Factors that impact on recruitment to vaccine trials during a pandemic or epidemic: a qualitative evidence synthesis

IntroductionStroke is a frequent disease in the older population of Western Europe with aphasia as a common consequence. Aphasia is known to impede targeting treatment to individual patients’ needs and therefore may reduce treatment success. In Germany, the postacute care of patients who had stroke is provided by different healthcare institutions of different sectors (rehabilitation, nursing and primary care) with substantial difficulties to coordinate services. We will conduct two qualitative evidence syntheses (QESs) aiming at exploring distinct healthcare needs and desires of older people living with poststroke aphasia. We thereby hope to support the development of integrated care models based on needs of patients who are very restricted to communicate them. Since various methods of QESs exist, the aim of the study embedding the two QESs was to determine if findings differ according to the approach used.Methods and analysisWe will conduct two QESs by using metaethnography (ME) and thematic synthesis (ThS) independently to synthesise the findings of primary qualitative studies. The main differences between these two methods are the underlying epistemologies (idealism (ME) vs realism (ThS)) and the type of research question (emerging (ME) vs fixed (ThS)).We will search seven bibliographical databases. Inclusion criteria comprise: patients with poststroke aphasia, aged 65 years and older, studies in German/English, all types of qualitative studies concerning needs and desires related to healthcare or the healthcare system. The protocol was registered in the International Prospective Register of Systematic Reviews, follows Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines and includes three items from the Enhancing Transparency in Reporting the synthesis of Qualitative Research checklist.Ethics and disseminationEthical approval is not required. Findings will be published in a peer-reviewed journal and presented on national conferences.

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Quarantine acceptance and adherence: qualitative evidence synthesis and conceptual framework

Journal of Public Health ◽

10.1007/s10389-021-01544-8 ◽

2021 ◽

Author(s):

Pradeep Sopory ◽

Julie M. Novak ◽

Jane P. Noyes

Keyword(s):

Conceptual Framework ◽

Evidence Synthesis ◽

Qualitative Evidence Synthesis ◽

Qualitative Evidence

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University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation

European Journal of Futures Research ◽

10.1186/s40309-019-0159-y ◽

2020 ◽

Vol 8 (1) ◽

Cited By ~ 1

Author(s):

Esther Cores-Bilbao ◽

María del Carmen Méndez-García ◽

M. Carmen Fonseca-Mora

Keyword(s):

University Students ◽

Evidence Synthesis ◽

Foreign Language Learning ◽

Educational Interventions ◽

Policy Formulation ◽

Qualitative Evidence Synthesis ◽

The European Union ◽

Systematic Analysis ◽

Qualitative Evidence ◽

The Impact

AbstractThe current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method. The 12 informed findings described in this study support decision-making in future education policy formulation.

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