explanatory mixed methods
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Author(s):  
John Robert C. Rilveria

AbstractThis study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with autism. In the quantitative phase, data from the accomplished questionnaires of 124 parent–caregiver dyads were collected and analyzed. Four factors extracted from the literature: treatment attitude, treatment compliance, level of stress, and perceived autism severity were examined as possible predictors of parent–therapist alliance, caregiver–therapist alliance, and parent–caregiver alliance. In the qualitative phase, eight parent–caregiver dyads (who both scored high in their alliance with therapist, alliance with each other, treatment attitude, treatment compliance, and level of stress) were interviewed to probe on their experiences of alliance-building, parenting, and caregiving. The integration of both quantitative and qualitative data led to the formulation of a conceptual framework that explains how the factors influence the secondary system of therapeutic alliance. These findings emphasize that tapping into the personal experiences of parents and caregivers can help in identifying what they value in a working, therapeutic relationship. Moreover, communication, skills training, and feedback among therapists, parents, and caregivers are essential to enhance positive attitude toward treatment, promote compliance to treatment recommendations, and address sources of personal stress. Nevertheless, this study calls for future studies to build into the factors associated with the systemic therapeutic alliance and to implement intervention programs that may target issues relating to attitude toward treatment, compliance to treatment, and experience of parental and caregiver stress.


2022 ◽  
pp. 105382592110732
Author(s):  
Farah Otaki ◽  
Nerissa Naidoo ◽  
Saba Al Heialy ◽  
Anne-Marie John-Baptiste ◽  
Dave Davis ◽  
...  

Background: Some medical schools offer co-curricular experiential education programs. Despite the established value of such experiences, there are no published studies that reflect upon the systematic integration of perceptions of primary stakeholders, whose engagement is necessary for program continuity. Purpose: To showcase how stakeholders’ theory can be deployed to holistically evaluate the quality of experiential learning opportunities and the value they offer to all stakeholders. Methodology/Approach: Based on a sequential explanatory mixed methods design, data was solicited from 14 Program Organizers, 107 Participating Students, and 107 Onsite Mentors. Findings/Conclusions: The Program Organizers strongly agreed (95.5%) that the co-curricular program is efficacious. A majority of Participating Students rated the overall quality-of-experience as excellent (81.6%), and most Onsite Mentors rated students’ attendance as excellent (88.7%). There was a dependency between Participating Students’ attendance and extent to which they were engaged in teamwork. The qualitative analysis generated the “Global Citizenship” conceptual framework. Implications: Stakeholders’ theory can be leveraged to broaden the analytic scope of experiential learning, encapsulating the development that occurs at the community level due to individuals’ engagement. This conceptual framework can be utilized by other institutions to guide the development of similar co-curricular programs.


2021 ◽  
Vol 16 (4) ◽  
pp. 10-24
Author(s):  
Fatemeh Nafari ◽  
◽  
Mehrshad Ahmadian ◽  
Ebrahim Fakhri ◽  
◽  
...  

A portfolio is a document describing skills, experience, interests or knowledge of an individual. Recently, the conventional paper-based portfolio has been no longer able to keep pace and therefore, some researchers have suggested e-portfolios overcome this weakness. It is rare to find research on e-portfolio for managing certification of professional competence. Considering that developing an Education Teacher Performance Assessment (edTPA) teaching e-portfolio helps teachers to become more reflective in their teaching, the present study tried to merge this issue by exploring the effects of developing edTPA teaching e-portfolios on pre-service and in-service teachers’ self-reflection in a teacher preparation program in the Iranian EFL context. The researchers employed a sequential explanatory mixed methods approach. A self-reflection survey was administered to 100 EFL pre�service and in-service teachers. The participants developed edTPA teaching portfolios with three specific types of tasks (planning, instruction, and assessment) in their classrooms. After the teaching classroom, a self-reflection survey was administered as a posttest. Then six of the participants were surveyed using a follow-up interview. The results of the study showed that there was a significant improvement in the EFL teachers’ self-reflection in both groups through developing three types of edTPA and underlying five factors of reflection in their teaching. Research on edTPA as a tool measures teacher readiness and reflection. Further research efforts should focus on edTPA performance, teacher evaluation and student performance to add to the professional discourse on teacher preparation, teacher quality, and policy making.


2021 ◽  
Vol 4 (6) ◽  
pp. 119-138
Author(s):  
Afolabi A.O. ◽  
Abioye P.O. ◽  
Akin-Ayankunle M.O. ◽  
Omishakin M.Y.J. ◽  
Adegoke A.O. ◽  
...  

Continuing Professional Development Programs have been identified as an important strategy towards improving basic professional skills and competence of health care professionals. This study explored nurses’ perception about the Mandatory Continuing Professional Development Program (MCPDP) and assessed nurses’ satisfaction with the Continuing Professional Development Program in Nigeria.Study adopted sequential explanatory mixed methods, using both quantitative and qualitative data collection methods. The quantitative aspect included 412 nurses in Osun state, Nigeria selected through multistage sampling. Data was analyzed at univariate, bivariate and multivariate levels using appropriate statistics, level of significance was p<0.05. The qualitative aspect of the study employed in-depth interview; responses were analyzed thematically. Findings showed that 72.8% of the nurses had positive perception about the MCPDP, 66.3% assessed the MCPDP training as very useful, 31.3% and 2.4% assessed the training as moderately useful and useful respectively, 57.0% were very satisfied with the MCPDP training, 41.5% were satisfied while1.5% nurses were indifferent. Regression analysis revealed that nurses’ years of working experience (OR = 0.24, CI = 0.10-0.62, p = 0.003) significantly influenced perception about the MCPDP. Study concluded that professionalism in nursing should focus on ensuring quality years of working experience and effective Continuous Professional Development for all categories of nurses.


2021 ◽  
pp. 002246692110541
Author(s):  
Karin M. Fisher ◽  
Peggy Shannon-Baker ◽  
Kania Greer ◽  
Barbara Serianni

Students with disabilities (SWDs) are less likely to establish themselves successfully in Science, Technology, Engineering, and Mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. The researchers used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. The researchers conclude with implications for educators to make STEM clubs more inclusive.


2021 ◽  
pp. 1-9
Author(s):  
Nicolas Schippel ◽  
Gloria Dust ◽  
Christian von Reeken ◽  
Raymond Voltz ◽  
Julia Strupp ◽  
...  

Abstract Objective Burdensome transitions are typically defined as having a transition in the last three days or multiple hospitalizations in the last three months of life, which is seldom verified with qualitative accounts from persons concerned. This study analyses types and frequencies of transitions in the last year of life and indicators of burdensome transitions from the perspective of bereaved relatives. Method Cross-sectional explanatory mixed-methods study with 351 surveyed and 41 interviewed bereaved relatives in a German urban area. Frequencies, t-tests, and Spearman correlations were computed for quantitative data. Qualitative data were analyzed using content analysis with provisional and descriptive coding/subcoding. Results Transitions rise sharply during the last year of life. 8.2% of patients experience a transition in the last three days and 7.8% three or more hospitalizations in the last three months of life. An empathetic way of telling patients about the prospect of death is associated with fewer transitions in the last month of life (r = 0.185, p = 0.046). Professionals being aware of the preferred place of death corresponds to fewer hospitalizations in the last three months of life (1.28 vs. 0.97, p = 0.021). Qualitative data do not confirm that burden in transitions is linked to having transitions in the last three days or multiple hospitalizations in the last three months of life. Burden is associated with (1) late and non-empathetic communication about the prospect of death, (2) not coordinating care across settings, and (3) not considering patients’ preferences. Significance of results Time of occurrence and frequency appear to be imperfect proxies for burdensome transitions. The subjective burden seems to be associated rather with insufficient information, preparation, and management of transitions.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 466-466
Author(s):  
Adeola Ayedun ◽  
Jane Straker ◽  
Traci Wilson ◽  
Amanda Brewster ◽  
Chris Rubeo ◽  
...  

Abstract The COVID-19 pandemic required AAAs to pause essential services, serving as a catalyst for innovation. We examined such innovations as part of an explanatory mixed-methods, positive deviance study of AAA partnerships with health and social service organizations. We identified 8 AAAs with many partners serving areas with lower levels of health care use, and 3 AAAs with few partners serving areas with higher levels of health care use. We interviewed AAA and partners, (total = 123). Using the constant comparative method, we identified recurrent themes: 1) AAAs adapted to increased demand for services by developing new ways to deliver services, 2) the pandemic raised awareness of unmet needs such as social connection, 3) changes in delivery of services included embracing technology, and 4) AAAs and their partners identified resources to rapidly pivot services. AAAs and partners demonstrated resiliency to not only to sustain programs, but to innovate throughout the pandemic.


Author(s):  
Sarah Hammond ◽  
April A. Kedrowicz

This article explores the impact of experiential team communication training on student team effectiveness. First-year veterinary students were concurrently enrolled in the Group Communication in Veterinary Medicine course and applied their knowledge to their authentic team experiences in the Veterinary Anatomy and Introduction to Clinical Problem Solving courses. All students completed a modified team effectiveness instrument and a team self-reflection at the end of the semester. Results show that students experienced a high level of team effectiveness. Although students experienced challenges with respect to staying on task and distributing roles and responsibilities, team coordination and communication improved over time, due in part to the team activities associated with the team training intervention. This research provides support for the impact of experiential team training to the development of team process skills and team effectiveness.


Author(s):  
Micheal M. van Wyk

The growing body of literature is reporting positive results when it comes to flipped learning which across disciplines and contexts involves student-centered, technology-integrated teaching. Using a systematic scoping review, this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students’ learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. Undeniably, this scholarly endeavor revealed that benefits outweighed drawbacks regarding the functionality, usefulness, personalized learning outcomes, freeing-up-time, collaboration, and active participation towards self-directed learning. The flipped instructional design strategy was used as reliable, relevant and appropriate to search scholarly works systematically, but more research needs to be conducted for an ODeL environment.


The growing body of literature is reporting positive results when it comes to flipped learning which across disciplines and contexts involves student-centered, technology-integrated teaching. Using a systematic scoping review, this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students’ learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage students’ learning and empowers them in terms of modeling to teach during the course. Undeniably, this scholarly endeavor revealed that benefits outweighed drawbacks regarding the functionality, usefulness, personalized learning outcomes, freeing-up-time, collaboration, and active participation towards self-directed learning. The flipped instructional design strategy was used as reliable, relevant and appropriate to search scholarly works systematically, but more research needs to be conducted for an ODeL environment.


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