Testing a Preliminary Live with Love Conceptual Framework for cancer couple dyads: A mixed-methods study

BACKGROUND Adherence to treatment is an important factor to decrease repeated and costly hospitalization owing to heart failure (HF). The explanation and prediction of medication adherence and other lifestyle recommendations in chronic diseases, including HF, are complex. Theories lead to a better understanding of complex situations as well as the process of changing behavior and explain the reasons for the existence of a problem. OBJECTIVE The aim of this study is to report a protocol for a mixed methods study setting out to investigate the empirical validity of the Roy Adaptation Model as a conceptual framework for explaining and predicting adherence to treatment in patients with HF in Iran. METHODS This mixed methods study consists of an exploratory sequential design to be conducted in 2 phases. The first phase involves identifying the factors associated with treatment adherence in patients with HF through content analysis of the literature and elucidating the perception of participants in the context of Iranian health care where the model of adherence to treatment is designed based on the Roy Adaptation Model. The second phase addresses the interrelationships among variables in the model through a descriptive study using structural equation modeling. Finally, following the summarization and separate interpretation of the qualitative findings and quantitative results, a decision is made about the extent to and ways in which the results of the quantitative stage can be generalized or tested for the qualitative findings. RESULTS Content analysis of the literature in part 1 of the first phase was completed in 2017. Collection and analysis of qualitative data in part 2 of the first phase will be completed soon. The results are expected to be submitted for publication in 2019. Then, the second phase—the quantitative study—will be conducted. CONCLUSIONS The results of this study will provide valuable information about the empirical validity of the Roy Adaptation Model as a conceptual framework for explaining and predicting adherence to treatment in patients with HF, which, to date, have received little attention. The results can be used as a guide for nursing practice and care provision to patients with HF and also to design and implement effective interventions to improve treatment adherence in these patients. INTERNATIONAL REGISTERED REPOR DERR1-10.2196/13317

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Maximizing experiential co-curricular programs through Stakeholders’ Theory: An explanatory mixed methods study

Journal of Experiential Education ◽

10.1177/10538259211073279 ◽

2022 ◽

pp. 105382592110732

Author(s):

Farah Otaki ◽

Nerissa Naidoo ◽

Saba Al Heialy ◽

Anne-Marie John-Baptiste ◽

Dave Davis ◽

...

Keyword(s):

Mixed Methods ◽

Experiential Learning ◽

Conceptual Framework ◽

Quality Of Experience ◽

Learning Opportunities ◽

Mixed Methods Study ◽

Mixed Methods Design ◽

Design Data ◽

Explanatory Mixed Methods

Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.

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Student Satisfaction and/or Dissatisfaction in Blended Learning Environments

Frontiers in Education Technology ◽

10.22158/fet.v1n2p149 ◽

2018 ◽

Vol 1 (2) ◽

pp. 149

Author(s):

Kimberly A. Roff

Keyword(s):

Mixed Methods ◽

Distance Learning ◽

Blended Learning ◽

Conceptual Framework ◽

Student Satisfaction ◽

Learning Environments ◽

Study Design ◽

Mixed Methods Study ◽

Face To Face ◽

Axial Coding

Research exists in blended learning environments as a means of online or distance learning. However, few researchers focused on student satisfaction or dissatisfaction in these environments. This mixed methods study addressed this gap in literature by focusing on how student satisfaction or dissatisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discussed both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the study relied on the multimodal model that examines different learning environments. A mixed methods study design was conducted using open and closed ended questions for triangulation of the results to be completed. A sample of 23 students from blended undergraduate courses were used. Data was analyzed using open and axial coding to identify emergent themes. The main findings indicated that students were satisfied with blended learning environments because they are flexible and convenient. Some of the areas that participants indicated there was dissatisfaction were: disconnection and technology.

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Determining Emotional Tone and Verbal Behavior in Patients With Tinnitus and Hyperacusis: An Exploratory Mixed-Methods Study

American Journal of Audiology ◽

10.1044/2019_aja-18-0136 ◽

2019 ◽

Vol 28 (3) ◽

pp. 660-672

Author(s):

Suzanne H. Kimball ◽

Toby Hamilton ◽

Erin Benear ◽

Jonathan Baldwin

Keyword(s):

Mixed Methods ◽

Verbal Behavior ◽

Coping Strategies ◽

Mixed Methods Study ◽

Self Report ◽

Anxiety And Depression ◽

Negative Consequences ◽

Emotional Tone ◽

Explanatory Mixed Methods ◽

Quantitative Results

Purpose The purpose of this study was to evaluate the emotional tone and verbal behavior of social media users who self-identified as having tinnitus and/or hyperacusis that caused self-described negative consequences on daily life or health. Research Design and Method An explanatory mixed-methods design was utilized. Two hundred “initial” and 200 “reply” Facebook posts were collected from members of a tinnitus group and a hyperacusis group. Data were analyzed via the LIWC 2015 software program and compared to typical bloggers. As this was an explanatory mixed-methods study, we used qualitative thematic analyses to explain, interpret, and illustrate the quantitative results. Results Overall, quantitative results indicated lower overall emotional tone for all categories (tinnitus and hyperacusis, initial and reply), which was mostly influenced by higher negative emotion. Higher levels of authenticity or truth were found in the hyperacusis sample but not in the tinnitus sample. Lower levels of clout (social standing) were indicated in all groups, and a lower level of analytical thinking style (concepts and complex categories rather than narratives) was found in the hyperacusis sample. Additional analysis of the language indicated higher levels of sadness and anxiety in all groups and lower levels of anger, particularly for initial replies. These data support prior findings indicating higher levels of anxiety and depression in this patient population based on the actual words in blog posts and not from self-report questionnaires. Qualitative results identified 3 major themes from both the tinnitus and hyperacusis texts: suffering, negative emotional tone, and coping strategies. Conclusions Results from this study suggest support for the predominant clinical view that patients with tinnitus and hyperacusis have higher levels of anxiety and depression than the general population. The extent of the suffering described and patterns of coping strategies suggest clinical practice patterns and the need for research in implementing improved practice plans.

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Self-contradicting attitudes and beliefs by emerging teachers on textbook use: A sequential explanatory mixed methods study

PsycEXTRA Dataset ◽

10.1037/e522252014-015 ◽

2014 ◽

Author(s):

Abel Diaz

Keyword(s):

Mixed Methods ◽

Mixed Methods Study ◽

Attitudes And Beliefs ◽

Textbook Use ◽

Explanatory Mixed Methods ◽

Sequential Explanatory

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Efficacy of the flipped classroom to teach play therapy: A mixed-methods study.

International Journal of Play Therapy ◽

10.1037/pla0000076 ◽

2018 ◽

Vol 27 (3) ◽

pp. 146-156 ◽

Cited By ~ 3

Author(s):

Elisabeth A. Counselman-Carpenter

Keyword(s):

Mixed Methods ◽

Play Therapy ◽

Flipped Classroom ◽

Mixed Methods Study

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EXPERIENCES, FRUSTRATIONS, AND BARRIERS, OF IPAD USAGE IN THE SPECIAL EDUCATION: LIFE SKILLS CLASSROOM FROM EDUCATORS PERSPECTIVE

Informatics and Education ◽

10.32517/0234-0453-2018-33-8-61-67 ◽

2018 ◽

pp. 61-67

Author(s):

D. J. Sullivan ◽

S. Labby ◽

A. Koptelov ◽

S. L. Sullivan

Keyword(s):

Special Education ◽

Mixed Methods ◽

Communication Systems ◽

Life Skills ◽

Mixed Methods Study ◽

Educational Tool ◽

Special Educator ◽

Communications Systems ◽

Communication Device ◽

Communication Devices

The purpose of this mixed methods study was to determine the barriers that special educator teachers encounter when using iPads within the Life Skills classroom. The research investigates the experiences, frustrations, and barriers through educators’ perceptions of iPad implementation. The influence of these issues suggests why iPad usage is not a device that special education classrooms are using in a widespread daily manner. Exploration of iPads as an educational tool and as a communication device is also discussed, along with considerations of other communications systems such as Picture Exchange Communication Systems and Alternative and Augmented Communication Devices is considered. Recommendations for further possible research are also discussed.

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