Teaching qualitative research: a metaphorical approach

Cook, Stephen H.; Gordon, M. Frances

doi:10.1111/j.1365-2648.2004.03153.x

Cited by 30 publications

(28 citation statements)

References 5 publications

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“…The ideal nature of an educational intervention that leads to acquisition of the knowledge necessary to make a conscious decision about participating in a research study is a matter of debate. Several authors have proposed a pedagogic model that makes use of the analogy [11], [23]. Analogies are useful tools for forming mental constructs that simplify or render familiar what an individual is attempting to understand [24].…”

Section: Introductionmentioning

confidence: 99%

“…Analogies are useful tools for forming mental constructs that simplify or render familiar what an individual is attempting to understand [24]. The use of analogies can introduce new scientific concepts or alter previously held ideas [25], and can overcome barriers to learning by allowing an individual to make creative connections between pre-existing concepts and those related to the new knowledge being presented [23]. With this in mind, the current study aimed to develop an educational intervention based on analogies for a population resident in a hookworm endemic area of Brazil, and to evaluate its effectiveness in disseminating knowledge about the disease caused by hookworm, the experimental Na -ASP-2 vaccine that was about to be tested in their community, and about attitudes related to their willingness to participate in clinical trials of the vaccine.…”

Section: Introductionmentioning

confidence: 99%

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Health Education through Analogies: Preparation of a Community for Clinical Trials of a Vaccine against Hookworm in an Endemic Area of Brazil

et al. 2010

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BackgroundObtaining informed consent for clinical trials is especially challenging when working in rural, resource-limited areas, where there are often high levels of illiteracy and lack of experience with clinical research. Such an area, a remote field site in the northeastern part of the state of Minas Gerais, Brazil, is currently being prepared for clinical trials of experimental hookworm vaccines. This study was conducted to assess whether special educational tools can be developed to increase the knowledge and comprehension of potential clinical trial participants and thereby enable them to make truly informed decisions to participate in such research.Methodology/Principal FindingsAn informational video was produced to explain the work of the research team and the first planned hookworm vaccine trial, using a pedagogical method based on analogies. Seventy-two adults living in a rural community of Minas Gerais were administered a structured questionnaire that assessed their knowledge of hookworm, of research and of the planned hookworm vaccine trial, as well as their attitudes and perceptions about the researchers and participation in future vaccine trials. The questionnaire was administered before being shown the educational video and two months after and the results compared. After viewing the video, significant improvements in knowledge related to hookworm infection and its health impact were observed: using a composite score combining related questions for which correct answers were assigned a value of 1 and incorrect answers a value of 0, participants had a mean score of 0.76 post-video compared to 0.68 pre-video (p = 0.0001). Similar improvements were seen in understanding the purpose of vaccination and the possible adverse effects of an experimental vaccine. Although 100% of participants expressed a positive opinion of the researchers even before viewing the film and over 90% said that they would participate in a hookworm vaccine trial, an increase in the number who expressed fear of being vaccinated with a novel vaccine was seen after viewing the video (51.4% post-video versus 29.2% pre-video). Increases were also seen in the proportion who thought that participation in a vaccine trial would be inconvenient or disrupt their daily activities.Conclusions/SignificanceEven in rural, resource-limited populations, educational tools can be specially designed that significantly improve understanding and therefore the likelihood of obtaining truly informed consent for participation in clinical research. The observed changes in the knowledge and perceptions of the research participants about hookworm infection and the experimental hookworm vaccine demonstrate that the video intervention was successful in increasing understanding and that the subjects acquired knowledge pertinent to the planned research.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Health Education through Analogies: Preparation of a Community for Clinical Trials of a Vaccine against Hookworm in an Endemic Area of Brazil

et al. 2010

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“…Consistent with research on metaphors (Czechmeister 1994, McAllister & McLaughlin 1996, Wurzbach 1999, Goodman 2001, Cook & Gordon 2004, another contribution is a deeper understanding of what such descriptions of reality convey. The metaphorical expressions used in the studied articles can either make the topic clearer or obscure what the problem is actually about, both of which can make it difficult to find sustainable solutions.…”

Section: Discussionmentioning

confidence: 83%

Metaphorical expressions used in Swedish news media narratives to portray the shortage of nurses and their working conditions

Blomberg

Stier

2015

Journal of Advanced Nursing

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“…The metaphor can be a powerful tool for establishing alternative frames of reference and is partly determined by culture and past experience. 16 Exploring nursing metaphors can provide "opportunities to develop new understandings of nursing and challenge metaphorical images that may be constraining and/or obscuring significant elements of nursing." 3(p421) Metaphors are an "actual fact of life, a historical representation of societal events and time, and as nurses, we cannot afford to follow metaphors of any kind without reflection."…”

Section: Literature Reviewmentioning

confidence: 99%

The Power of Metaphors

Sharoff

2009

Holistic Nursing Practice

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Metaphors are individualized representations of self as well as a vivid, expressive, everyday dialogical format. Holistic nursing is a personal philosophy that includes participating in the healing-caring process of self and others. Exploring metaphors of nurses offers a unique opportunity of understanding how they describe, prioritize, and internalize their practice. The aim of this article is to present metaphors of holistic nurses.

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Teaching qualitative research: a metaphorical approach

Abstract: Analogies and metaphors are potentially powerful teaching and learning strategies. However, much is still not known about how they work at the cognitive level. Consequently, there is considerable scope for further research in this area in nurse education and clinical practice.

Cited by 30 publications

References 5 publications

Health Education through Analogies: Preparation of a Community for Clinical Trials of a Vaccine against Hookworm in an Endemic Area of Brazil

Health Education through Analogies: Preparation of a Community for Clinical Trials of a Vaccine against Hookworm in an Endemic Area of Brazil

Metaphorical expressions used in Swedish news media narratives to portray the shortage of nurses and their working conditions

The Power of Metaphors

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