Exchanging focus groups for individual interviews when collecting qualitative data

Baillie, Lesley

doi:10.7748/nr.2019.e1633

Cited by 23 publications

(19 citation statements)

References 17 publications

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“…The researchers used focus groups because of their 'heuristic value' (Acocella, 2011), long-standing acceptance (Flores and Alonso, 1995), and the opportunities presented for isolated students to build connectedness through sharing experiences. Participants attended either focus groups or interviews depending on availability (Baillie, 2019). The researchers conducted five focus groups and nine interviews.…”

Section: Methodsmentioning

confidence: 99%

case study of student learning spaces during the pandemic

Griffiths

Dickinson

Fletcher

2021

JPAAP

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Against the backdrop of a dynamic Higher Education (‘HE’) environment and challenges compounded by the Covid-19 pandemic, this ‘on the horizon’ paper will outline initial findings from a study which seeks to explore students' perceptions of their transitions to a blended learning environment. Subsequently, this paper examines two research questions. First, what can be learned from initial findings about students’ perceptions regarding the approaches taken by the Higher Education Institution (‘HEI’) to support the imposed changes to their learning? Second, with a particular focus on spaces, how do students perceive their early experiences of the changes to teaching and assessment necessitated by the pandemic? To achieve the richness of data required, the research adopts a case study approach in focusing on a post 1992 HEI in the North of England. Drawing on the theoretical framework provided by sociomateriality, the paper will offer a reflective voice on the interaction, adjustment, opportunities, and conflicts arising from adapting residential dwellings into learning spaces. The variation in student living situations will be considered in the context of access to HE and student experience. The study draws on creative, photovoice methods to facilitate participant-led discussions in both focus groups and interviews. Illustrative images produced by participants will be included in this paper to add context to the initial analysis. Finally, future directions for the study will be outlined and considered in the context of the ongoing changes in the HE sector.

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Section: Methodsmentioning

confidence: 99%

case study of student learning spaces during the pandemic

Griffiths

Dickinson

Fletcher

2021

JPAAP

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“…Focus groups are particularly useful when current knowledge about a phenomenon is lacking and requires extensive expansion (Jayasekara, 2012). The dynamics of the focus group may encourage exchanges about information (Baillie, 2019).…”

Section: Designmentioning

confidence: 99%

French nurses’ and allied health professionals’ perception of research in their fields: A descriptive qualitative study

Ricci

Béguinet

Guillemin

et al. 2021

International Nursing Review

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Aim: To gather information from nurses and allied health professionals in the French context of the emergence of research in the field so as to inform the development of a new tool: The research in nursing and allied health sciences' Ideas Generator (GénI) capable of sustaining the identification of research ideas from professionals in the field. Background: In many countries, research in nursing and allied health sciences remains underdeveloped. Introduction: Before developing the Ideas Generator tool, it was essential to explore professionals' basis of reference in providing care, then investigate (1) their representation of research in this field of science and (2) their perception of needs for and obstacles to starting a research process. Methods: The qualitative research design used focus groups. The study population included 24 participants naive to research in four hospitals in eastern France (13 nurses and 11 allied health professionals). Thematic analysis was used to analyze the data. The study was reported in compliance with the consolidated criteria for reporting qualitative research criteria. Findings: Professionals used tacit knowledge and their experiences to address care, but the culture of scientific evidence was clearly missing (lack of knowledge of the origin of care guidelines, few bibliographic skills). Participation in a research process could hardly be envisaged without a supervised collaboration with a physician. Research was perceived not to be part of professionals' culture. They self-censured for lack of methodological competencies. Discussion: Findings underlined some leverage, obstacles, and need to consider to generate a stimulation in the field, especially in countries where such research is still in its infancy. Implication for nursing, health, and education policy: Strengthening the field of nursing and allied health research is essential to extend the skills of nurses and allied health workers and to improve the quality of patient care by taking into account results from the literature. The Ideas Generator tool will be implemented to sustain learning the skills of research through education and training.

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“…The decision to use both focus groups and individual interviews was made prior to the initiation of the study. This decision was both philosophical, as data gathered in the context of participant interaction conceptually differs from data gathered 1:1[ 24 ], and pragmatic, since a large, randomized comparison of the two approaches found that interviews may produce a wider range of categories but focus groups may elicit more sensitive themes[ 25 ]. As such, recruitment into interviews or focus groups was not differentiated and was based on scheduling and availability of participants.…”

Section: Methodsmentioning

confidence: 99%

Reflections on project ECHO: qualitative findings from five different ECHO programs

Agley

Delong

Janota

et al. 2021

Medical Education Online

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Project ECHO (Extension for Community Healthcare Outcomes) was developed in 2003 as an innovative model to facilitate continuing education and professional development. ECHO emphasizes ‘moving knowledge, not people.’ To accomplish this, ECHO programs use virtual collaboration and case-based learning to allow practitioners, including those in rural and underserved areas, to receive specialist training. The ECHO model has expanded rapidly and is now used in 44 countries. Preliminary research on ECHO’s efficacy and effectiveness has shown promising results, but evidence remains limited and appropriate research outcomes have not been clearly defined. To improve the evidence basis for ECHO, this study of 5 ECHO programs (cancer prevention/survivorship, integrated pain management, hepatitis C, HIV, and LGBTQ+ health care elucidated actionable insights about the ECHO programs and directions in which future evaluations and research might progress. This was a qualitative study following COREQ standards. A trained interviewer conducted 10 interviews and 5 focus groups with 25 unique, purposively sampled ECHO attendees (2 interviews and 1 focus group for each of the 5 programs). Data were transcribed verbatim and analyzed using the general inductive approach, then reviewed for reliability. We identified four major categories (reasons to join ECHO, value of participating in ECHO, ways to improve ECHO, and barriers to participation) composed of 23 primary codes. We suggest that thematic saturation was achieved, and a coherent narrative about ECHO emerged for discussion. Participants frequently indicated they received valuable learning experiences and thereby changed their practice; rigorous trials of learning and patient-level outcomes are warranted. This study also found support for the idea that the ECHO model should be studied for its role in convening communities of practice and reducing provider isolation as an outcome in itself. Additional implications, including for interprofessional education and model evolution, were also identified and discussed.

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Exchanging focus groups for individual interviews when collecting qualitative data

Cited by 23 publications

References 17 publications

case study of student learning spaces during the pandemic

case study of student learning spaces during the pandemic

French nurses’ and allied health professionals’ perception of research in their fields: A descriptive qualitative study

Reflections on project ECHO: qualitative findings from five different ECHO programs

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