scholarly journals Essential task or meaningless burden? Nurses’ perceptions of the value of documentation

2018 ◽  
Vol 39 (1) ◽  
pp. 9-19 ◽  
Author(s):  
Benjamín Olivares Bøgeskov ◽  
Søsserr Lone Smilla Grimshaw-Aagaard
Keyword(s):  
Professional Identity ◽  
Thematic Analysis ◽  
Focus Group Interviews ◽  
Positive View ◽  
Nursing Leaders ◽  
Individual Interviews ◽  
Existential Theory ◽  
Group Interviews ◽  
Nurses Perceptions ◽  
Danish Hospital

Given the substantial increase in the documentation required of nurses in recent years, this article explores nurses’ perceptions of the value of documentation, and, subsequently, attempts to explain a puzzling tendency, whereby some nurses attach little value to arguably useful forms of documentation. We use data gathered from individual interviews with nursing leaders and focus-group interviews with frontline nurses at two wards in a Danish hospital. Our thematic analysis shows that nurses are divided between a positive view of documentation as something essential, and a negative one of it being a meaningless burden that distracts nurses from their ‘real’ work, contradicts their professional identity, and does not benefit the patient. However, except for some cases where the same information is registered twice (‘double registration’), we find no objective criteria for determining which types of documentation are perceived positively or negatively, as even arguably useful types are sometimes considered meaningless. We interpret this as being because of conflicting concepts of value: utility vs meaning. Using an existential theory of meaning, we argue that documentation’s practical utility alone is not sufficient to provide meaning. We thus suggest the need for finding a balance between: a) adjusting documentation requirements, b) adapting the nursing profession, and c) changing nurses’ perceptions of the value of documentation.

Nurses’ perceptions of their professional rights

2013 ◽  
Vol 20 (4) ◽  
pp. 459-469 ◽  
Author(s):  
Mari Kangasniemi ◽  
Alessandro Stievano ◽  
Anna-Maija Pietilä
Keyword(s):  
Content Analysis ◽  
Focus Group ◽  
Professional Ethics ◽  
Nursing Management ◽  
Focus Group Interviews ◽  
Educational Content ◽  
The Third ◽  
Group Interviews ◽  
Nurses Perceptions ◽  
Italian Legislation

The purpose of this study, which is part of a wider study of professional ethics, was to describe nurses’ perceptions of their rights in Italy. The data were collected by open-ended focus group interviews and analyzed with inductive content analysis. Based on the analysis, three main themes were identified. The first theme “Unfamiliarity with rights” described nurses’ perception that their rights mirrored historical roots, educational content, and nurses’ and patients’ position in the society. The second theme, “Rights reflected in legislation” highlighted that working and professional Italian legislation played a strong role. The third theme, “Managerial barriers for nurses’ rights” underlined the nurses’ perceptions that nursing management had the responsibility to create the conditions where nurses’ rights could flourish. This study intends to contribute to the debate on this underexplored topic.

scholarly journals The Evolving Family Mealtime: Findings From Focus Group Interviews With Hispanic Mothers

10.2196/18292 ◽  
2020 ◽  
Vol 3 (2) ◽  
pp. e18292 ◽  
Author(s):  
Amber Jean Hammons ◽  
Elizabeth Villegas ◽  
Norma Olvera ◽  
Kimberly Greder ◽  
Barbara Fiese ◽  
...  
Keyword(s):  
Focus Group ◽  
Thematic Analysis ◽  
Protective Effects ◽  
Focus Group Interviews ◽  
Hispanic Culture ◽  
Hispanic Mothers ◽  
Obesity Prevention Programs ◽  
Group Interviews ◽  
Family Mealtimes ◽  
Puerto Rican Families

Background Given the protective effects of shared family mealtimes and the importance of family in the Hispanic culture, this context should be explored further to determine how it can be leveraged and optimized for interventions. Objective This study aimed to explore contextual factors associated with family mealtimes in Mexican and Puerto Rican families. Methods A total of 63 mothers participated in 13 focus group interviews across 4 states. Thematic analysis was used to analyze transcripts. Results Seven overarching themes were identified through the thematic analysis. Themes reflected who was present at the mealtime, what occurs during mealtime, the presence of television, the influence of technology during mealtime, and how mealtimes have changed since the mothers were children. Conclusions Hispanic mothers may be adapting family mealtimes to fit their current situations and needs, keeping the television and other devices on during mealtimes, and making additional meals for multiple family members to appease everyone’s tastes. All of these are areas that can be incorporated into existing culturally tailored obesity prevention programs to help families lead healthier lives.

scholarly journals School Life Experience of Male Nursing Students Reinstated at School after Military Service

2018 ◽  
Vol 24 (4) ◽  
pp. 315-325
Author(s):  
Kyoung A Nam ◽  
Kyeong Hwa Kang ◽  
Seongmi Moon
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Professional Identity ◽  
Military Service ◽  
Life Experience ◽  
School Life ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

What's the Story?: Exploring Parent–Teacher Communication through ePortfolios

2017 ◽  
Vol 42 (4) ◽  
pp. 13-21 ◽  
Author(s):  
Amanda Higgins ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Document Analysis ◽  
Electronic Portfolios ◽  
Communication Tool ◽  
Focus Group Interviews ◽  
Teacher Communication ◽  
Childhood Education ◽  
Individual Interviews ◽  
Group Interviews ◽  
Reported Data

ELECTRONIC PORTFOLIOS (ePORTFOLIOS) ARE a relatively new phenomenon in early childhood education (ECE) with minimal existing research available on their use and effectiveness as a learning and communication tool in ECE. This article reports on a study examining the influence of ePortfolios on parent–teacher communication in one early childhood (EC) service. Reported data has been drawn from online surveys, document analysis of ePortfolios, individual interviews and focus group interviews with parents and teachers. Thematic analysis identified two main themes: the benefits and drawbacks of communicating via the ePortfolio, and the types of communication that were evident.

The existential cancer journey: Travelling through the intersubjective structure of homeworld/alienworld

2015 ◽  
Vol 21 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Elisabeth Assing Hvidt
Keyword(s):  
Health Care Professionals ◽  
Qualitative Interviews ◽  
Research Literature ◽  
Focus Group Interviews ◽  
Rehabilitation Centre ◽  
Transformative Experiences ◽  
Individual Interviews ◽  
Patient Narratives ◽  
Illness Experiences ◽  
Group Interviews

In the past couple of decades, there has been significant interest in the research literature and patient narratives that focus on describing the cancer journey as involving existential and spiritual transformative experiences. The purpose of this article is to contribute with a new and deepened understanding of the existing literature by offering a philosophical informed analytic conceptualization that highlights the ‘liminal’, transformative and ‘generative’ dimension of the cancer journey. For that purpose, qualitative data drawn from a qualitative study investigating existential experiences of a group of Danish patients in rehabilitation were analysed employing the American phenomenologist Anthony J. Steinbock’s interpretation of the Husserlian concepts homeworld/alienworld ( Heimwelt/Fremdwelt). Data used in this article derived from qualitative interviews (11 individual interviews and 9 focus group interviews) with cancer patients participating in rehabilitation week courses at a Danish rehabilitation centre. The analysis led to the development of three themes: ‘The heavy break with the homeworld’, ‘Realizing a new homefellowship’ and ‘Transformation of the homeworld’. Findings suggest that journeying with cancer involves a ‘liminal’ experiencing of having to navigate in a borderless and unfamiliar territory between a homeworld and an alienworld before ultimately arriving at a sense of transformation in which meaning is derived from both lifeworlds. It is argued that such an understanding of the intersubjectivity between lifeworlds highlights the need for health care professionals communicating with patients throughout their cancer journey about whether and how the illness experiences have been integrated into their lifeworld and whether help is needed in order to achieve existential rehabilitation.

The Meaning of Help in PE: Perceptions of Students with Physical Disabilities

2001 ◽  
Vol 18 (3) ◽  
pp. 289-303 ◽  
Author(s):  
Donna L. Goodwin
Keyword(s):  
Thematic Analysis ◽  
Physical Disabilities ◽  
Self Esteem ◽  
Helping Behavior ◽  
Focus Group Interviews ◽  
Restricted Participation ◽  
Perceptions Of Students ◽  
Field Notes ◽  
Visual Artifacts ◽  
Group Interviews

The purpose of this study was to describe the meaning of help in physical education as perceived by students with physical disabilities. The experiences of early, middle, and late elementary school aged students (n = 12) were captured using the phenomenological methods of individual and focus group interviews, field notes, and visual artifacts. The thematic analysis revealed that interactions were perceived as self-supporting or self-threatening. Self-supporting behaviors were instrumental, caring, or consensual in form, while self-threatening behaviors resulted in a loss of independence, concerns for self-esteem, or restricted participation. Participant responses to the helping behaviors became more complex with age. Instrumental and caring assistance emerged across all groups as did loss of independence and concerns for self-esteem. The older participants experienced restricted participation and consensual help. The implications of helping behavior on motivation and dependency states are discussed within the framework of threat to self-esteem theory.

Inclusive Physical Education from the Perspective of Students with Physical Disabilities

2000 ◽  
Vol 17 (2) ◽  
pp. 144-160 ◽  
Author(s):  
Donna L. Goodwin ◽  
E. Jane Watkinson
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Students With Disabilities ◽  
Thematic Analysis ◽  
Sense Of Belonging ◽  
Physical Disabilities ◽  
Focus Group Interviews ◽  
Field Notes ◽  
Group Interviews ◽  
Negative Feelings

The study describes the phenomenon of inclusive physical education from the perspective of students with disabilities. The experience of 9 elementary school-aged students with physical disabilities (6 males and 3 females with a mean age of 11 years, 1 month) was captured by way of focus group interviews, field notes, and participant drawings. The thematic analysis uncovered a persistent dichotomy in how the participants experienced physical education. Good days were revealed in the themes of sense of belonging, skillful participation, and sharing in the benefits. Bad days were overshadowed by negative feelings revealed in the themes of social isolation, questioned competence, and restricted participation. The students’ experiences were discussed within the conceptual framework of ecological perception and affordance theory (Gibson, 1977, 1979).

scholarly journals Barriers to Providing VTE Chemoprophylaxis to Hospitalized Patients: A Nursing-Focused Qualitative Evaluation

2019 ◽  
Vol 14 (11) ◽  
pp. 668-672 ◽  
Author(s):  
Lindsey Kreutzer ◽  
Anthony D Yang ◽  
Christina Sansone ◽  
Lily Saadat ◽  
Karl Y Bilimoria ◽  
...  
Keyword(s):  
Focus Group ◽  
Medical Condition ◽  
Theoretical Domains Framework ◽  
Qualitative Evaluation ◽  
Hospitalized Patients ◽  
Behavior Changes ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Nurses Perceptions ◽  
Inpatient Units

BACKGROUND: Venous thromboembolism (VTE) is a serious medical condition that results in preventable morbidity and mortality. OBJECTIVES: The objective of this study was to identify nursing-related barriers to administration of VTE chemoprophylaxis to hospitalized patients. DESIGN: This was a qualitative study including nurses from five inpatient units at one hospital. METHODS: Observations were conducted on five units to gain insight into the process for administering chemoprophylaxis. Focus group interviews were conducted with nurses and were audio-recorded, transcribed verbatim, and analyzed using the Theoretical Domains Framework to identify barriers to providing VTE chemoprophylaxis. RESULTS: We conducted 14 focus group interviews with nurses from five inpatient units to assess nurses’ perceptions of barriers to administration of VTE chemoprophylaxis. The barriers identified included nurses’ misconceptions that ambulating patients did not require chemoprophylaxis, nurses’ uncertainty when counseling patients on the importance of chemoprophylaxis, and a lack of comparative data for nurses regarding their specific refusal rates. CONCLUSIONS: Multiple factors act as barriers to patients receiving VTE chemoprophylaxis. These barriers are often modifiable targets for quality improvement. There is a need to focus on behavior changes that will remove or minimize barriers and equip nurses to ensure administration of VTE chemoprophylaxis by engaging patients in their care.

scholarly journals Nursing staff’s experience of appearance issues in various nursing situations

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Åsa Bringsén ◽  
Johanna Sjöbeck ◽  
Pia Petersson
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Nursing Staff ◽  
Thematic Analysis ◽  
Health Care Professionals ◽  
Knowledge Development ◽  
Research Approach ◽  
Focus Group Interviews ◽  
Professional Nursing ◽  
Group Interviews

Abstract Background Health care professionals frequently interact with unknown patients in a process involving appearance-based judgements and priority-setting, all of which has an effect on health care equality. The healthcare provider–patient interaction is also highly relevant for the awareness and support of patients’ appearance concerns, with an associated possibility for improving patients’ satisfaction with their appearance and health. The aim was therefore to explore nursing staff’s experience of patients’ appearance issues in various nursing situations, with the purpose to facilitate awareness raising and knowledge development. Method A qualitative research approach with focus group interviews was chosen due to the exploratory aim of the study. Five semi-structured focus group interviews were conducted with 24 nursing staff in total (19 women and five men). The participants’ ages varied (20 to 45 years) as did their professional nursing experience. The interviews lasted approximately one hour, were digitally recorded, transcribed verbatim and analysed through thematic analysis. Results The thematic analysis resulted in the two themes Patient perspective and Professional nursing role, with associated subthemes. The findings showed the importance and impact of appearance issues in nursing situations and how these are linked to the health of the patients. Some groups of patients were identified as more vulnerable than others, which was associated with health care inequalities and health disparities. Value-based strategies along with knowledge, and skills for holistic person-centred care were identified as important resources for the development of appearance-related awareness and support in various nursing situations. Conclusion Strategies for improvement can be realised through the educational system for nursing staff, but mainly by using collective reflective learning forums in different workplaces. An empowerment approach is considered a useful framework for the implementation of holistic person-centred care, functioning as a resource for appearance-related awareness and support in various nursing situations. However, more research is needed on the complex and challenging phenomenon of appearance issues in nursing situations. Knowledge development related to successful person-centred strategies for appearance-related awareness and support is important, especially strategies with a salutogenic perspective.

scholarly journals Investigation of Teacher Roles in Educational Practices in The Covid-19 Pandemic: A Phenomenological Study

2021 ◽  
Vol 11 (2) ◽  
pp. 309-332
Author(s):  
Dinçer Temelli ◽  
Osman Yılmaz Kartal ◽  
Çavuş Şahin ◽  
Akan Deniz Yazgan
Keyword(s):  
Distance Education ◽  
Phenomenological Study ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
Instructional Activities ◽  
Analysis Technique ◽  
Data Collection Process ◽  
Inequality In Education ◽  
Group Interviews ◽  
Phenomenological Design

In the research, it is aimed to analyze the roles of teachers teaching in distance education in the Covid-19 pandemic period and to investigate the obstacles encountered in the realization of these roles. The aim of the research is examined with the post-positivist paradigm and analyzed with the phenomenological design which is one of the qualitative research methods. In the research, participants were chosen from the teachers of Mathematics, Foreign Language, Science, Turkish and Social Studies who teach at least 15 hours or more per week in distance education. The data collection process in which data triangulation was performed included diaries kept by teachers for five days, individual interviews and focus group interviews. Transcripted data were analyzed by content analysis technique. According to the findings of the research, it was observed that the roles of the teachers who participated in the study were “communicator”, “collaborator”, “facilitator” and “learner” teacher during the distance education in Covid-19 pandemic. It has been observed that there are obstacles in the realization of roles in issues such as injustice / inequality in education, subject-centered program, structure of the education program, professional development, student and parent unwillingness. Teachers stated the features that teachers should have in the process of distance education as technopedagogical content knowledge, planning instructional activities, being able to measure distance assessment and provide student motivation.

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