Adequate income in Portugal: a comparison of two estimation methods

2020 ◽  
pp. 271-288
Author(s):  
José A. Pereirinha ◽  
Elvira Pereira ◽  
Francisco Branco ◽  
Dália Costa ◽  
Maria Inês Amaro
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Poverty Reduction ◽  
Great Emphasis ◽  
Estimation Methods ◽  
Group Discussions ◽  
Minimum Income ◽  
Food Basket ◽  
The Cost ◽  
Food Budget

This chapter examines the adequate income in Portugal by comparing “Improving Poverty Reduction in Europe” (ImPRovE) and Minimum Income Standards (MIS). It discusses how the MIS approach places great emphasis on the results of the focus group discussions for establishing a consensual income standard for society, while the ImPRovE method puts experts in the driving seat and focus groups are largely confirmatory. It also provides a comparison of MIS and ImPRovE's food budget results. The chapter looks into the cost of the food basket for both a man and a woman, and a couple, that is found to be higher when using the ImPRovE methodology compared to MIS approach. It covers findings that highlight some of the main differences of MIS and ImPRovE in terms of food basket composition or quantities of different groups of food.

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 ’I learned a lot about my classmates …’. Exploring focus group discussions as learning environment to raise controversial issues in geography and economic education

2021 ◽  
Vol 12 (4) ◽  
pp. 16-30
Author(s):  
Christiane Hintermann ◽  
◽  
Heidrun Edlinger ◽  
Matthias Fasching ◽  
Thomas Jekel ◽  
...  
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
Focus Groups ◽  
Learning Environments ◽  
Real World ◽  
Economic Education ◽  
Controversial Issues ◽  
Active Citizenship ◽  
Focus Group Discussions ◽  
Group Discussions

Teachers of geography and economics address numerous topics in the classroom which are controversially discussed in society and/or affect pupils directly. How they deal with issues such as migration or identity depends not only on the respective curriculum but also on their disciplinary knowledge and pedagogic skills. This paper argues for the need to adapt learning environments depending on educational objectives, content, age and discusses focus groups as one possible way to work with students in secondary education on sensitive matters. Focus groups are seen as a tool to enable real-world complexity in the classroom, and to prepare students for participatory, active citizenship. The paper first discusses current theoretical thought regarding controversy in both society and the classroom. It then goes on to illustrate real-world classroom experiences of focus-group based learning on controversial issues and to discuss its benefits and challenges.

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.

Conclusion

2018 ◽  
pp. 290-305
Author(s):  
Bea Cantillon ◽  
Tim Goedemé ◽  
John Hills
Keyword(s):  
Cost Effectiveness ◽  
Social Exclusion ◽  
Poverty Reduction ◽  
Minimum Income ◽  
Policy Responses ◽  
Trade Offs ◽  
Policy Objectives ◽  
Current Minimum ◽  
The Cost

This final chapter summarizes the main findings of the book and concludes with a discussion of the implications for realizing progress in terms of poverty reduction and guaranteeing a decent minimum income to all. It stresses the inadequacy of current minimum income schemes and highlights trade-offs with other policy objectives. It argues that employment increases by themselves are not enough and that policy choices can make a difference, as they have done in the past. Moreover, the cost-effectiveness of policy responses in reducing poverty varies widely between instruments and countries. However, in any case making progress does not come cheap. If policymakers want to deliver on their promise to substantially reduce poverty and social exclusion in Europe, they will have to improve the adequacy of minimum incomes while maintaining financial work incentives, implying the need to also increase low-wages, either directly through increasing minimum wages, or indirectly, by subsidizing employment or increasing in-work benefits.

The Slovenian experience with three methods for defining the minimum income

2020 ◽  
pp. 227-240
Author(s):  
Nada Stropnik
Keyword(s):  
Basic Needs ◽  
Minimum Income ◽  
Normative Approach ◽  
Home Appliances ◽  
Food Basket ◽  
Cost Calculations ◽  
The Cost ◽  
Food Share ◽  
Reference Budgets

This chapter examines the Slovenian experience with three methods for defining minimum income standards. It suggests that all three approaches were expert-led, normative, and were intended to cover “basic needs.” It also talks about the approach on developing basic needs for reference budgets from the late 1970s and early 1980s, which was based on expert deliberations and analysis of family expenditure surveys that indicate consumptions patterns. The chapter explains how the food basket was determined by nutrition experts while a normative approach was adopted for heating and lighting, clothing and footwear, home appliances and furniture, and leisure. It discusses the “food-share” method, which is based on the cost calculations for a minimal diet with a proportion added for other non-food necessities.

scholarly journals Care Across Campus: Athletic Training, Nursing, and Occupational Therapy Student Experiences in an Interprofessional Simulation

2018 ◽  
Vol 13 (4) ◽  
pp. 332-339 ◽  
Author(s):  
Briyana L. M. Morrell ◽  
Alison M. Nichols ◽  
Craig A. Voll ◽  
Kathleen E. Hetzler ◽  
Jane Toon ◽  
...  
Keyword(s):  
Health Care ◽  
Focus Group ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Occupational Therapy Students ◽  
Positive Attitudes

Context: This study explored health care students' experiences after participation in an interprofessional simulation. Interprofessional education incorporates students from several health care professions in a controlled, collaborative learning environment. Athletic training students are not well represented in interprofessional education literature. Objective: This study sought to explore the attitudes of athletic training, nursing, and occupational therapy students toward other professions after their participation in an interprofessional simulation. Design: This article describes the results of the qualitative portion of a mixed-methods study. Focus group discussions related to elements of the Interprofessional Attitude Scale to explore participants' attitudes toward other professions. Researchers analyzed transcribed focus group discussions for themes. Setting: This study occurred in a private midsized Midwestern university. Patients or Other Participants: Seventy-nine students, representing athletic training, nursing, and occupational therapy, participated in the simulation; a sample of 13 of these participated in the focus groups. Intervention(s): Students in all professions cared for or observed the care of a standardized patient from the time of a spinal cord injury on the football field through an ambulance ride and subsequent emergency and inpatient care. Students collaborated and communicated with one another. Faculty conducted debriefing after the simulation and before the focus groups. Main Outcome Measure(s): Focus groups included relevant questions from the Interprofessional Attitudes Scale, and themes were identified from participants' responses. Results: Researchers identified 4 themes from the focus group discussions: collaboration, respect, knowledge of other professions, and communication. These themes also mirror elements of the Interprofessional Education Collaborative's core competencies of interprofessional collaborative practice. Conclusions: After the simulation, students expressed positive attitudes toward other professions. This study suggests that athletic training, nursing, and occupational therapy students have positive attitudes toward each other's professions after an interprofessional simulation activity.

scholarly journals Analysing the ways of participating in interview settings: young people’s identity performances and social class in focus groups

2019 ◽  
Vol 20 (5) ◽  
pp. 649-666
Author(s):  
Anu Katainen ◽  
Riie Heikkilä
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Vulnerable Groups ◽  
Group Method ◽  
Group Discussions ◽  
Deprived Neighbourhoods ◽  
Situated Identity ◽  
The Social ◽  
Study Setting ◽  
Focus Group Method

Critical discussions on the focus group method have highlighted the importance of considering the forms of interaction generated in groups. In this empirical paper we argue that these forms of interaction are intimately linked to the ways participants interpret the study setting, and these interpretations are likely to differ significantly depending on participants’ social backgrounds. In the light of our data consisting of 18 focus groups with 15-year-old school pupils from both affluent and deprived neighbourhoods of Helsinki discussing film clips about young people drinking alcohol, we ask what kinds of modes of participation are mobilised in focus group discussions in order to mark the social position of participants. We further analyse these modes in relation to situated identity performances, arguing that contextual factors of the study setting become especially important to consider when researching vulnerable groups and heterogeneous populations. The analysis yields three modes of participation: these are active/engaged, resistant/passive and dominant/transformative. We argue that these modes can be viewed as actively taken positions that reveal what kinds of identities and competences participants are able and willing to mobilise in the study setting, and that recognising these modes is important in all interview settings.

scholarly journals Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study

2018 ◽  
Vol 15 ◽  
pp. 25
Author(s):  
Katharina Brandl ◽  
Soniya V. Rabadia ◽  
Alexander Chang ◽  
Jess Mandel
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Student Evaluation ◽  
The United States ◽  
Course Evaluations ◽  
Group Discussions ◽  
Evaluation Team ◽  
Additional Information ◽  
Course Changes ◽  
Collection Methods

In addition to online questionnaires, many medical schools use supplemental evaluation tools such as focus groups to evaluate their courses. Although some benefits of using focus groups in program evaluation have been described, it is unknown whether these inperson data collection methods provide sufficient additional information beyond online evaluations to justify them. In this study, we analyze recommendations gathered from student evaluation team (SET) focus group meetings and analyzed whether these items were captured in open-ended comments within the online evaluations. Our results indicate that online evaluations captured only 49% of the recommendations identified via SETs. Surveys to course directors identified that 74% of the recommendations exclusively identified via the SETs were implemented within their courses. Our results indicate that SET meetings provided information not easily captured in online evaluations and that these recommendations resulted in actual course changes.

scholarly journals Perceptions of Malaysian medical students from different academic years on primary care: a qualitative research

2020 ◽  
Vol 8 (1) ◽  
pp. e000188
Author(s):  
Sook Ching Chan ◽  
Jaya Vinoshairine Ganeson ◽  
Jee Tat Ong ◽  
Sandheep Sugathan
Keyword(s):  
Primary Care ◽  
Medical Students ◽  
Focus Group ◽  
Focus Groups ◽  
Primary Care Practice ◽  
Care Practice ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Medical College ◽  
Career Pathway

ObjectiveTo explore the perception of medical students from a private medical college in Perak, Malaysia, on primary care practice and induce the factors influencing their perception and willingness to consider primary care as a career pathway.DesignQualitative study using focus group discussions. Participants’ responses were audio recorded, transcribed, grouped under various domains and listed out and analysed.SettingA private medical college in Perak state, Malaysia.ParticipantsForty-six medical students from years 2 to 5 were included. Eight focus groups were formed with two focus groups from each academic year (six students each in seven groups and four students in one group). Students were informed through their respective student leader of each year and received a participant information sheet and an informed consent form which were completed and returned if they decided to participate in the focus group discussions.ResultsThe participants had different levels of understanding of primary care depending on their level of exposure to primary care. Senior students with more exposure had a better understanding about primary care and its services. Attractive factors towards choosing primary care as a career included short working hours with a more balanced family and social life, being able to treat patients as a whole with continuity of care and closer relationship with patients. Unattractive factors included routine, unchallenging and boring practice, poor salary, work overload and administrative work in government clinics, being less recognised by other specialties; and the poor perception by other doctors that those pursuing primary care were not ‘brilliant enough’ for more ‘sophisticated disciplines like surgery or paediatrics’.ConclusionThis study showed that the medical students’ level of exposure to primary care played a crucial role in determining their understanding of primary care practice and their choice of career in primary care. Issues to be addressed include remuneration, workload and the prejudice against primary care as a career pathway. Suggestions included introducing early exposure to fun and challenging primary care postings in the medical curriculum and producing well trained, skilled and enthusiastic role models.

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