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Mixed Methods Approach (mixed + methods_approach)
Selected AbstractsRural professionals' perceptions of interprofessional continuing education in mental healthHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 4 2010Elizabeth A. Church PhD Abstract We describe the impact of an interprofessional education programme in mental health for professionals in six rural Canadian communities. The 10-session programme, offered primarily via videoconference, focussed on eight domains of mental health practice. One hundred and twenty-five professionals, representing 15 professions, attended at least some sessions, although attendance was variable. Data were collected between September 2006 and December 2007. The programme was evaluated using a mixed methods approach. Participants reported high levels of satisfaction for all topics and all aspects of the presentations: they were most satisfied with the opportunity to interact with other professionals and least satisfied with the videoconference technology. Professionals' confidence (n = 49) with mental health interventions, issues and populations was measured pre- and post-programme. There was a significant increase in confidence for seven of the eight mental health interventions and four of the six mental health issues that had been taught in the programme. Participants reported developing a more reflective mental health practice, becoming more aware of mental health issues, integrating new knowledge and skills into their work and they expressed a desire for further mental health training. They noted that interprofessional referrals, inter-agency linkages and collaborations had increased. Conditions that appeared to underpin the programme's success included: scheduling the programme over an extended time period, a positive relationship between the facilitator and participants, experiential learning format and community co-ordinators as liaisons. Participants' dissatisfaction with the videoconference technology was mitigated by the strong connection between the facilitator and participants. One challenge was designing a curriculum that met the needs of professionals with varied expertise and work demands. The programme seemed to benefit most of those professionals who had a mental health background. This programme has the potential to be of use in rural communities where professionals often do not have access to professional development in mental health. [source] Does the perceived neighborhood reputation contribute to neighborhood differences in social trust and residential wellbeing?,JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 5 2010Agneta Kullberg The authors used a mixed methods approach to examine if the reputation of a housing area has bearing on residential wellbeing and social trust in three pairs of socioeconomically contrasting neighborhoods in a Swedish urban municipality. Multilevel logistic regression analyses were performed to examine associations between area reputation and residential wellbeing and social trust, controlling for the random effect of neighborhood and individual level sociodemographic factors. Qualitative data were analyzed to identify mechanisms of how neighborhood reputations were established. The housing area reputation was found to be strongly associated with wellbeing and social trust. The area reputation also seemed to be a determinant of position in the local social structure; residents were found to position themselves in a rank order. The results suggest that area reputation is an important and probably underestimated dimension in the development of residential wellbeing and social trust in housing. © 2010 Wiley Periodicals, Inc. [source] Foundations of communities of practice: enablers and barriers to participationJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2009K. Guldberg Abstract This research draws upon community of practice theory to explore the factors that enabled or hindered participation in an online ,Foundations of Communities of Practice' workshop , a course that is designed to align with Wenger's communities of practice perspective. The research used a mixed methods approach, drawing upon log-on and posting data, questionnaires and semi-structured interviews to explore participant experiences. The findings show that five dimensions either enabled or constrained participation. These were emotion, technology, connectivity, understanding norms and learning tensions. As enablers these dimensions led to successful participation within an online community of practice, but as constraints, they led to peripheral participation. The findings highlight implications for tutors of such courses. These include the need to (1) assess the technical expertise of participants, particularly when a number of different technological tools are used; (2) find ways to identify and evaluate emotional responses so learners can be supported in managing these; (3) ensure that participants understand the norms of a community; and (4) develop clear induction materials and processes. [source] Using mixed methods research in medical education: basic guidelines for researchersMEDICAL EDUCATION, Issue 7 2009Karen E Schifferdecker Context, Mixed methods research involves the collection, analysis and integration of both qualitative and quantitative data in a single study. The benefits of a mixed methods approach are particularly evident when studying new questions or complex initiatives and interactions, which is often the case in medical education research. Basic guidelines for when to use mixed methods research and how to design a mixed methods study in medical education research are not readily available. Methods, The purpose of this paper is to remedy that situation by providing an overview of mixed methods research, research design models relevant for medical education research, examples of each research design model in medical education research, and basic guidelines for medical education researchers interested in mixed methods research. Conclusions, Mixed methods may prove superior in increasing the integrity and applicability of findings when studying new or complex initiatives and interactions in medical education research. They deserve an increased presence and recognition in medical education research. [source] The effectiveness of exercise interventions for people with Parkinson's disease: A systematic review and meta-analysisMOVEMENT DISORDERS, Issue 5 2008Victoria A. Goodwin MSc Abstract Parkinson's disease (PD) is a neurodegenerative disorder affecting the physical, psychological, social, and functional status of individuals. Exercise programs may be an effective strategy to delay or reverse functional decline for people with PD and a large body of empirical evidence has emerged in recent years. The objective is to systematically review randomized controlled trials (RCTs) reporting on the effectiveness of exercise interventions on outcomes (physical, psychological or social functioning, or quality of life) for people with PD. RCTs meeting the inclusion criteria were identified by systematic searching of electronic databases. Key data were extracted by two independent researchers. A mixed methods approach was undertaken using narrative, vote counting, and random effects meta-analysis methods. Fourteen RCTs were included and the methodological quality of most studies was moderate. Evidence supported exercise as being beneficial with regards to physical functioning, health-related quality of life, strength, balance and gait speed for people with PD. There was insufficient evidence support or refute the value of exercise in reducing falls or depression. This review found evidence of the potential benefits of exercise for people with PD, although further good quality research is needed. Questions remain around the optimal content of exercise interventions (dosing, component exercises) at different stages of the disease. © 2008 Movement Disorder Society [source] Prevalence of neural tube defects in Australia prior to mandatory fortification of bread-making flour with folic acidAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 4 2010Samanthi Abeywardana Abstract Objective: To establish baseline prevalence of neural tube defects (NTDs) prior to mandatory folic acid fortification in Australia. Method: Retrospective population based study. Data from the Australian Congenital Anomalies Monitoring System, for 1998,2005 were used to calculate birth prevalence including live/stillbirths of at least 20 weeks gestation or 400 g birthweight. Total prevalence and trends of NTD including terminations of pregnancy (TOPs) before 20 weeks were established using data from South Australia, Victoria and Western Australia because of the incomplete ascertainment in other states. Results: The birth prevalence of NTDs from 1998,2005, was 5/10,000 births. The total prevalence including TOPs was 13/10,000 births. A 26% declining trend in total prevalence was seen from 1992,2005, but the main decline occurred prior to 1998. Women who were Indigenous, socially disadvantaged, young, living in remote areas and had multiple gestations were more likely to give birth to babies with NTDs. Conclusion: The prevalence of NTD has been stable since 1998. Reporting of the birth prevalence alone underestimates the actual prevalence of NTD. Implications: From a public health perspective, future monitoring of NTD following implementation of fortification of bread-making flour with folic acid should include a mixed methods approach; reporting birth prevalence on national data and total prevalence on tri-state data. [source] Mental health impact for adolescents living with prolonged droughtAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 1 2010John G. Dean Abstract Background:,A 2004 study showed adolescents living in rural Australia were aware of the impact of drought on self, family and community, but did not report levels of emotional distress higher than adolescents of similar age and gender in the Australian community. It was proposed that the rural lifestyle had helped adolescents build resilience for managing this environmental adversity. Objective:,To re sample adolescents from the same rural area and determine if this resilience remained after ongoing drought three years later. Design:,A mixed methods approach using focus groups and a self-report questionnaire. Setting:,Government Central Schools within the Riverina region of New South Wales. Participants:,Male and female adolescents (n = 111) aged 11,17 years completed the self-report questionnaires, while some adolescents (n = 61) within this group also participated in focus groups. Main outcome measure:,The Strengths and Difficulties Questionnaire and a Drought and Community Survey for Children comprised the self-report survey. Results:,Adolescents reported significantly higher levels of emotional distress than those in the previous study (t (191) = 2.80, P < 0.01) and 12% of adolescents scored in the clinical caseness range. Thematic analysis showed consistency with the previous study as well as new themes of grief, loss and the impacts of global climate change. Conclusions:,Results indicate a reporting of lesser well-being than was reported by a comparable group of young people four years earlier. A preventative intervention with a focus on family and community is recommended to address the mental health of adolescents enduring a chronic environmental adversity such as drought. [source] Mixed methods research in school psychology: A mixed methods investigation of trends in the literaturePSYCHOLOGY IN THE SCHOOLS, Issue 4 2008Heather Powell This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate-level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc. [source] | ||||||||||