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Journal articles on the topic 'Practice-led qualitative research'
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1
Zhou, Jing, Christopher Kueh, and Yi Lin. "Assessing the Applicability of Three Approaches to Design-Oriented Research." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 36–40. http://dx.doi.org/10.26689/jcer.v5i8.2411.
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The three main approaches in inquisitive research design are qualitative, quantitative, and mixed methods [1]. However, recent developments in the research field have resulted in multiple other approaches, borrowing ideas from a broad range of fields. One such approach is the practice-led approach. This approach involves an efficient design process, novel qualitative interviewing methods, together with data mining procedures from quantitative data collection [2]. This paper assesses the practice-led approach used in user experience (UX) design, together with three approaches: co-design, service design, and reflective practice.
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Haseman, Brad. "A Manifesto for Performative Research." Media International Australia 118, no. 1 (February 2006): 98–106. http://dx.doi.org/10.1177/1329878x0611800113.
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Researchers in the arts, media and design often struggle to find serviceable methodologies within the orthodox research paradigms of quantitative and qualitative research. In response to this and over the past decade, practice-led research has emerged as a potent strategy for those researchers who wish to initiate and then pursue their research through practice. This paper examines the dynamics and significance of practice-led research, and argues for it to be understood as a research strategy within an entirely new research paradigm: performative research. Taking its name from J.L. Austin's speech act theory, performative research stands as an alternative to the qualitative and quantitative paradigms by insisting on different approaches to designing, conducting and reporting research. The paper concludes by observing that, once understood and fully theorised, the performative research paradigm will have applications beyond the arts and across the creative and cultural industries generally.
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Suarez, Doug. "Evaluating Qualitative Research Studies for Evidence Based Library and Information Practice." Evidence Based Library and Information Practice 5, no. 2 (June 17, 2010): 75. http://dx.doi.org/10.18438/b8v90m.
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Objective - Research studies in the literature that may be useful for solving professional practice questions are frequently based on findings from studies that use qualitative methods. Criteria used to appraise qualitative research are still evolving and often lack the readily understood precision of the numerical criteria used for quantitative research. Qualitative research studies can often be more valuable than quantitative studies for a given situation. This article offers a template to assess qualitative methods used in practitioner-led research for library and information science.
Methods – This paper presents a narrative scenario of a library management problem. After conducting a literature search, the author identified an article with apparent relevance and potential to help resolve the problem. The author then evaluated the article using an assessment framework to illustrate how qualitative library research can be assessed. The paper examines the components of the framework, and explores the process.
Results - The appraisal of the selected article demonstrates that qualitative methods used in library research can be critically evaluated for evidence to assist librarians in addressing their professional practice questions.
Conclusions - Results obtained from qualitative research projects can be applied as evidence to support library practice. Qualitative methods are useful, and for many library practice issues, the assessment process illustrated here will help librarians evaluate the evidence and assess its appropriateness for practice.
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Tselepis, Thea, Cecile Nieuwenhuizen, and Chris Schachtebeck. "To live and to learn: Practice-led learning through entrepreneurship education." Inovacije u nastavi 34, no. 2 (2021): 12–26. http://dx.doi.org/10.5937/inovacije2102012t.
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The aim of this paper is to propose a matrix that could guide the approaches to entrepreneurship education at tertiary level bearing in mind binary constructs such as theory-led learning versus practice-led learning, as well as different contexts such as entrepreneurship in a formal programme versus entrepreneurship in a module only. A qualitative research approach was followed to compile the matrix, using data collected from 25 students who reflected on what an ideal programme or module could have entailed and what the most meaningful activities could be for such a programme or module. The matrix proposes some insightful approaches and activities that educators may consider when refining their module outcomes and assessments.
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Landeen, Janet, Helen Kirkpatrick, and Winnifred Doyle. "The Hope Research Community of Practice." Canadian Journal of Nursing Research 49, no. 3 (June 29, 2017): 127–36. http://dx.doi.org/10.1177/0844562117716851.
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Background Clinical nurses have multiple challenges in conducting high-quality nursing research to inform practice. Theoretically, the development of a community of practice on nursing research centered on the concept of hope is an approach that may address some of the challenges. Purpose This article describes the delivery and evaluation of a hope research community of practice (HRCoP) approach to facilitate research expertise in a group of advanced practice nurses in one hospital. It addressed the question: Does the establishment of a HRCoP for master’s prepared nurses increase their confidence and competence in leading nursing research? Method Using interpretive descriptive qualitative research methodology, five participants were interviewed about their experiences within the HRCoP and facilitators engaged in participant observation. Results At 13 months, only four of the original seven participants remained in the HRCoP. While all participants discussed positive impacts of participation, they identified challenges of having protected time to complete their individual research projects, despite having administrative support to do so. Progress on individual research projects varied. Conclusion Nurse-led research remains a challenge for practicing nurses despite participating in an evidence-based HRCoP. Lessons learned from this project can be useful to other academic clinical partnerships.
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Bravington, Alison, and Nigel King. "Putting graphic elicitation into practice: tools and typologies for the use of participant-led diagrams in qualitative research interviews." Qualitative Research 19, no. 5 (June 19, 2018): 506–23. http://dx.doi.org/10.1177/1468794118781718.
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The use of diagrams to stimulate dialogue in research interviews, a technique known as graphic elicitation, has burgeoned since the year 2000. Reviews of the graphic elicitation literature have relied on the inconsistent terminology currently used to index visual methods, and have so far drawn only a partial picture of their use. Individual diagrams are seen as stand-alone tools, often linked to particular disciplines, rather than as images created from a toolbox of common elements which can be customized to suit a research study. There is a need to examine participant-led diagramming with a view to matching the common elements of diagrams with the objectives of a research project. This article aims to provide an overview of diagramming techniques used in qualitative data collection with individual participants, to relate the features of diagrams to the aspects of the social world they represent, and to suggest how to choose a technique to suit a research question.
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Hughes, Claretha, Jai Wang, Wei Zheng, and Laird McLean. "Implementation Concerns of Scholar-Practitioners." International Journal of Asian Business and Information Management 1, no. 2 (April 2010): 32–46. http://dx.doi.org/10.4018/jabim.2010040104.
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The challenge of combining research and practice in HRD has led to continuing debate on who are scholar-practitioners and how they integrate research and practice in the workplace. This qualitative collective case study provides insights from seven scholar-practitioners to help HRD professionals and researchers understand implementation concerns of scholar-practitioners. The findings reveal scholar-practitioners’ perceptions of their roles, the link between research and practice, and actions they took to overcome barriers and challenges related to integrating research and practice. This pilot study can serve as a benchmark for future studies regarding successful integration of research and practice in HRD.
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Goebel, Jessica Schroenn, and Suriamurthee Moonsamy Maistry. "In Search of an Inclusive Participatory Research Methodology: The Appeal of Interactive Qualitative Analysis to Novice Qualitative Researchers." Educational Research for Social Change 11, no. 2 (October 28, 2022): 1–18. http://dx.doi.org/10.17159/2221-4070/2021/v11i2a7.
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National policy goals have made doctoral research a priority for academics in South African higher education. For many, the study of their own educational practice has strong appeal, and has led them to "cross over" and become novice educational researchers at doctoral level, pursuing qualitative research that could present ontological and epistemological challenges for those whose home disciplines (and training) are steeped in positivist quantitative methodologies. Concurrently, the need to be responsive to broader national imperatives for the decolonising of universities has underlined the importance of seeking inclusive participatory research methodologies that have potential to elevate participant voice. Interactive qualitative analysis (IQA) is a variant of participatory research that, we argue, offers advantages in view of these transformative shifts in South African higher education. IQA may appeal to cross-over researchers because it provides a structured and rigorous path through qualitative research. Moreover, IQA disrupts power relations that cast the researcher as "expert"; it grants participants control over data generation and preliminary analysis, and foregrounds their voices. We introduce IQA, and outline its key steps and protocols. Drawing on our application of IQA in a study at a South African university, we reflect critically on its affordances, limitations, and possible modifications.
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Evridiki, Kaba, Stavropoulou Areti, Kelesi Martha, Toylia Georgia, and Fasoi Georgia. "Critiquing a Grounded Theory Research Paper: Αn Educational Guide for Nurses." Global Journal of Health Science 13, no. 5 (April 13, 2021): 92. http://dx.doi.org/10.5539/gjhs.v13n5p92.
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Critical analysis of research has become a necessary task for nurses who intend to improve the quality of the care they provide by applying robust research evidence to clinical practice. The aims of the present paper are a) to discuss the various stage of critiquing research and b) to illustrate a case example of research critique by discussing a qualitative research paper. A systematic critique of a grounded theory research article, entitled “How Greek nurses perceive and overcome the barriers in implementing treatment for pressure ulcers: ‘Against the odds’”, was performed, using a framework that involves all stages needed in critiquing qualitative research. This framework was chosen because it provides specific guidelines and involves a detailed analysis of how each stage of the research must be accomplished.
This critique process led to the development of an educational guide for students and novice researchers, illustrating the methodological approach and the skills needed for conducting a critical analysis of a published qualitative research study.
This paper provides the necessary knowledge to nurse students about how to critique a published research paper and appraise research evidence that guides clinical practice and decision-making for the nursing care delivered.
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Jusslin, Sofia, Linnea Bodén, Lena O. Magnusson, and Tone Pernille Østern. "Post-approaches to education and the arts: Putting theories to work in arts educational practices." Journal for Research in Arts and Sports Education 6, no. 3 (August 30, 2022): 1–10. http://dx.doi.org/10.23865/jased.v6.4017.
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This special issue explores how post-approaches to education and the arts emphasize learning, teaching, and knowledge-production in the arts as performative processes of becoming in-between humans and other materialities in a more-than-human world. Moreover, the articles included in the special issue reveal that such an endeavor calls for new ways of doing research through post-qualitative and practice-led research methodologies.
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Shaw, Peter. "Improving one's practice of clinical supervision of guidance officers." Journal of Psychologists and Counsellors in Schools 11 (November 2001): 101–20. http://dx.doi.org/10.1017/s1037291100004362.
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This paper describes the key features of a collaborative qualitative research project led by a senior guidance officer aimed at improving the practice of guidance officer clinical supervision. The research used a constructivist approach and developed personal understandings of clinical supervision by the participants as adult learners. A collaborative process of professional development of clinical supervision skills and knowledge was undertaken as a way of improving practice in the workplace as a part of the guidance supervision practices in a school district. The process was called a “supervision improvement cycle” and was led by the writer as a senior guidance officer and undertaken in collaboration with three guidance officer colleagues, another senior guidance officer acting as critical friend and also two doctoral supervisors. Together the participants formed a “supervision improvement community”. Such a community could be replicated in other work sites and use the “supervision improvement cycle” discussed in this paper as a way of improving a supervisor's clinical practice and by building commitment to regular planned supervision.
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Huberdeau, David M., John W. Krakauer, and Adrian M. Haith. "Practice induces a qualitative change in the memory representation for visuomotor learning." Journal of Neurophysiology 122, no. 3 (September 1, 2019): 1050–59. http://dx.doi.org/10.1152/jn.00830.2018.
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Adaptation of our movements to changes in the environment is known to be supported by multiple learning processes that operate in parallel. One is an implicit recalibration process driven by sensory-prediction errors; the other process counters the perturbation through more deliberate compensation. Prior experience is known to enable adaptation to occur more rapidly, a phenomenon known as “savings,” but exactly how experience alters each underlying learning process remains unclear. We measured the relative contributions of implicit recalibration and deliberate compensation to savings across 2 days of practice adapting to a visuomotor rotation. The rate of implicit recalibration showed no improvement with repeated practice. Instead, practice led to deliberate compensation being expressed even when preparation time was very limited. This qualitative change is consistent with the proposal that practice establishes a cached association linking target locations to appropriate motor output, facilitating a transition from deliberate to automatic action selection. NEW & NOTEWORTHY Recent research has shown that savings for visuomotor adaptation is attributable to retrieval of intentional, strategic compensation. This does not seem consistent with the implicit nature of memory for motor skills and calls into question the validity of visuomotor adaptation of reaching movements as a model for motor skill learning. Our findings suggest a solution: that additional practice adapting to a visuomotor perturbation leads to the caching of the initially explicit strategy for countering it.
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M. Bettencourt, Genia, Victoria K. Malaney, Caitlin J. Kidder, and Chrystal A. George Mwangi. "Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 095–113. http://dx.doi.org/10.28945/3783.
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Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.
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Pryce, Helen, and Rachel Shaw. "Lifeworld interpretation of tinnitus." Medical Humanities 45, no. 4 (June 24, 2019): 428–33. http://dx.doi.org/10.1136/medhum-2019-011665.
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Lifeworld-led care provides a route through which research and practice can navigate the ‘biopsychosocial’ allowing us to overcome the shortfalls of the medical model and enabling us to prioritise humanity in the care of people living with tinnitus. In this article, we sought to explore qualitative descriptions of life with tinnitus. We aimed to address the question ‘what it is like to live with tinnitus?’ In doing so we examined qualitative studies and provide suggestions about key themes that seem consistent. This is a narrative, thematic overview of the way lifeworld has been conceptualised and explored in tinnitus research.
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Gonella, Silvia, Paola Di Giulio, Marianna Angaramo, Valerio Dimonte, Sara Campagna, Kevin Brazil, and MySupport Study Group. "Implementing a nurse-led quality improvement project in nursing home during COVID 19 pandemic: A qualitative study." International Health Trends and Perspectives 2, no. 2 (August 1, 2022): 175–92. http://dx.doi.org/10.32920/ihtp.v2i2.1631.
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Background: There is broad consensus that the quality of nursing home (NH) care is a research priority to advance NH practice. However, NHs often fail to implement quality improvement (QI) research projects and complex circumstances such as Coronavirus disease 19 (COVID-19) pandemic may further hinder compliance. This study aims to describe the challenges associated with implementing a nurse-led QI project in NH during COVID-19 pandemic and potential strategies for their overcoming. Methods: A descriptive qualitative study was performed, and three data collection strategies employed, including: 1. semi-structured, open-ended interviews with follow-up questions (one NH manager, three members of the NH staff, and two family caregivers of people with advanced dementia); 2. research diary; and 3. in-the-field-notes. A combined deductive and inductive content analysis was adopted to analyze data. Results: Challenges may be anticipated or unanticipated. QI projects should include preliminary assessments to identify the willingness to change and establish partnerships at multiple levels with all stakeholders, adjust the implementation plan to the organizational context, and be open to ongoing changes. Conclusions: Early and regular engagement of stakeholders strengthen relationships. Moreover, an ongoing reflective practice throughout the entire implementation process promotes openness to change, and finally learning and improvement.
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Reeves, Katharine, Samuel Chan, Alastair Marsh, Suzy Gallier, Catrin Wigley, Kamlesh Khunti, and Richard J. Lilford. "Implementation of research evidence in orthopaedics: a tale of three trials." BMJ Quality & Safety 29, no. 5 (November 27, 2019): 374–81. http://dx.doi.org/10.1136/bmjqs-2019-010056.
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ObjectiveTo examine implementation of evidence in orthopaedic practice following publication of the results of three pivotal clinical trials.DesignCase studies based on three orthopaedic trials funded in sequence by the National Institute for Health Research Health Technology Assessment (HTA) programme. These trials dealt with treatment of fractures of the humerus, radius and ankle, respectively. For each case study, we conducted time-series analyses to examine the relationship between publication of findings and the implementation (or not) of the findings.ResultsThe results of all three trials favoured the less expensive and less invasive option. In two cases, a change of practice, in line with the evidence that eventually emerged, preceded publication. Furthermore, the upturn in use of the intervention most supported by each of these two trials corresponded to the start of recruitment to the respective trial. The remaining trial failed to influence practice despite yielding clear-cut evidence.ConclusionsImplementation of results of all three HTA orthopaedic trials favoured the less expensive and less invasive option. In two of the three studies, a change in practice, in line with the evidence that eventually emerged, preceded publication of that evidence. A trend or a change in practice, at around the start of the trial, indicates that the direction of causation opposes our hypothesis that publication of trial findings would lead to changes in practice. Our results provide provocative insight into the nuanced topic of research and practice, but further qualitative work is needed to fully explain what led to the pre-emptive change in practice we observed and why there was no change in the third case.
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Webster, Emma, Margaret Thomas, Narelle Ong, and Linda Cutler. "Rural Research Capacity Building Program: capacity building outcomes." Australian Journal of Primary Health 17, no. 1 (2011): 107. http://dx.doi.org/10.1071/py10060.
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The Rural Research Capacity Building Program commenced in 2006 with the aim of developing research skills in rural health workers. The program was based on the capacity building principles of workforce development, organisational development, resource allocation, partnership and leadership. Qualitative methods were used to assess capacity building outcomes. A sample of candidates from the 2006 and 2007 cohorts were selected for interview using stratified random sampling and supplemental purposive sampling. Twenty-five individual semi-structured interviews were conducted with candidates, their managers and mentors. Interviews were thematically analysed. The program components of teaching, mentoring and networking led to the development of research skills in candidates undertaking the program. This workforce development resulted in workplace change, particularly where the candidate’s project was ‘close to practice’ and they had management support. The leadership shown and partnerships developed by the program managers enhanced the workforce development and organisational change outcomes. Resources, such as backfill and incidentals, were useful for candidates, but practicalities, such as availability of replacement staff, limited effectiveness. This study showed the value of using a capacity building framework and demonstrated that undertaking research on a topic close to practice positioned candidates to drive change within their organisation.
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Poletti, Alberto, and Ann Anka. "‘They thought I wasn’t good enough for social work practice’." Journal of Practice Teaching and Learning 11, no. 3 (May 28, 2013): 17–35. http://dx.doi.org/10.1921/jpts.v11i3.272.
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The few studies of why social work students fail their practice learning opportunity (PLOs) have been undertaken through the lens of practice educators, lecturers and Higher Education Institutions (HEIs) with no input from students. Using qualitative interviews; this research explores the reasons for failure from the perspective of the students. The findings identified a number of interrelated issues such as previous work experiences, family history and personal circumstances as the rationale for what led those interviewed into social work. Issues such as ill health, personal problems and lack of clarity around assessment criteria as well as perceived lack of support from HEIs were identified as some of the factors that led students to fail their practice learning experiences. Recommendations from those interviewed included the suggestion that HEIs should, at the recruitment stage, provide clear information about the implications of failing practice learning opportunities and clarify what type of support for is available for those who fail. The students interviewed also echo the desire expressed by the HEIs and practice educators for clearer assessment criteria/frameworks and a more supportive process for all parties.
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Røssland, Anneline, Alette Svellingen, and Kari Røykenes. "Role Exchange in Student-led Simulation: The Importance of Nursing Students Taking the Role of Patients." SAGE Open Nursing 8 (January 2022): 237796082211306. http://dx.doi.org/10.1177/23779608221130605.
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Introduction As simulated patients in simulation-based learning, nursing students can contribute to a better understanding of the patient perspective in clinical practice. Objective The aim was to explore final-year nursing students’ experiences in roleplaying as patients in a student-led simulation of difficult conversations as a form of preparing for practice in mental healthcare and homecare nursing. Methods The study was conducted using a qualitative research design. After the student-led simulation, four of the students participated in multistage focus group interviews over a period of six months: the first interview was immediately after simulation and the second was after clinical practice. Findings One main theme was identified before clinical practice: “simulating the patient contributes to preparation for difficult conversations in practice.” Two main themes were identified after the students’ clinical practice: “simulation of both the nurse and patient lays the foundation for communicating with patients” and “the value of silence.” Conclusion The findings indicate that simulation training and role exchange when students roleplay both as the patient and nurse contribute to a greater understanding of the patient perspective, and students benefit from this when communicating with patients in clinical practice.
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Lalic-Vucetic, Natasa, Jelena Stevanovic, and Dragana Gundogan. "Play, research work and critical dialogue in teaching: Class teacher experiences." Zbornik Instituta za pedagoska istrazivanja 50, no. 1 (2018): 25–49. http://dx.doi.org/10.2298/zipi1801025l.
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The demands of the modern society have led to changes in the concept of education and to the approach to learning based on active construction of knowledge, the development of divergent thinking, initiative and cooperative behaviour through encouraging reflective practice in all participants in the process of education. This paper reports on the results of a research referring to the implementation, monitoring and reflection of practice, i.e. the analysis of teacher experiences from experimental classes. The aim of the research was to determine the way in which teachers perceive the use of research work, critical dialogue and play in class teaching. Research participants were 12 third- and fourth-grade primary school teachers from Belgrade. Qualitative methodology was used to analyse the data obtained by encouraging reflective practice in teachers. A significant finding is that the change in the approach to learning has created the conditions for motivation, autonomy and self-organisation of students at the group level, in which the teacher plays the role of a mentor and coordinator of activities. Teaching that is organised and conceptualised in this way creates the conditions for students to develop awareness on their own learning through different phases of work, as well as to monitor and manage it. A recommendation for further implementation of the researched approaches and methods refers to providing support to teachers to continuously use these methods of work in teaching and to exchange the ideas and experiences from classes through reflective practice.
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Staempfli, Adi, and Anna Fairtlough. "Intervision and Professional Development: An Exploration of a Peer-Group Reflection Method in Social Work Education." British Journal of Social Work 49, no. 5 (November 15, 2018): 1254–73. http://dx.doi.org/10.1093/bjsw/bcy096.
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Abstract ‘Intervision’, a peer-led group reflection method, was introduced in a teaching partnership between a university and three local authorities to enhance the quality of social work education and support the development of a learning culture across the partnership. A review of the limited international research on Intervision shows almost entirely positive impacts but no studies in social work education. This article reports on research into impacts following the introduction of Intervision sessions for BA (bachelor’s) and MA (master’s) social work students. An interpretive, qualitative approach with thematic data analysis of two focus groups with twenty-three participants was carried out. Findings show that, for most students, Intervision offered emotional containment, widened their perspectives and enhanced skills for Intervision. Students identified several positive impacts on their professional development and practice. Reported factors that contributed to students’ varied experience of Intervision sessions and their impact were commitment among participants and facilitators’ ability to model the Intervision process. The context of the teaching partnership was crucial in supporting students to negotiate their learning at the boundary between practice and university. Based on these findings, Intervision is suggested as a useful approach to embed peer-led reflective practice, and open questions for further research are suggested.
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Griffiths, Robert, Warren Mansell, Dawn Edge, and Sara Tai. "Sources of Distress in First-Episode Psychosis: A Systematic Review and Qualitative Metasynthesis." Qualitative Health Research 29, no. 1 (August 1, 2018): 107–23. http://dx.doi.org/10.1177/1049732318790544.
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In this study, we aim to increase our understanding of the self-reported sources of distress among people who have experienced first-episode psychosis. Following a systematic literature search, 33 relevant studies containing first-person accounts of first-episode psychosis were identified, which were synthesized using thematic analysis. Two interrelated superordinate themes were identified: intrapersonal distress and interpersonal distress. Participants reported multiple, diverse, and multifaceted sources of distress across both themes. These were substantially different from those routinely recognized and targeted in clinical practice. This review suggests that practitioners who maintain a stance of genuine curiosity about the potential sources of distress for this population will be perceived as more helpful. The findings also highlight the importance of being service user–led when planning and delivering mental health care. Additional clinical and research implications are discussed.
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Seitz, Hanne. "Producing Knowledge in Self-Organized Artistic Settings through Performative Research and Artistic Intervention." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (January 1, 2015): 114–30. http://dx.doi.org/10.33178/scenario.9.1.7.
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The following article presents the Young Tenants, a project that gave young Berlin adults the opportunity to use vacant spaces for art and culturerelated purposes. Through organizing and participating in activities in these spaces they discovered their artistic creativity and craftsmanship, practiced cultural participation and engaged with the community. In contrast to what they typically experienced in school or in out-of-school education, the project emphasized selforganization and an environmental approach towards learning. The accompanying research called for a different logic of enquiry than in the usual discursive mode of qualitative social research. The tenants were regarded as coresearchers, capable of finding creative solutions for the problems that arose while working towards the goals they had set for themselves. They produced knowledge through their art making, which was expanded, transformed and renewed through a practice-based action research process. At the same time, since understanding is not always reducible to language, we focused on their actions as expressions of embedded knowledge and considered the project to be a practice-led performative research. Additionally, we unlocked further potential though artistic interventions that served to enrich their activities, deepen reflection, and challenge the knowledge generated.
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Sadati, S. M. Hani, and Claudia Mitchell. "Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence." International Journal of Qualitative Methods 20 (January 2021): 160940692110461. http://dx.doi.org/10.1177/16094069211046130.
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Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how a participatory arts-based serious game design process is explicable within the context of research-creation. This work’s change-oriented agenda led to developing Mela, a serious game, to educate and empower instructors in agriculture colleges to tackle sexual and gender-based violence issues in their institutions. Here, we articulate Mela’s design process, its artistic composition, and how we understand it from different angles of research-creation practices. We also offer our introspective accounts during and after the design stages, referencing culture and gender as critical concepts. Serious games are pedagogical products that are designed for a meaningful learning experience. This work deepens the understanding of how research-creation practice can benefit the serious game design field by ensuring the attention to both process and production.
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Crabtree-Nelson, Sonya, Neil J. Vincent, and Itedal Shalabi. "Exploring the Experience of Arab American and Arab Immigrant Women With Intimate Partner Violence." Violence and Victims 33, no. 5 (October 2018): 918–31. http://dx.doi.org/10.1891/0886-6708.vv-d-17-00174.
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This article describes a study resulting from of a university–community partnership. The faculty of the university and the executive director of local community agency serving the local Arab American and Arab immigrant community had a shared interest in looking at the unique experiences and needs of Arab women survivors of intimate partner violence (IPV). This led to a qualitative research project in which 25 Arab American women were interviewed about their experience with IPV. Contextual themes emerged related to cultural context, community response, and survival resilience. Implications for practice and direction for future research are discussed.
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Livstrom, Illana C., Amy Smith, Mary Rogers, and Karl Hackansan. "Decolonizing Research and Urban Youth Work Through Community-University Partnerships." Interdisciplinary Journal of Partnership Studies 5, no. 3 (December 3, 2018): 3. http://dx.doi.org/10.24926/ijps.v5i3.1454.
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“Grounding Roots” is a community-based collaborative educational program that aims to build food, environmental, and cognitive justice through sustainable urban agriculture and horticulture via intergenerational communities of practice. Drawing upon Linda Tuhiwai Smith’s framework of decolonizing methodologies, this qualitative case study examined the ways in which a Community-University partnership engaged in decolonizing work through research and practice, as well as the ways in which the partnership served to preserve colonizing practices. Data analyses was guided by deductive coding strategies grounded in theory on decolonizing practices. Identified decolonizing practices included implementing a program of worth to the community and youth; building from community-led agendas; and prioritizing community healing and transformation over academic research agendas. Identified colonizing practices included inequitable power hierarchies in the leadership team and in garden groups, deficit-oriented talk about minoritized youth, and the devalorization of youth voice. Implications from this work call for researchers to do their own research about the white supremacist roots embedded in their practices, and to embrace decolonizing and humanizing practices to guide their work. This ongoing work highlights the need for researchers doing community-based work to engage in community-driven agendas that prioritize processes over products; to facilitate distributed leadership in collaboration with community members; and to produce worthwhile work and products with the community.
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Agbenyega, Joseph. "How we view our theoretical competency: Early childhood pre-service teachers' self-evaluation of a professional placement experience." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 141–47. http://dx.doi.org/10.1177/183693911203700219.
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RECENT EFFORTS TO RENOVATE the teaching of young children have led to a greater emphasis on teachers' theoretical understandings of children and teaching, and how they translate their understandings into practice. This qualitative research analysed and discussed how early childhood pre-service teachers in one Australian university perceived their theoretical competence and how they used this in their pedagogical decision making and adaptations in their professional placement. The paper investigated how the pre-service teachers justified and enacted decisions about which pedagogical and theoretical approaches to use in their classrooms, and how they reconciled potential conflicts and contradictions between their own ideas, pedagogical and theoretical knowledge, and those of their mentor teachers. A framework analysis of rich qualitative data obtained through focus groups in class illuminated the pre-service teachers' theoretical competency, theoretical confidence, theoretical preparation and theoretical reflexivity. The paper concludes with recommendations for improving early childhood pre-service teachers' professional practice.
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Moreno-Fergusson, Marìa Elisa, and Pamela J. Grace. "Ethical Analysis of a Qualitative Researcher's Unease in Encountering a Participant's Existential Ambivalence." Annual Review of Nursing Research 34, no. 1 (January 2016): 51–65. http://dx.doi.org/10.1891/0739-6686.34.51.
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Gaining in-depth understanding of the experiences of persons who have suffered traumatic events with physical and psychological sequelae is important for building effective interventions. However, qualitative research of this kind can be emotionally difficult for the researcher whose research interests derive from practice experiences with the population studied. It may be difficult for the researcher to separate the role of inquirer from that of practitioner. We explore this issue using ethical analysis to differentiate the responsibilities of the researcher from those of the clinician. In the first part of the chapter, we provide some background on the population studied and traumatic spinal cord injury and its aftermath as context for the issues raised by the narrative. Then, we describe briefly the first author's research exploring the meaning of bodily changes and embodiment in persons who have suffered a traumatic spinal cord injury. We provide the part of Jack's story that most troubled the researcher and led her to discuss the situation with an ethics colleague. Finally, we use the tools of moral reasoning, ethical analysis, and principles of research ethics to explore the pertinent excerpt of the narrative. The resulting clarifications are laid out for the reader with the intent of assisting other qualitative researchers in determining the extent and limits of their obligations to participants of qualitative studies, especially those that explore sensitive issues.
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Macháčková, Karolina, Jiří Zelený, Dana Kolářová, and Zbyněk Vinš. "Nature Ideas Exchange: Education of Sustainable Business Principles Based on Parallels with Forest Ecosystem." Sustainability 13, no. 9 (May 10, 2021): 5306. http://dx.doi.org/10.3390/su13095306.
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Arne Næss considered nature the best source of knowledge and regarded the economists as morally responsible for the ecological crisis. Therefore, this research focused on students of economic fields at the university level. The experimental group (n = 236) led by a teacher-as-researcher completed a Business Economic course by forest workshops for one semester because the sustainability principles can be very well explained and observed on examples of forest fauna and flora and then applied in managerial practice. Many similarities were found between forest and business principles (optimal growth rate, teamwork, cooperation models, parasitism). This paper aimed to identify if students’ proficiency in applying sustainable mindset from a forest ecosystem to practice increased. The achievement test compared outcomes of the experimental and control group (n = 190) of students. Based on statistical testing, it can be stated that the experimental intervention led to better results compared to the control group. For issues in which no suitable parallel with the forest ecosystem was found and were therefore explained according to the textbook, group (E) did not perform better than group (C). The methodology is based on qualitative and quantitative research, a mixed-methods approach.
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Rahayu, Esti, and Shuki Osman. "Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia." Humaniora 10, no. 2 (August 13, 2019): 161. http://dx.doi.org/10.21512/humaniora.v10i2.5628.
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As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.
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Mondejar-Pont, Meritxell, Xavier Gómez-Batiste, and Anna Ramon-Aribau. "Translating research into health practice: a case study of integrated palliative care system in Catalonia, Spain." Journal of Integrated Care 30, no. 2 (February 1, 2022): 172–88. http://dx.doi.org/10.1108/jica-06-2021-0032.
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PurposeResearch findings provide the professional community with knowledge that enables to better understand healthcare interventions. Many authors point out that whilst these findings are valued, the findings are not always translated into healthcare practise. The purpose of the paper is to assess the applicability of the essential elements of an integrated palliative care system (IPCS) found in research into the practise of Osona Palliative Care System (OPCS).Design/methodology/approachThe study used a qualitative methodology with a case study design. In total, 24 health professionals were interviewed in Osona for the research, and the results were analysed using deductive content analysis.FindingsThe study concludes that research findings can better be translated into specific contexts by incorporating the needs and characteristics of the system. The process could be a strategy for bridging the research–practise gap.Originality/valueCombining the findings from the study and the findings found in the literature reviewed led to the creation of the IPCS-elements-blended model of research and practise. Such a kind of mixed model could be used in other studies seeking to overcome the research and practice gap.
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Kim, Jihyun, Kara Suzuka, and Elizabeth Yakel. "Reusing qualitative video data: matching reuse goals and criteria for selection." Aslib Journal of Information Management 72, no. 3 (May 18, 2020): 395–419. http://dx.doi.org/10.1108/ajim-08-2019-0215.
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PurposeThis research investigated the reuse of Video Records of Practice (VRPs) – i.e. a type of qualitative data documenting teaching and learning in educational settings. It studied how reusers' purposes and experience-level with VRP reuse influence the importance of various VRP selection criteria and how these differ depending on whether the main goal for reuse was research or teaching. It also examined whether two different dimensions of qualitative research – reflexivity and context – were factors in VRP reuse.Design/methodology/approachThe study reports on surveys of reusers at four VRP repositories. Questions were based on the literature and interviews with VRP reusers. The response rate was 20.6% (180 of 872 distributed surveys). This paper focused on 126 respondents who affirmatively responded they reused VRPs from a repository.FindingsResearchers using VRPs were primarily interested in examining a broad range of processes in education and studying/improving ways to measure differences and growth in education. Reusers with teaching goals were commonly interested in VRPs to engage learners in showing examples/exemplars of – and reflecting on – teaching and learning. These differences between research and teaching led to varied expectations about VRPs, such as the amount of content needed and necessary contextual information to support reuse.Research limitations/implicationsWhile repositories focus on exposing content, understanding and communicating certain qualities of that content can help reusers identify VRPs and align goals with selection decisions.Originality/valueAlthough qualitative data are increasingly reused, research has rarely focused on identifying how qualitative data reusers employ selection criteria. This study focused on VRPs as one type of qualitative data and identified the attributes of VRPs that reusers perceived to be important during selection. These will help VRP repositories determine which metadata and documentation meet reusers' goals.
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Flynn, Nora K. "Toward Democratic Discourse: Scaffolding Student-Led Discussions in the Social Studies." Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (August 2009): 2021–54. http://dx.doi.org/10.1177/016146810911100808.
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Background/Context Discussion in classrooms has been cited as an activity integral to active participation in a democracy. Much research into classroom practice reveals that recitation, not discussion, is the most common form of classroom discourse. How teachers conceive of discussion, what they actually do when they attempt discussion with students, and how they are taught to implement discussions are all inquiries that uncover the actual workings of discussion within classrooms. This article addresses students’ experiences in discussion and how one teacher scaffolds instruction in discussion in order to achieve a more democratic discourse in her classroom. Purpose/Objective/Research Question/Focus of Study This article traces one teacher's research into what students experience during class discussions and how their responses led her to inquire into her own practice of implementing discussion-based activities in a content-area course. She seeks a more “democratic” classroom in which genuine discussion among equal peers is possible because the skills underlying discussion are taught. Scaffolding the teaching of discussion skills throughout a year of a world studies class allowed for students to take a more active and engaged role in discussion and expand their vision of active participation and a “good” discussion while grounding their discussion in historical content. Setting A public selective enrollment secondary school in Chicago was the site of this action research. Population/Participants/Subjects Eighty-eight students enrolled in ninth-grade Honors World Studies took part in this study. Research Design This study uses action research, or teacher inquiry into classroom practices and instructional responses to findings. Its data are qualitative in nature. Data Collection and Analysis Data were collected in the form of student reflections after discussions with peers, teacher observations during student-led discussions, and student–teacher debriefings after discussion activities.
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Bilic Mestric, Klara, Jasna Tingle, Martina Hribar, and Jasminka Maravic. "Transition of Primary and Secondary Education in Croatia to Online Schooling: Challenges and New Insights." EDEN Conference Proceedings, no. 1 (October 21, 2020): 1–10. http://dx.doi.org/10.38069/edenconf-2020-rw-0001.
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In the school year 2019/2020 during online schooling, 11 educators – teachers, head teachers and pedagogues kept reflective journals about their practice for three months, during which time they also participated in focus groups and individual sessions. Valuable data obtained through systematically conducted qualitative research led to the formulation of questionnaires for teachers, head teachers and parents, which were delivered at the end of the school year in July 2020. More than 26 000 responses were collected. Taking a phenomenological perspective, this paper provides snippets into challenges faced by educators during online schooling and highlights their need for ICT-related education in Croatia.
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Bhandari, Shreya. "Patterns of Abuse of Women Facing Domestic Violence in Mumbai, India: The Need for Greater Awareness and Action." International Journal of Community and Social Development 2, no. 3 (September 2020): 310–26. http://dx.doi.org/10.1177/2516602620959060.
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By applying Landenburger’s stages of binding, enduring, disengaging and recovering, this article explores patterns of abuse described by women in Mumbai, India. The research draws from qualitative interviews from a convenience sample of 21 abused women and highlights the circumstances and reasons that led to various patterns of abuse in their lives. The analyses revealed the following themes: (a) time and frequency of abuse; (b) turning points; (c) reverting/reconciling; and (d) abandonment. Within the framework of Landenburger’s stages, and the limitations of a small convenience sample, the current study sheds light on practice and policy implications.
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Heward-Belle, Susan Lynn, Margaret Kertesz, Cathy Humphreys, Menka Tsantefski, and Jasmin Isobe. "Participatory practice guideline development at the intersections of domestic and family violence, mental distress and/or parental substance use." Advances in Dual Diagnosis 15, no. 1 (February 16, 2022): 51–65. http://dx.doi.org/10.1108/add-12-2021-0017.
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Purpose It is well established that the service system has a poor history of responding holistically to address the needs of children and families living with co-occurring complexities such as domestic violence, parental mental health and/or substance use. The purpose of this conceptual paper is to primarily describe the developmental process used to create guidelines to inform practice at the intersections of domestic violence, mental health and alcohol and other drug services, ensuring that the tactics of coercive control are visible in contexts of complexity. Design/methodology/approach The guidelines were developed through undertaking a literature review, followed by a practice-led research approach with practitioners from 33 organisations across three Australian states, Safe & Together consultants and researchers. Communities of practice composed of practitioners providing interventions to children and families were central to the approach. Data that informed the development of the guidelines included a literature review, ethnographic notes, qualitative interviews, quantitative surveys and reflections. Findings Practice-led research engaged practitioners in the development of guidelines to promote an integrated response to working with families experiencing domestic violence, substance use and mental health issues. The integrated approach drew from the Safe & Together model, emphasising partnering with women survivors, pivoting to the perpetrator, focusing on children’s safety and well-being, promoting worker safety, collaborating across agencies and influencing organisational change. The process demonstrated the usefulness of this integrated approach, using practitioner-based examples. Originality/value Successful iterative processes to develop the guidelines were undertaken to support cultural change towards holistic and collaborative work across multiple sectors and organisations.
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Smith, Clayton, George Zhou, Michael Potter, Deena Wang, Fabiana Menezes, Gagneet Kaur, and Habriela Danko. "Teaching Preferences of International Students." International Journal of Technology-Enabled Student Support Services 11, no. 1 (January 1, 2021): 37–55. http://dx.doi.org/10.4018/ijtesss.2021010103.
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This article explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning for science, technology, engineering, and mathematics (STEM) and non-STEM international students. Research was conducted by an international, student-learning community with guidance from a faculty-led research team. Data were collected through a qualitative research design that included focus groups and individual interviews conducted at a mid-sized Canadian comprehensive university. A total of 28 students participated (14 STEM students and 14 non-STEM students). Researchers examined differences between STEM and non-STEM students on 22 promising teaching practices regarding student satisfaction and students' perceptions of learning. Recommendations for professional practice are discussed, along with potential areas for further research.
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Dixon, Deirdre P., Michael Weeks, Richard Boland, and Sheri Perelli. "Making Sense When It Matters Most: An Exploratory Study of Leadership In Extremis." Journal of Leadership & Organizational Studies 24, no. 3 (December 22, 2016): 294–317. http://dx.doi.org/10.1177/1548051816679356.
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Leading in in extremis situations, when lives are in peril, remains one of the least addressed areas of leadership research. Little is known about how leaders make sense in these dangerous situations and communicate these contexts to others. Because most of the literature on in extremis is theoretical, we sought empirical evidence of how sensemaking proceeds in practice. A qualitative study was conducted based on interviews with 30 Army leaders who had recently led teams in combat. Our findings suggest that during these life-threatening situations, sensemaking and sensegiving are actually occurring simultaneously, the type of training leaders receive is critical, and a sense of duty can influence a person’s role as a leader. Our findings have implications for both theory and practice since crisis leadership is now a coveted executive quality for leadership competency.
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Feldermann, Sina K., and Martin R. W. Hiebl. "Using quotations from non-English interviews in accounting research." Qualitative Research in Accounting & Management 17, no. 2 (December 6, 2019): 229–62. http://dx.doi.org/10.1108/qram-08-2018-0059.
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Purpose This paper aims to examine the current practice of reporting on translation issues in qualitative, interdisciplinary accounting research. Based on an analysis of the methodological consideration of the translation of quotations from non-English interviews and additional interviews with experienced researchers, the authors aim to develop recommendations for the reporting on such translation procedures in future accounting research relying on interviews not conducted in English. Design/methodology/approach The analysis is based on papers published in four highly ranked interdisciplinary accounting journals: Accounting, Auditing and Accountability Journal (AAAJ), Accounting, Organizations and Society (AOS), Critical Perspectives on Accounting (CPA) and Qualitative Research in Accounting and Management (QRAM). The subjects of the analysis are publications of non-English-speaking researchers who conducted non-English interviews and therefore were confronted with translation issues when attempting to get published in these English-language journals. Additionally, to gain deeper insights into reporting decisions on language and translation issues, the authors conducted interviews with experienced researchers in the field of qualitative, interdisciplinary accounting research whose mother tongue is not English. The authors combine these empirical insights with current developments in translation studies. Findings As suggested by translation studies, translation is an act of sense making and reconstruction of meaning, and therefore is a complex task that needs to be carried out with caution. However, the findings suggest that in current interdisciplinary, qualitative accounting research, the reporting of language and translation issues, especially with regards to the translation of quotations from interview data, have so far received only limited attention. The authors therefore call for more awareness of and sensibility toward dealing with language and translation issues, which should be reflected in more transparent reporting on translation processes to support the credibility and authenticity of qualitative accounting studies based on non-English interviews. Research limitations/implications This paper is limited to the reporting on the methodological consideration of translating quotations from non-English interviews in papers published in AAAJ, AOS, CPA and QRAM between 2004 and 2015. For future accounting research that relies on such interviews, the authors call for more transparency and provide specific recommendations. This in turn should strengthen the awareness that language and translation are factors to be considered and reported. Originality/value This paper is the first to develop recommendations for the reporting of translation processes in accounting research studies, which are based on interviews not led in the English language.
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Tennant, Stuart, and Scott Fernie. "An emergent form of client-led supply chain governance in UK construction: CLANS." International Journal of Construction Supply Chain Management 2, no. 1 (July 31, 2012): 1–16. http://dx.doi.org/10.14424/ijcscm201012-01-16.
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Drawing inspiration and legitimacy from the traditions of organisational theory and in particular alternative mechanisms of organisational governance, the research explores an emergent, clan form of client-led supply chain governance in UK construction. Clan mechanisms of organisational governance are described as hybrid structures of exchange, neither pro-market nor organisational hierarchy. Not to be mistaken with alternative mechanisms of exchange such as networks, clan forms of client-led supply chain management are readily distinguishable by their highly socialised marketplace, enduring relationships and community of practice. A qualitative research strategy is adopted for this exploration of clan forms of client-led supply chain governance. Data collection uses semi-structured interviews, recorded, coded and analyzed. Participants include senior industry figures from a cross-section of construction stakeholder organisations, including client bodies, first tier service providers and construction contractors. In contrast to much of the prevailing work in construction supply chain management research, the findings draw specific attention to a hybrid form of organisational governance rarely discussed: namely clans. In light of challenging economic conditions, the recognition and potential contribution of clans as an alternative mechanism of governance is a timely and valuable contribution to the ongoing construction supply chain management debate.
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Přečková, Lenka, and Eva Vávrová. "The Level of Integration of Bancassurance Products of Financial Groups Erste Group Bank, UniCredit Group and KBC Group in Selected Countries." Financial Assets and Investing 8, no. 2 (November 30, 2017): 49–60. http://dx.doi.org/10.5817/fai2017-2-4.
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This paper will evaluate the current state of cooperation between banks and insurance companies as well as internal integration of bancassurance products in financial groups Erste Group Bank, UniCredit Group and KBC Group. The evaluation is performed as of September, 2016. There shall be selected ten countries which are located in Central and Eastern Europe: Czech Republic, Slovak Republic, Poland, Hungary, Romania, Bulgaria, Croatia, Bosnia and Hercegovina, Slovenia and Serbia. The aim of this paper is to determine whether or not there is a similarity in integrated financial products belonging to different financial groups in individual countries. This paper will apply a qualitative research approach. A theoretical base for evaluating the level of cooperation between banks and insurance companies and for evaluation of an internal integration of bancassurance products will be set in the paper. The theoretical base is to be compared with the current bancassurance practice within financial groups and countries. To evaluate bancassurance practice, this paper shall use data available on web sites, financial and annual reports of financial institutions. The qualitative research is to contain a detailed analysis, sorting and comparison of set theoretical bases. The financial groups show differentness as far as integration is concerned. The research led to the conclusion that there is a similarity in bancassurance products which are offered in evaluated countries. A dissimilarity was found in the level of integration of bancassurance products.
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Birken, Sarah A., Alecia S. Clary, Shampa Bernstein, Jamiyla Bolton, Miriam Tardif-Douglin, Deborah K. Mayer, Allison M. Deal, and Sara R. Jacobs. "Strategies for Successful Survivorship Care Plan Implementation: Results From a Qualitative Study." Journal of Oncology Practice 14, no. 8 (August 2018): e462-e483. http://dx.doi.org/10.1200/jop.17.00054.
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Introduction: Care for US cancer survivors is often fragmented, contributing to poor health outcomes. Care and outcomes may improve when survivors and follow-up care providers receive survivorship care plans (SCPs), written documents containing information regarding cancer diagnosis, treatment, surveillance plans, and health promotion. However, implementing SCPs is challenging. As such, we sought to identify strategies for successfully implementing SCPs. Methods: We measured SCP implementation using performance data from cancer programs participating in the American Society of Clinical Oncology Quality Oncology Practice Initiative, an oncologist-led quality assessment and improvement program. We used semistructured interviews with cancer program employees (eg, physicians) to identify strategies for successfully implementing SCPs by comparing approaches in cancer programs that, according to Quality Oncology Practice Initiative performance indicators, developed and delivered SCPs to a relatively small proportion of eligible survivors and their follow-up care providers (ie, low performers; n = 6 participants in five programs) with approaches among programs with better performance (ie, moderate performers; n = 15 participants in nine programs). Results: Ten of 14 cancer programs developed SCPs for ≥ 50% of eligible survivors; two of 14 delivered SCPs to any survivors; and eight of 14 delivered SCPs to ≥ 25% of follow-up care providers. We found that moderate performers proactively addressed SCP requirements, leveraged requirements to improve survivorship care, set internal targets, automated implementation, had active leaders and champions, and tasked appropriate employees with SCP implementation. Conclusion: SCP implementation remains challenging. We identified strategies for successfully implementing SCPs. Future research should examine how cancer programs have achieved these strategies; findings could contribute to an understanding of the changes needed to implement comprehensive survivorship care.
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Adams, Emma, Jeff Parker, Tony Jablonski, Joanne Kennedy, Fiona Tasker, Desmond Hunter, Katy Denham, et al. "A Qualitative Study Exploring Access to Mental Health and Substance Use Support among Individuals Experiencing Homelessness during COVID-19." International Journal of Environmental Research and Public Health 19, no. 6 (March 15, 2022): 3459. http://dx.doi.org/10.3390/ijerph19063459.
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People experiencing homelessness have higher rates of mental ill-health and substance use and lower access to health services compared to the general population. The COVID-19 pandemic led to changes in service delivery across health and social care services, with many adopting virtual or telephone support for service users. This paper explores the experiences of access to community-based mental health and substance use support for people experiencing homelessness during the COVID-19 pandemic. Qualitative telephone interviews were conducted with 10 women and 16 men (ages 25 to 71) who self-identified as experiencing homelessness in North East England between February and May 2021. With five individuals with lived experience, results were analysed using inductive reflexive thematic analysis. Reactive changes to support provision often led to inadvertent exclusion. Barriers to access included: physical locations, repetition of recovery stories, individual readiness, and limited availability. Participants suggested creating services reflective of need and opportunities for choice and empowerment. Community mental health and substance use support for people experiencing homelessness should ensure the support is personalised, responsive to need, inclusive, and trauma-informed. The findings of this research have important implications for mental health and substance use policy and practice for individuals who experience homelessness during a public health crisis.
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Vakhovskyi, Leonid. "Features of Use of Paradigmatic Approach in Research on History of Education and Pedagogical Thought." Education and Pedagogical Sciences, no. 2 (177) (2021): 75–82. http://dx.doi.org/10.12958/2227-2747-2021-2(177)-75-82.
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The article identifies the features and substantiates the algorithm for using the paradigmatic approach in research on the history of education and pedagogical thought. In this regard, the concept of “pedagogical paradigm” is clarified, which is considered as a theoretical position or theory accepted by the scientific community as a standard, a model for solving research problems and capable of justifying and implementing a holistic model of education. It is shown that in the course of competition between different approaches to solving pedagogical problems the so-called binary oppositions are formed – polar points of view, and the opposition between them reflects the genesis of pedagogical theory within certain chronological frameworks. Attention is paid to quantization, which is the deployment of phases of the pedagogical paradigm. On this basis, the algorithm has been defined, i.e. the sequence of actions when applying the paradigmatic approach in research on the history of education and pedagogical thought, including: analysis of philosophical and pedagogical concepts, ideas, positions that led to qualitative changes in public education policy, theory and practice of education during the period under analysis; identification within the pedagogical concepts of binary oppositions – polar points of view on the essence of education, the criteria for selecting the content of education, forms and methods of educational activities; determining the impact of new pedagogical paradigms on mass educational practice.
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Jarrett, Michael, and Feng Liu. "“Zooming With”." Organizational Research Methods 21, no. 2 (July 11, 2016): 366–85. http://dx.doi.org/10.1177/1094428116656238.
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The desire to better understand the micro-behaviors of organizational actors has led to the increased use of video ethnography in management and qualitative research. Video captures detailed interactions and provides opportunities for researchers to link these to broader organizational processes. However, we argue there is a methodological gap. Studies that focus on the detail of the interactions “zoom in.” Others that focus on the interactions in context “zoom out.” But few go further and “zoom with”––that is, incorporate participants’ interpretations of their video-recorded interactions. Our methodological contribution is that zooming with participants enhances research findings, helps to develop theory, and provides new insights for management practice. The article develops this idea by exploring and describing the method and applying it to top management teams, as well as showing how each focus provides different theoretical insights depending on which perspective or combination of perspectives is used. We conclude with the suggestion that a three-pronged approach to video ethnography be taken. The final section of the article discusses the implications for research and highlights the benefits of reflexivity in management practice.
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Bond, Jessica, Alexandra Kenny, Vanessa Pinfold, Lisa Couperthwaite, Thomas Kabir, Michael Larkin, Ariane Beckley, et al. "A Safe Place to Learn: Peer Research Qualitative Investigation of gameChange Virtual Reality Therapy." JMIR Serious Games 11 (January 16, 2023): e38065. http://dx.doi.org/10.2196/38065.
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Background Automated virtual reality (VR) therapy has the potential to substantially increase access to evidence-based psychological treatments. The results of a multicenter randomized controlled trial showed that gameChange VR cognitive therapy reduces the agoraphobic avoidance of people diagnosed with psychosis, especially for those with severe avoidance. Objective We set out to use a peer research approach to explore participants’ experiences with gameChange VR therapy. This in-depth experiential exploration of user experience may inform the implementation in clinical services and future VR therapy development. Methods Peer-led semistructured remote interviews were conducted with 20 people with a diagnosis of psychosis who had received gameChange as part of the clinical trial (ISRCTN17308399). Data were analyzed using interpretative phenomenological analysis and template analyses. A multiperspectival approach was taken to explore subgroups. Credibility checks were conducted with the study Lived Experience Advisory Panel. Results Participants reported the substantial impact of anxious avoidance on their lives before the VR intervention, leaving some of them housebound and isolated. Those who were struggling the most with agoraphobic avoidance expressed the most appreciation for, and gains from, the gameChange therapy. The VR scenarios provided “a place to practise.” Immersion within the VR scenarios triggered anxiety, yet participants were able to observe this and respond in different ways than usual. The “security of knowing the VR scenarios are not real” created a safe place to learn about fears. The “balance of safety and anxiety” could be calibrated to the individual. The new learning made in VR was “taken into the real world” through practice and distilling key messages with support from the delivery staff member. Conclusions Automated VR can provide a therapeutic simulation that allows people diagnosed with psychosis to learn and embed new ways of responding to the situations that challenge them. An important process in anxiety reduction is enabling the presentation of stimuli that induce the original anxious fears yet allow for learning of safety. In gameChange, the interaction of anxiety and safety could be calibrated to provide a safe place to learn about fears and build confidence. This navigation of therapeutic learning can be successfully managed by patients themselves in an automated therapy, with staff support, that provides users with personalized control. The clinical improvements for people with severe anxious avoidance, the positive experience of VR, and the maintenance of a sense of control are likely to facilitate implementation.
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Stebleton, Michael J., Kate K. Diamond, and Colleen Rost-Banik. "Experiences of Foreign-Born Immigrant, Undergraduate Women at a U.S. Institution and Influences on Career–Life Planning." Journal of Career Development 47, no. 1 (March 25, 2018): 11–28. http://dx.doi.org/10.1177/0894845318763924.
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This qualitative study explores the career–life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career–life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research.
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Kanchanaudom, Patcharapa, and Pulsuk Siripul. "Caring for Pediatric Patients with Acute Lymphoblastic Leukemia of Caregivers: Qualitative Study." Pakistan Journal of Medical and Health Sciences 16, no. 7 (July 30, 2022): 820–23. http://dx.doi.org/10.53350/pjmhs22167820.
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Objective: The objective of this research was to study the care of the pediatric patients with acute lymphoblastic leukemia (ALL) using a descriptive qualitative research method. Methods: Data were collected by in-depth interviews with 14 of the pediatric patients with ALL who were admitted to the pediatric ward at a tertiary hospital in the eastern region of Thailand. Data were analyzed by content analysis. Results: The care of the pediatric patients with ALL of the caregivers can be summarized into 5 important aspects as follows: 1) caring based on expectation, consisting of 2 sub-aspects: (1) decision-making on the choice of treatment and (2) inquiry sources of knowledge about care; 2) supportive care while receiving treatment, consisting of 4 sub-aspects: (1) managing complications, (2) preventing infection, (3) staying healthy and (4) receiving continuing treatment; 3) prevention the same situation care, consisting of 3 sub-aspects: (1) providing close care, (2) noticing abnormalities, and (3) changing the way of life at home; 4) fulfil the missing parts, consisting of 2 sub-aspects: (1) learning according to age and (2) brightness of age and 5) caring based on hopeless, consisting of 2 sub-aspects: (1) relieving discomfort and (2) not abandoning. Conclusion: These findings have led to a clearer understanding about the care for the pediatric with ALL of the caregivers. In addition, the data can be used to support the nursing practice in the care for the pediatric with ALL in accordance with the needs of the caregivers, the management of nursing education and further research. Keywords: Caring, Pediatric Patients, Acute Lymphoblastic Leukemia, Caregivers
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Queiroz, Virginia Magliano, Sheila Walbe Ornstein, and Gleice Azambuja Elali. "Research instruments on environmental quality applied to small children with Down Syndrome." Ambiente Construído 21, no. 1 (January 2021): 197–216. http://dx.doi.org/10.1590/s1678-86212021000100502.
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Abstract Children aged between 4 to 7 years play a minor role in academic studies in Architecture and Urbanism, a situation related to the difficulty of obtaining their opinions, especially those with intellectual disabilities, such as Children with Down Syndrome (CDS). Therefore, little is known about their perception of the built environment. For this to change, instruments should be developed in order to approach these children, which could contribute both to valuing their opinion and supporting the professional practice of architects. This finding led to exploratory, qualitative and interdisciplinary research to create research tools directed to young CDS, and obtain their opinion about the built environment. The study was based on: (a) literature review; (b) expert panels, comprising 10 parents and 28 professionals. Based on this information, three research instruments were prepared: Spatial Qualification Chart, Illustrated Cards and Make-believe in a Three-Dimensional Physical Model. They are tested with eleven CDS. The results showed that: (i) the proposed instruments fit the task; (ii) some care can facilitate the work with this public; (iii) the participating children perceive and qualify the space - which justifies new research endeavors with CDS.
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Balls, Emily. "Analysing key debates in education and sustainable development in relation to ESD practice in Viet Nam." International Journal of Development Education and Global Learning 8, no. 1 (July 11, 2016): 21–37. http://dx.doi.org/10.18546/ijdegl.8.1.03.
Full textAbstract:
This article is based on qualitative field research carried out in Ha Noi, Viet Nam, in 2013 for an MA dissertation in Education and International Development at the UCL Institute of Education. It analyses interpretations of education for sustainable development (ESD) in Viet Nam, relating these to key debates around instrumental and democratic approaches. In order to understand and analyse ESD in the Vietnamese context, interviews were conducted in Ha Noi with university student volunteers who create and implement ESD activities. Students were part of NGO-led networks or universitybased clubs. Their activities targeted peers, children, and local communities. NGO staff working on youth-related ESD were also interviewed. The institutional structure in which these youth-led projects operate strongly determined their approach, revealing a focus on behaviour change. This links closely with core debates within the ESD canon on instrumental and participatory approaches. Youth activities generally align with the instrumental approach, however, participant experiences also contained elements associated with the participatory approach. These included critical thinking, personal development, and engagement with complex cross-cutting issues such as climate change. The research presents an example of ESD practice that combines the democratic and instrumental approaches within the unique cultural, social, and political context of Viet Nam.