Relevant bibliographies by topics / Longitudinal qualitative

Academic literature on the topic 'Longitudinal qualitative'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Longitudinal qualitative"

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Hermanowicz, Joseph C. "The Longitudinal Qualitative Interview." Qualitative Sociology 36, no. 2 (March 13, 2013): 189–208. http://dx.doi.org/10.1007/s11133-013-9247-7.

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Neale, Bren, and Libby Bishop. "Qualitative and Qualitative Longitudinal Resources in Europe." IASSIST Quarterly 34, no. 3-4 (December 14, 2011): 6. http://dx.doi.org/10.29173/iq189.

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Elliott, Jane. "What is Qualitative Longitudinal Research." Longitudinal and Life Course Studies 10, no. 3 (July 1, 2019): 411–12. http://dx.doi.org/10.1332/175795919x15628474680754.

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Bishop, Libby, and Bren Neale. "Sharing Qualitative and Qualitative Longitudinal Data in the UK." IASSIST Quarterly 34, no. 3-4 (December 14, 2011): 23. http://dx.doi.org/10.29173/iq457.

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Titarenko, Larissa, and Olga Tereschenko. "Qualitative and Qualitative Longitudinal Research and Resources in Belarus." IASSIST Quarterly 34, no. 3-4 (December 14, 2011): 60. http://dx.doi.org/10.29173/iq464.

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Gardos, Judit, and Gabriella Ivacs. "Qualitative Longitudinal Research and Qualitative Resources: The Hungarian Case." IASSIST Quarterly 34, no. 3-4 (December 14, 2011): 64. http://dx.doi.org/10.29173/iq465.

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Bennett, Deirdre, Anu Kajamaa, and Jenny Johnston. "How to … do longitudinal qualitative research." Clinical Teacher 17, no. 5 (June 25, 2020): 489–92. http://dx.doi.org/10.1111/tct.13203.

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Balmer, Dorene F., and Boyd F. Richards. "Longitudinal qualitative research in medical education." Perspectives on Medical Education 6, no. 5 (August 24, 2017): 306–10. http://dx.doi.org/10.1007/s40037-017-0374-9.

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Lewis, Jane. "Analysing Qualitative Longitudinal Research in Evaluations." Social Policy and Society 6, no. 4 (October 2007): 545–56. http://dx.doi.org/10.1017/s1474746407003880.

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This article describes the processes and objectives of qualitative longitudinal analysis in evaluation research, using a recent evaluation study – the evaluation of the Job Retention and Rehabilitation Pilot – as an example. It describes evaluation research as involving an interplay between four domains of change: individual, service, policy and structural, which makes longitudinal qualitative research a particularly rich data source. It outlines different types of change that may be evident: narrative change, reinterpretation by either participant or researcher, and the absence of change. The article describes how the Framework analysis method was used to analyse longitudinal qualitative research. It examines how the data can be read in different ways to combine cross-sectional and longitudinal analysis, and theme, case and group analysis, and discusses the kind of questions that can be asked of change in longitudinal qualitative evaluation studies.
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Saldaña, Johnny. "Analyzing Change in Longitudinal Qualitative Data." Youth Theatre Journal 16, no. 1 (May 2002): 1–17. http://dx.doi.org/10.1080/08929092.2002.10012536.

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Dissertations / Theses on the topic "Longitudinal qualitative"

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Hadfield, Lucy. "Becoming a disabled mother: a qualitative longitudinal study." Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602372.

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This thesis seeks to make sense of the complexity of the experience of becoming a disabled mother as made and lived in a dynamic process that is social, embodied, emotional, and temporal. There is limited empirical research that has investigated the experience of disabled motherhood and a relative absence of research that has followed disabled women's processes of identity over the course of the first year of motherhood. This thesis seeks to fill that gap. The empirical base for this thesis includes material collected from six longitudinal case studies, with disabled women interviewed three times in the first-year transition to becoming a mother. By focusing on what women do with their bodies, or their pursuit of distinct body projects, I reveal insights into my participants' experience and understanding of disability at this stage in the life-course, during which the embodied experience is subject to change and transformation. Drawing on post-structural concepts of power and agency, I explore the possibilities and limitations within my participants' strategies of sense-making for engineering a liveable life in relation to dominant social norms. These in sights speak to a debate within the disability movement about the nature of disability (as experience) as the basis of individual and collective identity and the kind of support disabled mothers need, which can inform social and healthcare practice. Methodologically, I utilise an innovative psycho-social longitudinal research design and method to enrich and develop my understanding of this process. Researcher subjectivity, difference and temporality are all regarded as important tools for revealing emotional dynamics and processes of intelligibility.
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Norin, Erik, and Julia Kahlström. "Media framing – As time goes? : A qualitative longitudinal study." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-179864.

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Marshall, Candace. "Unsolicited narratives from cancer survivors : a longitudinal, qualitative analysis." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45328.

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Being diagnosed with the ‘C’ word, also known as cancer, provokes a wide variety of psychological reactions for those newly diagnosed with the disease. The cannon of literature on how individuals cope and adjust to a cancer is diverse and suggests that how one copes and adjusts is influenced by such variables as age, gender, social support, cancer severity and cancer type. This qualitative study is a secondary analysis of unsolicited narratives written in the margins of survey questionnaires in a longitudinal study of how cancer patients emotionally adjust to a cancer diagnosis. The purpose of this study was to understand how the unsolicited narratives of 86 cancer patients might contribute to the broader context of the theory-laden scope of health and counselling research. Purposely, this research study pursued two lines of investigation: 1) the ambiguity of test items and 2) how standardized measures do not fully capture personal experience. Qualitative description was used to analyze the unsolicited narratives. Conventional thematic analysis was used to code the data that was then categorized into major themes that arose from the narratives. The results from the narratives added by 86 of the original 421 (20.4%) participants resulted in identifying six main sub-themes, namely: coping and adjustment to cancer, the effects of cancer, employment and RTW, other life events, social support and diagnosis and treatment. Themes arising from the narratives are commonly found within the cannon of cancer research and provide further supporting evidence about those issues most important to newly diagnosed cancer patients.
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Tucker, Debra L. 1966. "Minority student persistence in college: A longitudinal, qualitative study." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282646.

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The purpose of this study was to examine minority student college persistence. The research setting was a public, Research I institution located in the Southwest. A longitudinal, qualitative research approach was used in which twenty-five students were interviewed at the beginning of their freshmen year, and again, approximately seven years later. Through the analysis of the minority students' experience, a theory of minority student persistence was developed called the Theory of Navigation. The results indicate that minority students experience college differently than their white students cohort. Traditional theories of student persistence do not fully explain their experience. The findings of this research could affect how colleges nationwide serve their minority student populations.
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Frost, Kathleen. "A longitudinal exploration of the supervisory relationship : a qualitative study." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404207.

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Bellass, S. "Intergenerational experiences of young onset dementia : a qualitative longitudinal study." Thesis, University of Salford, 2016. http://usir.salford.ac.uk/40933/.

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This thesis presents sociological understandings of processes that occur in intergenerational relationships when one person develops young onset dementia i.e. dementia before the age of 65. While interest in the subjective experience of this condition has increased in recent years, qualitative research has almost exclusively focussed on individuals - those living with the condition, their spousal carers or their children - rather than enmeshed family and friend relationships. In addition, virtually all of the research on this dynamic, unpredictable condition has been cross-sectional and is limited in the extent to which it can capture change as dementia progresses. To address this limitation in the knowledge base, this study uses a qualitative longitudinal methodology to generate insights into the effect of young onset dementia on intergenerational relationships over time. The research questions this study addresses are: 1) How do people within intergenerational families make sense of young onset dementia over the past, present and future and 2) To what extent and by what processes do people within different generations experience a sense of belonging to the experience of dementia? Eighteen participants from five intergenerational families where one person had received a diagnosis of young onset dementia were recruited via two third sector service providers. All five families participated in the first wave of interviews and three families were retained throughout the year-long data collection process and were interviewed at months 0, 6 and 12. Data were analysed as unique cases to create compelling, richly textured intergenerational accounts, then brought into conversation with each other through a cross-case generational analysis. The novel application of a longitudinal sociological perspective in a field dominated by cross-sectional practitioner research has enabled the generation of unique knowledge about how young onset dementia is lived in a broader relational context. Specifically, two generations were less connected to the experience of dementia: parents of people with young onset dementia, who were perceived to have unrealistic expectations about their child's limitations, and grandchildren, who were perceived to have limited awareness about the condition. Additionally, the concept of transgenerationality, where a grandparent with dementia was perceived to have relocated in a grandchild's generation, has been developed. The recommendations for policy and practice are that the provision of support should be broadened from the current focus on the carer-cared for dyad to encompass a wider range of interpersonal relationships.
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Jeffrey, David Ian. "Exploring empathy with medical students : a qualitative longitudinal phenomenological study." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31078.

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Contribution The main contribution offered by my research is an increased understanding of medical students’ perceptions of empathy and the factors that influence this. By using an innovative method in medical education research, the study contributes to research methodology. Background Empathy is accepted as a fundamental part of the patient-doctor relationship and essential for effective clinical care. Current societal opinions are that some healthcare professionals lack empathy and that medical students become less empathetic during their training, although the reasons for this are not understood. If this perceived decline is to be addressed, medical educators need to understand students’ perspectives of the factors that influence their empathy. Aims of the research The study sought to gain a deeper understanding of the development of medical students’ empathy and the factors influencing this during their undergraduate training. It is hoped that this understanding may lead to improvements in medical education and patient care. Methods Ethical approval for the study was granted by the University. A phenomenological approach was adopted, which involved listening to the students’ views and experiences of their course. Serial, semi-structured, indepth, interviews were conducted with sixteen medical students. Each year the student completed an hour-long interview over three years. One group of eight students were followed during the preclinical years of the course (years 1-3) and the other group, during the clinical years (years 4-6). The interviews were audio-recorded, transcribed, coded using qualitative data analysis software (N Vivo), and analysed using an interpretative phenomenological approach. Findings The students in the preclinical years described empathy as a personal attribute, emphasising its emotional dimension. In the clinical years, students viewed empathy differently: as a complex relational process with the patient, which varied in depth and quality according to the clinical context. They described the tensions between connecting with and detachment from a patient. Students indicated influences which enhanced their empathy, including patient contact and positive role models. They also identified barriers to empathy, including: the medical school culture, a biomedical bias in the curriculum, a lack of patient contact, negative role models and teaching of professionalism as distancing from patients. The preclinical group of students reported gaining in self-confidence during their course. The clinical group described how their empathy with patients had increased but they detected a conflict between empathy and efficiency. Conclusions The use of an innovative longitudinal, phenomenological approach in medical education research generated new understanding of a complex interpersonal view of empathy and highlighted aspects of a ‘hidden curriculum’. The students maintained that their contact with patients was the most useful way of developing empathy. They expressed a desire to connect emotionally with patients but were uncertain how to balance this connection with professional detachment. They described a marked biomedical emphasis in their course and perceived that teaching on professionalism encouraged a distancing from patients. In contrast to the widely-reported opinion that there has been a decline in medical students’ empathy, this study suggested that students perceived that their empathy increased during their training. However, some students had learned distancing behaviours to hide their empathetic feelings. In the light of this research, it is hoped that medical educators will develop ways of supporting students to deal appropriately with their own emotions and those of patients.
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Handforth, Rachel. "Exploring the career aspirations of women doctoral students : a longitudinal qualitative study." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/22420/.

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This thesis explores how women doctoral students imagine their post-PhD futures, and how doctoral experiences shape career aspirations. Situated in literature highlighting the persistence of gender inequality in academia, and gendered post-PhD career choices, this research illuminates the factors which influence aspirations, and the role of the PhD in the 'leaky pipeline'. Using qualitative methods – interviews, research diaries, and letters to future selves – within a longitudinal framework, it explores how academic careers are perceived over time, and how shifting personal priorities shape imagined futures. Using possible selves theory and the concept of horizons for action as theoretical tools enables analysis of individual agency and academic structures. Adopting a three-dimensional narrative inquiry approach, underpinned by feminist research principles, places participants' stories at the centre of the thesis. These methodological and theoretical approaches make visible the structural barriers that participants perceived to pursuing academic careers, including the pressure to publish and the prevalence of insecure contracts. The research makes explicit how gendered issues pose barriers, including perceived incompatibilities between family and academic life. These issues hindered participants' sense of belonging to academic communities and their ability to develop academic identities. This research demonstrates how the doctorate acts as a litmus test for an academic career, allowing participants to observe what being an academic involves, and judge whether or not academia is ‘for’ them. It has implications for the higher education sector, current and future doctoral students, and those involved in doctoral education and support. This research makes four key contributions to knowledge. Firstly, it addresses the gap in knowledge about women's experiences of doctoral study, and their career aspirations. Secondly, its cross-disciplinary approach contributes to literature on academic cultures. Thirdly, it adds to knowledge about how PhD students develop feelings of belonging to academic communities. Finally, my introduction of the career savvy concept contributes to literature on doctoral students' career development. This research also makes methodological contributions through its longitudinal perspective and use of letters to future selves, and offers a theoretical contribution in combining possible selves theory from psychology with the sociological concept of horizons for action.
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Swainston, Katherine. "Women's experiences of breast cancer : a longitudinal perspective." Thesis, Teesside University, 2013. http://hdl.handle.net/10149/301650.

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Utilising a hermeneutic phenomenological approach twenty women’s experiences of breast cancer were explored through semi-structured interviews at three time points during their healthcare trajectory from recent diagnosis to early follow-up. Phenomenological analysis guided by van Manen’s (1990) principles revealed numerous multifaceted themes some of which were time limited while others spanned the data collection period. Use was made of an adapted life grid approach in order to enhance the implicit meanings to be elicited through interpretation of text. Central themes depicting the medicalisation of breast cancer, perceptions and management of the body and participants’ emotional journey were uncovered. Breast cancer was found to represent a biographical disruption that had a long-term impact on a woman’s body, self, identity and sense of embodiment. Changes to the body, due to breast cancer treatment, and an altered way of being in the world, elicited disruption to the body-self relationship, a separation that was reinforced by the healthcare system. Participants were found to adopt a variety of coping strategies to manage ongoing change and the stress elicited by experiencing breast cancer as a chronic illness. Avoidance, information management, conscious passivity in treatment decision-making and positive cognitive restructuring are examples of such mechanisms. However, women’s experiences of each theme identified and the emergence and maintenance of these themes varied according to women’s biography, diagnosis and prescribed treatment regime, cancer schema, and social support. Accordingly, models of care must address women’s individual experiences and recognise their changing needs throughout the year post diagnosis.
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Cavers, Debbie Grant. "Understanding the supportive care needs of glioma patients and their relatives : a qualitative longitudinal study." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/10630.

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Background: Malignant cerebral glioma is a rare cancer but has a devastating impact on patients and their families. In Scotland each year, around 450 people are diagnosed with glioma. Prognosis is generally poor and treatment is essentially palliative. There is a growing recognition that non-clinical aspects of care for both patients and their families need to be acknowledged and integrated into health care provision in line with a patient-focused ethos of care. Currently, there is relatively little research exploring the psychosocial issues and needs of this patient group. Aims: To give patients being investigated for malignant cerebral glioma and their families the opportunity to describe their shared experiences of their illness journey and voice their concerns and unmet needs. To examine how these experiences and needs change over time as the patient progresses through the illness journey. To ascertain the extent to which these needs are recognised and supported, taking into accounts professionals’ views and making suggestions for steps forward in improving patients’ psychosocial care. Methods: A total of 80 qualitative prospective longitudinal interviews (30 paired and 50 separate) were conducted with 26 people with a suspected or confirmed diagnosis of malignant cerebral glioma being treated at a regional hospital and 24 primary relative/informal carers. Patients and carers were interviewed at the following five times: leading up to diagnosis; following a formal diagnosis; around the end of initial treatment (radiotherapy); at a designated six-month follow-up stage; and bereavement interviews with carers. One-off interviews were carried out with 66 health professionals (19 case-linked GPs and 47 other health, health-related and social care professionals involved in patients' care). Interviews were recorded and transcribed verbatim and analysed using the constant comparative method from a grounded theory approach assisted by QSR NVivo Version 7. Findings: Distress, anxiety and shock were overwhelming reactions in the period leading up to a diagnosis of glioma, making it difficult for participants to make sense of their experience. Over time, participants employed a range of strategies in order to cope with their diagnosis. Social and emotional support from professionals and friends, family and other patients were vital in many cases but support often felt inadequate. The role of information and the manner in which it was communicated was closely linked to participants’ ability to cope. Information needs were variable but on the whole patients and carers did not feel well informed. Dealing with cognitive and physical symptoms of their illness and side effects of treatment inhibited patients’ ability to resume their everyday activities. The lives of relatives were also affected as they struggled to care for their loved ones. People with a diagnosis of glioma were faced with the possibility of death from an early point in their illness trajectory and awareness of this, coupled with ability to make sense of existential issues, varied across participants. Issues around support, communication, information and palliative care were considered to be important among health professionals involved in the care of people with a diagnosis of glioma but provision fell short. Conclusions: Concerns regarding information, communication and support reported elsewhere in the literature are enduring in glioma patients and their relatives. Reporting of unmet psychosocial and supportive care issues by patients and recognition by professionals of the need to improve these dimensions of care for people affected by glioma emphasises previous recommendations yet to be fully implemented into patient care.
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Books on the topic "Longitudinal qualitative"

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Longitudinal qualitative research: Analyzing change through time. Walnut Creek, CA: AltaMira Press, 2003.

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Shirani, Fiona, Karen Henwood, and Jamie Lewis. Qualitative Longitudinal Interview Data: Men's Transition to Fatherhood. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2015. http://dx.doi.org/10.4135/9781473938083.

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Laurie, Heather. Combining qualitative and quantitative data in the longitudinal study of houshold allocations. Colchester: ESRC Research Centre on Micro-social Change, 1991.

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Laughland-Booÿ, Jacqueline, and Zlatko Skrbiš. Analysing Qualitative Longitudinal Interview Data: A Young Person’s Changing Views Towards Partnership and Parenthood. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2019. http://dx.doi.org/10.4135/9781526474889.

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Arbeitstätigkeit und Ruhestand: Eine qualitative Längsschnittuntersuchung an Metallfacharbeitern. Frankfurt am Main: P. Lang, 1988.

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Yates, Lyn. 12 to 18: A qualitative longitudinal study of students, values and difference in Australian schools. Deakin West, ACT: Australian Curriculum Studies Association, 2007.

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Hugosson, Katriina. Working life, sustainable health and retirement for women: A qualitative analysis from a longitudinal study. Stockholm: Institute of International Education, Stockholm University, 2003.

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Mayock, Paula. Young people's homeless and housing pathways: Key findings from a 6-year qualitative longitudinal study. Dublin: Government Publications, 2013.

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Fäh, Rosemarie Barwinski. Die seelische Verarbeitung der Arbeitslosigkeit: Eine qualitative Längsschnittstudie mit älteren Arbeitslosen. München: Profil, 1990.

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Neale, Bren, and Graham Crow. What Is Qualitative Longitudinal Research? Bloomsbury Publishing Plc, 2018.

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Book chapters on the topic "Longitudinal qualitative"

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Hermanowicz, Joseph C. "Longitudinal Qualitative Research." In Handbooks of Sociology and Social Research, 491–513. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20880-0_22.

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Lin, Pei-Ying. "Qualitative Longitudinal Research." In Springer Texts in Education, 401–6. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_62.

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Todorova, Irina L. G., Carola Suárez-Orozco, and Sukhmani Singh. "Longitudinal narrative concerns of newcomer Latino youth." In Qualitative strategies for ethnocultural research., 179–97. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13742-010.

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Henwood, Karen, and Fiona Shirani. "Qualitative Longitudinal Design: Time, Change, Interpretive Practices." In The SAGE Handbook of Qualitative Research Design, 414–29. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2022. http://dx.doi.org/10.4135/9781529770278.n26.

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Romm, C. T., and N. Pliskin. "Playing Politics with E-Mail: A Longitudinal Conflict-Based Analysis." In Information Systems and Qualitative Research, 362–88. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35309-8_19.

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Crivello, Gina. "Qualitative Longitudinal Research with Children and Young People." In Methodological Approaches, 423–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-020-9_1.

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Crivello, Gina. "Qualitative Longitudinal Research with Children and Young People." In Methodological Approaches, 1–27. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-89-7_1-1.

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Ferrer, Emilio, and Kevin J. Grimm. "Issues in collecting longitudinal data." In APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological., 275–90. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13620-016.

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Burgelman, Robert A. "Bridging History and Reductionism: A Key Role for Longitudinal Qualitative Research." In Research Methods in International Business, 235–58. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22113-3_12.

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Grabowska, Izabela, Michał P. Garapich, Ewa Jaźwińska, and Agnieszka Radziwinowiczówna. "Transnational Multisited Qualitative Longitudinal Research in Investigating Social Remittances and Change." In Migrants as Agents of Change, 35–51. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59066-4_3.

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Conference papers on the topic "Longitudinal qualitative"

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Langner, Jacob, Christian Seiffer, Stefan Otten, Kai-Lukas Bauer, Marc Holzäpfel, and Eric Sax. "Qualitative Feature Assessment for Longitudinal and Lateral Control-features." In 6th International Conference on Vehicle Technology and Intelligent Transport Systems. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009425201150122.

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Langner, Jacob, Christian Seiffer, Stefan Otten, Kai-Lukas Bauer, Marc Holzäpfel, and Eric Sax. "Qualitative Feature Assessment for Longitudinal and Lateral Control-features." In 6th International Conference on Vehicle Technology and Intelligent Transport Systems. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009425200002550.

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Anderson, Peggy. "INTERNATIONAL CASE STUDIES OF DYSLEXIA: A QUALITATIVE LONGITUDINAL RESEARCH PROJECT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0548.

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Schweiger, L., S. Golden, and C. G. Slatore. "A Longitudinal Qualitative Study of Patients Offered Lung Cancer Screening." In American Thoracic Society 2021 International Conference, May 14-19, 2021 - San Diego, CA. American Thoracic Society, 2021. http://dx.doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a1589.

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Ward, Lesley, Sarah E Lamb, Esther Williamson, Miss Rebecca Robinson, and Frances Griffiths. "O21 ‘Drowning in data!’ – Designing a novel approach to longitudinal qualitative analysis." In Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.21.

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Holman, A. K., E. K. Kross, K. A. Crothers, A. Cole, and M. Triplette. "Barriers and Facilitators to Longitudinal Lung Cancer Screening: A Qualitative Study." In American Thoracic Society 2021 International Conference, May 14-19, 2021 - San Diego, CA. American Thoracic Society, 2021. http://dx.doi.org/10.1164/ajrccm-conference.2021.203.1_meetingabstracts.a4771.

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Webster, Jayne, Bren Neale, Kate Gooding, and Jenny Hill. "O3 Mainstreaming qualitative longitudinal research and re-thinking causality in a global health context." In Crafting the future of qualitative health research in a changing world abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjopen-2019-qhrn.3.

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Blakemore, Amy, Liz Baker, Manbinder Sidhu, Kate Jolly, and Peter Coventry. "A longitudinal qualitative study of nurse-led telephone health coaching for COPD." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa3957.

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Sherwani, Yusuf, Mohammed Muntasir, Maroof Ahmed, Abdulrahman El-Hilly, Sheeraz Iqbal, Sarim Siddiqui, Zaid Al-Fagih, Andreas Eisingerich, and Omar Usmani. "Smoking cessation using the gamification of mHealth apps: A longitudinal qualitative study." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.oa3497.

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Ashton, D., HJ Pick, M. Bains, and WS Lim. "P24 Patient experience of recovering from pneumonia – a qualitative longitudinal interview study." In British Thoracic Society Winter Meeting 2018, QEII Centre, Broad Sanctuary, Westminster, London SW1P 3EE, 5 to 7 December 2018, Programme and Abstracts. BMJ Publishing Group Ltd and British Thoracic Society, 2018. http://dx.doi.org/10.1136/thorax-2018-212555.182.

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Reports on the topic "Longitudinal qualitative"

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Kaffenberger, Michelle, Danielle Sobol, and Deborah Spindelman. The Role of Low Learning in Driving Dropout: A Longitudinal Mixed Methods Study in Four Countries. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/070.

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Using unique longitudinal quantitative and qualitative data, we examine the role that low learning plays in driving dropout in Ethiopia, India, Peru, and Vietnam. Regression analysis using IRT-linked test scores and data on schooling attainment and dropout shows a strong, significant association with one standard deviation higher test scores associated with 50 percent lower odds of dropping out between the ages of 8 and 12, and a similar association between the ages of 12 and 15. Qualitative analysis indicates a direct relationship between low learning and dropout, with children and parents choosing to discontinue school when they realize how little is being learned. Qualitative findings also show that low learning interacts with and exacerbates more proximate causes of dropout, with low learning often contributing to choices of early marriage (for girls) and of leaving school to work (for both genders), with families making practical decisions about which options will best provide for children in the long run. Finally, learning, work, and poverty often interact, as the need to work to help provide for the household reduces the opportunities to learn, and low learning tilts the opportunity cost of time in favor of working. These findings suggest that low learning may play a larger role in dropout decisions, by underlying and interacting with other causes, than has been typically recognized.
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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Owens, Janine, G. Hussein Rassool, Josh Bernstein, Sara Latif, and Basil H. Aboul-Enein. Interventions using the Qur'an to protect and promote mental health: A systematic scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0065.

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Review question / Objective: The aim of the study is to to identify interventions using the Qur'an to support mental health in Muslims. The question is How do interventions use the Qur'an to reduce psychological distress and promote mental health and wellbeing in Muslims? Eligibility criteria: Inclusion criteria: Evidence up to 31/03/22; Intervention studies; RCTs, quasi-experimental, longitudinal, cross-sectional and qualitative studies in English, French, or Arabic; Adults ≥18 years, Pregnant females attaining marriageable age ≥14; Studies focusing on the Qur’an, hadith and/or surah as a primary mental health intervention or Studies focusing on the Qur’an, hadith and/or surah as an additional form of therapy for mental health interventions. Exclusion criteria: Commentaries, narratives, editorial communications, opinion pieces, conference papers, government reports, guidance documents, book reviews, theses and dissertations, systematic, scoping, rapid and literature reviews, case studies; evidence in languages other than English, French or Arabic; Other types of studies focusing on children or adolescents; Studies excluding interventions using the Qur’an, hadith or surah or failing to differentiate between these areas and other interventions; Studies mentioning Qur’an, hadith or surah as an afterthought in the discussion.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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