Evaluation of Implementation of Massachusetts Sports Concussion Regulations

2017 ◽  
Vol 34 (5) ◽  
pp. 344-349 ◽  
Author(s):  
Jonathan Howland ◽  
Holly Hackman ◽  
Alyssa Taylor ◽  
Linda Brown ◽  
Mary Ann Gapinski ◽  
...  
Keyword(s):  
Public Health ◽  
Teacher Education ◽  
Focus Group ◽  
Focus Groups ◽  
School Administrators ◽  
Athletic Trainers ◽  
Head Injuries ◽  
School Nurses ◽  
Return To School ◽  
Sports Concussion

In 2015, the Massachusetts Department of Public Health conducted focus groups with school nurses (SNs) and athletic trainers (ATs) from Massachusetts middle and high schools to assess implementation of legislated regulations relative to the management of students’ head injuries incurred during extracurricular sports. Four tape-recorded focus groups were conducted by experienced facilitators. Lists of themes were synthesized by investigators for each focus group. Participating SNs and ATs supported the sports concussion legislation, felt that implementation had gone well, indicated that the law empowered them in managing return-to-school/play for students with concussion, and experienced support from their school administrators. Some SNs reported that they had applied relevant procedures to all students with head injuries, regardless of how or where the injury occurred. Challenges identified included protocols for away games, inconsistent concussion care by physicians, and a need for teacher education. Further research is required to quantify these findings.

Application of Components of the Massachusetts’ Sports Concussion Regulations to All Students With Concussion: A Survey of School Nurses

2018 ◽  
Vol 36 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Holly Hackman ◽  
Jonathan Howland ◽  
Alyssa Taylor ◽  
Linda Brown ◽  
Mary Ann Gapinski ◽  
...  
Keyword(s):  
High School ◽  
Confidence Interval ◽  
Focus Groups ◽  
Odds Ratio ◽  
School Nurses ◽  
Sports Concussion ◽  
Medical Clearance ◽  
Return To Learn ◽  
Two Measures ◽  
Academic Implications

Appropriate management by schools of all students with a concussion, regardless of the cause, has not received the same attention as sports-related concussions. Focus groups conducted with Massachusetts School Nurses in 2015 found that some had applied protocols required in the state’s sports concussion regulations to all students with concussion, not just student athletes. We surveyed high school nurses in Massachusetts to examine (1) the extent of this practice and (2) the extent to which protocols for all students with concussion are included in school policies. Of 168 (74%) responding, 94% applied the return-to-learn and play, and medical clearance requirements to all students with concussion, regardless of how or where the concussion occurred and 77% reported their school’s policy required these protocols for all students with concussion. A significant association (odds ratio: 13.3, 95% confidence interval [2.4, 72.8], p <.01) existed between the two measures. These findings have important clinical and academic implications.

scholarly journals Feasibility of implementation of CARD™ for school-based immunizations in Calgary, Alberta: a cluster trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anna Taddio ◽  
Joanne Coldham ◽  
Charlotte Logeman ◽  
C. Meghan McMurtry ◽  
Cheri Little ◽  
...  
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Focus Groups ◽  
Coping Strategies ◽  
School Staff ◽  
Health Staff ◽  
Cluster Trial ◽  
School Based ◽  
Public Health Staff ◽  
The Impact

Abstract Background Negative experiences with school-based immunizations can contribute to vaccine hesitancy in youth and adulthood. We developed an evidence-based, multifaceted and customizable intervention to improve the immunization experience at school called the CARD™ (C-Comfort, A-Ask, R-Relax, D-Distract) system. We evaluated the feasibility of CARD™ implementation for school-based immunizations in Calgary, Canada. Methods In a mixed methods study, two Community Health Centres providing immunization services, including 5 schools each with grade 9 students (aged approximately 14 years), were randomized to CARD™ or control (usual care). In the CARD™ group, public health staff and students were educated about coping strategies prior to immunization clinics. Clinics were organized to reduce fear and to support student’s choices for coping strategies. Public health staff in the CARD™ group participated in a focus group discussion afterwards. We sought a recruitment rate of 80% for eligible schools, an external stakeholder focus group (e.g., school staff) with 6 or more individuals, 85% of individual injection-related data acquisition (student and immunizer surveys), and 80% absolute agreement between raters for a subset of data that were double-coded. Across focus groups, we examined perceptions of acceptability, appropriateness, feasibility and fidelity of CARD™. Results Nine (90%) of eligible schools participated. Of 219 students immunized, injection-related student and immunizer data forms were acquired for 195 (89.0%) and 196 (89.5%), respectively. Reliability of data collection was high. Fifteen public health and 5 school staff participated in separate focus groups. Overall, attitudes towards CARD™ were positive and compliance with individual components of CARD™ was high. Public health staff expressed skepticism regarding the value of student participation in the CARD™ system. Suggestions were made regarding processes to refine implementation. Conclusion While most outcome criteria were satisfied and overall perceptions of implementation outcomes were positive, some important challenges and opportunities were identified. Feedback is being used to inform a large cluster trial that will evaluate the impact of CARD™ during school-based immunizations. Trial registration The trial is registered at ClinicalTrials.gov (NCT03948633); Submitted April 24, 2019.

An Evaluation of Post-Concussion Return to School Guidelines: A Survey of Massachusetts School Nurses

2021 ◽  
pp. 105984052110322
Author(s):  
Jonathan Howland ◽  
Julia Campbell ◽  
Rebekah Thomas ◽  
Steven Smyth ◽  
Aynsley Chaneco ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Medical Center ◽  
School Personnel ◽  
School Nurses ◽  
Return To Play ◽  
Return To School ◽  
Care Providers ◽  
Sports Concussion ◽  
Return To Learn ◽  
Prevention Center

Although all states have legislation pertaining to youth sports concussion, most of these laws focus on return-to-play procedures; only a few address return-to-learn (RTL) accommodations for students who have experienced a concussion. To address this gap in the legislation, some states and nongovernmental organizations have developed RTL guidelines to advise school personnel, parents, and health care providers on best practices for accommodating students' postconcussion reintegration into academic activity. In 2018, the Massachusetts Department of Public Health (MDPH) developed RTL guidelines which were disseminated to school nurses (SNs) at all public and nonpublic middle and high schools in the state. In 2020, the MDPH engaged the Injury Prevention Center at Boston Medical Center to survey Massachusetts SNs to assess the usefulness of the guidelines. The response rate was 63%; 92% found the booklet extremely useful or moderately useful; and 70% endorsed that the booklet fostered collaboration among stakeholders.

scholarly journals Can focus groups be a tool for change? Introducing health equity to environmental public health practice

2016 ◽  
Vol 59 (4) ◽  
pp. 113-116 ◽  
Author(s):  
Karen Rideout ◽  
Dianne Oickle ◽  
Connie Clement
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Focus Groups ◽  
Public Health Practice ◽  
Organizational Level ◽  
Systematic Change ◽  
Focus Group Study ◽  
Group Participation ◽  
New Concepts ◽  
Additional Support

This qualitative investigation was undertaken to explore the value of focus group participation to introduce new concepts into practice within public health. Seven public health inspectors who participated in an earlier focus group study responded to follow-up questions designed to assess whether their participation in the original focus group sessions lead to changes in their thinking or practice. Findings suggest that focus group participation can provide an opportunity to start conversations about new concepts, highlight ways to put thoughts into action, validate how current practice supports broader goals, and identify gaps and next steps. Although an important tool for change, systematic change requires additional support at the organizational level to achieve full implementation. Further research into the use of focus groups as a tool for reflective practice is recommended.

scholarly journals Doing Focus Groups in the Health Field: Some Lessons from Nepal

2013 ◽  
Vol 12 (1) ◽  
pp. 15-17 ◽  
Author(s):  
E Van Teijlingen ◽  
P Simkhada ◽  
J Stephens
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Focus Groups ◽  
Rural Areas ◽  
Local Health ◽  
View Point ◽  
Research Issues ◽  
Key Issues ◽  
Health Field

This paper addresses two research issues, one related to the running of focus groups and one more generally, on the link between researchers and local health officials. The objective of this article is to alert potential focus group researchers of some of the challenges related to conducting focus groups in rural areas. Our view-point article highlights the key issues of our experience in conducting focus groups in Nepal. Furthermore, it reflects on likely reasons why the challenges occurred and, where possible, offers some solutions to improve the running of focus groups. DOI: http://dx.doi.org/10.3126/hprospect.v12i1.8722 Health Prospect: Journal of Public Health Vol.12(1) 2013: 15-17

59. General medicine residents' perception of the mini-CEXs

2007 ◽  
Vol 30 (4) ◽  
pp. 61
Author(s):  
S. Malhotra ◽  
R. Hatala ◽  
C.-A. Courneya
Keyword(s):  
Internal Medicine ◽  
Medical Education ◽  
Focus Group ◽  
Qualitative Study ◽  
Focus Groups ◽  
General Medicine ◽  
Clinical History ◽  
Phenomenological Approach ◽  
Medical Teacher ◽  
The Impact

The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior. Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed. Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX. The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam. Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8. De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52. DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.

scholarly journals Blending Indigenous Sharing Circle and Western Focus Group Methodologies for the Study of Indigenous Children’s Health: A Systematic Review

2021 ◽  
Vol 20 ◽  
pp. 160940692110151
Author(s):  
Sarah C. Hunt ◽  
Nancy L. Young
Keyword(s):  
Systematic Review ◽  
Focus Group ◽  
Focus Groups ◽  
Qualitative Content Analysis ◽  
Children's Health ◽  
Children’S Health ◽  
Community Advisory Board ◽  
Original Research ◽  
Research Approach ◽  
Sharing Circles

The primary objective of this systematic review was to investigate how Western focus groups and Indigenous sharing circles have been blended for the study of Indigenous children’s health. The secondary objective of this study was to propose recommendations for adapting focus groups to include elements of sharing circles. This systematic review was conducted using a systematic search of original research articles published between 2009 and 2020 that (a) focused on North American Indigenous children’s health and (b) used group-based qualitative methods including focus groups and sharing circles. Each of the articles was screened for relevance and quality. The methods sections were reviewed, subjected to qualitative content analysis, and codes were analyzed to identify common themes and synthesize results. We identified 29 articles, most of which followed a community-based participatory research approach. In these publications, most included a community advisory board, ethics approval was obtained, and in some cases, community members were included as research assistants. There was evidence that sharing circles and focus group methods had been blended in the recent Indigenous children’s health literature. This was particularly apparent in the authors’ approaches to recruitment, location, facilitation techniques, question format and reimbursement. Several groups have published results that describe approaches that successfully incorporated aspects of Indigenous sharing circles into Western focus groups, thus establishing a research method that is culturally safe and appropriate for the study of Indigenous children’s health.

Participatory development of the food literacy intervention “GUSTO” for older adults in Germany

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
F Zastrow ◽  
K Neher ◽  
H Hassel
Keyword(s):  
Older Adults ◽  
Focus Group ◽  
Focus Groups ◽  
Everyday Life ◽  
Healthy Aging ◽  
Participatory Approach ◽  
Target Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Food Literacy

Abstract Background Healthy aging is one of the major challenges currently faced by an aging population. Food literacy (FL) refers to the ability to apply knowledge and practical skills regarding healthy and sustainable nutrition into everyday life. The project “GUSTO” is sponsored by the Bavarian State Ministry of Health and Care and aims to contribute to enjoyable aging by developing the nutritional skills of people aged 65 and over. This community-based program comprises independent working groups of older adults guided by peer moderators. The FL intervention is developed in cooperation with the target group. Methods The nutritional situation of older adults was first established through a literature research. The results of this research were compared to the “self-perceived food literacy scale” by Poelman et al. (2018) and the “nutritional framework for literacy courses” by Johannsen et al. (2019). The resulting data provided a basis for focus group discussions carried out in six municipalities, supported by local practice partners. In six guided focus group discussions, a number of recurring themes were identified and summarized. Results The focus groups consisted of a total of 44 people between 62 and 88 years of age (average age: 73.1 ± 6.1 years). 22.7 % were men. The group discussions revealed resources used and barriers encountered in terms of FL and interests of older adults. It was evident that, due to the high density of information available, the participants found it difficult to identify reliable information and to implement it in their everyday life. At the request of the focus groups, topics such as the best before date and the use of food waste were added to the intervention. Conclusions Older adults find it challenging to identify reliable nutritional information and implement it in their everyday life. With the help of the participatory approach outlined in this study, target group-related issues can be identified and taken into account in the intervention. Key messages Older adults can be involved in the development of an FL intervention. A participatory approach allows target group-related issues and specific needs to be taken into account in the intervention.

scholarly journals 136. In Their Own words: a Qualitative Analysis of Factors Contributing to Gender Bias in Academic Advancement in Infectious Disease

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S198-S198
Author(s):  
Wendy Stead ◽  
Jennifer Manne-Goehler ◽  
Jasmine R Marcelin ◽  
Carlos Del Rio ◽  
Douglas Krakower
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Gender Bias ◽  
Implicit Bias ◽  
Faculty Members ◽  
Full Professor ◽  
Major Theme ◽  
Academic Advancement ◽  
Assistant Professors ◽  
Implicit And Explicit

Abstract Background Large and persistent inequities in academic advancement exist between men and women faculty in academic Infectious Diseases (ID). To identify and characterize beliefs about why these inequities persist in ID, we asked ID faculty members to share their thoughts and experiences with the advancement process. Characteristics of Focus Group Participants Summary of Main Emergent Themes from Focus Group Analysis Methods We conducted four 60-minute focus groups with ID faculty members during IDWeek 2019. We enrolled women that were diverse geographically and in academic rank (i.e., Instructor/Assistant, Associate, Full Professor). We assigned women to focus groups by rank to minimize social desirability bias across rank. Our fourth focus group included only men who were Full Professors, to capture additional perspectives about barriers to advancement and solutions. (Table 1) We analyzed focus group discussion transcripts using content analysis. Results We identified nine main themes regarding inequities in academic advancement of women in ID. (Table 2) In all 4 focus groups, gender bias as a barrier to academic advancement was a major theme. Women Full Professors emphasized explicit gender bias such as sexual harassment and “predatory mentoring,” whereas women Instructors/Assistant Professors more frequently cited barriers related to implicit bias, such as obscure maternity leave policies and divisional meetings scheduled during childcare hours. Women Associate Professors cited implicit and explicit gender bias, while men Full Professors focused primarily on implicit bias. Women Instructors/Assistant Professors experienced the greatest difficulty in balancing demands of family with career, though this was a prominent theme in all groups. The perception that women less often utilize negotiation to advance themselves was a dominant theme for women Associate Professors, though all groups raised examples of this theme. Conclusion Gender bias, both implicit and explicit, is an important and ongoing barrier to equitable academic advancement of women in ID. Difficulty balancing demands of family with career and gender differences in professional negotiation are also perceived barriers that can be targeted by innovative programs and interventions to address gender disparities in academic advancement. Disclosures All Authors: No reported disclosures

User-centered Requirements for Patient Fluid Intake Monitoring Support

2020 ◽  
Vol 64 (1) ◽  
pp. 736-740
Author(s):  
Ellen J. Bass ◽  
Andrew J. Abbate ◽  
Yaman Noaiseh ◽  
Rose Ann DiMaria-Ghalili
Keyword(s):  
Data Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Real Time ◽  
Information Needs ◽  
Fluid Intake ◽  
Fluid Consumption ◽  
Registered Dietitians ◽  
Group Data ◽  
Focus Group Data

There is a need to support patients with monitoring liquid intake. This work addresses development of requirements for real-time and historical displays and reports with respect to fluid consumption as well as alerts based on critical clinical thresholds. We conducted focus groups with registered nurses and registered dietitians in order to identify the information needs and alerting criteria to support fluid consumption measurement. This paper presents results of the focus group data analysis and the related requirements resulting from the analysis.

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