Methodological consideration of story telling in qualitative research involving Indigenous Peoples

Global health promotion is now becoming an integral part of foreign policy of many countries. Health Promotion Practice has always kept pace with changes in the field of health education and promotion. The Society for Public Health Education Board of Trustees and the Editorial Board of Health Promotion Practice are pleased to announce the launch of a new department, "Global Health Promotion." This introductory commentary for the new Global Health Promotion Department of Health Promotion Practice defines global health and the new challenges for health education and health promotion. The "ecology" of global health promotion is presented as a framework to initiate dialog and discussion. Global health domains and competencies are discussed as future directions. In this commentary, we also present our vision and mission for the department as we strive for linkages between research, practice, policy, and population health promotion through cross-cultural collaboration. A call for general and departmental submissions-in the form of original research papers, case studies, symposium reports, interviews, and other forms of interprofessional communication-is included to bridge research and practice in global health promotion.

The 26 leading authorities in competency-based and accreditation movements in global health promotion, health education, and public health identified eight domains of core competency that are required to engage in effective health promotion practice. The conference held in Galway, Ireland, issued a statement on building competency of health education and health promotion practitioners. Almost all the countries in the African region have structures for health education and/or health promotion that will benefit from the outcome of this conference, a first of its kind. Countries such as South Africa, Botswana and Nigeria have policies that support health education and health promotion development, and capacity building will be encouraged by the Consensus Statement to concentrate on identifying and building capacity within existing infrastructures across government and community sectors. South Africa attempted to establish a Standard Generating Board (SGB) for Health Promotion that envisaged the development of standards and qualifications for part of the second learner category, who hold the National Qualification Framework (NQF) level 5 certificate in health promotion. The author of this commentary joins other colleagues in congratulating the Galway conference participants for identifying the eight domains of core competency that are necessary if health promotion and health education are to develop into a distinct discipline, particularly in the African region.

Global health education and health promotion have the potential to engage students, scholars, and practitioners in ways that go beyond the classroom teaching routine. This engagement in global communities, can range from reflection on continuing deep-seated questions about human rights and civic responsibility to the use of health education and promotion-related theoretical, intellectual, and practical skills. In the arena of global health education and promotion, these skills also range from leadership and advocacy to decision making, critical and creative thinking, teamwork, and problem solving. In recent times, there has been a growing interest in cross-cultural collaborations and educational initiatives to improve stakeholder's understanding of global health principles and practices, to enrich the experiences of health professionals, and to improve the lives of those who are disenfranchised and live across borders. In this article of Health Promotion Practice, we highlight two unique cases of cross-national collaborations and provide a glimpse of the various shapes and forms taken by cross-cultural educational initiatives for global health education and promotion. We summarize the history, philosophy, and current working practices relevant to these collaborations, keeping in view the global health domains, competencies, and activities. In addition, we also compare the key components and activities of these two case studies from Rwanda and Mexico, wherein communities in these two countries collaborated with academic institutions and health professionals in the United States.

Guest editorial: What's common with qualitative nursing research these days?

Objectives: Since the 1990s, cultural competence and cultural humility have been advanced across health disciplines, including health education and promotion, as approaches to use to address the health needs of increasingly diverse populations, reduce persistent health disparities and promote health and health equity. While these terms are sometimes used interchangeably, each of them represents a different approach when working across cultural groups. Health professionals, including health education specialists, may also find it helpful to employ cultural intelligence when working with diverse populations. The purpose of this article is to briefly define cultural competence and cultural humility and describe how cultural intelligence can provide health education specialists with another tool when working with diverse groups. Design: Review of the literature. Setting: USA and related contexts. Results: While cultural intelligence shares some similarities with previous terms, it differs in drawing from intelligence research and emphasises an understanding of different cultures, problem-solving and adaptations in numerous cultural settings. Conclusion: This article defines cultural intelligence as an essential capability to learn and use when engaging with diverse cultural groups and working in cross-cultural settings.

1. Locating Narrative Inquiry in the Interdisciplinary Context Scientific Research and Qualitative Research in Tandem Narrative Inquiry Narrative Inquiry in Different Disciplines Some Cautionary Tales About Narrative Inquiry Narrative Inquiry as the Synergy of Interdisciplinarity Learning to be a Storyteller in the Interdisciplinary Context Conclusion: A Falling Apple 2. Philosophical/Theoretical Underpinnings of Narrative Inquiry The Role of Theory Philosophical/Theoretical/Interpretive Paradigm Theory and Narrative Inquiry Critical Theory Critical Race Theory Feminist Theory Phenomenology Poststructuralism/Postmodernism/Deconstruction Dewey's Theory of Experience Bakhtin's Theory of Novelness Conclusion: No Theory Used as a Procrustean Bed 3. Narrative Research Design: Engaging in Aesthetic Play Engaging in Aesthetic Play Standards for Humanities-Oriented Research Learning to Think Narratively Plowing Before Sowing: On Reviewing the Literature Developing Good Research Questions Imagining the Researcher-Participant Relationship: From Spy to Friend Ethical Issues in Narrative Inquiry Qualitative Writing vs. Scientific Writing Imagining Narrative Writing as Aesthetic Play Conclusion: Where Your Heart Belongs 4. Narrative Research Genres: Meditating Stories Into Being Narrative Inquirer as a Midwife Narrative Research Genres Autobiographical Narrative Inquiry Biographical Narrative Inquiry Arts-Based Narrative Inquiry Literary-Based Narrative Inquiry Visual-Based Narrative Inquiry Conclusion: Blurring Genres 5. Narrative Data Collection Methods: Excavating Stories Narrative Thinking Interview Logistics Types of Qualitative Interview Narrative Interviewing Fieldwork Artifacts: Cabinets of Curiosities or Cabinets of Wonder Visual Data Digital Archival Data Conclusion: Excavating Stories as Data 6. Narrative Data Analysis and Interpretation: Flirting With Data On Flirtation Qualitative Data Analysis Theorizing Narrative Data Analysis and Interpretation Methods of Narrative Data Analysis Narrative Analysis in Narrative Genres Conclusion: Variegations of Narrative Analysis and Interpretation 7. Narrative Coda: Theorizing Narrative Meaning On Coda Researching Signature Answering the Question So What? Desiring and Audience Avoiding an Epic Closure Theorizing Findings Planting the Seed for Social Justice Becoming a Scheherazade Conclusion: Ongoing Stories 8. Critical Issues in Narrative Inquiry: Looking Into a Kaleidoscope Looking into a Kaleidoscope Contradicting Stories: The Rashomon Effect Temptation of Backyard Research On Reflexivity On Bricolage and Bricoleur On Small Stories Storytelling as Performance Conclusion: Pushing the Boundary of Narrative Inquiry 9. Examples of Narrative Inquiry: Theory Into Practice Narrative Inquiry as Phenomenon and Method Narrative Inquiry as Oral History Narrative Inquiry as Life Story Narrative Inquiry as Autoethnography Narrative Inquiry as Creative Fiction Narrative Inquiry as Fiction Conclusion: Learning to be a Storyteller 10. Epilogue

The purpose of this paper is to benchmark current practices in how qualitative research in Design Theory and Methods fields is presented. Given that qualitative research methods are often viewed as “subjective,” and that most traditionally-trained engineering researchers have not been educated in intensive qualitative research methodologies, it is important to assess whether and how the extant literature seeks to establish credibility. Using a variety of qualitative quality indicators from other long-established traditions that regularly enforce high standards in qualitative research, we performed a content analysis of a systematically-curated corpus of publications published in ASME Journal of Mechanical Design between the years 2010-2025 in order to identify opportunities for the field to better employ and defend the use of qualitative methods. Findings from this work show that more recent papers show a higher attendance to quality concerns and employment of qualitative standards for quality, perhaps due to cross-disciplinary influence from developing peripheral fields like engineering education, and emergent researchers who have interdisciplinary training in these domains. This work also highlights the opportunity for researchers seeking to employ qualitative data in their research work by providing a more credible and legitimized way to establish quality in their methods. In addition, we hope that this work will guide reviewers of qualitative human subjects work to better assess quality of qualitative research designs and the communication of valuable qualitative research findings.

BackgroundRecent articles have advocated for the use of qualitative methods in environmental health research. Qualitative research uses nonnumeric data to understand people’s opinions, motives, understanding, and beliefs about events or phenomena.ObjectiveIn this analysis of the literature, I report the use of qualitative methods and data in the study of the relationship between environmental exposures and human health.Data sourcesA primary search on ISI Web of Knowledge/Web of Science for peer-reviewed journal articles dated from 1991 through 2008 included the following three terms: qualitative, environ*, and health. Inclusion and exclusion criteria are described.Data extractionSearches resulted in 3,155 records. Data were extracted and findings of articles analyzed to determine where and by whom qualitative environmental health research is conducted and published, the types of methods and analyses used in qualitative studies of environmental health, and the types of information qualitative data contribute to environmental health.Data synthesisNinety-one articles met inclusion criteria. These articles were published in 58 different journals, with a maximum of eight for a single journal. The results highlight a diversity of disciplines and techniques among researchers who used qualitative methods to study environmental health, with most studies relying on one-on-one interviews. Details of the analyses were absent from a large number of studies. Nearly all of the studies identified increased scientific understanding of lay perceptions of environmental health exposures.Discussion and conclusionsQualitative data are published in traditionally quantitative environmental health studies to a limited extent. However, this analysis demonstrates the potential of qualitative data to improve understanding of complex exposure pathways, including the influence of social factors on environmental health, and health outcomes.

The CompHP Pan-European Accreditation Framework for Health Promotion was developed as part of the CompHP Project that aimed to develop competency-based standards and an accreditation system for health promotion practice, education, and training in Europe. A phased, multiple-method approach was employed to facilitate consensus building with key stakeholders in health promotion across Europe. Consultation processes included focus and discussion groups at European and country levels, an online survey, a web-based consultation, and testing in academic and practice settings. Successive drafts of the Framework (a total of five) were revised based on the feedback from each consultation stage. A total of 405 participants from 29 of the 34 target countries contributed to the consultation process. The overall response to the Framework was positive, with negative feedback focusing mainly on the barriers that may impact on its implementation. The CompHP Pan-European Accreditation Framework for Health Promotion provides an agreed system to promote quality assurance and competence for health promotion practice and education in Europe. The Framework, which builds on the CompHP Core Competencies and Professionals Standards, outlines the systems and processes for the accreditation of health promotion practitioners and health promotion education and training by accrediting organizations at national and European levels.

To arrive at an expert consensus in relation to health promotion and health education constructs as they apply to nursing practice, education and policy. Nursing has often been maligned and criticized, both inside and outside of the profession, for its ability to understand and conduct effective health promotion and health education-related activities. In the absence of an expert-based consensus, nurses may find it difficult to progress beyond the current situation. In the absence of any previously published nursing-related consensus research, this study seeks to fill that knowledge-gap. A two-round Delphi technique via email correspondence. A first-round qualitative questionnaire used open-ended questions for defining health promotion and health education. This was both in general terms and as participants believed these concepts related to the clinical, theoretical (academic/educational) and the policy (political) setting in nursing. Line-by-line qualitative content and thematic analysis of the first-round data generated 13 specific categories. These categories contained 134 statement items. The second-round questionnaire comprised the identified 134 statements. Using a five-point Likert scale (ranging from 1 = strongly disagree to 5 = strongly agree) participants scored and rated their level of agreement/disagreement against the listed items. Data from the second-round was descriptively analysed according to distribution and central tendency measures. An expert consensus was reached on 65 of the original 134 statements. While some minor contradiction was demonstrated, strong consensus emerged around the issues of defining health promotion and health education and the emergence of a wider health promotion and health education role for nursing. No consensus was reached on only one of the 13 identified topic categories - that of 'nurses working with other disciplines and agencies in a health education and health promotion role.' This study provides a hitherto previously absent expert consensus on the current position of health promotion and health education, in nursing and predictions for their future course. Its findings represent an important step for nurses as they seek to become increasingly active and influential within wider health promotion and health education arenas. Relevance to clinical practice. Delphi studies do not necessarily offer indisputable fact. This study, however, with its strong consensus on the majority of original statements is a good indicator as to how nursing experts currently view health promotion and health education constructs. Expert consensus offers a useful form of measure against current and future clinical practice and helps to build a firm foundation for change. Nurses, then, are advised here to refer to the findings presented, that they remain contextually and conceptually clear, as they embark on current and future health promotion-related activities.

Japan's 2008 health policy focuses more than ever on health education for behaviour change and outcome measures for physical health status. This is at odds with contemporary health promotion and health education, which frame health as a resource for everyday life and indicate that the evaluation of interventions should measure broader aspects of health rather than just physical aspects. The application of a combination of different health communication models and theories allows for a customized approach, depending on the types of change that are being sought, and can lead to increased relevance as well as a better fit when it comes to evaluating the achievement of broad health promotion goals. This article explores the application of the Outcome Model for Health Promotion to a two-year health education intervention in Kushima, Japan. This model measures program effectiveness from four aspects: physical health outcomes; intermediate health outcomes; health promotion outcomes; and health promotion actions. A quantitative and qualitative longitudinal, mixed model study design and methods were used for the analysis. Data was taken from health exams, structured interviews, and participant observations collected from 67 participants at four times over two years. This intervention relied primarily on health education and communication to achieve mental and social health outcomes more significantly and faster than physical health outcomes. The importance of moving outcome measurement beyond direct health achievements is discussed in light of the relationships between physical, mental, and social health and its determinants, and our results.

Health Promotion Education Politics and Schooling: The Greek Case.

Over the past 10 years, the field of health services and management research has seen renewed interest in the use of qualitative research methods. This article examines the volume and characteristics of qualitative research articles published in nine major health services and management journals between 1998 and 2008. Qualitative research articles comprise 9% of research articles published in these journals. Although the publication rate of qualitative research articles has not kept pace with that of quantitative research articles, citation analysis suggests that qualitative research articles contribute comparably to the field's knowledge base. A wide range of policy and management topics has been examined using qualitative methods. Case study designs, interviews, and documentary sources were the most frequently used methods. Half of qualitative research articles provided little or no detail about key aspects the study's methods. Implications are discussed and recommendations are offered for promoting the publication of qualitative research.

This is the second part of a 3-part discussion paper by the working group on "Qualitative Methods" in the German network of health services research (DNVF) that shall contribute to the development of a memorandum concerning qualitative health services research. It aims to depict the different types of qualitative research that are conducted in health services research in Germany. In addition, the authors present a specific set of qualitative data collection and analysis tools to demonstrate the potential of qualitative research for health services research. QUALITATIVE RESEARCH IN HEALTH SERVICES RESEARCH - AN OVERVIEW: To give an overview of the types of qualitative research conducted in German health services research, the abstracts of the 8th German Conference on Health Services Research were filtered to identify qualitative or mixed-methods studies. These were then analysed by looking at the context which was studied, who was studied, the aims of the studies, and what type of methods were used. Those methods that were mentioned most often for data collection and analysis are described in detail. QUALITATIVE RESEARCH AT THE CONFERENCE FOR HEALTH SERVICES RESEARCH 2009: Approximately a fifth of all abstracts (n=74) had a qualitative (n=47) or a mixed-methods approach combining quantitative and qualitative methods (n=27). Research aims included needs assessment (41%), survey development (36%), evaluation (22%), and theorizing (1%). Data collection mostly consisted of one-on-one interviews (n=45) and group discussions (n=29). Qualitative content analysis was named in 35 abstracts, 30 abstracts did not reference their method of analysis. In addition to a quantitative summary of the abstract findings, the diversity of fields addressed by qualitative methods is highlighted. Although drawing conclusions on the use of qualitative methods in German health services research from the analysis of conference abstracts is not possible, the overview we present demonstrates the diversity of methods used for data collection and analysis and showed that a few select methods are extensively used. One of the tasks a memorandum of qualitative health services research should accomplish is to highlight underutilized research methods, which may help to develop the potential of qualitative methodology in German health services research.

of the journal to the IUHPE will be clearly stated on the cover of Global Health Promotion. As regular readers are aware, in recent times the journal has undergone a visual face lift and the journal’s profile and format have also undergone change. There will be a few more format adjustments in the future, to improve the efficiency of the publication process, but no additional changes to the publication profile are planned in the near future. Those who submit articles for publication in Global Health Promotion will soon encounter Sagetrack, a web-based peer review and submission system powered by ScholarOne’s Manuscript Central. With the switch to Sagetrack and format changes to be accomplished during the course of 2009, we anticipate a period of little change thereafter, with two important exceptions. With Global Health Promotion as a SAGE journal, we anticipate steady growth in the number of subscribers and in the number of articles submitted for publication. A positive trend is already clear – in the first six months of 2008, we have experienced a 400% increase in the rate of submissions compared with 2007! Global Health Promotion is the membership journal of the IUHPE, and one of a family of IUHPE journals that includes Health Education Research, Health Promotion International, Critical Public Health, International Journal of Prisoner Health the International Journal of Public Health and the International Journal of Mental Health Promotion. These affiliations produce synergy for the IUHPE and for the journals. Each journal has a unique character and publications profile, and the relationship amongst the editorial staffs is accordingly collaborative, not competitive. Global Health Promotion is unique in several ways. It must be responsive to the communications needs of the IUHPE, including prioritising the publication of material that helps the organisation communicate to the membership. Global Health Promotion must also endeavour to At its meeting in Cairo in June of this year, the IUHPE Board of Trustees approved a name change for this journal, from Promotion & Education, to Global Health Promotion, effective as of the first number that will be published in 2009. This change prompts reasonable questions that are addressed in this editorial: