Recruiting and Retaining Young Urban Black Men in a Study of Violence: Procedures Used and Lessons Learned

Field Methods ◽  
2019 ◽  
Vol 31 (2) ◽  
pp. 131-149
Author(s):  
Tamara G. J. Leech ◽  
Amy Irby-Shasanmi ◽  
Hadya Sow
Keyword(s):  
Black Men ◽  
Mixed Method ◽  
Lessons Learned ◽  
Retention Strategies ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Mixed Method Design ◽  
High Participation ◽  
Field Notes

We conducted a study about three common recruitment and retention obstacles facing scholars interested in racial disparities research: potential mistrust from the black community, a stigmatized research topic, and high participation burden. Nonetheless, we successfully recruited and retained 28 young black men in a three-month study of violence. In this article, we describe and explore the recruitment, engagement, and retention strategies employed during the study. Using a concurrent triangulation mixed-method design, we analyzed data from our web-based administrative system, participant enrollment and exit surveys, and team members’ field notes. A large percentage (79%) of participants completed the study. We received 81% of 556 expected surveys, and 100% of the remaining participants wanted to continue participating at study’s end. We conclude that internal incentives, the combination of informal and formal community recruiters, the visibility of the principal investigator, and face-to-face meetings may have contributed to the success of the project.

Provider Education About Pneumococcal Vaccination Practices for Older Adults

2019 ◽  
Vol 34 (7) ◽  
pp. 432-438
Author(s):  
Kimberly C. McKeirnan ◽  
Karen Colorafi ◽  
Shannon G. Panther ◽  
Darryl Potyk ◽  
John McCarthy
Keyword(s):  
Project Team ◽  
Lessons Learned ◽  
Community Pharmacies ◽  
Academic Detailing ◽  
Care Providers ◽  
Interprofessional Practice ◽  
Team Members ◽  
Interprofessional Team ◽  
Medical Clinics ◽  
Field Notes

OBJECTIVE: To describe an interdisciplinary academic detailing project implemented to address low pneumococcal immunization rates. SETTING: Two medical clinics and four community pharmacies in rural Washington state. PRACTICE DESCRIPTION: The two medical clinics and four community pharmacies were all located in two rural counties and serve geographically large rural areas. PRACTICE INNOVATION: Academic detailing is an evidence-based approach designed to change clinical practice and improve decision-making. Our team utilized the academic detailing model to provide educational outreach to local rural health care providers. The detailing team visited each clinic and pharmacy on a defined schedule and provided information to physicians, clinic administrators, nurses, pharmacists, pharmacy technicians, medical assistants, and clinic front-end staff. MAIN OUTCOME MEASUREMENTS: The project team maintained detailed field notes from each academic detailing the visit and met to debrief about each encounter. From the field notes, through the process of thematic analysis and analytic memoing, the project team produced a list of "lessons learned" that could be used to guide other interprofessional teams wishing to embark on an academic detailing project. RESULTS: We have identified four key "lessons learned": Interprofessional team members bring different strengths to the project; using same-discipline team members paved the way for success; involving students aids in educating future practitioners in interprofessional practice; and scheduling meetings in advance is important. CONCLUSION: We described an approach to enhanced academic detailing using interprofessional team delivery, bringing interprofessional practice into the real-world practice setting.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 218-232
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-to-face classroom and enable active learning between face-to-face class times. This paper presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a web-based environment through the use of computer-mediated communications tools (discussion web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment and learning in such a web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

scholarly journals Nursing students' errors in clinical learning. Qualitative outcomes in Mixed Methods Research

2019 ◽  
Vol 72 (1) ◽  
pp. 170-176
Author(s):  
Ana Paula Sousa Santos
Keyword(s):  
Nursing Students ◽  
Mixed Method ◽  
Mixed Methods Research ◽  
Clinical Learning ◽  
Learning And Development ◽  
Face To Face ◽  
Mixed Method Design ◽  
Developmental Opportunities ◽  
Qualitative Dimension ◽  
Adequate Design

ABSTRACT Objective: to analyze factors associated with nursing students' errors during clinical learning, and their perceptions regarding these events and the opportunity for learning and development provided by them. Method: Convergent Mixed Method design according Creswell and Clark. Qualitative dimension included face to face and internet interviews. Data analysis followed Miles and Huberman method. Results: Nursing student's errors were revealed according to their perceptions. They occurred in all phases of the nursing process and in transversal skills. Errors were acknowledged as learning and developmental opportunities. Final considerations: Students acknowledged their errors and ascribe to themselves reasons and what could have prevented what happened. Mixed Method was a very adequate design to study phenomena. Qualitative dimension was essential to reveal and achieve the objectives. Suggestions founded on the findings are presented.

scholarly journals Evaluation of a Web-Based Educational Platform for the Baby-Act Trial

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1315-1315
Author(s):  
Maria Kallis ◽  
Cristina Palacios ◽  
Maribel Campos ◽  
Mary H Mays
Keyword(s):  
Eating Behaviors ◽  
Mobile Apps ◽  
Text Messages ◽  
Web Based ◽  
Intervention Delivery ◽  
Systematic Assessment ◽  
Face To Face ◽  
Funding Sources ◽  
Field Notes ◽  
User Friendly

Abstract Objectives The Baby-Act trial is an intervention to prevent infant obesity by promoting healthy infant physical activity, sleep, and eating behaviors among mothers participating in WIC in Puerto Rico. The intervention is delivered through a mobile application. Upon launching the study platform, many Baby-Act participants reported difficulties. Issues included site specific such as poor connectivity, or platform specific (platform required several steps to download, register, and save/send data after completing each lesson). Barriers to adequate dissemination of intervention content, demanded the systematic assessment of potential solutions of challenges as reported by participants to achieve study goals. Our objective was to evaluate a web-based educational platform (www.lessonly.com) as an alternative for intervention delivery in the Baby-Act Trial in a sample similar to the main study population. This alternate platform is an easy and simple educational website that can be accessed by a link sent by text messages on their mobile phones. Methods WIC nutritionists collaborated to identify active WIC participants and invite them to participate in a semi-structured face-to-face interview. Participants were provided with an Informative Sheet and instructions to access the webpage, register as users and complete intervention lessons. After completing the tasks, trained interviewers asked about their experience accessing the page, registration and completion of lessons. Additional questions included adequacy of instructions and user confidence. Field notes were taken for analysis. Results A total of 9 participants completed the interview; 100% reported ease in accessing and registering on the platform and being able to view the pages without distortion. A total of 89% were able to successfully complete at least one lesson (one participant had very poor signal). Furthermore, 100% reported being confident in using the page and stated they would use it again. Conclusions The study found this website to be user-friendly and a viable alternative to mobile apps for future intervention delivery among WIC participants. Funding Sources RCMI grant U54 MD007600 (National Institute on Minority Health and Health Disparities) from the National Institutes of Health.

scholarly journals The HLABC Webcasting–Webconferencing Pilot Project

2014 ◽  
Vol 33 (3) ◽  
pp. 127
Author(s):  
Devon Greyson ◽  
Anne Allgaier
Keyword(s):  
Journal Club ◽  
Pilot Project ◽  
Lessons Learned ◽  
Online Journal ◽  
Web Based ◽  
Face To Face ◽  
Final Project ◽  
Web Access ◽  
The Cost ◽  
Improve Access

The purpose of the Health Library Association of British Columbia (HLABC) Webcasting–Webconferencing Pilot Project was to assess the feasibility and value of using Web-based technologies to improve access to continuing education (CE) events and meetings, particularly for our association's rural and remote members. By offering online access to CE events and other Chapter activities, we aimed to facilitate professional development and networking opportunities for our members by enabling those who have previously been unable to attend CE events and meetings to participate online. From June 2010 through May 2011, HLABC offered web access (via WebEx Meeting Centre) to all of our association's events. To assess value and feasibility, we conducted post-event surveys and a whole membership final project evaluation. The overwhelming majority of respondents were enthusiastic about the project's ability to increase event access. Lessons learned from the project include the need for sufficient IT troubleshooting time as well as ways to change meeting culture to better include online attendees within a primarily face-to-face event. An unanticipated benefit to the project was the ability to spontaneously create collaborative new programming, such as an online journal club. At the end of the pilot project, our association resolved to adopt Web delivery as an ongoing strategy, raising member dues a small amount to partly defray the cost of the technology.

scholarly journals Language Policy as a Barrier between Practitioners and Patients: A Study on Spoken Communication in Saudi Hospitals

2021 ◽  
pp. 1-14
Keyword(s):  
Language Policy ◽  
Mixed Method ◽  
Language Barriers ◽  
Web Based ◽  
Medical Practitioners ◽  
Mixed Method Design ◽  
The Impact ◽  
Saudi Patients

This paper sheds light on the language policy in Saudi hospitals and how it creates barriers between medical practitioners and patients. Based on the researcher’s observation and what other researchers found, language barriers hinder communication and result in less meaningful linguistic interaction. Thus, there is a need to explore the language policy in Saudi hospitals. Consequently, the research attempts to reveal the impact of language barriers on spoken communication between medical practitioners and patients. It also examines the influence of gender, age, and education as variables that affect this linguistic interaction. The number of participants in the study includes 30 medical practitioners and 30 Saudi patients. A mixed-method design is applied using a web-based questionnaire and audio-recorded interviews.

Evaluation der Pflege- und Führungskompetenz – eine Ausgangslage für die weitere Praxisentwicklung

Pflege ◽  
2010 ◽  
Vol 23 (3) ◽  
pp. 191-203 ◽  
Author(s):  
Jacqueline S. Martin ◽  
Irena Anna Frei ◽  
Franziska Suter-Hofmann ◽  
Katharina Fierz ◽  
Maria Schubert ◽  
...  
Keyword(s):  
Mixed Method ◽  
Leadership Practice ◽  
Mixed Method Design ◽  
Competence Scale ◽  
Nurse Competence

Kompetente Pflege und effektives Leadership sind wichtige Voraussetzungen für die Bereitstellung einer qualitativ hochwertigen, evidenzbasierten, patienten- und ergebnisorientierten Patientenversorgung. Die Abteilung Klinische Pflegewissenschaft (KPW) am Universitätsspital Basel (USB) entwickelte und implementierte Programme zur gezielten Praxisentwicklung, welche die pflegerische Kompetenz sowie die des Leadership fördern. Zur Erfassung von Pflege- und Leadership-Kompetenz sowie der Arbeitsumgebungs- und Pflegequalität führte die KPW 2007 eine Evaluationsstudie mit einem Mixed-Method-Design durch. Am quantitativen Anteil der Studie nahmen 679 Pflegefachpersonen und 27 Stationsleitungen teil. Die deskriptiven Resultate zeigen, dass Pflegefachpersonen ihre durchschnittliche pflegerische Kompetenz über alle sieben Subkategorien der Nurse Competence Scale mit einem Mittelwert von 75,1 (VAS 0 – 100) beurteilten. Die Leadership-Kompetenz von Stationsleitungen wurde im oberen Drittel der Skala des Leadership Practice Inventory mit mittleren Werten zwischen 40 bis 50 (Meanscore: 6 – 60) eingeschätzt. Als Qualitätssicherungsmaßnahme sind regelmäßige Nachfolgeerhebungen im Sinne eines Monitoring geplant. Solche Erhebungen werden in Zukunft von zentraler Bedeutung sein, da zu erwarten ist, dass sich mit der Einführung des DRG-Finanzierungsmodells im schweizerischen Gesundheitswesen der Kontext der pflegerischen Leistungen verändern wird.

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