Evaluation of the pilot TAPUAKI Pacific pregnancy and parenting education programme

2016 ◽  
Vol 1 (4) ◽  
Author(s):  
Dudley Gentles ◽  
Jacinta Fa'alili-Fidow ◽  
Amanda Dunlop ◽  
Mary Roberts ◽  
Amio Ikihele ◽  
...  
Keyword(s):  
Focus Group ◽  
Response Rate ◽  
Education Programme ◽  
Parenting Education ◽  
Focus Group Interviews ◽  
Paper Survey ◽  
Group Interviews ◽  
Survey Questionnaires ◽  
Pregnant Mothers ◽  
Antenatal Classes

<p><strong>Background</strong>: The TAPUAKI programme aimed to improve Pacific women’s, their partners and families’ knowledge and confidence about pregnancy and parenting so they can make informed choices about their health and that of their infants. The programme consisted of six two-hour blocks of antenatal classes run over six consecutive weeks.</p><p><strong>Aim</strong>: To evaluate the TAPUAKI programme for the effectiveness and delivery of its curriculum to pregnant mothers.</p><p><strong>Methods</strong>: Both paper survey questionnaires and focus group interviews (talanoa) were used for the evaluation. Out of 32 participants who attended the TAPUAKI programme, 13 agreed to take part in the evaluation (a response rate of 41%). There were 3 sites (from 2013-2014) where the programme was piloted: Henderson, Onehunga and Otara. The 13 participants were Samoan, Cook Islands Māori or Tongan ethnicity, all aged between 17 and 40 years old.  In addition, there were 2 female facilitators at each site who delivered the curriculum. All six facilitators agreed to take part in the evaluation.  </p><p><strong>Findings</strong>: Participants reported that their knowledge about pregnancy and parenting had increased as a result of the programme. Specifically, these topics were nutrition, giving birth, breastfeeding and safe sleeping practices. The programme helped to change some incorrect practices and beliefs that were held by those participants who already had children.</p><p><strong>Conclusion</strong>: The TAPUAKI programme increased the women’s knowledge and confidence about pregnancy and parenting. </p>

A school-based programme promoting healthy eating

2019 ◽  
Vol 79 (3) ◽  
pp. 277-289 ◽  
Author(s):  
Kara Chan ◽  
Judy Yuen-Man Siu ◽  
Albert Lee
Keyword(s):  
Health Education ◽  
Focus Group ◽  
Secondary School ◽  
Healthy Eating ◽  
Education Programme ◽  
Focus Group Interviews ◽  
School Based ◽  
Health Education Programme ◽  
Food Diaries ◽  
Group Interviews

Objective: Many school-based health education programmes adopt a one-way, top-down communication approach that students tend to consider boring and ineffective. In contrast, this study tested a pilot school-based health education programme designed to engage students through the creation and production of health-related advertising. Design: Participatory action research. Setting: A secondary school located in the most deprived district in Hong Kong. Method: A 10-month health education programme was implemented which included health talks and a parent–child cooking workshop. The highlight of the programme was a contest to design a healthy eating public service announcement with professional production of the winning advertisement. A convenience sample of 67 secondary school students participated. Self-administered food diaries and focus group interviews were administered before and after the programme for evaluation. Results: Among all the health education activities conducted during the programme, the participating students found the advertisement design contest the most interesting. They appreciated the opportunity to see their creative ideas consolidated in a professional manner. Dietary patterns reported in food diaries did not show any significant change, but the post-programme focus group interviews reported a remarkable increase in healthy eating knowledge. There were some self-reported changes in dietary behaviours. Conclusion: In the digital age, engaging students in content creation is a possible way to interest them in adopting healthy eating behaviours.

scholarly journals Patients’ and clinicians’ experiences of the DSM-5 Cultural Formulation Interview: A mixed method study in a Swedish outpatient setting

2020 ◽  
Vol 57 (4) ◽  
pp. 542-555 ◽  
Author(s):  
Malin Idar Wallin ◽  
Marie Dahlin ◽  
Lauri Nevonen ◽  
Sofie Bäärnhielm
Keyword(s):  
Focus Group ◽  
Mixed Method ◽  
Assessment Tool ◽  
Response Rate ◽  
Initial Contact ◽  
Cultural Formulation ◽  
Focus Group Interviews ◽  
Dsm 5 ◽  
Group Interviews ◽  
Cultural Formulation Interview

This study is an evaluation of clinicians’ and patients’ experiences of the core Cultural Formulation Interview (CFI) in DSM-5. The CFI provides a framework for gathering culturally relevant information, but its final form has not been sufficiently evaluated. Aims were to assess the Clinical Utility (CU), Feasibility (F) and Acceptability (A) of the CFI for clinicians and patients, and to explore clinicians’ experiences of using the CFI in a multicultural clinical setting in Sweden. A mixed-method design was applied, using the CFI Debriefing Instrument for Clinicians ( N = 15) and a revised version of the Debriefing Instrument for Patients ( N = 114) (DIC and DIP, scored from −2 to 2). Focus group interviews were conducted with clinicians. For patients (response rate 50%), the CU mean was 0.98 ( SD = 0.93) and F mean 1.07 ( SD = 0.83). Overall rating of the interview was 8.30 ( SD = 1.75) on a scale from 0 and 10. For clinicians (response rate 94%), the CU mean was 1.14 ( SD = 0.52), F 0.58 ( SD = 0.93) and A 1.42 ( SD = 0.44). From clinician focus-group interviews, the following themes were identified: approaching the patient and the problem in a new manner; co-creating rapport and understanding; and affecting clinical reasoning and assessment. Patients and clinicians found the CFI in DSM-5 to be a feasible, acceptable, and clinically useful assessment tool. The focus group interviews suggested that using the CFI at initial contact can help make psychiatric assessment patient-centred by facilitating patients’ illness narratives. We argue for further refinements of the CFI.

scholarly journals Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Bhupendra Kumar KC ◽  
Stein Erik Solbø Ohna
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Education Programme ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Focus Group Interviews ◽  
Compulsory School ◽  
Diverse Classrooms ◽  
Group Interviews

Abstract The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with pre­service teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils. Keywords: initial teacher education, diverse classrooms, theory-practice coherence   Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole Sammendrag Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er kon­struert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunn­skolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper. Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens

scholarly journals Effectiveness of Classes VII and VIII Science towards Enhancing the Learning of Class IX Physics

2020 ◽  
pp. 25-36
Author(s):  
Norbu Wangdi ◽  
Yeshi Dema
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Quantitative Data ◽  
Science Textbook ◽  
Ministry Of Education ◽  
Focus Group Interviews ◽  
Science Textbooks ◽  
Basic Concepts ◽  
Group Interviews ◽  
Survey Questionnaires

This study aims to find out the effectiveness of classes VII and VIII science towards enhancing the learning of class IX physics. The sample of the study consists of 130 students and 12 science teachers of three secondary schools. The collection of data were administered using survey questionnaires and focus group interviews. The quantitative data was analyzed using SPSS and the interview data was coded based on themes. The study revealed that the basic concepts of class IX physics is already introduced in classes VII and VIII science textbooks. However, students face difficulties in understanding class IX physics. The study suggest that when three separate sciences are combined into a single science textbook, some concepts were not covered in detail. Therefore, the study recommends Ministry of Education, Bhutan to work towards developing bifurcated science: Physics, Chemistry and Biology for classes VII and VIII.

Management Strategy for Distributing Questionnaires and Interview Guidelines in the Research Data Collection Process

2018 ◽  
Vol 2 (2) ◽  
pp. 104-111
Author(s):  
Po. Abas Sunarya ◽  
George Iwan Marantika ◽  
Adam Faturahman
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Management Strategy ◽  
Research Data ◽  
Accurate Information ◽  
Focus Group Interviews ◽  
Good Management ◽  
Research Activities ◽  
Data Collection Process ◽  
Group Interviews

Writing can mean lowering or describing graphic symbols that describe a languageunderstood by someone. For a researcher, management of research preparation is a veryimportant step because this step greatly determines the success or failure of all researchactivities. Before a person starts with research activities, he must make a written plan commonlyreferred to as the management of research data collection. In the process of collecting researchdata, of course we can do the management of questionnaires as well as the preparation ofinterview guidelines to disseminate and obtain accurate information. With the arrangement ofplanning and conducting interviews: the ethics of conducting interviews, the advantages anddisadvantages of interviews, the formulation of interview questions, the schedule of interviews,group and focus group interviews, interviews using recording devices, and interview bias.making a questionnaire must be designed with very good management by giving to theinformation needed, in accordance with the problem and all that does not cause problems at thestage of analysis and interpretation.

Sign in / Sign up

Export Citation Format

Share Document