scholarly journals Facilitating Interprofessional Education in an Online Environment during the COVID-19 Pandemic: A Mixed Method Study

Healthcare ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 567
Author(s):  
Jitendra Singh ◽  
Barbara Matthees
Keyword(s):  
Data Analysis ◽  
Online Education ◽  
Interprofessional Education ◽  
Qualitative Data ◽  
Qualitative Content Analysis ◽  
Online Discussions ◽  
Mixed Methods Study ◽  
Interprofessional Learning ◽  
Team Members ◽  
Innovative Methods

With the COVID-19 crisis and rapid increase in cases, the need for interprofessional education (IPE) and collaborative practice is more important than ever. Instructors and health professionals are exploring innovative methods to deliver IPE programs in online education This paper presents a mixed methods study where an interprofessional education program was delivered/taught using online instruction. Using a survey/questionnaire adapted from the Readiness for Interprofessional Learning Scale (RIPLS) and qualitative discussions, students’ readiness towards online IPE program and the importance of such preparation was examined. Out of two hundred fifteen students who completed the IPE program, one hundred eighty five students from clinical and non-clinical health disciplines responded to the questionnaire (86.04% response rate). Additional qualitative content analysis was conducted on a total of seven hundred and thirty six online discussions. Data analysis across all the four subscales of RIPLS suggests that students felt positively about teamwork and collaboration, and valued opportunities for shared learning with other healthcare students. Qualitative data analysis demonstrated that IPE increases awareness of team members’ roles, enhances communication and collaboration and can lead to better care for COVID-19 patients.

scholarly journals Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process

2018 ◽  
Vol 23 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Abdolghader Assarroudi ◽  
Fatemeh Heshmati Nabavi ◽  
Mohammad Reza Armat ◽  
Abbas Ebadi ◽  
Mojtaba Vaismoradi
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Qualitative Data ◽  
Qualitative Content Analysis ◽  
International Literature ◽  
Qualitative Data Analysis ◽  
Step Method ◽  
Team Members ◽  
Analysis Process ◽  
Descriptive Knowledge

Qualitative content analysis consists of conventional, directed and summative approaches for data analysis. They are used for provision of descriptive knowledge and understandings of the phenomenon under study. However, the method underpinning directed qualitative content analysis is insufficiently delineated in international literature. This paper aims to describe and integrate the process of data analysis in directed qualitative content analysis. Various international databases were used to retrieve articles related to directed qualitative content analysis. A review of literature led to the integration and elaboration of a stepwise method of data analysis for directed qualitative content analysis. The proposed 16-step method of data analysis in this paper is a detailed description of analytical steps to be taken in directed qualitative content analysis that covers the current gap of knowledge in international literature regarding the practical process of qualitative data analysis. An example of “the resuscitation team members' motivation for cardiopulmonary resuscitation” based on Victor Vroom's expectancy theory is also presented. The directed qualitative content analysis method proposed in this paper is a reliable, transparent, and comprehensive method for qualitative researchers. It can increase the rigour of qualitative data analysis, make the comparison of the findings of different studies possible and yield practical results.

scholarly journals Iterative Thematic Inquiry: A New Method for Analyzing Qualitative Data

2020 ◽  
Vol 19 ◽  
pp. 160940692095511
Author(s):  
David L. Morgan ◽  
Andreea Nica
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Data Analysis ◽  
Thematic Analysis ◽  
Theoretical Basis ◽  
Qualitative Data ◽  
Qualitative Content Analysis ◽  
New Method ◽  
Data Collection And Analysis ◽  
Primary Procedure

Because themes play such a central role in the presentation of qualitative research results, we propose a new method, Iterative Thematic Inquiry (ITI), that is guided by the development of themes. We begin by describing how ITI uses pragmatism as a theoretical basis for linking beliefs, in the form of preconceptions, to actions, in the form of data collection and analysis. Next, we present the four basic phases that ITI relies on: assessing beliefs; building new beliefs through encounters with data; listing tentative themes; and, evaluating themes through coding. We also review several notable differences between ITI and existing methods for qualitative data analysis, such as thematic analysis, grounded theory, and qualitative content analysis. The use of ITI is then illustrated through its application in a study of exiters from fundamentalist religions. Overall, the two most notable features of ITI are that it begins the development of themes as early as possible, through an assessment of initial preconceptions, and that it relies on writing rather than coding, by using a continual revision of tentative results as the primary procedure for generating a final set of themes.

scholarly journals Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

Information ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 28 ◽  
Author(s):  
Nataly Martini ◽  
Kate Farmer ◽  
Shambhavi Patil ◽  
Gauis Tan ◽  
Cindy Wang ◽  
...  
Keyword(s):  
Qualitative Data ◽  
Patient Simulation ◽  
Virtual Patient ◽  
Mixed Methods Study ◽  
Student Experiences ◽  
Structured Interviews ◽  
Interprofessional Learning ◽  
Working Together ◽  
Photorealistic Images ◽  
Intuitive Interface

“Ready to Practice?”(R2P) is a virtual patient simulation designed for undergraduate medical and pharmacy students. After initial prototyping, R2P developed into a screen-based virtual patient (VP) simulation with an intuitive interface using photorealistic images of people and places with speech bubbles and decision menus. We describe the design of the VP, findings from student experiences with the software, and the potential of VPs for interprofessional learning. We used a mixed methods study to assess students’ perceptions of the VP as a learning tool. Qualitative data were gathered using semi-structured interviews and observations, and quantitative data through the Readiness for Interprofessional Learning Scale (RIPLS) and an evaluation questionnaire. Overall, participants showed significantly improved RIPLS scores after participation in the simulation (78.78 to 82.25, p < 0.0001), including in the Positive Professional Identify domain (p < 0.001). Students also showed significant improvement in RIPLS scores in the Teamwork and Collaboration domain when pharmacy and medical students were working together in interprofessional pairs (40.75 to 43.00, p < 0.006) but not when working alone (n.s.). Five themes emerged from interviews where participants identified specific interprofessional insights into each other’s roles and skills. Students found the VP engaging and valuable for their learning and their understanding of teamwork.

QualiBuddy: an online tool to improve research skills in qualitative data analysis

2017 ◽  
Vol 17 (4) ◽  
pp. 306-318 ◽  
Author(s):  
Evelyne Mertens ◽  
Ann Heylighen ◽  
Anja Declercq ◽  
Karin Hannes ◽  
Fred Truyen ◽  
...  
Keyword(s):  
Data Analysis ◽  
Online Education ◽  
Qualitative Data ◽  
Learning Trajectory ◽  
Online Support ◽  
Theory Approach ◽  
Qualitative Data Analysis ◽  
Content Type ◽  
Support Tool ◽  
Multidisciplinary Perspective

Purpose Novice researchers experience difficulties in analysing qualitative data. To develop the skills necessary for qualitative data analysis, theoretical manuals are often insufficient. Supervisors supporting students in analysing qualitative data stress the need for practical guidance, including exercises and feedback. The purpose of this paper is to present and discuss QualiBuddy, an interactive online support tool in answer to this need. Design/methodology/approach An online support tool was developed in answer to existing problems regarding analysing qualitative data. The tool provides a learning trajectory of 11 stages of analysis, which all contain examples, exercises, feedback, verification questions and questions for reflection. This tool is developed from a multidisciplinary perspective and is constructed around various steps. During the development process, internal feedback from the members of the project team, as well as external feedback from an international steering group with experts in qualitative research were taken into account. Findings The tool QualiBuddy is based on an empirically and theoretically grounded approach to qualitative data analyses. Pilot tests with experienced qualitative researchers suggest that the tool potentially allows novice researchers from various domains to develop and improve their skills in conceptualising interview data, specifically within a grounded theory approach. Originality/value QualiBuddy is a newly developed interactive online education tool based on and complementary to existing guides for qualitative data analysis.

scholarly journals Reflective Learning Views of Students, Teachers and Instructors: A Mixed-Methods Study

2019 ◽  
Vol 12 (3) ◽  
pp. 200
Author(s):  
Irfan Tosuncuoglu
Keyword(s):  
Data Analysis ◽  
English Language ◽  
Qualitative Data ◽  
Reflective Learning ◽  
Mixed Methods Study ◽  
Computer Assisted ◽  
English Classes ◽  
Alternative Approach ◽  
Language And Literature ◽  
Analysis Programme

Teachers need to modernize themselves and keep pace with changes in order to adapt themselves to the developing and changing system. At this juncture, the &ldquo;reflective learning&rdquo; model becomes an important element of teachers&rsquo; professional development. Since the concept of reflection was first used, it has increased its importance as an alternative approach to the existing models of learning that still hold sway. Nevertheless, when the studies that have been conducted over the years were consulted, it was determined that reflective learning is a difficult concept to define, because reflection is an abstract concept, the question how it is to be distinguished from one&rsquo;s other thoughts and ideas assumes importance. For this reason, research with 102 participants has been undertaken in order to ascertain the awareness of teachers, students and instructors of reflective learning. The participants are broken down thus: 35 students receiving education in the English Language and Literature department of Karab&uuml;k University; 31 instructors providing in-service English classes in the same university&rsquo;s Preparatory unit and other Faculties; and 36 English teachers serving in the secondary level schools in the Karab&uuml;k province in Turkey. The participants have responded to a survey consisting of 33 questions. In the data analysis, SPSS and nonparametric Mann-Whitney-U, Kruskal-Wallis and Student Newman Kleus tests have been used. In addition, 2 teachers have been interviewed, the technique of content analysis has been used and the data has been analyzed by means of NVivo 12 Pro &ndash; computer assisted qualitative data analysis programme.

scholarly journals Interprofessional Learning in the Simulation Laboratory: Nursing and Pharmacy Students' Experiences

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Hege Hammer ◽  
Frøydis Vasset
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Interprofessional Education ◽  
Qualitative Content Analysis ◽  
Focus Group Interviews ◽  
Educational Method ◽  
Interprofessional Learning ◽  
Enhance Patient Safety ◽  
Group Interviews ◽  
Learn Collaborative

Background: Using simulation as an educational method to learn collaborative practice requires the involvement of various professional education programs where the intention is to learn from, with, and about each other.Methods: This study describes pharmacy and nursing students´ experiences with interprofessional education. After interprofessional simulation, three focus group interviews with bachelor students were conducted. The data were analysed using Giorgi’s qualitative content analysis method.Findings: The students found that IPE closed knowledge gaps, change a stereotypical perception of professional roles, and enhance patient safety. Full-scale simulation appears to be an effective arena for learning clinical judgement, improving communication skills, and developing knowledge of pharmacodynamics.Conclusion: Interprofessional education may be necessary for professionals to enhance their ability to interact more effectively in the future.

scholarly journals Configuring the caller in ambiguous encounters: Volunteer handling of calls to Samaritans emotional support services

2013 ◽  
Vol 9 (2) ◽  
pp. 113-123 ◽  
Author(s):  
Kristian Pollock ◽  
John Moore ◽  
Catherine Coveney ◽  
Sarah Armstrong
Keyword(s):  
Data Analysis ◽  
Thematic Analysis ◽  
Emotional Support ◽  
Support Services ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Active Listening ◽  
Creative Commons ◽  
The Uk ◽  
Negative Attribution

This paper discusses volunteer strategies for handling and assessing calls to Samaritans emotional support services for the suicidal and despairing. It presents findings from the qualitative components of a two year mixed methods study based on an online caller survey, branch observations and interviews with volunteers and callers throughout the UK. A thematic analysis of the qualitative data analysis was undertaken using the principle of constant comparison. Many calls fell beyond the primary remit of a crisis service, and called for rapid attribution and assessment. Uncertainty about identifying ‘good’ calls and recognizing those which were not caused difficulty, frustration and negative attribution towards some callers. This paper presents our analysis of volunteers’ accounts of how they configure the caller in intrinsically uncertain and ambiguous encounters, and how such strategies relate to the formal principles of unconditional support and non-judgemental active listening espoused by the organization. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

scholarly journals Inductive and Deductive: Ambiguous Labels in Qualitative Content Analysis

2018 ◽  
Author(s):  
Mohammad Reza Armat ◽  
Abdolghader Assarroudi ◽  
Mostafa Rad ◽  
Hassan Sharifi ◽  
Abbas Heydari
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Qualitative Data ◽  
Qualitative Content Analysis ◽  
Qualitative Data Analysis ◽  
Qualitative Approaches ◽  
Directed Content Analysis ◽  
Nursing Literature

The propounded dualism in Content Analysis as quantitative and qualitative approaches is widely supported and justified in nursing literature. Nevertheless, another sort of dualism is proposed for Qualitative Content Analysis, suggesting the adoption of "inductive" and/or "deductive" approaches in the process of qualitative data analysis. These approaches have been referred and labelled as "inductive" or "conventional"; and "deductive" or "directed" content analysis in the literature. Authors argue that these labels could be fallacious, and may lead to ambiguity; as in effect, both approaches are employed with different dominancy during the process of any Qualitative Content Analysis. Thus, authors suggest more expressive, comprehensive, yet simple labels for this method of qualitative data analysis.

The Use of Qualitative Data Analysis for the Evaluation of Design Ethnography Training Among Undergraduate Engineering Students

2019 ◽  
Author(s):  
Heather L. Lai ◽  
Tara Eaton
Keyword(s):  
Data Analysis ◽  
Engineering Education ◽  
Engineering Design ◽  
Student Perceptions ◽  
Qualitative Data ◽  
Engineering Students ◽  
Qualitative Content Analysis ◽  
Skills Training ◽  
Qualitative Data Analysis ◽  
Undergraduate Engineering

Abstract While qualitative data analysis (QDA) is an established method in education research, QDA is less common in engineering research and may be a challenge for engineering faculty not formally trained in qualitative methods to apply it in engineering education. The following describes the collaborative effort between an engineering design instructor and an anthropologist who used QDA to evaluate the implementation of design ethnography training in a third-year biomedical engineering design course. In their partnership, the study investigators examined student perspectives regarding design ethnography training and how such training in an engineering curriculum may prepare students for careers in biomedical design. Data for the study consisted of reflective essays (N = 42) that the students completed following two primary exercises dedicated to design ethnography skills training. Investigators input typed and anonymized text files of the student essays into ATLAS.ti X7, a qualitative data analysis software program, for qualitative content analysis. QDA was conducted using the constant comparison method to inductively identify pertinent themes. Throughout the QDA process, the investigators routinely met to discuss, merge and interpret themes as needed. Upon the finalization of themes, researchers re-reviewed the data using the finalized codebook (a list of themes and their definitions) for coding reliability. This regular contact was invaluable for the engineering instructor, providing instruction on the process necessary for proper application of QDA. The unique partnership between investigators offered the engineering design instructor the opportunity to evaluate engineering student perceptions of a new curriculum implementation in an in-depth manner not commonly attempted in engineering education. Results from the QDA showed that the incorporation of design ethnography skills training into an engineering design curriculum increased student awareness of the value of ethnography in understanding user environments while offering engineering students the opportunity to develop better observation skills. This study was successful not only in demonstrating efficacy of design ethnography training among undergraduate engineering students, but it also serves as an example of how QDA may be applied by engineering instructors for the evaluation of student experience and work in engineering education.

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