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Content Analysis Approach (content + analysis_approach)
Selected AbstractsDress-Related Responses to the Columbine Shootings: Other-Imposed and Self-DesignedFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2002Jennifer Paff Ogle In 1999, two students at Columbine High School (CHS) used gunfire to claim their lives and those of 13 others. Media writers devoted considerable attention to this crime, drawing linkages between the shootings and dress. The purpose of this study was to explore this media dialogue, particularly the dress-related responses proposed and/or adopted in reaction to the shootings, who advanced/opposed these responses, and why. Theories of identity, social power, and symbolic interaction guided the authors' work. An inductive content analysis approach was used to examine dress-related text published in The Denver Post and The Rocky Mountain News concerning the shootings. Analyses revealed two major dress-related responses: (a) other-imposed regulation aimed at protecting students and deterring them from expressing hatred against others and (b) self-designed/selected creative acts of resistance for grieving, memorializing, and unifying. Arguments in support of and against these responses are discussed, and theoretical implications are considered. [source] Development of the Nursing Outcome (NOC) Label: Hyperactivity LevelJOURNAL OF CHILD AND ADOLESCENT PSYCHIATRIC NURSING, Issue 3 2005Carol L. Caldwell MS TOPIC:,Hyperactivity, a persistent, severe pattern of inattention or impulsivity, places children at risk for impaired functioning in many developmental areas. This behavior is characterized by short attention span, low frustration tolerance, impulsivity, distractibility, and increased physical activity. Responses from multiple sources in the child's environment must be monitored to manage childhood hyperactivity. PURPOSE:,Success at school, in peer relationships, and parent-child interactions is frequently affected by hyperactivity. Using a focus group approach, a Nursing Outcomes Classification (NOC) label, definition, and indicators were developed for Hyperactivity Level. SOURCES:,Review of the literature allowed for a content analysis approach and conceptualization of hyperactivity at several levels. CONCLUSION:,Twenty three (23) measurable indicators were formulated and refined into conceptually and clinically coherent outcomes. Clinical relevance and utility were presented through a case study approach. [source] Promoting development and use of systematic reviews in a developing countryJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 6 2009Reza Yousefi-Nooraie MD Abstract Introduction, One major barrier to develop health systems is the limited capacity for conducting research and implementation of research findings. We assessed the views of researchers, decision makers and research policy makers on how the development and usage of evidence from systematic reviews can be promoted in a country with limited resources. Methods, We surveyed 131 participants in six systematic review workshops for their views on important items influencing the production and usage of systematic reviews in a developing country. They were also asked to propose interventions to deal with potential barriers. We analysed the quantitative data using multidimensional scaling methods, and the qualitative data using content analysis approach. Results, We identified seven clusters of items that contribute to the promotion of conducting and using systematic reviews. For each cluster a set of interventions are proposed that health care decision makers and research policy makers may use for promoting conduct and use of systematic reviews. The clusters are ,importance for policy makers', ,access to international research', ,priority and support for systematic reviews', ,competency and willingness of researchers to conduct reviews', ,importance for end-users', ,quality of local primary research' and ,visibility and access to local research'. Discussion, The proposed interventions focus on national level initiatives for making the systematic reviews ,wanted' and improving the capacity to conduct research. Our findings emphasize the essential role of policy makers for promoting systematic reviews. They demonstrate that many barriers stem from the lower quality of and lack of access to primary research originating from developing countries. [source] How undergraduate clinical learning climates differ: a multi-method case studyMEDICAL EDUCATION, Issue 10 2008Klarke Boor Context, The clinical learning climate affects undergraduate medical students' behaviour, satisfaction and success. Most studies predominantly describe aspects of the clinical learning climate using quantitative methodologies, such as questionnaires. This study aimed to illuminate medical students' perceptions of the clinical learning climate, and which factors and their interactions explain differences in clinical learning climates. Methods, We carried out a multi-method case study. Twelve departments of obstetrics and gynaecology distributed the Postgraduate Hospital Educational Environment Measure (PHEEM), a reliable questionnaire measuring the clinical learning environment, among medical students. After analysis (using anova and post hoc tests), 14 medical students from the highest- and lowest-scoring departments participated in semi-structured interviews. We analysed the transcribed recordings using a content analysis approach. Researchers agreed on coding and an expert group reached consensus on the themes of the analysis. Results, We found a significant difference between departments in PHEEM scores. The interviews indicated that department and medical student characteristics determine the clinical learning climate. For departments, ,legitimacy', ,clerkship arrangements' and ,focus on personal development' were the main themes. For medical students, ,initial initiatives', ,continuing development' and ,clerkship fatigue' were the principal themes. The amount and nature of participation played a central role in all themes. Conclusions, Differences between clinical learning climates appear to be related to differing approaches to participation among departments. Participation depends on characteristics of both departments and students, and the interactions among them. The outcomes give valuable clues to how a favourable clinical learning climate is shaped. [source] | ||||||||||