Social-ecological influences on unhealthy dietary behaviours among Moroccan adolescents: a mixed-methods study

AbstractObjective:To identify the prevalence of unhealthy dietary behaviours and their social-ecological influences in adolescents.Design:The study used a sequential explanatory mixed-methods design, which begins with the collection of quantitative data, followed by the collection of qualitative data to explain and enrich the quantitative findings. Quantitative data were collected via a global school-based student health survey and were analysed using quantitative approaches. Qualitative data were obtained via focus group discussions and were analysed thematically.Setting:Middle and high secondary schools in Taza city, Morocco.Participants:Our quantitative analyses included 764 students (14–19 years). For the qualitative part, seventeen focus group discussions were conducted with 100 participants (fifty-six adolescents, twenty-six parents and eighteen teachers).Results:Of total student participants, 46·1 % skipped breakfast, 60·6 % had inadequate intake of fruits and vegetables (F&V), 39·4 % consumed soft drinks and 28·0 % consumed fast foods. All of these dietary behaviours could coexist in the same person except for inadequate intake of F&V. Gender, academic performance, age, perceived family income and education level of mother were associated with unhealthy dietary behaviours. Qualitative findings identified seven themes regarding social-ecological influences on adolescents’ dietary behaviours: cognitive, affective/biological, lifestyle, outcome expectation, social network, accessibility/availability and macro-level influences.Conclusions:The prevalence of unhealthy dietary behaviours in our study group is a concern. Dietary behaviours are the result of inseparable interactions among social-ecological influences. Modifiable factors identified may be useful when designing a future intervention aimed at improving breakfast and F&V consumption and reducing fast/snack-food consumption among adolescents.

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Mobile Phone Influence on Sexual Behaviour of Undergraduate Students: A Case Study of Jomo Kenyatta University of Agriculture and Technology, Kenya

International Journal of Communication and Public Relation ◽

10.47604/ijcpr.1344 ◽

2021 ◽

Vol 6 (2) ◽

pp. 17-41

Author(s):

Ondicho Machuki ◽

Joan Mutua

Keyword(s):

Focus Group ◽

Undergraduate Students ◽

Mobile Phones ◽

Sexual Behaviour ◽

Quantitative Data ◽

Qualitative Data ◽

Safe Sex ◽

Focus Group Discussions ◽

Group Discussions

Purpose: The study sought to examine the influence of mobile phone use on sexual behaviour of university students: a case study of Jomo Kenyatta University of Agriculture and Technology, Kenya. The study specifically, sought to examine the effect of characteristics of mobile phones users, uses and gratification of mobile phones and the frequency of using mobile phones on sexual behaviour of university students in Jomo Kenyatta University of Agriculture and Technology, Kenya. Methodology: The research design that was adopted was descriptive in nature. The study also used both quantitative and qualitative data obtained from the respondents using questionnaires and Focus Group Discussions (FGDs) guides. Quantitative data was collected using questionnaires while qualitative data was collected using Focus Group Discussions. The study adopted a stratified random sampling technique to select the sample size from the three strata, which are the various Faculties in JKUAT. The study then used Fisher’s formula to arrive at an adequate scientific sample size of 384 students who were targeted using convenient sampling, that is those that are ready to respond to the questionnaires and the Focus Group Discussions (FGDs). The quantitative data in this research was analyzed using descriptive statistics and inferential statistics using SPSS v22.0. Results: It was concluded that male students are more likely to use protection consistently compared to female students. In addition, the findings imply that consistency in condom use is a factor that is dependent on the age of the individual. In addition, relationship status is a contributor to the behaviour of the students sexually. For those that are in serious relationships, their use of protection declines due to the build-up of emotional and intimate trust towards each other. The findings likewise indicate that the student’s usage of mobile phones correlates significantly with the consistent use of protection for safe sex. Those students who have had their phones since they joined Campus are more likely to practice safe sex. In addition, heavy users of mobile phones are likely to practice safe sex including those who browse the internet for news updates. Unique contribution to theory, policy and practice: The study recommends the media practitioners need to step up the production of morally acceptable media content and offer a platform for advertising and campaigning for sexual conduct by encouraging and stressing the use of protection. The Ministry of Health and Ministry of Education should actively involve the undergraduate students in reproductive information awareness campaigns for ensuring positive attitudes towards responsible sexual behaviour and promoting best sexual practices.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: a mixed-method study

BMC Nursing ◽

10.1186/s12912-020-00480-4 ◽

2020 ◽

Vol 19 (1) ◽

Author(s):

B. C. Mbakaya ◽

F. W. Kalembo ◽

M. Zgambo ◽

A. Konyani ◽

F. Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. This study aimed to assess the student nurses and midwives’ experiences and perception of the clinical learning environment in Malawi. Methods A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p = < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion Although satisfaction with clinical learning environment subscale had the highest mean score, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that negatively impacted on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.

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An Investigation of Teachers’ Perceptions of the Implementation of the Big Results Now Initiative in Tanzanian Education Sector

International Journal of Education ◽

10.5296/ije.v7i2.7231 ◽

2015 ◽

Vol 7 (2) ◽

pp. 176

Author(s):

Sotco Claudius Komba ◽

Joyce Nimrod Sigala

Keyword(s):

Social Sciences ◽

Focus Group ◽

Quantitative Data ◽

Qualitative Data ◽

Computer Software ◽

Education Sector ◽

Successful Implementation ◽

Focus Group Discussions ◽

Group Discussions ◽

Teachers Perceptions

This study was conducted in order to investigate teachers’ perceptions of the implementation of the Big Results Now (BRN) initiative in Tanzanian education sector. The specific objectives of the study were to examine teachers’ perceptions of the implementation of the BRN initiative in Tanzanian education sector and recommend ways for improving the implementation of the initiative. The study involved 120 teachers from six government secondary schools in Njombe Region, one of the regions of Tanzania. The data were collected using a set of questionnaire and focus group discussions. The quantitative data were analyzed using computer software, Statistical Package for Social Sciences, version 18, in which frequencies and percentages of responses on teachers’ perceptions of the implementation of the BRN initiative in Tanzanian education sector were computed. In addition, the qualitative data were analysed using content analysis. The findings indicated that there was lack of understanding of the objectives of the BRN initiative in Tanzanian education sector among the majority of teachers. Moreover, the teachers were not involved in the plans to implement the BRN initiative and conditions in schools were not supportive for the successful implementation of the initiative. On the ways to improve the implementation of the BRN initiative in Tanzanian education sector, teachers recommended, among others, that they should be educated on the objectives of implementing the initiative as they are the cornerstone in making the initiative a success.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

10.21203/rs.2.21534/v2 ◽

2020 ◽

Cited By ~ 1

Author(s):

Balwani Chingatichifwe Mbakaya ◽

Fatch Welcome Kalembo ◽

Maggie Zgambo ◽

Alice Konyani ◽

Florence Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of the clinical learning environment by nursing and midwifery students of in Malawi.Methods A mixed-methods approach was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while focus group discussions were used to collect qualitative data. The interview guide had questions about clinical learning, supervision, assessment, communication and resources. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in the focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment.Conclusion Although satisfaction with clinical learning environment had the highest scores, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that impacted negatively on their clinical learning experiences. Training institutions and hospitals need to work together to find a means of providing resources to students during clinical placement.

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Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

10.21203/rs.2.21534/v3 ◽

2020 ◽

Author(s):

Balwani Chingatichifwe Mbakaya ◽

Fatch Welcome Kalembo ◽

Maggie Zgambo ◽

Alice Konyani ◽

Florence Lungu ◽

...

Keyword(s):

Focus Group ◽

Learning Environment ◽

Quantitative Data ◽

Qualitative Data ◽

Task Orientation ◽

Clinical Learning ◽

Clinical Learning Environment ◽

Focus Group Discussions ◽

Group Discussions ◽

Poor Relationship

Abstract Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of the clinical learning environment by nursing and midwifery students in Malawi.Methods A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment.Conclusion Although satisfaction with clinical learning environment had the highest scores, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that impacted negatively on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement.

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Nairobi Early Childcare in Slums (NECS) Study Protocol: a mixed-methods exploration of paid early childcare in Mukuru slum, Nairobi

BMJ Paediatrics Open ◽

10.1136/bmjpo-2020-000822 ◽

2020 ◽

Vol 4 (1) ◽

pp. e000822

Author(s):

Robert C Hughes ◽

Patricia Kitsao-Wekulo ◽

Sunil Bhopal ◽

Elizabeth W Kimani-Murage ◽

Zelee Hill ◽

...

Keyword(s):

Mixed Methods ◽

Focus Group ◽

Early Years ◽

Epidemiological Methods ◽

Focus Group Discussions ◽

Group Discussions ◽

Early Childcare ◽

Depth Interviews ◽

Childcare Providers

IntroductionThe early years are critical. Early nurturing care can lay the foundation for human capital accumulation with lifelong benefits. Conversely, early adversity undermines brain development, learning and future earning.Slums are among the most challenging places to spend those early years and are difficult places to care for a child. Shifting family and work structures mean that paid, largely informal, childcare seems to be becoming the ‘new normal’ for many preschool children growing up in rapidly urbanising Africa. However, little is known about the quality of this childcare.AimsTo build a rigorous understanding what childcare strategies are used and why in a typical Nairobi slum, with a particular focus on provision and quality of paid childcare. Through this, to inform evaluation of quality and design and implementation of interventions with the potential to reach some of the most vulnerable children at the most critical time in the life course.Methods and analysisMixed methods will be employed. Qualitative research (in-depth interviews and focus group discussions) with parents/carers will explore need for and decision-making about childcare. A household survey (of 480 households) will estimate the use of different childcare strategies by parents/carers and associated parent/carer characteristics. Subsequently, childcare providers will be mapped and surveyed to document and assess quality of current paid childcare. Semistructured observations will augment self-reported quality with observable characteristics/practices. Finally, in-depth interviews and focus group discussions with childcare providers will explore their behaviours and motivations. Qualitative data will be analysed through thematic analysis and triangulation across methods. Quantitative and spatial data will be analysed through epidemiological methods (random effects regression modelling and spatial statistics).Ethics and disseminationEthical approval has been granted in the UK and Kenya. Findings will be disseminated through journal publications, community and government stakeholder workshops, policy briefs and social media content.

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A mixed methods approach to determine the climate of interprofessional education among medical and health sciences students

BMC Medical Education ◽

10.1186/s12909-021-02645-4 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Nabil Sulaiman ◽

Youssef Rishmawy ◽

Amal Hussein ◽

Maha Saber-Ayad ◽

Hamzah Alzubaidi ◽

...

Keyword(s):

Mixed Methods ◽

Focus Group ◽

Patient Care ◽

Interprofessional Education ◽

Health Sciences ◽

Study Cohort ◽

Focus Group Discussions ◽

Group Discussions ◽

Positive Attitudes ◽

Health Sciences Students

Abstract Background High-quality patient care is a complex phenomenon that requires collaboration among healthcare professionals. Research has shown that Interprofessional Education (IPE) carries promise to improve collaborative work and patient care. So far, collaboration among various health professionals remains a challenge. Very few focus group discussions to determine the medical students’ readiness and positive attitudes towards IPE have been reported from the Arabian context. Methods A two-staged sequential mixed methods study was conducted among medical, dental, pharmacy, and health sciences students of the University of Sharjah United Arab Emirates. The perspectives of students toward IPE and collaborative practice were first gathered by administering a validated instrument, Readiness for Interprofessional Learning Scale (RIPLS). This was followed by focused group discussions. A quantitative as well as a qualitative data analysis was performed. Results This study cohort included 282 students. All respondents showed readiness to adopt IPE as all statements of the RIPLS inventory scored high median scores. All participants showed positive attitudes and readiness towards IPE. Three main domains of themes were generated from focus group discussions; prior knowledge, need for IPE framework and its implementation. Information workload, lack of clarity and less focused teaching pedagogies of IPE were considered as perceived barriers. Conclusion This study demonstrated a substantial agreement of medical and health sciences students towards readiness and perceived effectiveness of IPE. Educators are urged to embed new IPE programs into existing curricular frameworks, which can potentially enhance collaborative learning and improve quality of patient care.

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Understanding Factors Related to Prolonged Trial of Detained Defendants in the Philippines

International Journal of Offender Therapy and Comparative Criminology ◽

10.1177/0306624x17736041 ◽

2017 ◽

Vol 62 (8) ◽

pp. 2461-2487 ◽

Cited By ~ 5

Author(s):

Raymund E. Narag

Keyword(s):

Focus Group ◽

Qualitative Data ◽

The Philippines ◽

Cultural Dynamics ◽

Focus Group Discussions ◽

Group Discussions ◽

Western Literature ◽

Loosely Coupled ◽

Official Data

Utilizing a combination of jail official data and qualitative data gathered through Focus Group Discussions and interviews with inmates, court actors, and jail officers, this article investigates the factors related to prolonged trial of detained defendants in the Philippines. Sensitizing concepts derived from Western literature are utilized to understand individual, court, and jail-level variations to prolonged detention. Results from official jail data show the magnitude and extent of the problem. The narrative data suggests the salience of organizational and cultural dynamics that lead to the delay of cases for detained defendants. Specifically, courts that are loosely coupled and subscribe to workgroup culture that condones leniency are more likely to be delayed. Implications to theory and policy are discussed.

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Poor Information Literacy Skills and Practices as Barriers to Academic Performance: A Mixed Methods Study of the University of Dar es Salaam

Reference & User Services Quarterly ◽

10.5860/rusq.55n4.293 ◽

2016 ◽

Vol 55 (4) ◽

pp. 293 ◽

Cited By ~ 3

Author(s):

Tina Klomsri ◽

Matti Tedre

Keyword(s):

Mixed Methods ◽

Focus Group ◽

Information Literacy ◽

Literacy Skills ◽

Focus Group Discussions ◽

Online Questionnaire ◽

Group Discussions ◽

Postgraduate Students ◽

Knowing How ◽

The University

Information and Communication Technology (ICT) is increasingly used in Tanzanian education. Knowing how to operate ICT alone is incomplete without knowing how to use it as a tool for organization, communication, research, and problem-solving. In recognition of this challenge, information literacy (IL) has been identified as a key attribute to students as they progress through their learning paths. Based on a mixed methods strategy, using questionnaires and focus group discussions, this study measured the level of IL skills among University of Dar es Salaam’s (UDSM) postgraduate students, to gain insights into the students’ perceptions and experiences with information problems. A total of 102 students from four institutions answered the online questionnaire and 22 students participated in six focus group discussions. The questionnaire scores of the students were poor in the majority of IL categories, suggesting ineffectiveness of the current IL training in imparting IL knowledge and skills. The study ends by discussing recommendations to improve current IL practices at the university.

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Assessing determinants of programmatic performance of community management of malaria, pneumonia, and diarrhea in children in Africa: Protocol and data collection for a mixed-methods evaluation of iCCM (Preprint)

10.2196/preprints.33076 ◽

2021 ◽

Author(s):

Aliya Karim ◽

Don de Savigny ◽

Serge Ngaima ◽

Daniel Mäusezahl ◽

Daniel Cobos Muñoz ◽

...

Keyword(s):

Mixed Methods ◽

Focus Group ◽

Child Health ◽

Data Collection ◽

Intervention Effectiveness ◽

Focus Group Discussions ◽

Group Discussions ◽

Middle Income ◽

Key Informant ◽

Low And Middle Income

BACKGROUND Integrated community case management (iCCM) is a child health program designed to provide integrated, community-based care for pneumonia, malaria and diarrhea for children in hard-to-reach areas of low- and middle-income countries (LMICs). The foundation of the intervention is service-delivery by community health workers (CHWs) who depend on reliable provision of drugs and supplies, consistent supervision, comprehensive training, and community acceptance and participation to perform optimally. The effectiveness of the program may also depend on a number of other elements, including an enabling policy environment, financing mechanisms from the national to the local level, data transmission systems, and appropriate monitoring and evaluation. The extent to which these factors act upon each other to influence the effectiveness and viability of iCCM is both variable and challenging to assess, especially across different implementation contexts. OBJECTIVE In this paper, we describe a mixed-methods systems-based study protocol to assess the programmatic components of iCCM which are associated with intervention effectiveness, and report preliminary results of data collection. METHODS This protocol employs a mixed qualitative and quantitative study design based on a Systems Thinking approach within four iCCM programs in Malawi, Democratic Republic of the Congo, Niger State, and Abia State, Nigeria. Routine monitoring data is collected to determine intervention effectiveness, namely testing, treatment and referral outcomes. Surveys with CHWs, supervisors, and caregivers are performed to collect quantitative data on their demographics, activities, and experiences within the program, and how these relate to the areas of intervention effectiveness. Focus group discussions are conducted with these stakeholders as well as local traditional leaders to contextualize this data. Key informant interviews are undertaken with national and district-level program stakeholders and officers knowledgeable in critical program processes. RESULTS We performed 3,836 surveys and 45 focus group discussions with CHWs, supervisors, and caregivers, and traditional leaders; 120 key informant interviews with district and national-level program managers, health officers, and ministry officials. Policy and program documents were additionally collected for review. CONCLUSIONS Evidence from this study will inform child health programs and practice in low- and middle-income settings, and future policy development within the iCCM intervention.

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