scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals Co-producing childbirth knowledge: a qualitative study of birth stories in antenatal sessions

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how women use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by focusing on the work of birth stories told within the context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

scholarly journals Co-producing childbirth knowledge: A qualitative study of birth stories in antenatal sessions

2019 ◽  
Author(s):  
Leah de Quattro
Keyword(s):  
Narrative Analysis ◽  
Participant Observation ◽  
Learning Tools ◽  
Educational Work ◽  
Birth Stories ◽  
Educational Role ◽  
Other Information ◽  
Personal Accounts ◽  
Supportive Messages ◽  
The Impact

Abstract Background Birth stories surround pregnant women. Existing research on childbirth knowledge suggests that personal accounts from family and friends play a foundational role upon which other information builds. However, among the handful of studies that specifically address the educational role of birth stories, stories appeared to have little impact on knowledge creation. This paper engages with this discussion by exploring how birth stories contributed to the co-construction of birth knowledge within the specific context of antenatal sessions. Findings draw from the pilot study of a project which seeks to understand how participants use collective approaches to co-produce birth knowledge. Method Research data drew from participant observation of group-led Homebirth sessions (25 participants) and teacher-led National Childbirth Trust classes (18 participants). The researcher analysed transcripts using template analysis, a form of thematic content analysis, with principles from feminist ethnography and narrative analysis. Results Storytelling proved central to mother-to-mother antenatal group practices, providing not only information, but also a means for understanding. This educational work took place through various mechanisms: Stories (re)shaped expectations, shared practical techniques, navigated different truth claims and approaches to knowledge, and helped build supportive communities of parents. These findings emerged more prominently in group-led sessions compared to teacher-led sessions. Conclusion Compared to teacher-led norms, storytelling and other collective approaches to antenatal education provide additional resources to childbearing women. As dialogic, complex and flexible learning tools, stories offer uniquely diverse, credible and supportive messages. The next phase of this project will further investigate these findings, explore informal collective practices, and seek to evaluate the impact of collective knowledge on childbirth experiences.

Change in Service Provision Networks: The Case of Animal Welfare Services

2021 ◽  
pp. 0160323X2110092
Author(s):  
Laura A. Reese ◽  
Xiaomeng Li
Keyword(s):  
Service Provision ◽  
Survey Design ◽  
Participant Observation ◽  
Local Level ◽  
Major Change ◽  
Network Evolution ◽  
Political Factors ◽  
Before And After ◽  
Organizational Ties ◽  
The Impact

This research focuses on change within informal service provision networks, specifically examining the impact that changes within a key organization can have on the larger network. Employing a before and after survey design with a treatment at the midpoint and participant observation, it asks: What is the impact of a major change within one organization on the larger external network? What is the nature of the organizational ties? and, How do political factors exogenous to the network impact the network evolution process? The findings suggest that internal change within a focal actor can have ripple effects throughout the network increasing density. Public service provision at the local level can be enhanced through an increase in partnerships between the public and nonprofit sectors. However, network evolution can be limited by the larger political environment and lack of a coordinating role on the part of local government.

scholarly journals Lockdowns, lives and livelihoods: the impact of COVID-19 and public health responses to conflict affected populations - a remote qualitative study in Baidoa and Mogadishu, Somalia

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Dorien H. Braam ◽  
Sharath Srinivasan ◽  
Luke Church ◽  
Zakaria Sheikh ◽  
Freya L. Jephcott ◽  
...  
Keyword(s):  
Public Health ◽  
Qualitative Study ◽  
Narrative Analysis ◽  
Grey Literature ◽  
Age Groups ◽  
Research Approach ◽  
Structured Interviews ◽  
Or Education ◽  
Public Health Response ◽  
The Impact

Abstract Background Authorities in Somalia responded with drastic measures after the first confirmed COVID-19 case in mid-March 2020, closing borders, schools, limiting travel and prohibiting most group functions. However, the impact of the pandemic in Somalia thereafter remained unclear. This study employs a novel remote qualitative research method in a conflict-affected setting to look at how some of the most at-risk internally displaced and host populations were impacted by COVID-19, what determined their responses, and how this affected their health and socio-economic vulnerability. Methods We conducted a remote qualitative study, using Katikati, a 1-to-1 conversation management and analysis platform using short message service (SMS) developed by Lark Systems with Africa’s Voices Foundation (AVF), for semi-structured interviews over three months with participants in Mogadishu and Baidoa. We recruited a gender balanced cohort across age groups, and used an analytical framework on the social determinants of health for a narrative analysis on major themes discussed, triangulating data with existing peer-reviewed and grey literature. Results The remote research approach demonstrated efficacy in sustaining trusted and meaningful conversations for gathering qualitative data from hard-to-reach conflict-affected communities. The major themes discussed by the 35 participants included health, livelihoods and education. Two participants contracted the disease, while others reported family or community members affected by COVID-19. Almost all participants faced a loss of income and/or education, primarily as a result of the strict public health measures. Some of those who were heavily affected economically but did not directly experienced disease, denied the pandemic. Religion played an important role in participants’ beliefs in protection against and salvation from the disease. As lockdowns were lifted in August 2020, many believed the pandemic to be over. Conclusions While the official COVID-19 burden has remained relatively low in Somalia, the impact to people’s daily lives, income and livelihoods due to public health responses, has been significant. Participants describe those ‘secondary’ outcomes as the main impact of the pandemic, serving as a stark reminder of the need to broaden the public health response beyond disease prevention to include social and economic interventions to decrease people’s vulnerability to future shocks.

Experience and impact of the 1-2-3 magic parent programme for children with ADHD on the family unit from the mothers’ perspectives: A narrative analysis

2021 ◽  
pp. 136749352110399
Author(s):  
Stephanie Allen ◽  
Stephen K Bradley ◽  
Eileen Savage
Keyword(s):  
Narrative Analysis ◽  
Family Members ◽  
Study Data ◽  
Unintended Consequences ◽  
Structured Interviews ◽  
Children With Adhd ◽  
Family Unit ◽  
The Family ◽  
Narrative Constructions ◽  
The Impact

Parent programmes are often used in the clinical management of children with ADHD. Research into parent programmes has predominantly been concerned with their effectiveness and much less attention has been paid to the impact that they may be having on the family and the inter-relationships between family members. This study explores the perspectives and experiences of parents of children with ADHD, who participated in a parent programme, including its impact on the family unit. A purposive sample of six mothers of children with ADHD who completed a 1-2-3 Magic parent programme in Ireland was invited to take part in this qualitative study. Data were collected by means of individual in-depth, semi-structured interviews and a narrative inquiry approach further informed analysis of the interview data. Two major narrative constructions of experience: ‘parent programme as positive’ and ‘parent programme as negative’ were identified. Outcomes from this study illustrated some unintended consequences caused by the parent programme (i.e. sibling rivalry and conflict arising between family members). Mothers believed that the parent programme was a beneficial intervention, but it was not without its flaws and they felt it was helpful for their family when used in conjunction with other supports and mediations.

Buddhism Unbundled

2019 ◽  
pp. 176-208
Author(s):  
Ann Gleig
Keyword(s):  
Discourse Analysis ◽  
Participant Observation ◽  
Digital Culture ◽  
Global Culture ◽  
Wide Audience ◽  
Media Platform ◽  
Impact Of Technology ◽  
The Impact

The Buddhist Geeks project is an online Buddhist media platform launched in 2007 by two self-identified millennials who wanted to combine their passion for Buddhism with their “geeky skills.” It quickly gained a wide audience for its pioneering explorations into the convergence of Buddhism, technology, and global culture. Through an analysis of the Buddhist Geeks project and a consideration of its replacement, Meditate.io., this chapter explores the impact of technology and digital culture on American convert Buddhism. It draws on discourse analysis, formal interviews with some of the main players of the Buddhist Geeks project, informal interaction with multiple Buddhist Geeks participants, and participant observation at three annual Buddhist Geeks conferences from 2012 to 2015.

scholarly journals Introducing Databases in Context Through Customizable Visualizations

2021 ◽  
Vol 6 ◽  
Author(s):  
Suzanne W. Dietrich ◽  
Don Goelman ◽  
Jennifer Broatch ◽  
Sharon Crook ◽  
Becky Ball ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Visual Cues ◽  
Relational Databases ◽  
Unique Feature ◽  
Control Group ◽  
Attitudes And Beliefs ◽  
Learning Tools ◽  
Positive Attitudes ◽  
The Impact ◽  
Assessment Questions

The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.

scholarly journals Application of an Online Interactive Simulation Tool to Teach Engineering Concepts Using 3D Spatial Structures

2016 ◽  
pp. 788-806
Author(s):  
Brett D. Jones ◽  
Mehdi Setareh ◽  
Nicholas F. Polys ◽  
Felipe Bacim
Keyword(s):  
Effective Means ◽  
Interactive Simulation ◽  
Simulation Tool ◽  
Spatial Structures ◽  
Learning Tools ◽  
Powerful Learning ◽  
Inquiry Approach ◽  
Based Instruction ◽  
The Impact ◽  
Interactive Simulations

Simulations can be powerful learning tools that allow students to explore and understand concepts in ways that are not possible in typical classroom settings. However, research is lacking as to how to use simulations most effectively in different types of learning environments. To address this need, we designed a study to examine the impact of using online interactive simulations on the learning and motivation of 109 undergraduate architecture students from two large public universities. The simulation tool allowed students to create models of spatial structures and analyze the effects of loads on structural member forces and deflections. The authors incorporated the simulations into our instructional design using an inquiry approach because it was consistent with our goals of teaching students concepts and the process of deriving the concepts. They documented that online interactive simulations delivered through inquiry-based instruction can be an effective means to help students learn and apply concepts.

scholarly journals Reading with new tools: an evaluation of Personal Digital Assistants as tools for reading course materials

2002 ◽  
Vol 10 (2) ◽  
Author(s):  
Jenny Waycott
Keyword(s):  
Activity Theory ◽  
Student Perceptions ◽  
Personal Digital Assistants ◽  
Learning Tools ◽  
Desktop Computer ◽  
Course Materials ◽  
Reading Activity ◽  
The Impact ◽  
Opening Up ◽  
Small Screen

Lightweight, palmtop devices such as personal digital assistants (PDAs) can now be used for reading electronic text, opening up their potential as learning tools. This paper reports a study that evaluated the use of PDAs for reading course materials by students on an Open University master's course. The research is grounded in activity theory, which provides a useful framework for examining how the introduction of a new tool changes an existing activity. Student perceptions of the possibilities and constraints of the PDA, as determined by questionnaires and interviews, reveal the impact the new tool had upon reading. The PDA constrained reading with limitations such as the small screen size, new requirements for navigating through the text and awkward methods for taking notes. These conditions made it difficult for students to skim-read the text, to move back and forth within the document and to interact with the text as easily as they could with paper. Nevertheless, students welcomed the opportunity to have the course materials on a portable, lightweight device that could be used at any time and in any place. This made it easier to fit the reading activity around the various other activities in which students were involved In addition, the PDA was used in conjunction with existing tools, such as the printed version of the course materials and the desktop computer. Therefore, it was not seen to replace paper but rather to extend and complement it. The findings are discussed using concepts from activity theory to interpret how the new tool modified the reading activity.DOI:10.1080/0968776020100205

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