This study included 96 parents. The data were collected using a translated and standardized scale “The Parental Stressor Scale: Paediatric Intensive Care Unit (PSS: PICU)”. This study confirms high exposure of parents to numerous PICU stressors. The most intense PICU stressor for parents was child’s breathing depending on the ventilator (4.22 ± 1.17), and the least intense was child’s demanding behaviour (1.17 ± 0.33). A significant positive correlation between the level of parents’ perceived stress and the number of their children was recorded (r = 0.240, p = 0.02), while there was no significant correlation between the level of stress and other sociodemographic variables. A significantly higher level of stress was experienced by parents with primary school education (p = 0.032) and parents who are not healthcare professionals (p < 0.01). It is necessary to establish a system that will enable continuous assessment of parents’ stress levels and timely prevention of stressful experiences for parents in the PICU.
Abstract-The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners' perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers' attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.Index Terms-translation in language teaching (TILT), language for specific purposes (LSP), language teaching, assessment
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