scholarly journals Chat Transcript Analysis Reveals that Undergraduate Students are Open to Instruction, While Instructors and Librarians Care About Supporting Student Learning

2017 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Elaine Sullo
Keyword(s):  
Focus Groups ◽  
Customer Service ◽  
Undergraduate Students ◽  
The United States ◽  
Library Instruction ◽  
Research Project ◽  
Individual Interviews ◽  
Chat Reference ◽  
Composition Course ◽  
The Impact

A Review of: Jacoby, J., Ward, D., Avery, S., & Marcyk, E. (2016). The value of chat reference services: A pilot study. portal: Libraries and the Academy, 16(1), 109-129. https://doi.org/10.1353/pla.2016.0013 Abstract Objective – To investigate student, instructor, and librarian perspectives of chat reference service in the context of first-year undergraduate students conducting research for an introductory composition course. Design – Focus groups, individual interviews, and surveys. Setting – A large, public university in the United States of America. Subjects – 57 library reference providers, 36 instructors of an introductory composition course, and approximately 936 undergraduate students in certain sections of the introductory composition course who were assigned a specific research project. Methods – In spring of 2014, all participants were invited via email to respond to an anonymous chat transcript of a librarian interacting with a student working on his or her research project. Study participants could participate via a brief survey or by taking part in a focus group or individual interview. The invited instructors were asked to forward the invitation to the students in their sections, and reminder emails were sent two weeks after the initial email. Main Results – Nine instructors, 24 students, and 25 library reference providers participated in the study, representing a response rate of 25%, 3% (estimated), and 44%, respectively. The authors conducted a qualitative analysis of key themes that were derived from both the focus groups or individual interviews and the survey questions. The themes were: students as novice researchers, question negotiation, open and closed questions, instruction, speed and convenience, customer service, and referrals. The theme of “students as novice researchers” is based on student comments related to their frustrations of being inexperienced researchers, as well as librarian comments on strategies for helping these students. Opinions regarding the traditional reference interview, including specific techniques that made the interaction successful, were categorized as “question negotiation.” The “open and closed questions” theme focused on feedback on the types of questions used by librarians in the reference interview. Several components related to chat and instruction were encompassed within the “instruction” theme, including whether those participating in the study were conscious of librarians providing instructions via chat and whether it was deemed valuable; the impact of a library instruction session in which students participated; and identification of missed teachable moments during the chat. The “speed and convenience” theme represented thoughts regarding the balance of instruction and librarian support of news skills, with the student expectation of having their question answered quickly and efficiently. The “customer service” theme focused on the service quality of the reference transaction, while the “referrals” theme encompassed thoughts related to whether students were referred to subject specialists, writing specialists, instructors, or if there was a lack of a referral altogether. Conclusion – Based on the research results, the authors highlighted the importance of the interconnectedness of teaching that is done in the classroom, in library instruction sessions, and on the reference desk, as all three types of instruction should align. Furthermore, because students are open to instruction via the chat service when they are creating and revising their research question and delving into subject research, chat can be viewed as a key teaching and learning opportunity.

The Importance of the Patient-Physician Relationship in Myelodysplastic Syndromes.

Blood ◽  
2005 ◽  
Vol 106 (11) ◽  
pp. 1340-1340 ◽  
Author(s):  
Mary L. Thomas ◽  
Kathleen Heptinstall ◽  
Audrey Hassan
Keyword(s):  
Quality Of Life ◽  
Focus Groups ◽  
Myelodysplastic Syndromes ◽  
Treatment Options ◽  
The United States ◽  
Significant Finding ◽  
Physician Relationship ◽  
The Impact ◽  
The Relationship

Abstract Most physicians presume their relationship with the patient is a crucial component when managing chronic illness, such as myelodysplastic syndromes (MDS). This assumption was validated in a convenience sample of 70 adults with MDS who participated in five focus groups throughout the United States. The primary purpose of this qualitative study was to explore the impact of MDS on patients’ quality of life (QOL). The groups were facilitated by an advanced practice nurse with clinical expertise in MDS and qualitative research experience. Given the exploratory nature of the study design, discussions proceeded in differing directions; however, core questions were asked at each session (based on Ferrell’s work exploring QOL in patients with cancer (Oncology Nursing Forum, 1996). Sessions were audio-taped and professionally transcribed. Transcripts were coded and emerging themes identified using thematic analysis methods aided by the qualitative analysis program N5 (QSR International). The sample was 93% Caucasian, 51% male, with a mean age of 69 ± 9 years; 26% lived alone. Known MDS subtype was: 19 RA, 19 RARS, 11 RAEB, 3 5q-, 2 other (16 unknown); median time since diagnosis was 26 months (3 - 276). 73% received growth factors, 61% transfusions, 19% azacitidine, 16% thalidomide, 14% iron chelation; 29% all other; many patients received multiple (often concurrent) therapies. A significant finding from the focus groups revealed a detailed depiction of the patient-physician relationship from the patient’s perspective (discussed by 46 of the 62 patients who actively participated). Patients acknowledged many barriers that interfered with the relationship. These barriers were system related (e.g., extreme time constraints for physicians, priority to others who were more ill) or treatment related (e.g., lack of cure, limited treatment options). In addition, patients identified physician attributes that adversely impacted the relationship, including seeming indifference to the patient’s concerns, displays of arrogance, limited knowledge about MDS and its treatment, and especially, lack of confidence in managing the illness. In contrast, positive physician attributes that enhanced the relationship included: providing comprehensible explanations, willingness to seek assistance or opinions from MDS experts when the physician was unsure of the best treatment approach, and displays of compassion and concern. Patients identified displaying respect and interest in them as individuals as essential elements in establishing and maintaining a therapeutic relationship. Patients reacted to a difficult patient-physician relationship in various ways. Those patients who ascribed to the view that a physician had a revered position and was not to be challenged tended to suffer in silence, and remained anxious or depressed. Other patients described a more proactive position, where they continually sought new information about the disease and managing side effects and even felt responsible to explore other treatment options. However, this approach required much work and energy, and did not consistently alleviate the patient’s anxiety. MDS is a complex disease, where advances in understanding its pathology and identifying new treatments are beginning to have an impact in routine clinical practice. Data from this study suggest that physicians need to be aware of the barriers present in the patient-physician relationship and strive to ameliorate them. In so doing, patient’s anxiety, depression, and hyper-vigilance may be diminished, and quality of life enhanced.

scholarly journals Expressive Writing to Relieve Academic Stress at University Level

2021 ◽  
Vol 23 (2) ◽  
pp. 17-33
Author(s):  
Juanita Argudo
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
Mixed Method ◽  
Expressive Writing ◽  
Academic Stress ◽  
Mixed Method Study ◽  
University Level ◽  
The Impact ◽  
Positive Effect ◽  
Shed Light

This paper reports on a descriptive mixed-method study that aimed to identify the impact of expressive writing on relieving the academic stress of 157 undergraduate students at an Ecuadorian university. Data were gathered through two questionnaires and from focus groups. Results showed enduring relief of academic stress. Furthermore, they help to shed light on the need to study the impact of academic stress on university students and to look for different strategies that can alleviate it. These findings could help to understand students’ needs, as they have essential implications in teachers’ practices and, consequently, in students’ performance. In conclusion, expressive writing has a positive effect on helping to ease academic stress and overcome some difficulties caused by this issue.

scholarly journals A qualitative assessment of factors affecting nursing home caregiving staff experiences during the COVID-19 pandemic

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0260055
Author(s):  
Rachel L. Snyder ◽  
Laura E. Anderson ◽  
Katelyn A. White ◽  
Stephanie Tavitian ◽  
Lucy V. Fike ◽  
...  
Keyword(s):  
Nursing Home ◽  
Nursing Homes ◽  
Focus Groups ◽  
Financial Incentives ◽  
Well Being ◽  
The United States ◽  
Qualitative Assessment ◽  
Simple Random Sample ◽  
Nursing Home Staff ◽  
The Impact

Background A large portion of COVID-19 cases and deaths in the United States have occurred in nursing homes; however, current literature including the frontline perspective of staff working in nursing homes is limited. The objective of this qualitative assessment was to better understand what individual and facility level factors may have contributed to the impact of COVID-19 on Certified Nursing Assistants (CNAs) and Environmental Services (EVS) staff working in nursing homes. Methods Based on a simple random sample from the National Healthcare Safety Network (NHSN), 7,520 facilities were emailed invitations requesting one CNA and/or one EVS staff member for participation in a voluntary focus group over Zoom. Facility characteristics were obtained via NHSN and publicly available sources; participant demographics were collected via SurveyMonkey during registration and polling during focus groups. Qualitative information was coded using NVIVO and Excel. Results Throughout April 2021, 23 focus groups including 110 participants from 84 facilities were conducted homogenous by participant role. Staffing problems were a recurring theme reported. Participants often cited the toll the pandemic took on their emotional well-being, describing increased stress, responsibilities, and time needed to complete their jobs. The lack of consistent and systematic guidance resulting in frequently changing infection prevention protocols was also reported across focus groups. Conclusions Addressing concerns of low wages and lack of financial incentives may have the potential to attract and retain employees to help alleviate nursing home staff shortages. Additionally, access to mental health resources could help nursing home staff cope with the emotional burden of the COVID-19 pandemic. These frontline staff members provided invaluable insight and should be included in improvement efforts to support nursing homes recovering from the impact of COVID-19 as well as future pandemic planning.

Nurturing customer service culture in an experience economy: employees' assessment of the UWI, Mona Library service model

2020 ◽  
Vol 41 (4/5) ◽  
pp. 193-220
Author(s):  
Sasekea Harris ◽  
Cheryl Folkes ◽  
Karen Tyrell ◽  
David Brown
Keyword(s):  
Customer Service ◽  
Product Space ◽  
Academic Library ◽  
Service Model ◽  
Experience Economy ◽  
Content Type ◽  
Service Culture ◽  
Individual Interviews ◽  
External Customer ◽  
The Impact

PurposeIn an experience economy, the alternative options for higher education are varied; resulting in competition and a deliberate focus on student experience to create competitive advantage. In this regard, the various constituents of the university, including the library, are required to transform the organisational culture, specifically, the service culture, to engage students in a way that creates a memorable experience. In response, The UWI, Mona Library re-launched its Customer Service programme: using an in-house inspired 10 element service model, with initiatives aimed at realising each element, the library purposed to build a service culture. This paper seeks to assess employees' perception of the impact of the initiatives of this model.Design/methodology/approachThis survey research employed individual interviews to assess employees' perception of the impact of the initiatives of the service model, with the objective of refining the model, where needed, for continued use in the Mona Library, and for use in libraries desirous of implementing the model.FindingsThe initiatives of the service model are creating the desired customer service culture and aspects have been identified for refinement.Research limitations/implicationsThe model is based on the needs, experiences, history, culture and strategic priorities of one Caribbean university library. It centres on the employees and their perception. As such, it focuses less on the product, space and the external customer; but it is hoped that by focusing on the employees (specifically creating a service culture amongst them) that this will ultimately impact product, space and the overall customer experience.Practical implicationsProvides the top priorities and considerations for a practicing Caribbean / developing country academic library manger, with an interest in a model for nurturing service culture amongst the employees.Originality/valueThis paper is of value as it centres on creating a service culture, rather than on the usual customer service satisfaction survey, offers a service model and adds to the literature on customer service in academic libraries.

scholarly journals Undergraduates May Prefer to Learn about the Library Informally

2015 ◽  
Vol 10 (1) ◽  
pp. 84 ◽  
Author(s):  
Robin Elizabeth Miller
Keyword(s):  
Focus Group ◽  
Social Science ◽  
Focus Groups ◽  
Information Sharing ◽  
Undergraduate Students ◽  
Academic Library ◽  
Approaches To Learning ◽  
Early Years ◽  
Library Instruction ◽  
Trial And Error

A Review of: Murphy, J. A. (2014). Library learning: Undergraduate students’ informal, self-directed, and information sharing strategies. Partnership: The Canadian Journal of Library and Information Practice and Research, 9(1), 1-20. https://journal.lib.uoguelph.ca/index.php/perj/index Abstract Objective – To determine undergraduate student approaches to learning about research and to seeking assistance with resources and services offered by the library. Design – Three face-to-face focus groups received the same 12 questions to discuss over 90 minutes. Setting – Academic library in Saskatchewan, Canada. Subjects – A total of 14 undergraduate students majoring in a social science or humanities subject area. Of these, four subjects were in their second year of undergraduate study, four in their third year, and six in their fourth year. Subjects participated in focus groups with other students in their year of study. The researcher recruited subjects through printed advertisements distributed in areas frequented by social science and humanities students. 12 female students and 2 male students participated. 13 participants had attended a library instruction session in the past. Subjects were offered pizza, but were not otherwise incentivized to participate. Methods – The researcher and an assistant conducted three focus groups with undergraduate students, eliciting qualitative comments later transcribed and coded manually for analysis. Requirements for participation included being engaged in an undergraduate major in the social sciences or humanities, and previous experience using the library. Subjects answered open-ended questions about their studies, research activities, use of the library for a variety of tasks, and help seeking preferences. Main Results – Regardless of year of study, focus group participants reported informal approaches to learning about and conducting research. All participants were confident about using the library’s online resources, and preferred learning about library resources through self-directed practice and trial and error. Participants revealed that learning about the library informally was preferable to library instruction. Most participants indicated they had sought help from the library at one time or another. Participants prized sharing information with classmates, especially through collaboration and social networks, and they valued the expertise of professors, peers, friends, and family when doing research. Three factors may influence their choice to consult and exchange information with other trusted advisers outside of the library: convenience, familiarity, and knowledge. Conclusion – Findings from this study align with previous findings about student approaches to seeking research assistance. The author reveals that assistance from the library, including library instruction, is less important to focus group participants than the research strategies they have developed informally, including trial and error and information sharing within one’s personal network. The author observes that the informal learning strategies implemented by undergraduates in this study mirror the strategies of adult learners, especially in the workplace. The author suggests that intentional, course integrated library instruction in the early years of undergraduate education would strengthen students’ preferred self-directed learning about research.

scholarly journals CPS Energy: Leading The Way To A Sustainable Future

2015 ◽  
Vol 11 (4) ◽  
pp. 177-188
Author(s):  
Steven S. Ferrell ◽  
Ryan Lunsford
Keyword(s):  
Customer Service ◽  
The United States ◽  
Natural Monopoly ◽  
Community Relations ◽  
Energy Company ◽  
Production And Distribution ◽  
Utility Companies ◽  
Publicly Owned ◽  
The Alamo ◽  
The Impact

As the production and distribution costs of energy continue to rise, end-consumers are increasingly realizing the impact on their pocketbook. Moreover, with these climbing monthly utility bills, the natural monopoly structure of the energy industry deserves examination to determine best-practices. The vast majority, a full 69% of utility companies in the United States are structured in the form of an investor-owned utility. The remaining 31% of energy companies are publicly-owned, either as cooperatives or as publicly-owned utilities accountable to the cities and municipalities that own them. This case study presents CPS Energy, the Nation’s largest city-owned and publicly-operated energy company, which serves the Country’s seventh largest City. CPS has provided natural gas and electric service for more than a half century to the 1.5 million Texans who call the Alamo City home. With its impressive record of reliability, customer service, financial integrity, renewable energy policies, progressive environmental policies, community relations, and, perhaps, most important to consumers, low rates, CPS is the model of what a sustainable, 21st Century energy company can be.

scholarly journals The Impact of Library Instruction on Undergraduate Student Success: A Four-Year Study

2021 ◽  
Vol 82 (1) ◽  
pp. 7
Author(s):  
Jennifer Rowe ◽  
Julie Leuzinger ◽  
Carol Hargis ◽  
Karen Harker
Keyword(s):  
Student Success ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Library Instruction ◽  
Treatment Groups ◽  
The Core ◽  
English Class ◽  
Success Indicators ◽  
Data Points ◽  
The Impact

During a four-year period, librarians collected student data by card-swiping undergraduate students who attended one of the core English composition class-based one-shot instruction sessions provided at a large state-supported doctoral-granting university. Data for students who attended library instruction was anonymized and compared to the same data points for students who were enrolled in the English class but did not attend library instruction. The authors compared student success indicators for the control and treatment groups (GPA, pass or fail status in course, and retention) and found a positive correlation between attending library instruction and student success.

Feedback in conference interpreter education

Interpreting ◽  
2019 ◽  
Vol 21 (1) ◽  
pp. 135-150 ◽  
Author(s):  
Lara Domínguez Araújo
Keyword(s):  
Content Analysis ◽  
Focus Groups ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching And Learning ◽  
Training Programs ◽  
Research Project ◽  
Individual Interviews ◽  
Interpreter Education ◽  
Interpreter Training

Abstract Feedback is a key part of the teaching and learning process in conference interpreter education. However, there is little research on how feedback should be performed in order to promote learning, or on what trainers and trainees think of its role. This paper, based on a larger PhD research project, seeks to fill this gap by reporting on perceptions and practices in three postgraduate conference interpreter training programs. Data were collected from trainers and trainees through individual interviews, focus groups, and questionnaires, complemented by direct observation of lessons. Content analysis was used to identify points of divergence and convergence between the views of trainers and trainees regarding the usefulness of feedback, preferred practices, and the difficulty of providing feedback. Main findings include that feedback should be honest, concise, and meaningful for the trainees, and provide an analysis of the problems encountered as well as recommend specific strategies for overcoming them.

scholarly journals A qualitative examination of the impacts of financial stress on college students’ well-being: Insights from a large, private institution

2021 ◽  
Vol 9 ◽  
pp. 205031212110181
Author(s):  
Andrea Moore ◽  
Annie Nguyen ◽  
Sabrina Rivas ◽  
Ayah Bany-Mohammed ◽  
Jarod Majeika ◽  
...  
Keyword(s):  
College Students ◽  
Focus Groups ◽  
Negative Impact ◽  
Qualitative Content Analysis ◽  
Group Analysis ◽  
Financial Stress ◽  
Well Being ◽  
The United States ◽  
Major Theme ◽  
The Impact

Objective: This qualitative research aims to provide deeper insight into college students’ experiences by examining the impact of financial stress on their well-being. Methods: Four focus groups were conducted at a large, private, urban university in the United States over the course of 1 month, each lasting approximately 1 h. Facilitators used a structured moderator guide to maintain consistency. Four focus groups were conducted and a total of 30 students participated. Students were primarily Asian (66.7%) and White (30.0%), and a majority were female (86.7%). Student participants were 43.3% undergraduate and 56.6% graduate. Transcripts were analyzed in Atlas.ti 8 software using line-by-line open coding guided by the principles of qualitative content analysis. An inductive approach was utilized to code the data. Emergent categories and concepts were then organized hierarchically into themes and subthemes. Results: Two overarching themes emerged from the focus group analysis. In these students’ perspectives, financial stress impedes their ability to succeed academically. Another major theme is the impact of finances on students’ social lives. Students experiencing financial stress find it challenging to navigate relationships with wealthier peers, often leading to feelings of isolation and embarrassment. Conclusion: Given the reported negative impact on students’ well-being, further research is needed to determine methods for mitigating financial stress.

scholarly journals Persuasive Evidence: Improving Customer Service through Evidence Based Librarianship

2006 ◽  
Vol 1 (1) ◽  
pp. 58 ◽  
Author(s):  
Wendy Anne Abbott
Keyword(s):  
Service Delivery ◽  
Customer Service ◽  
Undergraduate Students ◽  
Evidence Based Practice ◽  
Essential Feature ◽  
Evidence Based ◽  
Research Projects ◽  
Research Project ◽  
University Library ◽  
Feature Films

Objective - To demonstrate how evidence based practice has contributed to informing decisions and resolving issues of concern in service delivery at Bond University Library. Methods - The paper critically analyses three evidence based research projects conducted at Bond University Library. Each project combined a range of research methods including surveys, literature reviews and the analysis of internal performance data to find solutions to problems in Library service delivery. The first research project investigated library opening hours and the feasibility of twenty-four hour opening. Another project researched questions about the management of a collection of feature films on DVD and video. The third project investigated issues surrounding the teaching of EndNote to undergraduate students. Results - Despite some deficiencies in the methodologies used, each evidence based research project had positive outcomes. One of the highlights and an essential feature of the process at Bond University Library was the involvement of stakeholders. The ability to build consensus and agree action plans with stakeholders was an important outcome of that process. Conclusion - Drawing on the experience of these research projects, the paper illustrates the benefits of evidence based information practice to stimulate innovation and improve library services. Librarians, like most professionals, need to continue to develop the skills and a culture to effectively carry out evidence based practice.

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