Her research focused on exploring experiences of mental health among internal migrants in Nigeria.

Historically, the face-to-face interview has been the method of choice for undertaking interviews in qualitative research. However, the introduction of communication technologies (for example, Zoom) has resulted in qualitative researchers re-thinking how they generate data. This article presents the experience of a Ph.D. researcher who used Zoom videoconferencing to interview participants, including its benefits and limitations, and suggestions for future research. The article demonstrates that although video conferencing tools like Zoom are not meant to replace traditional face-to-face interviews, they are a helpful addition to the researcher's choice of methods. Although there are some technical limitations to using this tool, this can be overcome by familiarization and training. This is particularly useful due to the COVID-19 pandemic where face-to-face interaction is not allowed, disrupting their research. However, future research is needed to determine Zoom's suitability and security, especially in health and social care research.

Background Despite considerable efforts there continues to be a degree awarding gap within the United Kingdom (UK) between the proportion of White British students receiving higher classifications, compared to ethnic minority UK-domiciled students. Practice placement elements constitute approximately 50% of most health and social care programmes, yet surprisingly little research exists related to the factors which may contribute to ethnic minority student placement outcomes or experiences. This study bridges this evidence gap by exploring factors influencing differential placement outcomes of ethnic minority students from the perspectives of key stakeholders. Methods The study followed a descriptive qualitative research design and was multi-disciplinary, with participants drawn from across nursing, midwifery, social work and the allied health professions. Participants from four stakeholder categories (ethnic minority students, academic staff, placement educators and student union advisors) were invited to join separate focus groups. Focus groups were recorded and transcribed and analysed thematically. Results Ten separate focus groups [n = 66] yielded three primary themes: 1) recognition, which highlighted stakeholder perceptions of the issues [sub-themes: acknowledging concerns; cultural norms; challenging environments]; 2) the lived experience, which primarily captured ethnic minority student perspectives [sub-themes: problematising language and stereotyping, and being treated differently]; 3) surviving not thriving, which outlines the consequences of the lived experience [sub-themes: withdrawing mentally, feeling like an alien]. Conclusion This study presents a rich exploration of the factors affecting differential outcomes of ethnic minority students on practice placements through the lens of four different stakeholder groups. To our knowledge this is the first study in which this comprehensive approach has been taken to enable multiple viewpoints to be accessed across a wide range of health and social care professions. The issues and challenges raised appear to be common to most if not all of these disciplines. This study highlights the urgent need to value and support our ethnic minority students to remove the barriers they face in their practice learning settings. This is a monumental challenge and requires both individuals and organisations to step up and take collective responsibility.