scholarly journals Co-producing Progression Criteria for Feasibility Studies: A Partnership between Patient Contributors, Clinicians and Researchers

2019 ◽  
Vol 16 (19) ◽  
pp. 3756 ◽  
Author(s):  
Hannah Young ◽  
Samantha Goodliffe ◽  
Meeta Madhani ◽  
Kay Phelps ◽  
Emma Regen ◽  
...  
Keyword(s):  
Nominal Group Technique ◽  
Feasibility Studies ◽  
Discussion Groups ◽  
Nominal Group ◽  
Study Patient ◽  
Loss To Follow Up ◽  
Second Stage ◽  
Modified Nominal Group Technique ◽  
The Individual

There is a lack of guidance for developing progression criteria (PC) within feasibility studies. We describe a process for co-producing PC for an ongoing feasibility study. Patient contributors, clinicians and researchers participated in discussions facilitated using the modified Nominal Group Technique (NGT). Stage one involved individual discussion groups used to develop and rank PC for aspects of the trial key to feasibility. A second stage involving representatives from each of the individual groups then discussed and ranked these PC. The highest ranking PC became the criteria used. At each stage all members were provided with a brief education session to aid understanding and decision-making. Fifty members (15 (29%) patients, 13 (25%) researchers and 24 (46%) clinicians) were involved in eight initial groups, and eight (two (25%) patients, five (62%) clinicians, one (13%) researcher) in one final group. PC relating to eligibility, recruitment, intervention and outcome acceptability and loss to follow-up were co-produced. Groups highlighted numerous means of adapting intervention and trial procedures should ‘change’ criteria be met. Modified NGT enabled the equal inclusion of patients, clinician and researcher in the co-production of PC. The structure and processes provided a transparent mechanism for setting PC that could be replicated in other feasibility studies.

scholarly journals Barriers to antigen detection and avoidance in chronic hypersensitivity pneumonitis in the United States

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Kerri I. Aronson ◽  
Ronan O’Beirne ◽  
Fernando J. Martinez ◽  
Monika M. Safford
Keyword(s):  
Hypersensitivity Pneumonitis ◽  
Nominal Group Technique ◽  
The United States ◽  
Antigen Detection ◽  
Nominal Group ◽  
Clinical Knowledge ◽  
Financial Barriers ◽  
Chronic Hypersensitivity Pneumonitis ◽  
The Individual ◽  
Development And Validation

Abstract Background Chronic hypersensitivity pneumonitis (CHP) is an interstitial lung disease (ILD) caused by long term exposure to an offending antigen. Antigen avoidance is associated with improved outcomes. We are unable to identify the antigen source in approximately half of patients. When an antigen is successfully identified, patients have difficulty with avoidance. Methods We conducted three structured group discussions with US based ILD specialists utilizing the nominal group technique (NGT). Participants listed barriers to antigen detection and avoidance in CHP. Each participant ranked what they perceived to be the top three barriers in the list in terms of importance. The master list of barriers was consolidated across the three groups into themes that were prioritized based on receiving the highest rankings by participants. Results Twenty-five physicians participated; 56% had experience caring for CHP patients for ≥ 16 years. Sixty barriers to antigen detection were categorized into seven themes of which the top three were: 1. unclear significance of identified exposures; 2. gaps in clinical knowledge and testing capabilities; 3. there are many unknown and undiscovered antigens. Twenty-eight barriers to antigen avoidance were categorized into five themes of which the top three were: 1. patient limitations, financial barriers and lack of resources; 2. individual patient beliefs, emotions and attachments to the antigen source; and 3. gaps in clinical knowledge and testing capabilities. Conclusions This study uncovered challenges at the individual patient, organizational, and societal levels and ranked them in terms of level of importance. These findings provide information to guide development and validation of multidisciplinary support and interventions geared towards antigen identification and avoidance in CHP.

scholarly journals A Modified Nominal Group Technique (mNGT) – Finding Priorities in Research

2020 ◽  
Vol 44 (3) ◽  
pp. 345-352
Author(s):  
Sa'Nealdra T. Wiggins ◽  
Sarah Colby ◽  
Lauren Moret ◽  
Marissa McElrone ◽  
Melissa D. Olfert ◽  
...  
Keyword(s):  
Nominal Group Technique ◽  
Nominal Group ◽  
Health Priorities ◽  
Response Sheet ◽  
Scoring Method ◽  
Qualitative Feedback ◽  
Prevention Project ◽  
Modified Nominal Group Technique ◽  
Insight Into ◽  
Group Technique

Objectives: The objective of this study was to describe a modified nominal group technique (mNGT) approach to assess community health priorities and its application to a childhood obesity prevention project conducted with the high school population. Methods: This manuscript provides detailed information of a mNGT separately conducted with 3 cohorts, (students, teachers/administration, parents). Participants used a response sheet to brainstorm, document top 5 responses, and rank each response individually. We also used a unique reverse scoring method to quantify the qualitative data and within and between group scores for comparison against other cohorts. Summaries provided additional insight into the participants' perceptions. Results: The mNGT process successfully reduced limitations common to the traditional nominal group technique by providing an in-depth understanding of perceptions and understanding priorities. Conclusions: mNGT can be useful across other disciplines as a method of gathering rich qualitative feedback that can be transformed into a more quantitative form for analysis.

scholarly journals Working with people with personality disorder: utilising service users' views

2007 ◽  
Vol 31 (3) ◽  
pp. 85-88 ◽  
Author(s):  
Kimberley Barlow ◽  
Stephen Miller ◽  
Kingsley Norton
Keyword(s):  
Personality Disorder ◽  
Qualitative Methodology ◽  
Group Discussion ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Service Users ◽  
Further Training ◽  
Modified Nominal Group Technique ◽  
Clinical Interactions

Aims and MethodTo ascertain the views of people with personality disorder on their clinical interactions with professionals, to identify potential solutions to problematic interactions and to compile guidelines on how professionals could improve their interactions with these service users. Qualitative methodology was employed, comprising a modified nominal group technique with two iterative groups and ranking by importance the issues and themes raised.ResultsThere were 13 service users from three separate personality disorder services who actively participated in a group discussion and iterative process. Collectively they indicated considerable areas of deficiency in the quality of their interaction and communication with professionals. These deficits were defined clearly enough to allow the construction of guidelines aimed at preventing or remedying such deficiencies.ConclusionsThe contribution of those people with personality disorder who took part in this study was sufficiently thoughtful to allow the development of guidelines that might help staff improve their interactions with such service users. From these guidelines, further training tools are being developed, which will be evaluated in the future. However, because not all those approached chose to participate, the views expressed might not be representative of this group as a whole.

scholarly journals A practitioner behaviour change intervention for deprescribing in the hospital setting

2020 ◽  
Author(s):  
Sion Scott ◽  
Helen May ◽  
Martyn Patel ◽  
David J Wright ◽  
Debi Bhattacharya
Keyword(s):  
Action Plan ◽  
Hospital Setting ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Trial Period ◽  
Intervention Component ◽  
Implementation Framework ◽  
Term Trial ◽  
Training Activities ◽  
Modified Nominal Group Technique

Abstract Background hospital deprescribing trials have demonstrated marginal increases in deprescribing activity that are not sustained beyond the trial period. The hospital deprescribing implementation framework (hDIF) links barriers and enablers of deprescribing in hospital with 44 potential intervention components. This study aimed to support geriatricians and pharmacists to select and characterise hDIF components according to affordability, practicability, effectiveness, acceptability, safety and equity (APEASE) to design a deprescribing intervention in the English hospital setting. Methods we convened a modified Nominal Group Technique with a panel of nine geriatricians and pharmacists representing five English hospitals. Panel members selected and characterised intervention components from the hDIF based on the APEASE criteria. We set a consensus threshold of 80% agreement per APEASE criterion in order for the intervention component to be included. Results the panel selected five intervention components supporting engagement with deprescribing: an organisational action plan to prioritise deprescribing, two training activities to address pharmacists’ beliefs about negative deprescribing consequences, restructuring pharmacists’ working patterns to facilitate their contribution to deprescribing decisions, and sharing experiences of successfully engaging patients/family in deprescribing conversations to support others to do the same. A sixth component was selected to sustain engagement with deprescribing through measuring and sharing deprescribing activity achieved between teams. Conclusions deprescribing interventions targeting geriatricians’ and pharmacists’ behaviour in the English hospital context should include the six characterised components. A component to sustain deprescribing activity is a notable omission from previously reported deprescribing interventions and may explain their failure to maintain efficacy beyond the short-term trial period.

Introducing a modified nominal group technique for issue identification

1988 ◽  
Vol 9 (2) ◽  
pp. 40-44 ◽  
Author(s):  
Lois J. Pokorny ◽  
Kenneth Lyle ◽  
Margaret Tyler ◽  
James Topolski
Keyword(s):  
Nominal Group Technique ◽  
Nominal Group ◽  
Modified Nominal Group Technique ◽  
Group Technique

scholarly journals Psykologisk kontrakt med studenter i høyere utdanning

2020 ◽  
pp. 53-66
Author(s):  
Gisle Heimly ◽  
Egil Eide ◽  
Njål Vidar Traavik
Keyword(s):  
Psychological Contract ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Vocational Teachers ◽  
Whole Class ◽  
The Individual ◽  
High Degree ◽  
Group Technique

In this article, we present how a shared psychological contract was negotiated with students at the Practical Pedagogical Education for Vocational Teachers (PPU-Y) at the beginning of the program, autumn 2016. A modified version of the nominal group technique (NGT) was used in groups and in whole class negotiations. General themes representing the individual students as well as common expectations of the role of the teacher and their own role as students were identified. The findings show that the students have a high degree of relational expectations to the teacher, expect structure and predictability in the study, and expect relevance between education and objectives of education and that individual expectations to the teacher and the negotiated psychological contract in class are relatively similar.

scholarly journals Navigating curriculum transformation: charting our course

2019 ◽  
Author(s):  
Astrid Turner ◽  
Irene Lubbe ◽  
Liz Wolvaardt ◽  
Lizeka Napoles
Keyword(s):  
South Africa ◽  
Nominal Group Technique ◽  
Health Sciences ◽  
Nominal Group ◽  
Diverse Group ◽  
Visual Tool ◽  
University Of Pretoria ◽  
Modified Nominal Group Technique ◽  
Curriculum Transformation ◽  
The University

The 2015 student-led #FeesMustFall campaign in South Africa initiated at some universities, and accelerated at others, indepth discussions and reflections about curriculum transformation within the perceived ivory towers of learning. Three years later, the mandate to implement transformation is clear from all levels but what is uncertain is the operationalization of the official transformation framework at the University of Pretoria.   The aim of the project presented is to chart the process followed by one of the four Schools of the Faculty of Health Sciences to deconstruct this transformation framework. As part of a three phased programme, a workshop of diverse staff using a modified nominal technique was held in 2018. It resulted in a visual tool of 19 specific statements considered evidence of personal practice that supports and advances the drive for transformation. This tool will be used to share practices and instil individual and School accountability for everone’s role in curriculum transformation. In conclusion, complex policy ideals and technical terminology can be translated into practical, appropriate actions by a diverse group of  staff and students.  The use of a modified nominal group technique was an efficient way to do this by generating an easy to use visual tool.

scholarly journals Codesigning a Mental Health Discharge and Transitions of Care Intervention: A Modified Nominal Group Technique

2020 ◽  
Vol 11 ◽  
Author(s):  
Natasha Tyler ◽  
Nicola Wright ◽  
Andrew Grundy ◽  
Kyriakos Gregoriou ◽  
Stephen Campbell ◽  
...  
Keyword(s):  
Mental Health ◽  
Nominal Group Technique ◽  
Transitions Of Care ◽  
Nominal Group ◽  
Care Intervention ◽  
Modified Nominal Group Technique ◽  
Group Technique

Korištenje normativnog psihološkog ugovora u funkciji postizanja kvalitetnijeg obrazovnog procesa

2016 ◽  
pp. 69-100
Author(s):  
Mirna Marković
Keyword(s):  
Psychological Contract ◽  
Nominal Group Technique ◽  
Educational Process ◽  
Nominal Group ◽  
Adult Educators ◽  
The Common ◽  
Modified Nominal Group Technique ◽  
The University ◽  
Academic Year

Upon entering in each relatively unknown and new context, such as new course, students enter with certain expectations which they may not always be fully aware of. Like the students, the teachers and assistants also generate certain expectations, mostly based on psychological aggregation of past experience. The fact is that especially the implicit expectation of both will somehow shape their behaviour and attitudes about this course. The expectations from both parties usually represent a range of very specific, mostly implicit, expectations that form the basis of the psychological contract. This contract is often defined as a „tacit”agreement between the parties (students and teachers/assistants) on the nature of their exchanges and the way they realize their relationship in the process of teaching. This paper attempts to examine the content of the normative psychological contract that defines the common expectations of students and assistants related to the rights and obligations that implies the role of the student, as wells as the rights and obligations that implies the role of assistants in relation to the student – assistant relationship in one of the teaching courses. The study was conducted on a sample of N = 38 students in the fifth academic year of the Department of Psychology at the Faculty of Philosophy of the University of Sarajevo. The modified nominal group technique was used to collect individual data and achieve a group consensus on the content of the normative psychological contract. In particular, the attention was drawn to the efficient way of collecting and using information about students’ expectations, which can be considered when defining and clarifying mutual expectation on the role of students and teachers/assistants in the educational process. An effort was made to point out on the example of concrete steps the acceptability and applicability of the method in defining the normative psychological contract of any educational group. Finally, the study resulted in a proposal of a Scale for the evaluation of the fulfilment of psychological contract. This scale would be useful to the adult educators in creating of individualized Scale for the evaluation of the fulfilment of psychological contract in a specific educational context.

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