Forschungsmoral in der qualitativen Sozial- und Gesundheitsforschung

2021 ◽  
Author(s):  
Birgit Panke-Kochinke
Keyword(s):  
Empirical Studies ◽  
Research Process ◽  
Moral Decision ◽  
Heuristic Model ◽  
Science And Society ◽  
Conflict Situations ◽  
People With Dementia ◽  
Central Elements ◽  
Training Concept

In the research process, researchers are repeatedly confronted with situations in which they have to make a moral decision about how they should deal with their research counterparts, but also with the ethical requirements of science and society. This leads to conflicts. In the analysis of qualitatively oriented empirical studies, central elements for solving these conflict situations are recorded against the background of a heuristic model of research morality. First didactically based considerations for a training concept are presented. In her research, the author herself has dealt with these questions for many years in her studies on people with dementia.

scholarly journals A visual and creative approach to exploring people with dementia’s experiences of being students at a school in Denmark

Dementia ◽  
2018 ◽  
Vol 19 (3) ◽  
pp. 786-804
Author(s):  
Alison Ward ◽  
Diana Schack Thoft ◽  
Helen Lomax ◽  
Jacqueline Parkes
Keyword(s):  
Early Stage ◽  
Research Process ◽  
Photo Elicitation ◽  
Learning And Development ◽  
Group Discussions ◽  
Home Life ◽  
Life Long Learning ◽  
People With Dementia ◽  
Dementia Research

In dementia research, there is limited knowledge about how people with dementia experience their daily life including how they experience the services they attend. This means a lack of knowledge about how people with dementia judge the quality of services provided for them. In this study visual and creative methods were used to understand the experience of people with early stage dementia who attend an adult school, Voksenskolen for Undervisning og Kommunikation (VUK) in Denmark. The study explored the students’ experience of being a student at VUK and what it means to engage in life-long learning. Alongside the aim to evaluate the service provided for them, seen from their perspective. Photo-elicitation was used, with cameras provided to each student, who took photographs of their school and home life. Students’ photographs were used to support focus group discussions, with the images integral to the process of talking about and recalling stories. Ten students were recruited to participate in four weekly sessions. Two groups were run with five students in each group. Each session was video recorded, these sessions were then transcribed and analysed using Braun and Clarke’s thematic analysis. Visual images were found to support the students’ memory of current experiences and prompted reminiscences about the past, leading to rich descriptions about being a student at VUK and their experiences of living with dementia. Being able to attend VUK was found to be important for these students with dementia, providing them with a sense of purpose, a way to support their cognitive function and also to develop new friendships. The method provided a way for people with dementia to be active in the research process and provide their perspective about a novel service, which promotes an ethos of learning and development.

scholarly journals Young people’s advisory groups in health research: scoping review and mapping of practices

2020 ◽  
pp. archdischild-2020-320452 ◽  
Author(s):  
Elise Sellars ◽  
Gabriela Pavarini ◽  
Daniel Michelson ◽  
Cathy Creswell ◽  
Mina Fazel
Keyword(s):  
Scoping Review ◽  
Health Research ◽  
Empirical Studies ◽  
Research Process ◽  
Primary Data ◽  
Research Activity ◽  
Level Of Involvement ◽  
Additional Information ◽  
Advisory Groups ◽  
The Impact

BackgroundYoung people’s advisory groups (YPAGs) for research are comprised of children or adolescents who work with researchers to shape different stages of the research process. Their involvement is expected to ensure studies better reflect the preferences and needs of targeted youth populations. However, despite their increasing use in health research, there is little systematic evidence on the methods and impacts associated with YPAGs.MethodTo address this gap, we conducted a scoping review of YPAGs in youth-focused health studies. We systematically searched MEDLINE for empirical studies in populations between 12 years and 18 years of age published in 2019. If a potential YPAG was identified, authors were contacted for additional information about the activities and level of involvement of the YPAG.FindingsOf all studies that collected primary data from persons aged 12–18 years, only 21 studies reported using youth advice during their research. This represents less than 1% of all published empirical child and adolescent studies. There was variation in the type of research activity undertaken by YPAGs and their level of involvement. Most studies involved YPAGs in co-production of research design and/or in dissemination activities. The majority of authors that responded were positive about the impact of YPAGs.InterpretationRecommendations for consistent reporting of YPAG involvement in empirical studies include reporting on the match between YPAG and study populations, frequency/format of meetings, and the nature and level of involvement.

Studying visual literacy: Research methods and the use of visual evidence

IFLA Journal ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 172-181
Author(s):  
Krystyna K. Matusiak
Keyword(s):  
Data Collection ◽  
Research Methods ◽  
Research Methodology ◽  
Visual Literacy ◽  
Empirical Studies ◽  
Research Process ◽  
Library Instruction ◽  
Teaching Approaches ◽  
Visual Evidence ◽  
Literacy Research

The proliferation of images and their increased use in academic and everyday information practices has sparked an interest in visual literacy as an area of research and library instruction. Teaching approaches and student learning are examined using a variety of research methods and utilizing images in the research process. This paper provides a review of research methodology adopted in empirical studies of visual literacy that were published in academic journals between 2011 and 2017. The results indicate that one third (33%) of the examined studies adopted a quantitative approach with surveys being the most popular strategy. Qualitative and mixed-methods studies were a minority but represented a greater variety of strategies and data collection techniques. One third (33%) of the studies in the sample did not report any research methodology. Most of the studies (87%) used visual evidence in the research process.

The impact of motivations and meanings on the wellbeing of caregivers of people with dementia: a systematic review

2009 ◽  
Vol 22 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Catherine Quinn ◽  
Linda Clare ◽  
Robert T Woods
Keyword(s):  
Systematic Review ◽  
Positive Impact ◽  
Empirical Studies ◽  
Care Recipient ◽  
Cultural Norms ◽  
Dementia Caregiving ◽  
People With Dementia ◽  
Two Factors ◽  
Kin Relationship ◽  
The Impact

ABSTRACTBackground: The majority of people in the early and middle stages of dementia are cared for at home by non-paid caregivers, the majority of whom will be family members. Two factors which could have an impact on the quality of care provided to the care-recipient are the caregiver's motivations for providing care and the meaning s/he finds in caregiving. The aim of this review is to explore the potential impact of both meaning and motivation on the wellbeing of caregivers of people with dementia. The review also explores individual differences in motivations to provide care.Methods: This was a systematic review of peer-reviewed empirical studies exploring motivations and meanings in informal caregivers of people with dementia. Four studies were identified which examined the caregiver's motivations to provide care. Six studies were identified which examined the meaning that caregivers found in dementia caregiving.Results: Caregivers' wellbeing could be influenced by the nature of their motivations to care. In addition, cultural norms and caregivers’ kin-relationship to the care-recipient impacted on motivations to provide care. Finding meaning had a positive impact on caregiver wellbeing.Conclusions: The limited evidence currently available indicates that both the caregiver's motivations to provide care and the meaning s/he finds in caregiving can have implications for the caregiver's wellbeing. More research is needed to explore the role of motivations and meaning in dementia caregiving.

scholarly journals Happiness Studies

2019 ◽  
Vol 7 (1) ◽  
pp. 42-50 ◽  
Author(s):  
Margareta Hallberg ◽  
Christopher Kullenberg
Keyword(s):  
Social Sciences ◽  
Social Order ◽  
Interdisciplinary Research ◽  
Empirical Studies ◽  
Research Field ◽  
Science And Society ◽  
The Social ◽  
The Way

This article is about the growth and establishment of the interdisciplinary research field ”Happiness Studies”. This article focuses on how research on happiness has become a quickly growing and successful field within western societies and what it says about both the social sciences and contemporary social order. The concept of co-production, as defined by Sheila Jasanoff, is used to show how science and society interact and influence each other. Hence, we show how happiness has become a significant topic for empirical studies and the way interdisciplinary research is intertwined with what is perceived as both challenging and worth striving for in society and culture.

scholarly journals Learning communities and physical education professional development: A scoping review

2021 ◽  
pp. 1356336X2110555
Author(s):  
Melissa Parker ◽  
Kevin Patton ◽  
Luiza Gonçalves ◽  
Carla Luguetti ◽  
Okseon Lee
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Learning Communities ◽  
Scoping Review ◽  
Teacher Educators ◽  
Empirical Studies ◽  
Descriptive Analysis ◽  
Research Process ◽  
Initial Teacher Education ◽  
Future Research

Learning communities (LCs) in a variety of formats are touted as an effective strategy for continuing professional development (CPD) in physical education. This study’s purpose was to provide an overview of the research on LCs in physical education for professional development between 1990 and 2020. A scoping review undergirded the research process and search parameters included full-text empirical studies in 12 languages. Ultimately 95 studies were found. A descriptive analysis revealed teachers as the focus in 75% of the studies; fewer studies focused on initial teacher education students, teacher educators, and facilitators. The largely qualitative studies reflected an international database (18 countries; four multinational studies) with South Korea, the US, and England dominating the literature. Four features spotlight thematic findings: (a) facilitation, (b) the process of community development, (c) the focus of the group and (d) the product(s) of the group. Learning communities as a CPD approach in physical education appear to be effective in a variety of ways. Little evidence, however, exists regarding their sustained nature over time, or how teacher engagement in LCs may result in substantive student learning. Contributing to the scattered nature of literature to date was the interchangeable use of communities of practice (CoP) and other forms of LCs. Often communities were not theoretically aligned, the development process of communities not explained, nor evidence provided as to how the community studied contained the qualifying features of a CoP or LCs. Future research, therefore, should detail the nature of community and fidelity to the theoretical framework.

scholarly journals Feldforschung im postsowjetischen Raum. Methodologische Reflexion international vergleichender sonderpädagogischer Forschung

2021 ◽  
Vol 2021 (2) ◽  
pp. 11-16
Author(s):  
Katja Koch ◽  
Stephan Kehl
Keyword(s):  
Empirical Studies ◽  
People With Disabilities ◽  
Research Process ◽  
Self Reflection

Our research on dangers of excluding people with disabilities and the scope of actions that aim at supporting their inclusion in Kazakhstan and Uzbekistan has revealed the challenging circumstances empirical studies face in intercultural fields. These challenges, as identified in our study, suggest an increased necessity of iterative (self-)reflection in the research process. This is a valuable outcome of our study that is not constraint to international contexts.

scholarly journals Interventions for improving self-direction in people with dementia: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Carola M. E. Döpp ◽  
Hermijntje Drenth ◽  
Paul-Jeroen Verkade ◽  
Anneke F. Francke ◽  
Iris van der Heide
Keyword(s):  
Systematic Review ◽  
Methodological Quality ◽  
Quantitative Methods ◽  
Empirical Studies ◽  
Well Being ◽  
Cochrane Library ◽  
Everyday Functioning ◽  
Positive Effects ◽  
People With Dementia ◽  
Essential Components

Abstract Background Dementia is a progressive disease that affects people’s everyday functioning, including the ability to express values, needs and wishes, which can be considered key elements of self-direction. For the purpose of this review, self-direction refers to the organization and/or coordination of your own life, including professional and other care, with the objective of having what you perceive to be a good life. The aim of this systematic review was to assess and describe interventions that aim to improve self-direction of people with dementia. Methods A systematic search was conducted in PubMed, Embase, CINAHL, PsycInfo and the Cochrane Library. Empirical studies up to April 2020 were included that used qualitative and/or quantitative methods and reported on interventions for people with dementia aimed at improving self-direction. Stepwise study selection and the assessment of methodological quality were conducted independently by two authors. Data on study and intervention characteristics, outcomes related to self-direction and well-being of people with dementia and factors influencing the feasibility were extracted systematically and described narratively. Results Ten studies were identified describing a total of nine interventions. Interventions varied in terms of goals, content, target population and duration. Overall, interventions consisted of multiple components focusing on identifying “Who am I?” (beliefs, strengths, values, goals), identifying “What is important to me?” (meaningful activities and goal setting) and/or communicating about preferences with professionals and/or caregivers. The review provides indications that people with dementia may benefit from the interventions included. Overall, positive effects were found in studies on outcomes related to self-direction and wellbeing. However, outcomes measured using quantitative methods showed inconsistent effects between the studies. Conclusions Although the methodological quality of all the studies included was ‘good’ or at least ‘fair’, the evidence base of interventions aiming to improve self-direction is still limited due to the low number of studies, the low number of participants and the frequent use of and their authors’ own non-standardized measures. Nevertheless, the review points towards positive effects on self-direction and well-being. Identifying individual beliefs, strengths, values, goals and meaningful activities can be essential components of these interventions, as well as communication about the desired care and support.

DIGITALIZATION OF HIGHER EDUCATION AS A NEW SOCIAL REALITY

2020 ◽  
Vol 15 (6) ◽  
pp. 30-44
Author(s):  
M.V. ARTAMONOVA ◽  
◽  
S.V. RADCHENKO ◽  
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
Professional Community ◽  
Social Reality ◽  
Teaching Profession ◽  
Academic Community ◽  
Conflict Situations ◽  
Essential Change ◽  
Network Technologies ◽  
Value Model

The article substantiates the thesis that digitalization of higher education leads to an essential change of educational paradigms, transformation of the value model of the professional community. The contradiction in the value attitudes of university staff, in particular, teachers and administrators, gives rise to many conflict situations and is the cornerstone of failure, a brake on the reform of higher education (digital mimicry). The purpose of the article is to identify the causes and consequences of institutional changes in higher education in the context of the introduction of digital technologies from the standpoint of a sociological explanatory model. The subject of the research is the processes of digitalization of higher education. As a result of theoretical and empirical studies, the authors proved that conflicts in the university community lead to the emergence of a new social reality – to the division of the academic community into rationalists and traditionalists, and the formation of a value model of professional rationality. And if network technologies do not seriously affect the everyday life of modern students and schoolchildren, for teachers they create a new, unstable socio-cultural environment that has a convergent, mixed nature of social interactions. The prestige of the teaching profession now directly depends on the ability to respond to the requests and needs of the network personality.

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