scholarly journals Application in the World of Understanding: Researchers’ Experiences of Participation in Reflective Dialogues

2018 ◽  
Vol 5 ◽  
pp. 233339361881500
Author(s):  
Linda Nyholm ◽  
Susanne Salmela ◽  
Lisbet Nyström
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Focus Group Interview ◽  
Common Interest ◽  
Group Interview ◽  
Research Approach ◽  
Application Research ◽  
The World ◽  
The Relationship

The aim of this study was to describe researchers’ experiences of participation in reflective dialogues through a hermeneutic application research approach. The aim was also to describe their perspectives on application, that is, the inner appropriation and application of theory into practice and vice versa. Twenty-one clinical coresearchers and four scientific researchers participated in reflective dialogues in a project on ethical sustainable caring cultures, in which an application research approach was used. The study included questionnaires, a focus group interview, and conversations. The findings show that participation in the reflective dialogues required that the participants are present, open for dialogue, share a common interest in the thematics of the dialogue, and are given space to express themselves. The participants described their experiences of the dual meaning underlying application. Application research strengthened the relationship between research and clinical practice and it contributed to the development of theory.

scholarly journals Dygdsetikk i møte med etiske dilemma i den kliniske kvardagen

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Anne Guro Korsvoll ◽  
Kari Marie Thorkildsen
Keyword(s):  
Nursing Home ◽  
Clinical Practice ◽  
Focus Group ◽  
Virtue Ethics ◽  
Focus Group Interview ◽  
Ethical Dilemmas ◽  
Group Interview

Omsorgsutøvarar møter dagleg etiske dilemma, og ei innebygd handlingsforventning fører ofte til at ein må ta val basert på personleg intuisjon meir enn systematisk refleksjon. Hensikten med artikkelen er å sjå kva dygder som hjelper og styrker omsorgsutøvaren i møte med etiske dilemma i den kliniske kvardagen. Det vart gjennomført eitt fokusgruppeintervju med seks omsorgsutøvarar frå ulike avdelingar i ein sjukeheim, og data vart analysert i trå med den fenomenologisk-hermeneutiske metoden til Lindseth og Norberg. Dygder, eller fråver av desse, kjem fram i følgjande tema å sjå situasjonen i ein større heilskap, å vekse i lag med andre, å vekse i seg sjølv, å kjenne seg åleine og å søke noko anna. Dygda fronesis, der bevisstgjort og tilegna kunnskap og erfaring vert aktualisert i den enkelte situasjon, kan hjelpe omsorgsutøvaren til å stå styrka i møte med etiske dilemma i den kliniske kvardagen. Virtue ethics facing ethical dilemmas in clinical practice Everyday care practitioners encounter ethical dilemmas, and situations that  require intervention often make the care practitioner base her choices on personal  intuition rather than systematical reflection. This article explores which virtues  help and strengthen the care practitioner in ethical dilemmas in her clinical  practice. Six care practitioners from different wards in a nursing home participated in one focus group interview, and the data was analyzed according to Lindseth and Norberg´s (2004) phenomenological-hermeneutical method. Virtues, or the  absence of them, appear in the following themes; to grow as an individual, to grow together with others, to feel alone, to seek something else, and to see the situation in a larger context. Phronesis as a virtue, where conscious and appropriated knowledge and experience are actualized in every single situation, can help the care practitioner to better meet ethical dilemmas in clinical practice.

scholarly journals Evaluation of the teaching practice course carried out with the Lesson Study Model

2020 ◽  
Vol 8 (1) ◽  
pp. 99-127
Author(s):  
Şeyma Şahin ◽  
Abdurrahman Kılıç
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Lesson Study ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Teaching Profession ◽  
Group Interview ◽  
Research Approach ◽  
Analysis Method ◽  
Study Process

The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities. Received: 14 April 2020Accepted: 22 October 2020

scholarly journals Contact Clinical Tutor's Experience of Working With Bachelor of Nursing Students in Clinical Practice

2021 ◽  
Author(s):  
◽  
Ann Bride
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Focus Group Interview ◽  
Health Sector ◽  
Learning Opportunities ◽  
Group Interview ◽  
Personal Experiences ◽  
Group Interviews

<p>The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.</p>

scholarly journals Contact Clinical Tutor's Experience of Working With Bachelor of Nursing Students in Clinical Practice

2021 ◽  
Author(s):  
◽  
Ann Bride
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Focus Group ◽  
Focus Group Interview ◽  
Health Sector ◽  
Learning Opportunities ◽  
Group Interview ◽  
Personal Experiences ◽  
Group Interviews

<p>The aim of this qualitative study was to explore four contract clinical tutors’ perceptions of their role in facilitating Bachelor of Nursing students’ learning in the practice setting of the health sector in New Zealand. Participants were asked to share their personal experiences including the positive aspects and the difficulties and challenges they encountered when working with students. Contract clinical tutors, are employed because of their clinical experience and expertise to enable students to apply the knowledge learned in theory and the professional competencies learned in the laboratory into the reality of clinical practice. This requires that clinical tutors be familiar with the curriculum so their role as supervisor, teacher, facilitator, guide and mentor can assist the student in fulfilling their learning requirements when in clinical practice. They are not, however, involved in the development or the teaching of the theoretical component of the programme. The difficulties and challenges identified by the contract clinical tutors in this study, resulted in discussion concerning strategies that could be adopted by the faculty to support clinical tutors in their role of ensuring the students receive the best possible learning opportunities when assigned to the clinical areas. Focus group interviews were chosen as a means of collecting data from four registered nurses currently or previously employed as contract clinical tutors to work with students from an undergraduate degree programme at a small polytechnic. A two-hour focus group interview was held as a means of uncovering the shared thoughts and experiences of participants. A second focus group interview was conducted to qualify information and elaborate on some issues. From the data collected a number of recommendations were identified which if adopted by polytechnics will enhance quality teaching by contract clinical tutors.</p>

scholarly journals Mothers' perceptions of children's food behaviors: use of focus group interview study

2008 ◽  
Vol 2 (4) ◽  
pp. 259 ◽  
Author(s):  
Young-Mee Lee ◽  
Jung-Hyun Kim ◽  
Yu-Jin Oh ◽  
Min-June Lee
Keyword(s):  
Focus Group ◽  
Focus Group Interview ◽  
Interview Study ◽  
Group Interview ◽  
Food Behaviors
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