Journal articles on the topic 'Iterative grounded theory'
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Orton, James Douglas. "From inductive to iterative grounded theory: Zipping the gap between process theory and process data." Scandinavian Journal of Management 13, no. 4 (December 1997): 419–38. http://dx.doi.org/10.1016/s0956-5221(97)00027-4.
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Chun Tie, Ylona, Melanie Birks, and Karen Francis. "Grounded theory research: A design framework for novice researchers." SAGE Open Medicine 7 (January 2019): 205031211882292. http://dx.doi.org/10.1177/2050312118822927.
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Background: Grounded theory is a well-known methodology employed in many research studies. Qualitative and quantitative data generation techniques can be used in a grounded theory study. Grounded theory sets out to discover or construct theory from data, systematically obtained and analysed using comparative analysis. While grounded theory is inherently flexible, it is a complex methodology. Thus, novice researchers strive to understand the discourse and the practical application of grounded theory concepts and processes. Objective: The aim of this article is to provide a contemporary research framework suitable to inform a grounded theory study. Result: This article provides an overview of grounded theory illustrated through a graphic representation of the processes and methods employed in conducting research using this methodology. The framework is presented as a diagrammatic representation of a research design and acts as a visual guide for the novice grounded theory researcher. Discussion: As grounded theory is not a linear process, the framework illustrates the interplay between the essential grounded theory methods and iterative and comparative actions involved. Each of the essential methods and processes that underpin grounded theory are defined in this article. Conclusion: Rather than an engagement in philosophical discussion or a debate of the different genres that can be used in grounded theory, this article illustrates how a framework for a research study design can be used to guide and inform the novice nurse researcher undertaking a study using grounded theory. Research findings and recommendations can contribute to policy or knowledge development, service provision and can reform thinking to initiate change in the substantive area of inquiry.
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Ross, James, and Chris Watling. "Use of empathy in psychiatric practice: Constructivist grounded theory study." BJPsych Open 3, no. 1 (January 2017): 26–33. http://dx.doi.org/10.1192/bjpo.bp.116.004242.
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BackgroundPsychiatry has faced significant criticism for overreliance on the Diagnostic and Statistical Manual of Mental Disorders (DSM) and medications with purported disregard for empathetic, humanistic interventions.AimsTo develop an empirically based qualitative theory explaining how psychiatrists use empathy in day-to-day practice, to inform practice and teaching approaches.MethodThis study used constructivist grounded theory methodology to ask (a) ‘How do psychiatrists understand and use empathetic engagement in the day-to-day practice of psychiatry?’ and (b) ‘How do psychiatrists learn and teach the skills of empathetic engagement?’ The authors interviewed 17 academic psychiatrists and 4 residents and developed a theory by iterative coding of the collected data.ResultsThis constructivist grounded theory of empathetic engagement in psychiatric practice considered three major elements: relational empathy, transactional empathy and instrumental empathy. As one moves from relational empathy through transactional empathy to instrumental empathy, the actions of the psychiatrist become more deliberate and interventional.ConclusionsParticipants were described by empathy-based interventions which are presented in a theory of ‘empathetic engagement’. This is in contrast to a paradigm that sees psychiatry as purely based on neurobiological interventions, with psychotherapy and interpersonal interventions as completely separate activities from day-to-day psychiatric practice.
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Tadas, Shreya, and David Coyle. "Barriers to and Facilitators of Technology in Cardiac Rehabilitation and Self-Management: Systematic Qualitative Grounded Theory Review." Journal of Medical Internet Research 22, no. 11 (November 11, 2020): e18025. http://dx.doi.org/10.2196/18025.
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Background Dealing with cardiovascular disease is challenging, and people often struggle to follow rehabilitation and self-management programs. Several systematic reviews have explored quantitative evidence on the potential of digital interventions to support cardiac rehabilitation (CR) and self-management. However, although promising, evidence regarding the effectiveness and uptake of existing interventions is mixed. This paper takes a different but complementary approach, focusing on qualitative data related to people’s experiences of technology in this space. Objective Through a qualitative approach, this review aims to engage more directly with people’s experiences of technology that supports CR and self-management. The primary objective of this paper is to provide answers to the following research question: What are the primary barriers to and facilitators and trends of digital interventions to support CR and self-management? This question is addressed by synthesizing evidence from both medical and computer science literature. Given the strong evidence from the field of human-computer interaction that user-centered and iterative design methods increase the success of digital health interventions, we also assess the degree to which user-centered and iterative methods have been applied in previous work. Methods A grounded theory literature review of articles from the following major electronic databases was conducted: ACM Digital Library, PsycINFO, Scopus, and PubMed. Papers published in the last 10 years, 2009 to 2019, were considered, and a systematic search with predefined keywords was conducted. Papers were screened against predefined inclusion and exclusion criteria. Comparative and in-depth analysis of the extracted qualitative data was carried out through 3 levels of iterative coding and concept development. Results A total of 4282 articles were identified in the initial search. After screening, 61 articles remained, which were both qualitative and quantitative studies and met our inclusion criteria for technology use and health condition. Of the 61 articles, 16 qualitative articles were included in the final analysis. Key factors that acted as barriers and facilitators were background knowledge and in-the-moment understanding, personal responsibility and social connectedness, and the need to support engagement while avoiding overburdening people. Although some studies applied user-centered methods, only 6 involved users throughout the design process. There was limited evidence of studies applying iterative approaches. Conclusions The use of technology is acceptable to many people undergoing CR and self-management. Although background knowledge is an important facilitator, technology should also support greater ongoing and in-the-moment understanding. Connectedness is valuable, but to avoid becoming a barrier, technology must also respect and enable individual responsibility. Personalization and gamification can also act as facilitators of engagement, but care must be taken to avoid overburdening people. Further application of user-centered and iterative methods represents a significant opportunity in this space.
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Jones, Douglas A. "Pragmatics of Democracy: A Political Theory of African American Literature before Emancipation." American Literary History 33, no. 3 (August 3, 2021): 498–509. http://dx.doi.org/10.1093/alh/ajab046.
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Abstract “Pragmatics of Democracy: A Political Theory of African American Literature before Emancipation” reads scenes of embodied experience in early African American literary culture to theorize how persons come to regard democratic cultures as productive of the most excellent forms of life. The book proposes a typology of these iterative bodily events which dispose persons toward democratic subjectivity: ecstasy, violence, impersonality, respectability, and autonomy. [E]arly African American narratives offer speculations, categories, and hermeneutics concerning democracy grounded in Black life amid new-world chattel slavery that sometimes contradict, sometimes complement those that prevailed in early US political thought.
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Cook, Kristy J., and Kim L. Larson. "Breastfeeding Decision-Making in an Addiction Trajectory: An Exploratory Grounded Theory Study." Research and Theory for Nursing Practice 34, no. 4 (November 1, 2020): 371–88. http://dx.doi.org/10.1891/rtnp-d-20-00004.
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Background and PurposeGlobally, five million women are affected by opioid use disorder (OUD). Women with OUD are less likely to breastfeed than the general population, increasing risk of neonatal withdrawal. Theoretical frameworks related to breastfeeding did not address women with OUD. The purpose of this study was to develop a conceptual model to better understand breastfeeding disparities among this vulnerable population.MethodsA grounded theory study was conducted from August 2018 to March 2019 to investigate concepts likely to influence breastfeeding decisions in women with OUD. In-depth interviews were conducted in North Carolina with 10 women in recovery who breastfed, and their six identified support persons. Data were analyzed through iterative coding. This article focuses on maternal perspectives of breastfeeding informed by support persons.ResultsThe overarching theme was breastfeeding decision-making in an addiction trajectory. Two antecedent pathways led to the recovery–relapse cycle. This cycle involved seeking, initiating, and maintaining recovery with episodic relapse. Perceived stigma linked the recovery–relapse cycle with breastworks. Breastworks, an emergent concept, was characterized by learning and knowing, good intentions, and health-care provider sensitivity.Implications for PracticeThis grounded theory model may inform clinicians in caring for women with OUD and support breastfeeding and newborn well-being. Strategies to address research and practice may include the development of a mobile application, having women in recovery on the health-care team, and incorporation of breastfeeding guidelines.
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Johnsson, Linus. "Multidimensional Property Supplementation: A Method for Discovering and Describing Emergent Qualities of Concepts in Grounded Theory Research." Qualitative Health Research 31, no. 1 (December 17, 2020): 184–200. http://dx.doi.org/10.1177/1049732320970488.
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Multidimensional property supplementation is a grounded theory method for analysis that conceives of concepts as multidimensional spaces of possibilities. It is applied in an iterative process comprising four steps: expansion, whereby vague codes are split and contraries postulated; abstraction of practically significant differences in terms of properties and dimensions; geometrization of properties to create conceptual subspaces that supplant subcategories and have additional, emergent qualities; and unification of the concept by validating it against data and relieving it of properties that do not tie in sufficiently with other concepts. Multidimensional conceptual models encourage the researcher to elaborate properties that explain, predict, or guide action. Fully developed, they can be easily connected to others in a process and function, by virtue of their emergent qualities, as falsifiable hypotheses in their own right. For these reasons, multidimensional property supplementation is open to epistemological justification without presuming acceptance of techniques specific to grounded theory.
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McCluskey, Annie, Maree Johnson, and Robyn Tate. "The Process of Care Management Following Brain Injury: A Grounded Theory Study." Brain Impairment 8, no. 3 (December 1, 2007): 293–311. http://dx.doi.org/10.1375/brim.8.3.293.
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AbstractEstablishing a viable program of care and support for people with severe brain injury is challenging for professionals and family members. The aims of this grounded theory study were to explore how decisions about care were made following brain injury when an individual had received third party compensation, and factors or conditions that influenced care. The sample (n = 51) included 14 people with traumatic brain injury (mean age 36.5 years, range 19–56; mean time post-injury 9.9 years, range 2.5–37), and 37 ‘others’, who either provided or coordinated care (12 family members, 14 paid carers, 6 case managers, 4 directors of care agencies and 1 estate manager). Data were collected using single interviews with each participant. All 14 people with brain injury had received 24-hour support at the time of hospital discharge; at follow-up, only 8 received 24-hour support. Care decision-making and care maintenance occurred as an iterative process. Participants made decisions about the best living situation, configuration of carers and level of care, and then strived to maintain stable care. Care decision-making involved three key strategies (gathering information, appraising alternatives, and enacting a decision). Care maintenance also involved three key strategies (monitoring, managing conflict and supporting carers). Mutual risk tolerance and the presence of a case manager were necessary conditions for good care management, and enabled a person with brain injury to spend time alone, take low-level risks and experience autonomy. Professionals and family carers can use the findings of this study to actively increase risk taking and autonomy.
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Snodgrass, Jeffrey G., Kaylin R. Clements, William Cody Nixon, Cynthia Ortega, Samantha Lauth, and Michelle Anderson. "An Iterative Approach to Qualitative Data Analysis: Using Theme, Cultural Models, and Content Analyses to Discover and Confirm a Grounded Theory of How Gaming Inculcates Resilience." Field Methods 32, no. 4 (July 21, 2020): 399–415. http://dx.doi.org/10.1177/1525822x20939749.
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We present a qualitative data analysis framework that integrates perspectives from theme analysis, cultural models analysis, grounded theory, and content analysis. We demonstrate how these research traditions are united in their aim to, first, uncover meaningful themes and, subsequently, to understand those themes’ relationships to each other. To illustrate our approach, we present research on video gamers’ understandings of productive and detrimental responses to failure. Initial themes, cultural models, and grounded theory analysis of 10 semi-structured interviews led us to the theory that video games help players learn to cope more productively with failure, which we confirmed in a subsequent content analysis of text extracts from an online survey ( N = 64). Overall, we propose that commonly employed approaches for analyzing qualitative data can be usefully conceptualized as research steps or stages, which move from the initial identification of themes to understanding their relationships, and from inductive exploration to deductive confirmation.
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SÆTRE, ALF STEINAR, and ERIC BRUN. "STRATEGIC MANAGEMENT OF INNOVATION: MANAGING EXPLORATION-EXPLOITATION BY BALANCING CREATIVITY AND CONSTRAINT." International Journal of Innovation and Technology Management 09, no. 04 (August 2012): 1250025. http://dx.doi.org/10.1142/s0219877012500253.
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This paper offers a model for effectively managing ambiguity at the fuzzy front end of innovation projects. We conducted in-depth studies of four new product development projects from the medical device industry. Through the abductive process of iterative grounded theory we built a model of the management of ambiguity. The model we propose shows that innovation teams that have a higher tolerance for ambiguity are better able to exploit it. The successful management of ambiguity in innovation projects rests upon the balancing of opposing needs.
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Warran, Katey, Daisy Fancourt, and Theresa Wiseman. "How does the process of group singing impact on people affected by cancer? A grounded theory study." BMJ Open 9, no. 1 (January 2019): e023261. http://dx.doi.org/10.1136/bmjopen-2018-023261.
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ObjectiveThis study aimed to build an understanding of how the process of singing impacts on those who are affected by cancer, including patients, staff, carers and those who have been bereaved.DesignA qualitative study, informed by a grounded theory approach.Setting and participantsPatients with cancer, staff, carers and bereaved who had participated for a minimum of 6 weeks in one of two choirs for people affected by cancer.Methods31 participants took part in Focus Group Interviews lasting between 45 min and an hour, and 1 participant had a face-to-face interview.FindingsFour overarching themes emerged from the iterative analysis procedure. The overarching themes were: building resilience, social support, psychological dimensions and process issues. Following further analyses, a theoretical model was created to depict how building resilience underpins the findings.ConclusionGroup singing may be a suitable intervention for building resilience in those affected by cancer via an interaction between the experience and impact of the choir.
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Brinck, Lars. "Funk jamming in New Orleans: Musical interaction in practice and theory." International Journal of Music Education 36, no. 3 (May 19, 2018): 430–46. http://dx.doi.org/10.1177/0255761418771994.
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This article reports long-term fieldwork on jamming funk musicians’ interaction from a combined anthropological, ethnographic, and grounded theory perspective. The study draws from over 20 years of data collection through personal interviews with New Orleans funk musicians, personal experiences with jamming and second-lining, and participant observation of funk jam sessions and second line parades. Also the author’s personal funk jam teaching experiences are included. The article is in four parts to mark the historical phases in the longitudinal research process towards a theoretical, empirical argument for how funk musicians think and act when they jam. The final theory suggests funk jamming to be guided by overarching notions of “making the music feel good” and “making them dance” and in an iterative spiral process of “open approach,” “prioritized focusing,” “categorical reflection,” and “artistic realization.” Based on this, some educational implications for learning and teaching how to jam conclude the article.
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Heslop, Benjamin, Elizabeth Stojanovski, Jonathan Paul, and Kylie Bailey. "PILAR: A Model of Collaboration to Encapsulate Social Psychology." Review of General Psychology 22, no. 3 (September 2018): 321–33. http://dx.doi.org/10.1037/gpr0000141.
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This article presents an iterative examination of a grounded theory of collaboration in conjunction with social psychology literature. The resulting PILAR (Prospects, Involved, Liked, Agency, Respect) model of collaboration encapsulates over 30 social and group psychology (SGP) theories, including social identity theory, social network analysis, and psychological safety. Selected works of the early 20th-century scholars Lewin, Moreno, Simmel, and Foucault resonate with the PILAR model. We considered that, in constructing a generalized model of collaboration made possible by the availability of modern SGP theory, PILAR may represent advancement toward accomplishing these early scholars’ original intent. To validate PILAR, we proposed an empirical investigation for its consistency with organizational psychology, positive psychology, and appreciative inquiry, and for testing whether learning PILAR may improve collaboration skills for individuals lacking empathy.
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Morgan, David L., and Andreea Nica. "Iterative Thematic Inquiry: A New Method for Analyzing Qualitative Data." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095511. http://dx.doi.org/10.1177/1609406920955118.
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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.
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Ostovar-Namaghi, Seyyed Ali, and Maryam Gholami. "Exploring Language Teachers’ Perceptions of Cyclical Presentation of Materials in an EFL Context: A Grounded Theory." English Language Teaching 11, no. 3 (February 14, 2018): 60. http://dx.doi.org/10.5539/elt.v11n3p60.
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Numerous studies have tested and verified the potential of cyclical presentation of materials in developing proficiency and achievement in various contexts. None of them, however, have explored language teachers’ perceptions of cyclical presentation of materials. Since teachers’ perceptions may catalyze or nullify the effect of this approach, this study aims at exploring experienced language teachers’ perceptions through the reformulated grounded theory (Stauss & Corbin, 1990). Using non-probability sampling procedures, fifteen experienced teachers, both male and female, were selected from the population of language teaches teaching in junior high schools of Shahrood, a major city in Semnan province, Iran. Iterative data collection and analysis and the constant comparative techniques yielded “Merits of Cyclical Presentation” and “Suggestions for Practice” as the two main categories each subsuming some propositions. Among other things, the emerged propositions revealed that cyclical presentation: helps students internalize materials; reduces students’ level of stress and tension; serves a remedial function; and increases students’ motivation. Since the syllabus imposed by central agencies is linear in nature, participants suggested down-to-earth techniques to modify the syllabus and pave the way for cyclical presentation of materials where possible. The findings have clear implications for language teachers, syllabus designers and language learners.
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Alsahli, Abdulaziz, Hameed Khan, and Sultan Alyahya. "Toward an Agile Approach to Managing the Effect of Requirements on Software Architecture during Global Software Development." Scientific Programming 2016 (2016): 1–16. http://dx.doi.org/10.1155/2016/8198039.
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Requirement change management (RCM) is a critical activity during software development because poor RCM results in occurrence of defects, thereby resulting in software failure. To achieve RCM, efficient impact analysis is mandatory. A common repository is a good approach to maintain changed requirements, reusing and reducing effort. Thus, a better approach is needed to tailor knowledge for better change management of requirements and architecture during global software development (GSD).The objective of this research is to introduce an innovative approach for handling requirements and architecture changes simultaneously during global software development. The approach makes use of Case-Based Reasoning (CBR) and agile practices. Agile practices make our approach iterative, whereas CBR stores requirements and makes them reusable. Twin Peaks is our base model, meaning that requirements and architecture are handled simultaneously. For this research, grounded theory has been applied; similarly, interviews from domain experts were conducted. Interview and literature transcripts formed the basis of data collection in grounded theory. Physical saturation of theory has been achieved through a published case study and developed tool. Expert reviews and statistical analysis have been used for evaluation. The proposed approach resulted in effective change management of requirements and architecture simultaneously during global software development.
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Bevilacqua, Zachary, Donetta J. Cothran, Devin J. Rettke, David M. Koceja, Thomas F. Nelson-Laird, and Keisuke Kawata. "Educator perspectives on concussion management in the college classroom: a grounded theory introduction to collegiate return-to-learn." BMJ Open 11, no. 4 (April 2021): e044487. http://dx.doi.org/10.1136/bmjopen-2020-044487.
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ObjectivesTo gather the perspectives of collegiate instructors regarding how concussion is managed within the college classroom. To introduce the themes surrounding collegiate return-to-learn (RTL) and the classroom management of students with concussion.DesignQualitative grounded theory.SettingLarge, public university in the Midwest.ParticipantsTwenty-three college instructors participated in a private, semistructured, audio-recorded, one-on-one interview. Participants included 12 males and 11 females. Interview recordings were transcribed verbatim, followed by an iterative process of open-coding and axial-coding, performed by two researchers.ResultsThree themes emerged from the coded data: (1) awareness—external knowledge of concussion and previous experiences, (2) legitimacy—medical note provided and no note provided and (3) accommodating the student—instructor’s role and feasibility of the accommodation. Psychosocial factors such as small class sizes, graduate-level students and an instructor’s empathy appeared to influence an instructor’s decision making when accommodating a student recovering from concussion.ConclusionThese novel data provide foundational evidence regarding how college instructors perceive and subsequently manage concussion within the classroom, while also offering accuracy to aims of subsequent collegiate RTL investigationsArticle summaryRTL is an emerging field within concussion management, yet is grossly underexplored within the college setting. By utilising a grounded theory approach, this article introduces the themes that dictate the landscape of RTL for a college student.
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Lucero, Julie, Nina Wallerstein, Bonnie Duran, Margarita Alegria, Ella Greene-Moton, Barbara Israel, Sarah Kastelic, et al. "Development of a Mixed Methods Investigation of Process and Outcomes of Community-Based Participatory Research." Journal of Mixed Methods Research 12, no. 1 (February 26, 2016): 55–74. http://dx.doi.org/10.1177/1558689816633309.
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This article describes a mixed methods study of community-based participatory research (CBPR) partnership practices and the links between these practices and changes in health status and disparities outcomes. Directed by a CBPR conceptual model and grounded in indigenous-transformative theory, our nation-wide, cross-site study showcases the value of a mixed methods approach for better understanding the complexity of CBPR partnerships across diverse community and research contexts. The article then provides examples of how an iterative, integrated approach to our mixed methods analysis yielded enriched understandings of two key constructs of the model: trust and governance. Implications and lessons learned while using mixed methods to study CBPR are provided.
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Henshaw, Erin J., Maria Mayer, Sarina Balraj, Elsie Parmar, Kristine Durkin, and Rita Snell. "Couples talk about breastfeeding: Interviews with parents about decision-making, challenges, and the role of fathers and professional support." Health Psychology Open 8, no. 2 (July 2021): 205510292110291. http://dx.doi.org/10.1177/20551029211029158.
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Despite health benefits, sustained breastfeeding rates remain low in the United States, and the role of partners in breastfeeding is not well understood. Using a grounded theory approach, the current qualitative study explored how couples communicate regarding breastfeeding decisions and challenges. Mother-father dyads ( n = 16) completed individual semi-structured interviews 1 year after the birth of their first child. Following iterative qualitative analysis, three phases of breastfeeding communication emerged: Should we try this? ( Mother’s opinion counts) How do we make this work? (adjusting and problem-solving) and How do we settle into a routine? (gaining confidence, resolving issues) Findings underscore the complexity of defining the partner role in breastfeeding.
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Kucirka, Brenda G. "Navigating the Faculty–Student Relationship: Interacting With Nursing Students With Mental Health Issues." Journal of the American Psychiatric Nurses Association 23, no. 6 (April 29, 2017): 393–403. http://dx.doi.org/10.1177/1078390317705451.
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BACKGROUND: There is an increase in students enrolled in higher education diagnosed with mental illness or experiencing symptoms suggestive of mental health issues (MHI). This has a significant impact on the faculty–student relationship. OBJECTIVES: The purpose of this study was to identify the basic social psychological process that occurs when nursing faculty interact with students with MHI. DESIGN: Grounded theory methodology was implemented to identify the basic social psychological process that occurs when faculty encounter students with MHI. Thirteen nursing faculty were interviewed. Data were analyzed using line by line coding and constant comparative analysis. RESULTS: The resulting substantive theory, navigating the faculty–student relationship in the context of student MHI, is an iterative four-phase process: noticing, responding, experiencing, and reflecting. CONCLUSION: This theory provides a framework for understanding how nursing faculty recognize and address student MHI. The theory can be used to establish interventional strategies and best practice guidelines.
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Robinson, Carole A. "Families Living Well With Chronic Illness." Qualitative Health Research 27, no. 4 (October 25, 2016): 447–61. http://dx.doi.org/10.1177/1049732316675590.
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Chronic illness is a global issue of escalating importance. While prevention, control, and management of chronic disease are imperative, it is also critical to shift our focus away from illness and toward living. In particular, attention needs to focus on living well despite illness. This article reports a grounded theory study with 43 members from 17 families who perceived they were managing well with serious chronic illnesses. The theory that captures the circular, iterative healing process of moving on is comprised of five phases: the fight, accepting, living with the chronic illness, sharing the experience, and reconstructing life. Families moved on through the process and moved on over time toward healing where they lived well alongside chronic illness. Family issues associated with each phase are identified as well as implications for health care providers. The theory provides a way of conceptualizing wellness in illness that supports patient- and family-centered care.
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Taneja, Ravi, Lisa Y. Faden, Valerie Schulz, Asha Rawal, Kristina Miller, Kristen A. Bishop, and Lorelei Lingard. "Advance care planning in community dwellers: A constructivist grounded theory study of values, preferences and conflicts." Palliative Medicine 33, no. 1 (October 4, 2018): 66–73. http://dx.doi.org/10.1177/0269216318803487.
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Background: Most laypeople have not engaged in any advance care planning. Yet they are expected to articulate choices for life-sustaining interventions when they need admission to an acute care hospital in Canada. Aim: To describe how laypeople understand and make decisions for life-sustaining interventions when engaging in advance care planning. Design: Semi-structured interviews using constructivist grounded theory methodology and purposive sampling. Setting: Mid-size Canadian urban community Participants: In total, 20 healthy laypeople, 55 years and older, participated in in-depth semi-structured face-to-face interviews. Theoretical sampling was used to explore findings from the first round of interviews. Ten participants were invited for repeat interviews. Results: Four major themes were identified. Most participants claimed at the outset that they had engaged in advance care planning, but they were unfamiliar with contemporary life-sustaining interventions and had not factored these into their decisions. Participants’ confidence in their substitute decision makers precluded them from having explicit discussions with these individuals. Participants expressed their values and preferences in terms of unacceptable functional outcomes from serious illness, rather than desired interventions. The process of articulating their preferences within the interviews was subject to decision conflicts, which in turn helped them re-evaluate and refine their decisions. Conclusion: Advance care planning for the healthy older adult is challenging. Meaningful engagement may lead to conflicts in decision-making. Efforts to improve engagement must reflect what patients know and understand, their focus on unacceptable negative outcomes rather than interventions, and the need for iterative discussions with health-care providers.
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Howell, Emily, Tracy Butler, and David Reinking. "Integrating Multimodal Arguments Into High School Writing Instruction." Journal of Literacy Research 49, no. 2 (April 10, 2017): 181–209. http://dx.doi.org/10.1177/1086296x17700456.
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We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools.
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Jackson, Ben, Michelle Marshall, and Susie Schofield. "Barriers and facilitators to integration of physician associates into the general practice workforce: a grounded theory approach." British Journal of General Practice 67, no. 664 (October 9, 2017): e785-e791. http://dx.doi.org/10.3399/bjgp17x693113.
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BackgroundPhysician associates (PAs) are described as one solution to workforce capacity in primary care in the UK. Despite new investment in the role, how effective this will be in addressing unmet primary care needs is unclear.AimTo investigate the barriers and facilitators to the integration of PAs into the general practice workforce.Design and settingA modified grounded theory study in a region unfamiliar with the PA role.MethodNo a priori themes were assumed. Themes generated from stakeholder interviews informed a literature review and theoretical framework, and were then tested in focus groups with GPs, advanced nurse practitioners (ANPs), and patients. Recorded data were transcribed verbatim, and organised using NVivo version 10.2.2, with iterative analysis of emergent themes. A reflexive diary and independent verification of coding and analysis were included.ResultsThere were 51 participants (30 GPs, 11 ANPs, and 10 patients) in eight focus groups. GPs, ANPs, and patients recognised that support for general practice was needed to improve access. GPs expressed concerns regarding PAs around managing medical complexity and supervision burden, non-prescriber status, and medicolegal implications in routine practice. Patients were less concerned about specific competencies as long as there was effective supervision, and were accepting of a PA role. ANPs highlighted their own negative experiences entering advanced clinical practice, and the need for support to counteract stereotypical and prejudicial attitudesConclusionThis study highlights the complex factors that may impede the introduction of PAs into UK primary care. A conceptual model is proposed to help regulators and educationalists support this integration, which has relevance to other proposed new roles in primary care.
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Ostovar-Namaghi, Seyyed Ali, and Seyyed Esmail Safaee. "Exploring Techniques of Developing Writing Skill in IELTS Preparatory Courses: A Data-Driven Study." English Language Teaching 10, no. 3 (February 6, 2017): 74. http://dx.doi.org/10.5539/elt.v10n3p74.
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Being driven by the hypothetico-deductive mode of inquiry, previous studies have tested the effectiveness of theory-driven interventions under controlled experimental conditions to come up with universally applicable generalizations. To make a case in the opposite direction, this data-driven study aims at uncovering techniques and strategies experienced teachers use in developing IELTS candidates’ writing skill rather than testing the effect of externally imposed interventions. Following the constructivist grounded theory procedures, participants’ perspectives on techniques of teaching writing in IELTS preparatory courses were theoretically sampled through open-ended interviews. Iterative data collection and analysis revealed techniques such as exposing candidates to sample answers, teaching grammar and vocabulary as a prerequisite to writing, teaching prefabricated patterns, raising candidates’ awareness of scoring criteria, teaching discourse markers, and encouraging learners to develop their content knowledge. The findings have clear implications for both test takers who look for effective techniques of developing their writing skills and practitioners who strive to develop candidates’ writing skills in IELTS preparatory courses.
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Terriault, Patrick, and Vladimir Brailovski. "Implementation of Likhachev’s Model into a Finite Element Program." Materials Science Forum 738-739 (January 2013): 160–64. http://dx.doi.org/10.4028/www.scientific.net/msf.738-739.160.
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Shape memory alloys have become very popular over the past few decades, mainly as actuators or superelastic devices. Their complex behavior complicates the design process of these applications, and several models have been developed to assist design engineers in this endeavor. One of these models, the structure-analytical theory proposed by Likhachev, is particularly attractive because it is physically grounded and capable of dealing with tensorial stress and strain states. Unfortunately, its stress-controlled formulation has hindered its implementation in displacement-based finite element programs. This paper presents an adaptation of Likhachev’s model leading to a strain-controlled formulation based on an iterative algorithm and a proportional controller. The resulting model is implemented in ANSYS and a simple finite element analysis is carried out to illustrate its appropriate functioning.
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Rennie, Brandon J., and Anisa N. Goforth. "A Qualitative Examination of Social Changes and Challenges in Rural Adolescents With Traumatic Brain Injury." Rural Special Education Quarterly 39, no. 2 (December 15, 2019): 91–103. http://dx.doi.org/10.1177/8756870519892886.
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This article describes the results of a qualitative investigation of social changes and challenges for rural adolescents who have a traumatic brain injury (TBI). We interviewed adolescents with mild to moderate TBI and their mothers using an iterative approach based in grounded theory. Interviews focused on social adjustment and interaction as well as environmental variables, especially those related to the adolescents’ rural status. In-depth interviews produced multifaceted and interrelated social process themes expressed by participants in the study. Four umbrella themes emerged, which were personal change, environmental response, social needs, and facilitators and inhibitors of intentional changes (FIICs). These themes, and their subthemes, capture both assets and needs as they develop over time and provide guidance for both researchers and practitioners working with adolescents who have a TBI.
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WEAKS, DOT, HEATHER WILKINSON, and JOHN McLEOD. "Daring to tell: the importance of telling others about a diagnosis of dementia." Ageing and Society 35, no. 4 (February 25, 2014): 765–84. http://dx.doi.org/10.1017/s0144686x13001074.
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ABSTRACTLearning to live with a diagnosis of dementia is a complex process. Being able to talk about the diagnosis to others represents a major challenge for some people with dementia. This study explores the experiences of people with dementia, and members of their families, around the task of informing others during the six months immediately following their diagnosis of dementia. Five people with dementia living in the community, and their immediate family members, were recruited into an ethnographic study. Data were collected through recorded interviews and participant observation, and were analysed through a grounded theory method within a continuing iterative process. Findings suggest that participants recognised the need to tell others about their diagnosis but these conversations were difficult to initiate and manage, and hindered the processing of emotions. Findings are discussed in relation to implications for practice.
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Connolly, Aidan J., Luiz R. Sodre, and Kate Phillips-Connolly. "GLIMPSE 2.0: a framework to feed the world." International Food and Agribusiness Management Review 19, no. 4 (December 1, 2016): 1–22. http://dx.doi.org/10.22434/ifamr2015.0202.
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Five years ago a new acronym GLIMPSE was proposed in the International Food and Agribusiness Management Review to summarize the seven barriers faced by agriculture in its quest to feed the world, based on interviews of 25 agribusiness experts. Through an iterative, grounded theory methodology the original research that led to the GLIMPSE framework was validated, deepened and expanded. The new research made minor revisions to the original GLIMPSE, but confirmed it as an effective framework to explain to an interested public how agriculture can tackle the planet’s nutritional requirements if certain constraints are addressed. Specifically, international policy makers, governments, non-governmental organization, charities, industry organizations, integrated food companies and farmers often struggle to explain the complex challenges agribusiness faces, and in this respect the GLIMPSE framework allows all stakeholders to describe the main challenges agriculture faces on its journey to feed almost 10 billion people by 2050.
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Winter, Sandra, Mary Jeghers, Emily Reid, Cassandra McGowan, Mary Ellen Young, and Sherrilene Classen. "Driving Outside the Wire: Examining Factors Impacting Veterans’ Postdeployment Driving." OTJR: Occupation, Participation and Health 40, no. 4 (April 27, 2020): 235–44. http://dx.doi.org/10.1177/1539449220914533.
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Combat Veterans (CVs) deployed to Iraq or Afghanistan experience driving difficulty, based on medical conditions and/or deployment exposures, elevating their risk of motor vehicle crash-related injury or death. To address grounded theory rigor and incorporate constructs such as the Person Environment Occupation Performance model, we revised the Hannold et al. (2013) conceptual framework. We conducted two focus groups with seven CVs. Conceptual framework revisions were based on an iterative process and thematic analysis. We elicited CVs’ perspectives on deployment training, driving pre- and postdeployment, strategies, and intervention preferences. Personal, environmental, and task factors underpinned CVs’ driving. Participants described triggers (e.g., stressful stimuli), use of environmental (e.g., car controls) or personal (e.g., avoiding traffic) strategies, and outcomes of appropriate or risky driving. Findings illustrated CVs’ driving difficulty and informed development of a Veteran-centric driving intervention. Improving driving fitness has implications for Veterans’ participation and community integration.
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Boychuk, Christa, Rosemary Lysaght, and Heather Stuart. "Career Decision-Making Processes of Young Adults With First-Episode Psychosis." Qualitative Health Research 28, no. 6 (March 20, 2018): 1016–31. http://dx.doi.org/10.1177/1049732318761864.
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The first episode of psychosis often emerges during young adulthood, when individuals are pursuing important educational and career goals that can become derailed because of the development of major impairments. Past research has neglected the developmental nature of employment and education decisions that young adults with first-episode psychosis make within the context of their lives. The purpose of this grounded theory study was to advance a model of the career decision-making processes of young adults with first-episode psychosis, and the influences that affect their career decision-making. The career decision-making of young adults with first-episode psychosis emerged as a multistaged, iterative process that unfolded over three phases of illness, and was affected by several internal and environmental influences. These findings suggest the phase of illness and career decision-making stage should be considered in future vocational programming for young adults with first-episode psychosis.
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Wheeler, Garry D., Laurie A. Malone, Sandy VanVlack, Ewen R. Nelson, and Robert D. Steadward. "Retirement from Disability Sport: A Pilot Study." Adapted Physical Activity Quarterly 13, no. 4 (October 1996): 382–99. http://dx.doi.org/10.1123/apaq.13.4.382.
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We examined the transition experiences and adjustment to retirement among 18 athletes with disabilities. Adopting a grounded theory approach, we interviewed athletes using a semistructured format based on Schlossberg’s (1981, 1984) transition model. Three basic questions were asked regarding the competitive period, events surrounding the retirement decision, and adjustment to retirement. Data were analyzed by an iterative process and a model was developed. Sport was a highly valued part of the lives of athletes; personal commitment to sport was evident and often taken to extremes including overtraining and ignoring medical advice. Transition from sport was an emotional experience for athletes, and difficulties were associated with voluntary versus involuntary retirement and readiness or lack of readiness for retirement. Coping with retirement appeared to be facilitated by readiness and having other job and family interests outside of sport. Many athletes expressed concern regarding chronic injuries and aging with a disability. We suggest that the Schlossberg model is a useful framework for examining athlete transition and adjustment to retirement.
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Turke, Shani Rose, Stephanie V. Caldas, Anna Kågesten, Jennifer Parsons, Ji Young Ahn, and Peter Winch. "Seeing the Growth: Strengthening Teacher Connectedness Through Outward Bound Excursions." Journal of Youth Development 12, no. 2 (June 27, 2017): 41–60. http://dx.doi.org/10.5195/jyd.2017.505.
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Positive teacher-student relationships are protective for various health outcomes in adolescence. Evidence suggests that outdoor education programs, such as Outward Bound (OB), have the potential to encourage social skill development, but little research has investigated programs’ effects on teacher-student relationships. This study assessed high-school teacher connectedness following participation in OB excursions. Twelve in-depth interviews with teachers and two focus groups with OB instructors were conducted in the Chesapeake Bay area. Data were analyzed in Atlas.ti using an iterative, Grounded Theory methodology. As OB trips altered the role teachers often played in their classrooms, informants perceived increased trust with participating students as they developed shared memories. The effects of OB extend beyond individual-level outcomes to encourage positive relationships between high-school teachers and their students. Given these findings, educators may want to consider incorporating outdoor education programs into their curricula as a way to engage teachers and students beyond their prescribed roles in the classroom.
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Gaskins, Susan W., Pamela Payne Foster, Richard L. Sowell, Timothy L. Lewis, Antonio Gardner, and Jason M. Parton. "Making Decisions." American Journal of Men's Health 6, no. 6 (March 8, 2012): 442–52. http://dx.doi.org/10.1177/1557988312439405.
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The purpose of this study was to identify and describe the process of HIV disclosure for rural African American men—a population disproportionately affected by HIV/AIDS. Forty men were interviewed about their experience of making an HIV disclosure. Grounded theory methodology guided data collection and analysis. The core category or variable that emerged from the data was a process—Making Decisions: The Process of HIV Disclosure. Five categories accounted for variations in disclosures: (a) beliefs and knowledge about HIV/AIDS, (b) influencing factors, (c) disclosure decisions, (d) disclosure efficacy, and (e) outcomes of disclosure. Most of the men had disclosed to others; however, the disclosures were selective, and the decisions were iterative. The majority of the men did not disclose their diagnosis for several months to several years. The findings provide a framework of the many factors related to HIV disclosure that can guide health care providers in counseling persons living with HIV/AIDS in making disclosure decisions.
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Williams, Anne, Ellie Fossey, John Farhall, Fiona Foley, and Neil Thomas. "Impact of Jointly Using an e–Mental Health Resource (Self-Management And Recovery Technology) on Interactions Between Service Users Experiencing Severe Mental Illness and Community Mental Health Workers: Grounded Theory Study." JMIR Mental Health 8, no. 6 (June 16, 2021): e25998. http://dx.doi.org/10.2196/25998.
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Background e–Mental health resources are increasingly available for people who experience severe mental illness, including those who are users of community mental health services. However, the potential for service users (SUs) living with severe mental illness to use e–mental health resources together with their community mental health workers (MHWs) has received little attention. Objective This study aims to identify how jointly using an interactive website called Self-Management And Recovery Technology (SMART) in a community mental health context influenced therapeutic processes and interactions between SUs and MHWs from their perspective. Methods We conducted a qualitative study using a constructivist grounded theory methodology. Data were collected through individual semistructured interviews with 37 SUs and 15 MHWs who used the SMART website together for 2 to 6 months. Data analysis involved iterative phases of coding, constant comparison, memo writing, theoretical sampling, and consultation with stakeholders to support the study’s credibility. Results A substantive grounded theory, discovering ways to keep life on track, was developed, which portrays a shared discovery process arising from the SU-worker-SMART website interactions. The discovery process included choosing to use the website, revealing SUs’ experiences, exploring these experiences, and gaining new perspectives on how SUs did and could keep their lives on track. SUs and MHWs perceived that their three-way interactions were enjoyable, beneficial, and recovery focused when using the website together. They experienced the shared discovery process as relationship building—their interactions when using the website together were more engaging and equal. Conclusions Jointly using an e–mental health resource elicited recovery-oriented interactions and processes between SUs and MHWs that strengthened their therapeutic relationship in real-world community mental health services. Further work to develop and integrate this novel use of e–mental health in community mental health practice is warranted.
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Soho Rusticot DROH, De Bloganqueaux, and Aubin Jacob MOBIO. "La construction de l’hypothèse dans une recherche qualitative, une illustration à partir de l’étude sur la distance sociale à l’innovation dans la production d’attiéké en Côte d’Ivoire." International Journal of Social Sciences and Humanities Invention 6, no. 8 (August 4, 2019): 5553–58. http://dx.doi.org/10.18535/ijsshi/v6i8.01.
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Résumé : Les spécialistes de méthodologie reconnaissent que l’hypothèse est un élément déterminant dans toutes études en sciences sociales. Cependant ces derniers ne s’accordent pas sur son statut et rôle dans ces études. Pour certains son statut et son rôle consistent à la vérification de la véracité des hypothèses ou théories identifiées préalablement par le chercheur, d’autres soutiennent que l’hypothèse dans une étude qualitative se construit tout au long du processus de recherche en fonction des directions et ouvertures induites par la collecte des données. Cet article illustre à partir d’un cas, le processus de construction de l’hypothèse dans une démarche qualitative de type Grounded theory. Ainsi il démontre que la construction de l’hypothèse de cette recherche est partie d’une hypothèse (H1) qui a émergée d’une analyse de données, puis s’est progressivement construit dans un processus itératif et circulaire au gré des orientations du couple collecte et analyse des données.
Abstract : Methodologists agree that hypothesis is a determining element in all social science studies. However, they do not agree on its status and role in these studies. For some, its status and role consists in verifying the veracity of the hypothesis or theories previously identified by the researcher, others argue that the hypothesis in a qualitative study is constructed throughout the research process according to the directions and openings induced by data collection. This article illustrates, from a case, the process of constructing the hypothesis in a qualitative approach of Grounded theory type. Thus, he demonstrates that the construction of the hypothesis of this research is start of a hypothesis (H1) that emerged from a data analysis, then gradually built into an iterative and circular process according to the orientations of data collection and analysis.
Keywords :
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Hey, David W., Lynne A. Slivovsky, Brian P. Self, James Widmann, and J. Kevin Taylor. "Learning Design through the Lens of Service: A Qualitative Study." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 9, no. 1 (April 30, 2014): 1–23. http://dx.doi.org/10.24908/ijsle.v9i1.5257.
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Twenty-four senior-level capstone engineering design projects were completed at a large, public, primarily undergraduate university involving 85 students (70 male and 15 female). All projects involved the design of equipment to facilitate physical activity for people with disabilities. The effects on: i) learning design, ii) attitude towards people with disabilities, iii) motivation to complete team design projects and iv) interdisciplinary collaboration were analyzed through 24 one-hour focus groups. We explored the student experience using a constructivist approach and grounded theory. Four major themes (with associated sub-themes) emerged from our data analysis: learning design (project management, iterative design process, and user-centered design), motivation to complete design (engineering, disabilities, user), perceptions of people with disabilities (previous experience, changed attitudes and beliefs), and multidisciplinary collaboration (etiquette presentation, communication between disciplines, defining roles and expectations). Students completing these projects were shown to appreciate user-centered design, exhibit greater motivation when able to meet and develop a relationship with their client in person, discuss altruistic factors regarding their capstone experience, and were able to develop strong multidisciplinary skills.
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Chan, T. M., M. Mercuri, and K. de Wit. "P017: When the rules hit the road: how emergency physicians make decisions in the era of the Clinical Decision Rules." CJEM 20, S1 (May 2018): S62—S63. http://dx.doi.org/10.1017/cem.2018.215.
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Introduction: The diagnostic process is wrought with potential sources of error. Psychologists seek to coach physicians to refine their cognition. Researchers try to create cognitive scaffolds to guide decision-making. Physicians however, are caught in middle between their own daily cognitive processes and these external theories that might influence their behaviour. Few attempts have been made to understand how experienced clinicians integrate guidelines or clinical decision rules (CDRs) into their decision-making. We sought to explore experienced clinicians decision-making via a simulated exercise, to develop a model of how physicians integrate CDRs into their diagnostic thinking. Methods: From July 2015-March 2016, 16 practicing emergency physicians (EPs) were interviewed via a think aloud protocol study. Six cases were constructed and video recorded as prompts to spur the clinicians to think aloud and describe their approach to the cases. Cases were designed to be slightly suggestive for pulmonary embolism or deep vein thrombosis, since these conditions are associated with CDRs. Using a constructivist grounded theory analysis, three investigators independently reviewed the transcripts from the interviews, meeting regularly to discuss emergent themes and subthemes until sufficiency was reached. Disagreements about themes were resolved by discussion and consensus. Results: Our analysis suggests that physicians engage in an iterative process when they are faced with undifferentiated chest pain and leg pain cases. After generating an original differential diagnosis, EPs engage in an iterative diagnostic process. They flip between hypothesis-driven data collection (e.g. history, physical exam, tests) and analysis of this data, and use this process to weigh probabilities of various diagnoses. EPs only apply CDRs once they are sufficiently suspicious of a diagnosis requiring guidance from a CDR and when they experience diagnostic uncertainty or wish to bolster their decision with evidence. Conclusion: EP cognition around diagnosis is a dynamic and iterative process, and may only peripherally integrate relevant CDRs if a threshold level of suspicion is met. Our findings may be useful for improving knowledge translation of CDRs and prevent diagnostic error.
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Ghaniabadi, Saeed, and Hamid Reza Hashemi. "EXPLORING TEACHERS’ REACTION TO THE IDENTITY CONSTRUCTION OF IRANIAN STUDENTS IN EFL CONTEXT." Ciência e Natura 37 (September 14, 2015): 25. http://dx.doi.org/10.5902/2179460x19425.
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http://dx.doi.org/10.5902/2179460X19425The substantial achievements of the current research in the field of teaching English as a foreign language highlight the monumental influence of students’ identity construction on acquiring a foreign language. Due to the dearth of qualitative research that probe teachers’ awareness of the learners’ identity construction in classroom-oriented discourse and their reaction to it, the present study is to develop a systematic explanatory theory of those aspects of EFL learners’ identity disregarded by teachers in Iranian EFL context. This grounded theory research is founded upon the volunteer and theoretical sampling of 8 under-achieving learners from Azad university of Birjand, Iran. In-depth semi-structural interviews which took three weeks were employed by the researchers. The data collection and analysis procedure occurred between January and February, 2015. The iterative process of analysis yielded teachers’ failure to acknowledge the learners’ multiple identity as the core category that pulled together three other sub-categories including 1) the ignorance of imaginative identity of the students by teaches 2) teachers’ disregard of the multiple and dynamic identity of the learners in educational context 3) teachers’ lack of awareness from students contradictory identification with the culture of target language speakers. The results of this study are almost novel and of great significance for Iranian EFL teachers and other practitioners in this field.
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Munro, Sarah, Jude Kornelsen, Elizabeth Wilcox, Sarah Kaufman, Nick Bansback, Kitty Corbett, and Patricia Janssen. "Implementation of shared decision-making in healthcare policy and practice: a complex adaptive systems perspective." Evidence & Policy: A Journal of Research, Debate and Practice 16, no. 3 (August 1, 2020): 393–411. http://dx.doi.org/10.1332/174426419x15468571657773.
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Background:Despite the suggested benefits of shared decision-making (SDM), its implementation in policy and practice has been slow and inconsistent. Use of complex adaptive systems (CAS) theory may provide understanding of how healthcare system factors influence implementation of SDM. Methods:Using the example of choice of mode of birth after a previous caesarean section, in-depth, semi-structured interviews were conducted with patients, providers, and decision makers in British Columbia, Canada, to explore the system characteristics and processes that influence implementation of SDM. Implementation and knowledge translation principles guided study design, and constructionist grounded theory informed iterative data collection and analysis. Findings:Analysis of interviews (n=58) revealed that patients formed early preferences for mode of delivery (after the primary caesarean) through careful deliberation of social risks and benefits. Physicians acted as information providers of clinical risks and benefits, while decision makers revealed concerns related to liability and patient safety. These concerns stemmed from perceptions of limited access to surgical resources, which had resulted from budget constraints. Discussion and conclusions:To facilitate the effective implementation of SDM in policy and practice it may be critical to initiate SDM once patients become aware of their healthcare options, assist patients to address the social risks that influence their preferences, manage perceptions of risk related to patient safety and litigation among physicians, and enhance access to healthcare resources.
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Maher, Michael, and Richard Hazenberg. "Floating down the river: Vietnamese community-led social innovation." Social Enterprise Journal 17, no. 1 (January 18, 2021): 1–19. http://dx.doi.org/10.1108/sej-04-2020-0024.
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Purpose This paper aims to explore the barriers facing social enterprise-led community energy projects in Vietnam, to understand the barriers and enablers of social innovation in transitioning economies. In doing so, this paper seeks to identify whether the Vietnamese ecosystem is conducive to sustainable community energy projects and social innovation more broadly. Design/methodology/approach This paper used a qualitative, case study-based methodology to explore institutional barriers to social innovation in the context of three community-led energy projects in Northern Vietnam. Interviews and focus groups were undertaken with 17 individual stakeholders within or engaged with the three case studies. The qualitative data used was analysed using constant comparative method, a method of analysis based in grounded theory that allows for iterative analysis of the data gathered. Findings Social enterprises and their beneficiaries are reliant on their ability to network, but with the Vietnamese government actively involved in the markets, there are significant barriers standing in the way of these networking opportunities. Communities with little political capital are alienated from state institutions, whereas enterprises that offer alternative solutions to governmental priorities are seen as competitors by political agents. Originality/value Applying Granovetter’s theory of “embeddedness” and Herold et al.’s (2019) and Popov et al.’s (2016) theories on institutional centrality and power distribution, this paper seeks to add to our understanding on the impact large, hegemonic institutions can have on the networking ability of social enterprises and their beneficiaries.
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Schwarz, E. J., P. Gregori, I. Krajger, and M. A. Wdowiak. "Entrepreneurial lean thinking for sustainable business modeling: a workshop design for incumbent firms." Sustainability Management Forum | NachhaltigkeitsManagementForum 29, no. 1 (January 8, 2021): 41–55. http://dx.doi.org/10.1007/s00550-020-00508-y.
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AbstractIn times of increasing concerns and extensive political debates about social and environmental problems, incumbent firms are obliged to reduce their negative environmental impact by implementing sustainable business model innovation. Yet, realizing more sustainable business model variants entails several complexities and associated challenges that need to be overcome. To support this task, this article takes an entrepreneurship perspective on sustainable business model innovation and combines literature of business models and entrepreneurial lean thinking (ELT). In doing so, it derives a workshop design grounded in contemporary theory with state-of-the-art tools and methods. The workshop is framed as a stage-gate process facilitating the notions of ELT with iterative cycles of ‘create, test, and improve’ and spans the phases of opportunity identification, opportunity evaluation, opportunity development through sustainable business model design, and decision of opportunity exploitation. The article shows that ELT is an appropriate yet underutilized approach for sustainable business modeling. Further, it discusses how the workshop supports opportunities and mitigate pitfalls of ELT for sustainable business modeling. As such, the findings have theoretical implications for the intersection of sustainability and lean approaches in innovation research as well as implications for practitioners by providing a comprehensive framework to support sustainable business model innovation.
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Pullen Sansfaçon, Annie, Morgane A. Gelly, and Kimberly Ens Manning. "Affirmation and Safety: An Intersectional Analysis of Trans and Nonbinary Youths in Quebec." Social Work Research 45, no. 3 (August 11, 2021): 207–19. http://dx.doi.org/10.1093/swr/svab009.
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Abstract This article presents the results of a combined grounded theory and community-based participatory action research project with 54 trans and nonbinary youths (TNBY) residing in the province of Quebec, Canada. The project includes two important sensitizing concepts: intersectionality and recognition. In the research, intersectionality was defined as an approach that explores how people navigate manifold identities (class, race, disability, and so on) in the context of structural oppression. Authors applied an intersectional lens to the recruitment of research participants through an iterative, community-based process, and to the analysis of the oppressive structures that negatively influence the well-being of TNBY and the specific factors that enable TNBY to thrive. Drawing on Honneth’s concept of recognition, authors argue for a contextualized, dynamic, and relational understanding of how well-being is produced. Specifically, they show two presenting needs: one for affirmation and one for safety, access to which springs from resources of privilege that emerge in the environment in which young people are embedded and from which they self-advocate. Understanding the dynamic relationship between these two needs and how they shift according to context is an important component of applying an intersectional approach to supporting TNBY in social work settings.
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Player, Marty, John R. Freedy, Vanessa Diaz, Clive Brock, Alexander Chessman, Carolyn Thiedke, and Alan Johnson. "The role of Balint group training in the professional and personal development of family medicine residents." International Journal of Psychiatry in Medicine 53, no. 1-2 (December 13, 2017): 24–38. http://dx.doi.org/10.1177/0091217417745289.
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This paper presents a study based on the participation of PGY2 and PGY3 family medicine residents in Balint seminars that occurred twice monthly for 24 months. Balint groups were cofacilitated by leader pairs experienced with the Balint method. Prior to residency graduation, 18 of 19 eligible resident physicians (94.5%) completed 30- to 60-min semistructured interviews conducted by a research assistant. Resident physicians were told that these individual interviews concerned “…how we teach communication in residency.” The deidentified transcripts from these interviews formed the raw data that were coded for positive (n = 9) and negative (n = 3) valence themes by four faculty coders utilizing an iterative process based on grounded theory. The consensus positive themes included several elements that have previously been discussed in published literature concerning the nature of Balint groups (e.g., being the doctor that the patient needs, reflection, empathy, blind spots, bonding, venting, acceptance, perspective taking, and developing appreciation for individual experiences). The negative themes pointed to ways of possibly improving future Balint offerings in the residency setting ( repetitive, uneasiness, uncertain impact). These findings appear to have consistency with seminal writings of both Michael and Enid Balint regarding the complex nature of intrapsychic and interpersonal skills required to effectively manage troubling doctor–patient relationships. The implications of findings for medical education (curriculum) development as well as future research efforts are discussed.
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Vang, Cindy, Michael Sieng, and Mingyang Zheng. "Resilience of Hmong Older Adults: Coping With Loneliness." Innovation in Aging 4, Supplement_1 (December 1, 2020): 320–21. http://dx.doi.org/10.1093/geroni/igaa057.1026.
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Abstract Older refugees are especially susceptible to loneliness with their history of trauma, forced migration, and social isolation in host countries. Rates of loneliness among older immigrants range from 24% to 50%. Despite their heightened vulnerability to loneliness, coping mechanisms among this population remain understudied. The purpose of this study was to examine how community-dwelling Hmong older adults, an aging refugee group, cope with loneliness. The data was drawn from a larger constructivist grounded theory study aimed at understanding the loneliness experiences of community-dwelling Hmong older adults. Semi-structured individual interviews were conducted in the Hmong language with 17 Hmong age 65 and older residing in Northern California. Data was collected and analyzed in an iterative and comparative process using initial coding, focused coding, and connecting the focused codes to form categories and subcategories. Five coping mechanisms emerged from the data: (a) religious and spiritual beliefs; (b) social support; (c) wandering; (d) activity engagement; and (e) avoidance and control. Coping mechanisms utilized by Hmong older adults in this study highlighted the resilience of this aging population and the lack of culturally-relevant programs to prevent and address their persistent loneliness and emotional distress. Implications for research, practice, and policy suggests the need for greater culturally- and linguistically-competent services informed by Hmong older adults.
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Østern, Tone Pernille. "The Embodied Teaching Moment:." Nordic Journal of Dance 4, no. 1 (June 1, 2013): 28–47. http://dx.doi.org/10.2478/njd-2013-0004.
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Abstract In this article the author dialogues with two contemporary dance teachers about how the practical-pedagogical knowledge of the teacher is embodied. The focus is on how the dance teacher functions as a lived body (Merleau-Ponty, 1962/2002) while in the teaching moment. The analysis of the empirical material shows that there is a continuous exchange between the dance teachers’ bodily experiences, inner dialogue and teaching choices while teaching. It is argued that its is not wrong to say that all these two dance teachers do as teachers is bodily grounded. The ways in which the practical-pedagogical knowledge of the two contemporary dance teachers is embodied can be summarized as a bodily listening, bodily tutoring and bodily ambiguity surrounded by constantly and rapidly changing body tunes throughout their teaching. These larger themes are divided into nuances which are presented and discussed in the article. The study is also a method study in how to study in and with the arts. The research process is understood as an iterative cyclic web (Smith and Dean 2009), where practice and theory take place in every sub-process of the study. Outcomes of the study are both theorisation as this article and artwork in the form of choreographies by the two dance teachers. These can be seen at https://vimeo.com/40433953 (Mari) and https://vimeo.com/40075211 (Ingeborg).
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Callaghan, Katharine A., and Joseph B. Fanning. "Managing Bias in Palliative Care: Professional Hazards in Goals of Care Discussions at the End of Life." American Journal of Hospice and Palliative Medicine® 35, no. 2 (May 10, 2017): 355–63. http://dx.doi.org/10.1177/1049909117707486.
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Background: In the setting of end-of-life care, biases can interfere with patient articulation of goals and hinder provision of patient-centered care. No studies have addressed clinician bias or bias management specific to goals of care discussions at the end of life. Objectives: To identify and determine the prevalence of palliative care clinician biases and bias management strategies in end-of-life goals of care discussions. Design: A semistructured interview guide with relevant domains was developed to facilitate data collection. Participants were asked directly to identify biases and bias management strategies applicable to this setting. Two researchers developed a codebook to identify themes using a 25% transcript sample through an iterative process based on grounded theory. Inter-rater reliability was evaluated using Cohen κ. It was 0.83, indicating near perfect agreement between coders. The data approach saturation. Setting/Participants: A purposive sampling of 20 palliative care clinicians in Middle Tennessee participated in interviews. Results: The 20 clinicians interviewed identified 16 biases and 11 bias management strategies. The most frequently mentioned bias was a bias against aggressive treatment (n = 9), described as a clinician’s assumption that most interventions at the end of life are not beneficial. The most frequently mentioned bias management strategy was self-recognition of bias (n = 17), described as acknowledging that bias is present. Conclusion: This is the first study identifying palliative care clinicians’ biases and bias management strategies in end-of-life goals of care discussions.
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Tomer, Gunjan, and Sushanta Kumar Mishra. "Professional identity construction among software engineering students." Information Technology & People 29, no. 1 (March 7, 2016): 146–72. http://dx.doi.org/10.1108/itp-10-2013-0181.
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Purpose – The purpose of this paper is to explore the process in which the software engineering students construct their professional identities. Design/methodology/approach – The study followed the qualitative method using grounded theory methodology to examine the process of identity construction. Data were collected from final year software engineering students in an iterative manner. Findings – Based on the present study, the study argues that entry-level identities of students are modified and adjusted in response to their experience of identity violations over the course of their academic program. These violations were caused by their unmet expectations from the academic program. The magnitude of these violations is influenced by their perceived value derived from the training they were receiving. Research limitations/implications – This paper explains the process of “identity morphing” as a mechanism by which students resolve the conflict/violation of their identities. The emergence and adaptation of different types of identities were examined. This study can be extended to the employees of IT organizations to draw a holistic picture. Practical implications – The understanding of identity morphing process might enable organizations to enrich their interaction with their employees and thus provide avenues to improve their work-related outcomes. Originality/value – Previous studies have explored professional identity construction among individuals. However, how software professionals construct their professional identity, during their education years, is relatively unexplored. The present study asserts that professional identities are formed among the students even before they join the organization.
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Kwong, Adrienne, Stephanie Chenail, Aimee Sarti, Laura H. Thompson, Marlena Dang Nguyen, Kwadwo Kyeremanteng, and Michael Hartwick. "An Exploratory Investigation into the Roles of Critical Care Response Teams in End-of-Life Care." Critical Care Research and Practice 2021 (July 23, 2021): 1–7. http://dx.doi.org/10.1155/2021/4937241.
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Background. Critical Care Response Teams (CCRTs) represent an important interface between end-of-life care (EOLC) and critical care medicine (CCM). The aim of this study was to explore the roles and interactions of CCRTs in the provision of EOLC from the perspective of CCRT members. Methods. Twelve registered nurses (RNs) and four respiratory therapists (RTs) took part in focus groups, and one-on-one interviews were conducted with six critical care physicians. Thematic coding using a modified constructivist grounded theory approach was used to identify emerging themes through an iterative process involving a four-member coding team. Results. Three main perspectives were identified that spoke to CCRT interactions and perceptions of EOLC encounters. CCRT members felt that they provide a unique skill set of multidisciplinary expertise in treating critically ill patients and evaluating the utility of intensive care treatments. However, despite feeling that they possessed the skills and resources to deliver quality EOLC, CCRT members were ambivalent with respect to whether EOLC was a part of their mandate. Challenges were also identified that impacted the ability of CCRTs to deliver quality EOLC. Conclusions. This research aids in understanding for the first time CCRT roles in EOLC from the perspectives of individual CCRT members themselves. While CCRTs provide unique multidisciplinary expertise to evaluate the utility of intensive care treatments, opportunities exist to support CCRTs in EOLC, such as dedicated EOLC training, protocols for advance care planning, documentation, and transitions to palliative care.
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Abedini, Nauzley C., Shobha W. Stack, Jessie L. Goodman, and Kenneth P. Steinberg. "“It's Not Just Time Off”: A Framework for Understanding Factors Promoting Recovery From Burnout Among Internal Medicine Residents." Journal of Graduate Medical Education 10, no. 1 (February 1, 2018): 26–32. http://dx.doi.org/10.4300/jgme-d-17-00440.1.
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ABSTRACT Background Burnout rates for internal medicine residents are among the highest of all specialties, yet little is known about how residents recover from burnout. Objective We identified factors promoting recovery from burnout and factors that assist with the subsequent avoidance of burnout among internal medicine residents. Methods A purposive sample of postgraduate year 2 (PGY-2), PGY-3, and recent graduates who experienced and recovered from burnout during residency participated in semistructured, 60-minute interviews from June to August 2016. Using qualitative methods derived from grounded theory, saturation of themes occurred after 25 interviews. Coding was performed in an iterative fashion and consensus was reached on major themes. Results Coding revealed 2 different categories of resident burnout—circumstantial and existential—with differing recovery and avoidance methods. Circumstantial burnout stemmed from self-limited circumstances and environmental triggers. Recovery from, and subsequent avoidance of, circumstantial burnout arose from (1) resolving workplace challenges; (2) nurturing personal lives; and (3) taking time off. In contrast, existential burnout stemmed from a loss of meaning in medicine and an uncertain professional role. These themes were identified around recovery: (1) recognizing burnout and feeling validated; (2) connecting with patients and colleagues; (3) finding meaning in medicine; and (4) redefining a professional identity and role. Conclusions Our study suggests that residents experience different types of burnout and have variable methods by which they recover from and avoid further burnout. Categorizing residents' burnout into circumstantial versus existential experiences may serve as a helpful framework for formulating interventions.