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>

Exploring the Role of AI in K12

2021 ◽  
pp. 120-135
Author(s):  
Syed Far Abid Hossain ◽  
Mohammad Nurunnabi ◽  
Armana Hakim Nadi ◽  
Al Mahmud Hasan ◽  
Faiza Tanaz Ahsan
Keyword(s):  
Artificial Intelligence ◽  
Focus Group ◽  
Traditional Method ◽  
Teaching And Learning ◽  
Focus Group Interview ◽  
Mixed Methodology ◽  
Group Interview ◽  
Market Turbulence ◽  
Shed Light

The purpose of this chapter is to discover the role of artificial intelligence (AI) in K12. How AI, in particular robot teachers, are taking over online learning is the key objective of this study. A focus group interview was conducted online to measure the phenomenon. Findings from focus group interview indicated that the traditional method of teaching and learning had been changed dramatically due to numerous reasons, especially due to market turbulence like COVID-19. As a result, the role of AI in K12 received massive attention in society. The study contained a limited number of respondents that may affect the generalizability of the study. Future studies with mixed methodology may shed light on the undiscovered phenomenon of AI in the context of K12.

The Focus Group Interview

2006 ◽  
Vol 29 (1) ◽  
pp. 5.1-5.19 ◽  
Author(s):  
Debbie G.E. Ho
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Research Methodology ◽  
Focus Group Interview ◽  
Reliability And Validity ◽  
Group Interview ◽  
Esl Students ◽  
The Social ◽  
Qualitative Research Methodology ◽  
Group Interviews

This paper explores the possibility of expanding the focus group interview into the field of English as a Second Language (ESL), where this research methodology is yet to be thoroughly explored. Specifically, it aims to challenge popular criticisms about the reliability and validity of the focus group as a qualitative research methodology. It does this by first setting up a list of five main criticisms of the focus group interview drawn from current literature on research methodology within the social sciences and education. Based on transcripts of interactional data gathered from focus group interviews carried out among ESL students in a formal ESL context, it then provides a direct and detailed response to each criticism. The arguments put forward demonstrate that the focus group interview, as a method of data collection, may be particularly relevant in gathering the viewpoints and opinions of participants who have traditionally not been well represented through the more conventional and common methods currently employed in ESL research studies. Furthermore, the paper raises conscious awareness about the potential of the focus group as a viable and verifiable tool in qualitative research methodology.

Focus Group Interviews: Exploratory Research in Introductory Marketing Classes

1987 ◽  
Vol 9 (2) ◽  
pp. 30-33 ◽  
Author(s):  
Ce Ce Iandoli ◽  
Mary Cullinan
Keyword(s):  
Focus Group ◽  
Market Research ◽  
Focus Group Interview ◽  
Group Interview ◽  
Exploratory Research ◽  
Focus Group Interviews ◽  
Short And Long Term ◽  
Group Interviews

Involving marketing students in a focus group interview is an exciting way to introduce them to exploratory market research. In this article, the authors provide step-by-step procedures and a “script” that helps instructors organize the focus group and use it as a basis for short- and long-term projects.

scholarly journals Using Focus Group Interviews for Planning or Evaluating Extension Programs

EDIS ◽  
2008 ◽  
Vol 2008 (5) ◽  
Author(s):  
Glenn D. Israel ◽  
Sebastian Galindo-Gonzalez
Keyword(s):  
Focus Group ◽  
Agricultural Education ◽  
Focus Group Interview ◽  
Group Interview ◽  
Extension Programs ◽  
Focus Group Interviews ◽  
Fact Sheet ◽  
Group Interviews

Revised! AEC-387, a 6-page illustrated fact sheet by Glenn D. Israel and Sebastian Galindo-Gonzalez, provides a brief overview of the focus group interview and suggestions for conducting such interviews. Published by the UF Department of Agricultural Education and Communication, May 2008. AEC 387/PD036: Using Focus Group Interviews for Planning or Evaluating Extension Programs (ufl.edu)

scholarly journals INVESTIGATING TEACHER LEADERSHIP: FRACTIONS OF TEACHER LIFEWORLD EXPERIENCE

2020 ◽  
Vol 3 ◽  
pp. 505
Author(s):  
Tetiana Ponomarenko
Keyword(s):  
Focus Group ◽  
Teacher Leadership ◽  
Focus Group Interview ◽  
Current Paper ◽  
Group Interview ◽  
Focus Group Interviews ◽  
Interview Method ◽  
The Past ◽  
Group Interviews ◽  
Social Persuasion

The phenomenon of teacher leadership has been investigated over the past few decades. The purpose of the current paper is to explore the phenomenon of teacher leadership through investigation of lifeworld experience of Lithuanian in-service teachers in terms of eight lifeworld experience fractions: selfhood, sociality, embodiment, temporality, spatiality, project, discourse and moodedness. The focus group interview method was applied in order to explore the opinions and experiences of teachers. In total, 5 focus group interviews with 12 teachers were conducted. The research results indicate that the fractions of selfhood, moodedness and sociality are the most salient for Lithuanian teachers. The interpersonal nature of teacher leadership, the need of social persuasion and capability to sustain a successful interaction with students are discussed.   

scholarly journals Praksisnær undervisning i legemiddelregning i arbeidet med å redusere testangst og styrke selvoppfattelse hos sykepleierstudenter

2015 ◽  
Vol 10 (2) ◽  
pp. 106
Author(s):  
Kari Røykenes ◽  
Kari Smith ◽  
Torill M. B. Larsen
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Test Anxiety ◽  
Focus Group Interview ◽  
Teaching Method ◽  
Group Interview ◽  
Self Concept ◽  
Post Intervention ◽  
Alternative Teaching ◽  
Dosage Calculation

<p>Alternative teaching method in dosage calculation to reduce nursing students’ test anxiety and enhance self-concept</p><p>Norwegian nursing students must pass a drug calculation test with a flawless performance if they are to qualify as nurses. This requirement is found to increase students’ test anxiety and mathematical low self-conceptual students are highly effected. The aim of the current study is to examine if participating in a special education program benefits students with high test anxiety and low self-concept in the domain of mathematics. The participants were highly involved in both planning and conducting the alternative program which had a practical approach towards both mathematics and drug calculation. We use a mixed methods approach to examine nursing students’ experiences participating in the program, and data are collected by using survey questionnaires, participants’ evaluation and a focus group interview. Ten freshman nursing students participating in the program responded to a questionnaire pre and post intervention, including a written evaluation during the program. Finally a focus group interview was conducted two years after the intervention. The survey data show a significant change in mathematics-self-concept, however, no significant reduction in test anxiety was found, but the qualitative data from the interview suggest a reduction in anxiety and higher mathematical self-concept after participating in the program.</p>

The focus group interview

2006 ◽  
Vol 29 (1) ◽  
pp. 5.1-5.19 ◽  
Author(s):  
Debbie G.E. Ho
Keyword(s):  
Qualitative Research ◽  
Focus Group ◽  
Research Methodology ◽  
Focus Group Interview ◽  
Reliability And Validity ◽  
Group Interview ◽  
Esl Students ◽  
The Social ◽  
Qualitative Research Methodology ◽  
Group Interviews

This paper explores the possibility of expanding the focus group interview into the field of English as a Second Language (ESL), where this research methodology is yet to be thoroughly explored. Specifically, it aims to challenge popular criticisms about the reliability and validity of the focus group as a qualitative research methodology. It does this by first setting up a list of five main criticisms of the focus group interview drawn from current literature on research methodology within the social sciences and education. Based on transcripts of interactional data gathered from focus group interviews carried out among ESL students in a formal ESL context, it then provides a direct and detailed response to each criticism. The arguments put forward demonstrate that the focus group interview, as a method of data collection, may be particularly relevant in gathering the viewpoints and opinions of participants who have traditionally not been well represented through the more conventional and common methods currently employed in ESL research studies. Furthermore, the paper raises conscious awareness about the potential of the focus group as a viable and verifiable tool in qualitative research methodology.

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