scholarly journals The Savvy Survey #5: The Process for Developing Survey Questions

EDIS ◽  
2013 ◽  
Vol 2013 (8) ◽  
Author(s):  
Glenn D. Israel ◽  
Jessica L. Gouldthorpe
Keyword(s):  
Focus Groups ◽  
Agricultural Education ◽  
Logic Model ◽  
High Quality ◽  
Fact Sheet ◽  
Survey Questions ◽  
Key Informant

A useful process for developing a high-quality questionnaire follows four steps. Brainstorm questions on a topic. Review the literature for concepts, questions, and indices. Collect ideas for questions and wording choices through focus groups or key informant interviews. And select questions linked to a program’s logic model. Each of these steps is discussed in this 3-page fact sheet written by Glenn D. Israel and Jessica L. Gouldthorpe and published by the UF Department of Agricultural Education and Communication, August 2013. http://edis.ifas.ufl.edu/pd065

scholarly journals The Quality Mental Health Care Network: A roadmap to improving quality mental healthcare in Canada

2021 ◽  
Vol 34 (2) ◽  
pp. 100-106
Author(s):  
Emily J. Follwell ◽  
Siri Chunduri ◽  
Claire Samuelson-Kiraly ◽  
Nicholas Watters ◽  
Jonathan I. Mitchell
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Focus Groups ◽  
Lived Experiences ◽  
Mental Healthcare ◽  
Care Network ◽  
Key Informant ◽  
Health Care Network

Although there are numerous quality of care frameworks, little attention has been given to the essential concepts that encompass quality mental healthcare. HealthCare CAN and the Mental Health Commission of Canada co-lead the Quality Mental Health Care Network (QMHCN), which has developed a quality mental healthcare framework, building on existing provincial, national, and international frameworks. HealthCare CAN conducted an environmental scan, key informant interviews, and focus groups with individuals with lived experiences to develop the framework. This article outlines the findings from this scan, interviews and focus groups.

Assessment

2019 ◽  
Author(s):  
Robin Detterman ◽  
Jenny Ventura ◽  
Lihi Rosenthal ◽  
Ken Berrick
Keyword(s):  
General Education ◽  
Planning Process ◽  
Well Being ◽  
Logic Model ◽  
High Quality ◽  
Climate Assessment ◽  
School Year ◽  
Effective Interventions ◽  
Culture And Climate

By now it should be apparent that unconditional education (UE) is both comprehensive in its scope and ambitious in its goals. This chapter will help outline the formative assessment process that has been created as a means to inform high-quality program planning and implementation and summative assessments used to measure the extent to which the model promotes positive outcomes for students and schools. The two overarching goals of implementing this model are (1) to increase the academic performance and social-emotional well-being of the most struggling students and (2) to increase the capacity of schools serving highly stressed communities to deliver effective interventions through the implementation of a transdisciplinary multi-tiered framework. The second goal relates to capacity building and systems change within the school community itself; while the first relates to the outcomes these changes bring about. More information about the model’s overall theory of action can be found in the logic model in Appendix 7.1. The logic model also highlights the four key components of UE and the implementation strategies related to them. These key components are as follows: …System efficiency, resources match the level of identified student need and schools are able to leverage braided funding, including general education, special education, and mental health dollars. Coordination of services, a transdisciplinary team reviews data, assigns students to intervention, and monitors their progress. Universal supports/Tier 1, a culture and climate team engages in a schoolwide assessment and planning process explained in great detail later in this chapter. Targeted and intensive supports, data-informed, high-quality interventions are implemented with fidelity and monitored for effectiveness…. The strategies related to these four key components are expected to influence a set of comprehensive, long-term outcomes. These outcomes measure the extent to which the model has improved school culture and climate (as measured by the School Climate Assessment Instrument), increased academic achievement (as measure by standardized tests), improved behavior outcomes (as measured by suspension rates), and increased attendance. While data are reviewed at the end of every school year, it is not until the third year that a substantial impact on these long-term measures is expected.

scholarly journals Validating The Düsseldorf Orthorexie Scale (DOS) For Use In Adolescents Aged 14–17

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 217-217
Author(s):  
Elizabeth King ◽  
Heidi Wengreen ◽  
April Litchford ◽  
Caitlyn Bailey ◽  
Chante Beck ◽  
...  
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Key Words ◽  
School Health ◽  
Group Discussion ◽  
Face Validity ◽  
Effective Prevention ◽  
Funding Sources ◽  
Survey Questions ◽  
Dos Scale

Abstract Objectives To determine the face validity of the survey instrument, Düsseldorf Orthorexie Scale (DOS), in adolescents aged 14–17 years. The DOS has been validated for use in adults to identify individuals at-risk for symptoms and behaviors consistent with the condition of Orthorexia Nervosa (ON). This condition is characterized by a pathological obsession with healthy or “clean” eating which leads to psychological and physical impairment. Methods Researchers conducted seven focus groups with male and female students currently enrolled in a high school health class (n = 40; 11 males, 29 females aged 14–17). Participants first completed the DOS scale and then were asked to participate in a group discussion regarding their understanding of the meaning of the questions in the DOS survey. Focus groups were audio recorded, transcribed, and coded to identify recurring themes. Codes for each of the 10 questions in the DOS scale were analyzed to determine group understanding of key words identified for each question. Results Key words in the original DOS survey questions were in agreement with the codes identified from the transcript of the focus groups for eight of the 10 DOS survey questions. The key words in the other two questions (indulgence in question one and colleague in question seven) were either not understood by focus group population or would need to be altered due to incorrect or inadequate understanding by focus group participants. 38 participants completed the DOS (M = 18.5, SD = 4.88). 7.9% of participants DOS responses indicated they were at moderate (n = 2) or high (n = 1) risk of practicing orthorexic behavior. Conclusions The DOS scale demonstrated good face validity in an adolescent population and the modification of two questions may improve its face validity. Though our sample was small, results indicate that a sizeable proportion of adolescents may already be practicing orthorexic behaviors. This demonstrates a need for further research to be conducted on effective prevention and intervention strategies for this age group. Funding Sources The author(s) received no financial support for the research, authorship, and/or publication of this article.

scholarly journals 4409 Indiana Clinical & Translational Science Monon Collaborative – Community Impact Hubs

2020 ◽  
Vol 4 (s1) ◽  
pp. 86-87
Author(s):  
Sarah Wiehe ◽  
David Craig ◽  
Matthew Wilcox ◽  
Emily Hardwick ◽  
Carrie Lawrence ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Focus Groups ◽  
Research Team ◽  
Health Determinants ◽  
List Type ◽  
Community Impact ◽  
Marion County ◽  
Sustainable Solutions ◽  
Environmental Scan ◽  
Key Informant

OBJECTIVES/GOALS: Conduct an environmental scan of Marion County (Indianapolis) neighborhoods using electronic medical record data, state health data, and social and economic dataDevelop strong network of community collaboratorsConduct a thorough assessment for each targeted neighborhood by listening and understanding the pressing health issues in the community and working together to design and deliver solutionsMETHODS/STUDY POPULATION: Identify measures in the 3 domains of vulnerability, health and assets for the targeted neighborhoods and conduct bivariate descriptive statistics and multivariable regression analyses to investigate association between measures of vulnerability and health outcomes.Initiate relationships with leaders and residents in targeted neighborhoodsLocate organizations working in targeted neighborhoods through online mapping software and word-of-mouth at neighborhood events, and created a spreadsheet with contact information.Conduct multidisciplinary assessment (i.e. key informant interviews, focus groups, town hall meetings) of the targeted neighborhood.Iteratively synthesize assessments to develop areas of interest and relevance to the community.Develop a road map for solutions identified by the community.RESULTS/ANTICIPATED RESULTS: The results from the environmental scan conducted will be displayed in a report and visual “map” of health outcomes and health determinants, including assets and barriers for the targeted neighborhoods. The research team will use results from the environmental scan coupled with listening activities including attendance at community events, key informant interviews and focus groups to develop relationships and strong collaborations with the targeted neighborhood stakeholders. The relationship building between the research team and community will provide increased trust and engagement that will further enhance the effectiveness of the assessments completed with the targeted neighborhood. The assessments will help to empower communities to develop sustainable solutions and drive future work that will lead to future grant applications and larger-scale implementation in other community impact hub neighborhoods. DISCUSSION/SIGNIFICANCE OF IMPACT: Through the community impact hub work, we will develop collaborative efforts with targeted neighborhoods with the greatest health inequities in the Marion County area. In partnership with these neighborhoods, we will build a foundation – a network of community collaborators and a focused plan – upon which we will improve the health outcomes of residents while learning best practices on how to do so.

Identifying and understanding how to address the gaps in care experienced by adolescent and young adult cancer patients at UIHC.

2017 ◽  
Vol 35 (15_suppl) ◽  
pp. e18238-e18238
Author(s):  
Erin Michele Mobley ◽  
Kristin Foster ◽  
William W. Terry
Keyword(s):  
Focus Group ◽  
Focus Groups ◽  
Focus Group Discussion ◽  
Group Discussion ◽  
Survival Rates ◽  
Adolescent And Young Adult ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Services Research ◽  
Survey Questions

e18238 Background: Cancer survival rates for adolescents and young adults (AYAs) have not improved at the same rate as other age groups. According to the National Cancer Institute, these patients may fall into a gap between pediatric and adult practices. In an effort to counteract the decreased survival rates of AYAs, the Stead Family Children’s Hospital and the Holden Comprehensive Cancer Center joined forces to develop an AYA cancer program at the University of Iowa Hospitals and Clinics. Methods: The target population included patients aged 13-31 treated for malignancy in one of the following diseases or disease sites: central nervous system, leukemia, lymphoma, neuroendocrine, sarcoma, thyroid, and other. Four focus groups were held to identify and describe gaps in care, as well as provide suggestions for program development. A convergent-parallel mixed-methods design was used. Qualitative data were derived from focus group discussion and selected free-response survey questions, while quantitative data were derived from objective survey questions. Both quantitative and qualitative analyses were conducted to gain targeted feedback from participants. Results: Across the four focus groups, the number of participants ranged from 8 – 19 (n = 24). Topics discussed included: communication, treatment experience, overall AYA program; finances, work, school, late effects; relationships, emotions, spirituality; and body image, infertility, sexuality, risky behavior, and suicide. The results of the analyses found three unique domains that are important to AYAs across the cancer continuum: autonomy, communication, and relationships. The three primary domains make the AYA population different from traditional adult or pediatric populations. The surveys corroborated the focus group discussion findings. Conclusions: Information obtained from these analyses have been used to inform specific projects within the development of the AYA program to address patient-identified gaps. For AYAs, the importance of autonomy, communication, and relationships should be considered when developing an AYA program, as well as for potential policy or health services research utilization in the future.

scholarly journals Who Said That? Citing Sources in Social Science Research

EDIS ◽  
2007 ◽  
Vol 2007 (5) ◽  
Author(s):  
Emily Rhoades ◽  
Brian E. Myers
Keyword(s):  
Social Science ◽  
Agricultural Education ◽  
Social Science Research ◽  
Science Research ◽  
Fact Sheet

AEC-380, a 5-page fact sheet by Emily Rhoades and Brian E. Myers, provides justification and basic guidelines for following APA style, and provides standard citation formats with examples for citations in text and in references or works cited pages.  Published by the UF Department of Agricultural Education and Communication, November 2006.

scholarly journals Engaging Distance Learners in Cooperative Extension

EDIS ◽  
2013 ◽  
Vol 2013 (6) ◽  
Author(s):  
Austen Moore ◽  
Amy Harder
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Agricultural Education ◽  
Cooperative Extension ◽  
Distance Learners ◽  
Education Programs ◽  
Online Distance Education ◽  
Fact Sheet ◽  
Online Distance

Distance education allows organizations to reach broader audiences, reduce costs per learner, and better serve communities. This 4-page fact sheet discusses how to incorporate the best practices for engaging learners in online distance education programs. Written by Austen Moore and Amy Harder, and published by the UF Department of Agricultural Education and Communication, May 2013. http://edis.ifas.ufl.edu/wc142

scholarly journals A Cooperative Agreement and the Implementation of the Endangered Species Act: How Extension Can Facilitate Stakeholder Involvement and Compliance

EDIS ◽  
2013 ◽  
Vol 2013 (6) ◽  
Author(s):  
Chandra Bowden ◽  
Alexa Lamm ◽  
Tracy Irani ◽  
Sebastian Galindo
Keyword(s):  
Endangered Species ◽  
Agricultural Education ◽  
Stakeholder Involvement ◽  
Endangered Species Act ◽  
Extension Agents ◽  
Fact Sheet ◽  
Cooperative Agreement ◽  
Clear Information

This 4-page fact sheet provides a brief description of the Endangered Species Act and updated action pertaining to the endangered species issue. The goal of this publication is to provide brief but clear information about the legislation and current agreements around this issue that Extension agents can use to increase educated conversations. Written by Chandra Bowden, Alexa Lamm, Tracy Irani, and Sebastian Galindo, and published by the UF Department of Agricultural Education and Communication, May 2013. http://edis.ifas.ufl.edu/wc141

scholarly journals Developing Urban Community Garden Projects

EDIS ◽  
2013 ◽  
Vol 2013 (3) ◽  
Author(s):  
Austen Moore ◽  
Amy Harder ◽  
Norma Samuel
Keyword(s):  
Agricultural Education ◽  
Urban Community ◽  
Community Gardens ◽  
Community Garden ◽  
Community Members ◽  
Private Lands ◽  
Fact Sheet ◽  
Or Groups ◽  
Urban Community Gardens

Community gardens are pieces of land where groups of people grow and maintain vegetable and flower plants. They exist in all types of areas, including neighborhoods, at schools, or on other public or private lands. Community gardens grow food for local consumption or sale and can also be used for teaching gardening and other skills This 7-page fact sheet provides a guide to individuals or groups interested in starting urban community gardens and includes information about how to identify garden sites, build partnerships, engage community members, and develop a project overview. Written by Austen Moore, Amy Harder, and Norma Samuel, and published by the UF Department of Agricultural Education and Communication, March 2013. http://edis.ifas.ufl.edu/wc139

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