Accessible communication in the transport of non-urgent people with communication impairments

2020 ◽  
Vol 30 (Supplement_2) ◽  
Author(s):  
EM Soares ◽  
T Granjo ◽  
S Monteiro ◽  
S Bemposta ◽  
A Salvador
Keyword(s):  
Focus Group ◽  
Qualitative Analysis ◽  
Clinical Condition ◽  
Positive Impact ◽  
Careful Consideration ◽  
Clinical Level ◽  
Communicative Strategies ◽  
Communicative Process ◽  
Communication Impairments ◽  
Ambulance Crew

Abstract Introduction Paramedics may find innumerous circumstances that require careful consideration of the patient’s clinical condition. Because of that, communication between paramedics and patients in a critical condition must be as clear and effective as possible. Objectives This study aims to identify the communicative needs of ambulance’s crew members when transporting non-urgent people with communicative impairments and to create a tool that facilitates the communicative process. Methodology A brainstorming was held at Associação de São Jorge to gather information regarding the needs and difficulties experienced by the ambulance’s crew members. An audio record of this meeting was collected and a qualitative analysis was carried out. Additionally, a questionnaire was fulfilled. Based on these results, a first version of the communicative tool was developed. A pluridisciplinary focus group was held to discuss it, regarding content, form and utility. After this focus group, the second version of the communicative tool was elaborated to be tested by the crew members of this association. As so, a dynamic of three hours was implemented to empower these professionals to use this tool and other communicative strategies. Results The qualitative analysis of the first meeting collected data recognize as crew member’s needs: communicating basic and immediate needs at clinical level and at colloquial discourse. This data allowed to establish parameters for the construction of the first version of the communicative tool. The referred focus group identified the need to improve it, considering: format, content and also the need to complement this tool with other communicative facilitators (e.g. braille; gestures). Conclusion This study shows the need of facilitating the communication in non-urgent transportation. Despite the modifications that have to be done, the communicative tool that was developed already shows a positive impact in the ambulance crew and in the community.

scholarly journals Emotional Well-Being and Traditional Cypriot Easter Games: A Qualitative Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Christiana Koundourou ◽  
Markella Ioannou ◽  
Chara Stephanou ◽  
Maria Paparistodemou ◽  
Theodora Katsigari ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Positive Impact ◽  
Demographic Data ◽  
Well Being ◽  
Audiovisual Material ◽  
Adults And Children

The aim of the current study is to examine the effect of the Traditional Easter Games of Cyprus on the emotional well-being of the participants. Data were collected using a qualitative analysis. It consisted of interviews from 51 participants aged 32–93 years old, and observations were made from audiovisual material of the Traditional Cypriot Easter Games being played by a sample of 20 children aged 6–14 years old and 43 adults aged 18–65 years old. Demographic data were collected by using interviews and analyzed using IBM SPSS program. The observations of the audiovisual material focused on the emotions of the participants and were grouped into prevailing and secondary emotions according to frequency and duration. The results indicate that games produce emotions such as joy, excitement, and euphoria. Emotions such as embarrassment, frustration, and anger were also observed occasionally, specifically in situations of competitiveness and defeat. In addition, the differences and similarities between adults and children were recorded. The findings of the present study extend previous work by demonstrating the positive impact of the traditional games on children’s and adult’s emotional well-being.

Implementation of ultrasound after central venous catheter insertion: A qualitative study in early adopters

2021 ◽  
pp. 112972982110534
Author(s):  
Enyo A Ablordeppey ◽  
Shannon M Keating ◽  
Katherine M Brown ◽  
Daniel L Theodoro ◽  
Richard T Griffey ◽  
...  
Keyword(s):  
Focus Group ◽  
Central Venous Catheter ◽  
Qualitative Analysis ◽  
Focus Groups ◽  
Venous Catheter ◽  
Barriers And Facilitators ◽  
Central Venous ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Post Procedure

Background: The adoption rate of point of care ultrasound (POCUS) for the confirmation of central venous catheter (CVC) positioning and exclusion of post procedure pneumothorax is low despite advantages in workflow compared to traditional chest X-ray (CXR). To explore why, we convened focus groups to address barriers and facilitators of implementation for POCUS guided CVC confirmation and de-implementation of post-procedure CXR. Methods: We conducted focus groups with emergency medicine and critical care providers to discuss current practices in POCUS for CVC confirmation. The semi-structured focus group interview guide was informed by the Consolidated Framework for Implementation Research (CFIR). We performed qualitative content analysis of the resulting transcripts using a consensual qualitative research approach (NVivo software), aiming to identify priority categories that describe the barriers and facilitators of POCUS guided CVC confirmation. Results: The coding dictionary of barriers and facilitators consisted of 21 codes from the focus group discussions. Our qualitative analysis revealed that 12 codes emerged spontaneously (inductively) within the focus group discussions and aligned directly to CFIR constructs. Common barriers included provider influences (e.g. knowledge and beliefs about POCUS for CVC confirmation), external network (e.g. societal guidelines, ancillary staff, and consultants), and inertia (habit or reflexive processes). Common facilitators included ultrasound protocol advantage and champions. Time and provider outcomes (cognitive offload, ownership, and independence) emerged as early barriers but late facilitators. Conclusion: Our qualitative analysis demonstrates real and perceived barriers against implementation of POCUS for CVC position confirmation and pneumothorax exclusion. Our findings discovered organizational and personal constructs that will inform development of multifaceted strategies toward implementation of POCUS after CVC insertion.

The Contribution of Centralisation and De-centralisation to Public Confidence in Examinations and Qualifications

CADMO ◽  
2009 ◽  
pp. 19-38
Author(s):  
Andrew Boyle
Keyword(s):  
Focus Group ◽  
Qualitative Analysis ◽  
Previous Literature ◽  
Public Confidence ◽  
Education Systems ◽  
Policy Makers ◽  
Relationship Of ◽  
The Relationship ◽  
Unitary Concept

- This article discusses the centralisation and de-centralisation of examinations systems, and the relationship of the concept of (de-)centralisation to public confidence in examinations and qualifications systems. In reviewing previous literature it finds that (de-)centralisation has been considered as a unitary concept affecting education systems, whereas previous literature had only looked at (de-) centralisation of disconnected parts of exams and qualifications systems. The article then reports findings derived from qualitative analysis of data collected at an international focus group. The analysis of these data allows reflection on: whether (de-)centralisation as a unitary, multifaceted concept had power to explain examinations and qualifications systems; what the characteristics of such a concept of (de-)centralisation would be; and on the relationship between the concept of (de-)centralisation and public confidence in examinations and qualifications systems. The article concludes by discussing ways in which researchers or policy makers might apply this research to their own contexts.

Student Learning and Engagement in a Blended Environment

2021 ◽  
pp. 1371-1385
Author(s):  
Lijia Lin
Keyword(s):  
Focus Group ◽  
Undergraduate Students ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Positive Impact ◽  
Online Discussions ◽  
Behavioral Engagement ◽  
Face To Face ◽  
Online System ◽  
Quantitative Results

The chapter investigated students' behavioral, emotional, and cognitive engagement, as well as their learning in a blended environment. A convergent mixed methods research design was used in which quantitative data (face-to-face attendance, online system login, and survey) were collected from 71 undergraduate students, and qualitative data (focus group interview) were collected from six of these students. These data were further analyzed and integrated. The quantitative results showed that students' online login, the behavioral engagement indicator, had a positive impact on their learning, which was supported by qualitative findings. Further analysis revealed the mixture of students' engagement, such as confusion vs. interesting feelings to online discussions and frustration vs. not much effort using the online system.

scholarly journals 3015 Enhancing Outcomes in Childcare Settings for Young Children with Behavior Disorders: An Examination of Conscious Discipline Implementation

2019 ◽  
Vol 3 (s1) ◽  
pp. 88-88
Author(s):  
Sufna Gheyara John ◽  
Nicola Edge ◽  
Michael Cucciare ◽  
Nicholas Long
Keyword(s):  
Early Childhood ◽  
Focus Group ◽  
Focus Groups ◽  
Positive Impact ◽  
Teacher Perspectives ◽  
Self Control ◽  
Barriers And Facilitators ◽  
Full Implementation ◽  
Perceived Impact ◽  
The Impact

OBJECTIVES/SPECIFIC AIMS: 1. Identify the extent of CD implementation for trained childcare teachers. 2. Explore teacher perspectives on the impact of CD. 3. Explore teacher perspectives on barriers and facilitators to full implementation of CD. METHODS/STUDY POPULATION: We conducted a survey with 267 childcare teachers who had been trained in CD across the state, representing early childhood educational environments in urban and rural settings. Specific questions were asked related to level of CD implementation, perceived benefit, and facilitators/barriers to full implementation. A random subset of the sample (8 teachers) participated in a subsequent focus group to explore survey themes in greater depth. Focus group members were asked about their rationale for attending CD training, CD implementation (including barriers/facilitators to full implementation), and perceived impact on their classrooms. The focus group was recorded and transcribed to capture questions and comments. RESULTS/ANTICIPATED RESULTS: Objective 1: 1. 30% of teachers reported full implementation of CD. 2. 50% of teachers reported partial implementation of CD. Objective 2: 1. The vast majority of teachers (95%) agreed that CD had a positive impact on their classroom, including better structure and enhanced relationships with the children. 2. The vast majority of teachers (85%) agreed that CD had a positive impact on the children in their classroom, including increases in problem-solving abilities and self-control. Objective 3: 1. Most teachers (71%) reported experiencing barriers to CD implementation, with the majority of those surveyed (93%) stating that additional implementation support would be helpful. 2. The top three barriers to implementation elicited in survey and focus groups included uncertainty regarding how to begin implementing CD in the classroom, lacking materials for CD implementation, and lacking time to focus on applying knowledge from training into the classroom. 3. The top three facilitators for implementation elicited in survey and focus groups included coaching support for teachers, training agency leadership in CD, and greater perceived impact of CD. DISCUSSION/SIGNIFICANCE OF IMPACT: Childhood disruptive behaviors are among the most frequent reasons for referral to specialized services in and out of the classroom (Sukhodolsky, Smith, McCauley, Ibrahim, & Piasecka, 2016). Disruptive and aggressive behaviors are problematic, not only for victims of children who are aggressive but also for aggressive children as they age. Although effective treatments exist, the level of effective implementation of these interventions are understudied. These results demonstrate that 2/3 of teachers trained in CD are not fully implementing the model and provides concrete barriers and facilitators to current implementation. These data will provide the initial foundation for the development of a targeted implementation strategy that supports full implementation of CD within early childhood education settings.

Shaping School Culture With Technology

2020 ◽  
pp. 262-281
Author(s):  
Lamia Büşra Yeşil
Keyword(s):  
School Culture ◽  
Focus Group ◽  
Organizational Climate ◽  
Positive Impact ◽  
Collaborative Work ◽  
Descriptive Analysis ◽  
Ethnographic Research ◽  
Web 2.0 Tools ◽  
Positive Communication ◽  
The Impact

The purpose of this chapter is to discuss the impact of using technology on school culture along with its effects on the organizational climate. The researcher uses a case school and reveals ethnographic research with sample activities. To identify the correlation between being an eTwinning school and its effect on the school culture, data were collected from a focus group consisting of 11 administrators and project coordinators in Turkey whose school is an eTwinning school. Their views about integrating technology to the school culture and their preferences on using Web 2.0 tools as a leader are questioned. The data obtained is analyzed and interpreted by descriptive analysis. According to the results, it appears that being an eTwinning school has a positive impact on the school culture. The schools that use technology most are characterized by innovation, sharing, collaborative work, and positive communication with stakeholders in terms of shaping their culture.

“Yeah, We Serve Alcohol, but . . . We Are Here to Help”: A Qualitative Analysis of Bar Staff’s Perceptions of Sexual Violence

2016 ◽  
Vol 31 (4) ◽  
pp. 692-707 ◽  
Author(s):  
Ráchael A. Powers ◽  
Jennifer Leili
Keyword(s):  
Focus Group ◽  
Sexual Harassment ◽  
Qualitative Analysis ◽  
Sexual Violence ◽  
Service Provider ◽  
Bystander Intervention ◽  
Exploratory Analysis ◽  
Focus Group Interviews ◽  
Community Based ◽  
Group Interviews

This study is an exploratory analysis of how bar staff perceive their role in preventing sexual harassment and assault. In particular, through qualitative focus group interviews, this study explores bar staff’s attitudes surrounding sexual harassment/assault, how they currently handle these situations, and their opinions regarding programs and policies that currently mandate responsibility. Six major themes emerged including their hesitation to discuss sexual violence, their unique position as a service provider, their lack of knowledge (but eagerness to learn), and their reliance on stereotypical scenarios of sexual violence and interventions. These findings are situated in a framework for understanding barriers to bystander intervention and implications for community-based bystander programs are discussed.

scholarly journals 3572 The Flint Community’s Action Plan to Rebuild Trust and Encourage Resiliency During the Post Water Crisis Phase

2019 ◽  
Vol 3 (s1) ◽  
pp. 96-96
Author(s):  
Karen D. Calhoun ◽  
Kent Key ◽  
E. Yvonne Lewis ◽  
Susan J Woolford ◽  
E. Hill DeLoney ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Focus Group ◽  
Qualitative Analysis ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
Well Being ◽  
Water Crisis ◽  
Community Based ◽  
Community Engaged Research ◽  
Study Population

OBJECTIVES/SPECIFIC AIMS: o To review the community’s recommendations on how to rebuild trust in the Flint community. o To review effective community engagement strategies utilized with the Flint Special Projects for project conceptualization, participant recruitment, data analysis, project oversight, and dissemination. METHODS/STUDY POPULATION: The study population includes nearly two hundred residents representing seniors, youth and diverse ethnicities recruited to participate in eleven focus group meetings. The population also represents the general public who attended informational meetings in Flint, Michigan to learn about the crisis and allow residents to voice their opinions and concerns during the onset of the crisis. The project is a mixed methods community based participatory research effort that utilized community decision making in all phases of the effort such as pre-conception, implementation, dissemination and advocacy to encourage the community’s recommendations are adopted at policy and institutional responsiveness levels. It includes three community engaged research efforts: (project 1) A qualitative analysis of community sentiment provided during 17 recorded legislative, media and community events, and (projects 2-3) two mixed methods efforts utilizing purposive sampling of stakeholders whose voice may not have been heard. RESULTS/ANTICIPATED RESULTS: The project presents a qualitative analysis of the community’s voice during the onset of the man-made disaster when the community first became aware of the emergency manager’s plans to switch the water source. It also reflects current perspectives of community voice since the projects are scheduled to end late February 2019. Findings from a trust measure administered to nearly two hundred residents will be presented, along with a qualitative analysis of focus group findings among segments of the population (seniors, youth, and diverse ethnicities) who may have been left out of narratives on the water crisis. Finally, the project will compare empowerment and resiliency approaches being utilized in Flint, Michigan to recover from the disaster with other approaches grounded in literature and theory. DISCUSSION/SIGNIFICANCE OF IMPACT: Communities of color often experience social determinants of health which negatively impact their health, well-being and human rights. Some Flint citizens are experiencing negative health consequences (i.e., rashes, brain and behavioral sequelle, fertility, etc.) as a result of the disaster, and are uncertain of health outcomes in the future. This is the first project to rigorously document and analyze levels of trust and mistrust in the city of Flint since the water disaster occurred. The qualitative research will guide future clinical research that will benefit this traumatized community experiencing high levels of mistrust (i.e., government, elected officials, etc.). The community engaged methodology involved residents and study participants in all phases of the project including project oversight, validating and analyzing data, and dissemination. This methodology will contribute to existing literature and theory on community based participatory research, community engaged research, team science and citizen science. The approaches empowered a call to action among residents, for example, seniors who attended two senior focus group sessions shared “they are hopeful and have a purpose,” resulting in the creation of a council (with officers) at their housing complex to advocate for the well-being of seniors during the recovery process. Recruitment methodologies were extremely successful due to resident level trust in community leaders and community partner organizations. Finally, the project’s examination of approaches encouraging empowerment and resiliency will provide lessons learned for other communities challenged with crisis.

scholarly journals Managerial behaviour and corporate social responsibilities of private education providers in Nigeria: a case of private primary education

2020 ◽  
Vol 11 (4) ◽  
pp. 387-405
Author(s):  
Ihuoma Ikemba-Efughi ◽  
Razaq Raj
Keyword(s):  
Focus Group ◽  
Private Education ◽  
Primary Education ◽  
Private Schools ◽  
Educational System ◽  
Private School ◽  
Positive Impact ◽  
Group Discussion ◽  
Content Type ◽  
Corporate Social

Purpose This study aims to examine managerial behaviour and corporate social responsibilities of private education providers at the primary education level with a view to establishing the fact that it is indeed the obligatory adoption of ethical policies and socially responsible behaviour that accounts for the positive impact some private education operators have made in the educational sector. The study also examines the areas where the private education providers have not been accountable in their business models, decision-making and operations and thus suggests ways that the private education providers can collaborate with other stakeholders to bring about transformation and better educational outcomes. Design/methodology/approach The positive image of the corporate, social and environmental performance of any organisation to a very large extent is critical to the success of the organization. To underscore the need for managers to be more responsive to the effect their business policies and operations have on the society, this study examined the managerial behaviour and corporate social responsibility (CSR) of private education providers in Nigeria, especially at the primary level – the foundation of the educational system all over the world. The study adopted a mixed method for data collection, involving a survey and focus group discussion. Simple random sampling and purposive sampling were used, respectively, to select the final sample size of respondents made up of stakeholders of private schools – parents, teachers, school proprietors and officials of the Ministry of Education. The multiple regression procedure on Statistical Package for Social Sciences, version 20 was used to analyse data from the survey, whereas ethnographic content analysis was used to analyse data from focus group discussion. While it is evident that most parents and guardian in the global community are choosing the private schools over the public schools because of their perceived accountability or social responsibility that ensures academic success, findings from the study of private schools, especially in the developing countries show that some private education providers fall short in responsible managerial behaviour and corporate responsibility. Socially responsible managerial behaviour has been found to be a deliberate choice which business-savvy managers make and use to gain competitive advantage and secure their businesses. Findings Based on the hypothesis testing, the calculated value of the independent variable on the dependent variable is significant because the probability is less than 0.05 (p < 0.05). The variables under consideration – the obligation to deliver quality education (independent variable) correlated significantly with the dependent variable, the establishment of private schools. Thus, the finding shows that the obligation to deliver quality education and services led to the establishment of private schools. Also, results from the focus group discussion show that the motivation for establishing a school for some private school operators is basically borne out of the need to make a positive impact on society by bringing about positive changes in the educational system. Research limitations/implications A major limitation of the study is the dearth of literature in this area of study – corporate social responsibility in private school. There is a dearth of research in this area because of the perception that private schools or educational entrepreneurs are exploitative (Mars and Ginter, 2012; Paul, 2012). Hence, the study adopted an exploratory approach. Practical implications The practical implication of the study borders on the need for private school managers and operators to collaborate with stakeholder groups – parents, teachers, the government and its regulatory body – the Ministry of Education for better educational outcomes. Social implications The social implication of the study is the need for managers and operators of private schools to deliver cost-effective education so that it can be fairly accessible to a higher percentage of the populace of pupils rather than just a privileged few. This will go a long a to reducing the social inequality among pupils, as a greater population of pupils in Nigeria and many other developing countries are in dilapidated public schools where little or no teaching and learning activities take place. Originality/value This study makes an original contribution to the literature on managerial behaviour and CSR as a strategy for making a positive impact on the stakeholders of an organization/institution as the case may be, increasing business performance and having a competitive advantage. Managerial behaviour and CSR in educational institutions, especially private educational institutions is an area that is scarcely studied and thus, there is a dearth of literature in this area (Mars and Ginter, 2012; Paul, 2012). The present study focuses on managerial behaviour of private primary education providers and operators and this because all over the world, the primary education is the basic and the most vulnerable of all the levels in the educational system.

scholarly journals SUPPORTING POST-GRADUATE STUDENTS WRITING SKILLS DEVELOPMENT WITH THE ONLINE MACHINE LEARNING TOOL: WRITE & IMPROVE

2019 ◽  
Vol 74 (6) ◽  
pp. 238-249
Author(s):  
Ілона Іванівна Костікова ◽  
Світлана Вадимівна Мясоєдова
Keyword(s):  
Graduate Students ◽  
Experimental Research ◽  
Positive Impact ◽  
Writing Skills ◽  
Careful Consideration ◽  
Learning Context ◽  
Empirical Observation ◽  
Post Graduate ◽  
English Writing ◽  
Significant Difference

The current paper intends to describe the practice and analyze the results of using the website Write & Improve as an additional extra-class tool of developing writing skills in the course of preparation for the FCE exam for post-graduate students. The study has proven the hypothesis that the proposed algorithm for working with the service Write & Improve is effective for teaching FCE Writing for post-graduate students, and provided the experimental research of learners’ progress. Theoretical (analysis and synthesis), empirical (observation, testing, conducting pedagogical experiment) and statistical (calculating the Mean and the Standard Deviation) methods were used to achieve the stated aim. A significant difference was observed in the experimental group of 32 Kharkiv post-graduate university students where the experiment was carried out in 2017/2018 academic year. The obtained results of the experimental research demonstrate post-graduate students’ progress in the FCE Writing Test and can be regarded as the evidence that the service Write & Improve does have a positive impact on mastering post-graduate students’ writing skills. Furthermore, comparing the test results according to 5-band scale in four different criteria (Content, Communicative Achievement, Organization, Language) at the different stages of the course allowed to measure the development rate of the checked English writing skills. The resulting data confirmed the improvement in post-graduate students’ performance in all the criteria of Writing on average by 36.1%; the most significant progress has been in Language (vocabulary and grammar aspects) with the average increase from 3.0 to 4.5 scores (50 %) whereas the least advance to be claimed is in Communicative Achievement with the results ranging from 2.8 to 3.6 (28.6%); it proves the substantial increase. Provided that Write & Improve is implemented systematically with a careful consideration of post-graduate students’ problems and needs, the application of it can be said to have the obvious correlation with post-graduate students’ progress. The authors’ experience is significant in Ukrainian learning context as it proves the effectiveness of using innovative online instruments to teach English Writing to post-graduate students who aim to pass FCE exam.

Sign in / Sign up

Export Citation Format

Share Document