Analysis Of Focus Group Data Research Articles

Learning to direct one's care: barriers and facilitators reported by people with tetraplegia.

Qualitative analysis of focus group data. Identifying barriers to and facilitators of learning to direct one's own care as a person with tetraplegia due to spinal cord injury (SCI). Community, in New Jersey and Georgia, USA. Three focus groups of veterans and civilians with SCI, involving 26 people with chronic (≥1 year) tetraplegia due to SCI who provided direction to caregivers on a daily basis. Content analysis was used to identify barriers and facilitators. Challenges to learning to direct one's care included: (1) lack of acceptance of lasting effects of SCI; (2) not yet understanding one's body post-SCI; (3) embarrassment; (4) being overwhelmed with information; (5) differences between the inpatient rehabilitation setting and the "real world"; (6) lack of capable and willing assistants; and (7) hesitance to criticize caregivers. Factors that helped participants become successful directors of care included: (1) experience living with SCI; (2) being observant; (3) communicating effectively; (4) developing confidence to advocate for one's own needs; (5) learning when to "let go" and when to speak up; and (6) learning from peers. Direction of care is a complex skill that is developed over time, and requires awareness of one's needs and preferences, self-confidence, and strong communication skills. Rehabilitation clinicians' efforts to prepare people with SCI to direct their own care effectively should cultivate awareness of one's body, identify strategies for communicating successfully with caregivers, and provide opportunities for practice of care direction skills and discussion with experienced peers.

SP8.13 - Exploring General Surgeons' Experiences of Adverse Events Perceptions of Support: A Scoping Review and Qualitative Study of General Surgical Trainees

Abstract Aims This study aimed to deepen understanding of the psychosocial impacts of adverse events on general surgical trainees and evaluate the experiences of current support mechanisms. Methods The study was conducted in two parts: a scoping review and a qualitative focus group study. The scoping review was conducted in accordance with the PRISMA-ScR guidelines and JBI methodology. These themes were taken forward for extended discussion as part of a focus group study of general surgical trainees (n = 10; split in two discrete groups of five participants). Reflexive thematic analysis using anonymised transcripts and contemporary field notes were used to analyse the data. Results The scoping review identified six themes related to the impact of adverse events on surgeons' well-being and professional performance. These were clarified and elaborated on through qualitative analysis of focus group data, developing three key themes with associated subthemes: (1) Support structures and external factors influencing responses to adverse events, (2) impact on clinical practice and professional development and (3) methods of learning from adverse events. Surgical trainees experience significant emotional and professional repercussions in the aftermath of adverse events, often exacerbated by insufficient formal support and a prevalent blame culture within hospital environments. Conclusions Substantial deficiencies exist in the support structures available to surgical trainees dealing with adverse events. It is evident that the existing systems fail to adequately address the complex needs of trainees, leading to significant emotional distress and professional insecurity. System changes are necessary for surgical trainees, including the establishment of mentorship and peer support networks.

Formed in context: A mixed-methods study of medical students' mindsets in an Eastern culture.

Mindsets have become an important focus in the fields of social and cognitive psychology. When holding a growth mindset, people appear more likely to engage in hard work and effort to foster success, seeing setbacks as necessary for learning. When holding a fixed mindset, in contrast, people tend to believe success comes from innate ability, seeing setbacks as evidence of inability. As such, mindsets affect students' learning, resilience and personal development. There is little empirical evidence, however, regarding how medical students perceive mindsets and the fundamental determinants of mindset formation, especially in non-Western contexts. This study investigated medical students' mindsets and perceptions of mindset formation with the aim of broadening the cross-cultural understanding of self-theories. Using a convergent mixed-methods approach at a medical school in China, the authors conducted a survey and four focus groups with medical students in first to third years. Quantitatively, we used the Dweck Mindset Scale to describe medical students' mindsets in the domains of intelligence and talent. Qualitatively, we analysed focus group data using a grounded theory approach to develop a descriptive model. Survey results included 464 responses for quantitative analysis. Multivariable regression found that Year 3 students had more fixed mindsets for intelligence and talent (p< 0.05) compared with Year 1 students. Rural students reported a more mixed mindset for intelligence compared to urban students (p< 0.05). Qualitative analysis of focus group data yielded four major categories: beliefs about mindsets, conceptualization of mindsets, achievement motivation and source of mindset formation. We developed a Mindset Basis Model to depict connections among the factors students perceived to influence mindset formation-intra- and interindividual factors; contextual factors; and micro-, meso- and macro-system factors-and students' motivation regarding achievement. The study describes medical students' mindsets for the domains of intelligence and talent and explores how they conceptualised these mindsets. The findings indicate that factors influencing mindsets do not operate in isolation but through intricate interactions among multilevel factors embedded within a context.

Mentoring LGBT Students: Perspectives from Volunteers at a Taiwanese Buddhist University

ABSTRACT An increasing number of studies related to LGBT inclusion on university campuses have emerged over the past few years. While a number of these studies address complex challenges encountered in Western religious universities, very little research has investigated religious universities in Eastern, Sinophone communities. This study sheds light on a mentor system at a prominent Buddhist university in Taiwan to investigate mentors’ understandings of and interactions with LGBT students. Through the use of both qualitative and quantitative measures, the researchers found very few mentors were even aware of interactions with LGBT students. A thematic analysis of focus group data found the mentors’ understandings and attitudes could be classified into three distinct categories ranging from very supportive to unintentionally discriminatory. Overall, it seems Confucian values, rather than Buddhist doctrines, is a far more influential factor on mentors’ understandings and attitudes toward LGBT individuals. In particular, conflicts between Confucian thought and LGBT inclusive practices may arise when individuals concurrently display a strong desire to help, Confucian understandings of “family,” and very little understanding of gender or sexuality. Finally, this study offers recommendations for future research and universities.

Optimizing group work strategies in virtual dissection.

Due to its haptic and interactive nature, virtual anatomy provides an opportunity for small-group learning, enabling students to develop their group work skills before they graduate. However, there is currently little practical guidance supported by pedagogic principles detailing how to incorporate it into curricula. Anatomy educators at the University of Plymouth conducted action research aiming to capture students' overall perceptions of the virtual anatomy platform Anatomage. Questioning the benefits and challenges students face while interacting with Anatomage prompted the creation of evidence-based interventions to be later evaluated. Although a plethora of themes were identified, this report specifically examines those relating to group work. Thematic analysis of initial focus group data found group size and group dynamics impacted students' experience with the platform. Following the implementation of interventions to resolve these issues, a questionnaire and second series of focus groups were conducted to determine whether they were successful. Additional subthemes found from these data included facilitation, social pressure, peer learning and working with friends. This study contributed to the improvement of small group learning and integration of virtual anatomy into curricula based on student and staff feedback. As such, these data support the development of effective group working skills which are fundamental for healthcare professionals and widely recognized by regulators such as the General Medical Council and Health and Care Professions Council. In this report, the authors provide practical advice informed by pedagogy and principles from management and psychology to provide a multidisciplinary perspective.

Examining an Interdisciplinary Experiential Learning Program for Doctoral Students

Educators, researchers, and institutions have long recognized the value of experiential learning as a way of fostering students’ ongoing learning and skill development. In recent years, experiential learning has gained increased traction in higher education institutions, as there is recognized need for graduates to engage in and actively reflect on lived experiences in various disciplines. Yet, much of the research in graduate-level experiential learning focuses on discipline-specific experiential learning opportunities, often within the context of a single graduate program where students’ career outcomes and program pathways are narrowly defined. Through qualitative analysis of interview, focus group, and program data collected as part of a collaborative evaluation, we respond to a gap in existing research to examine the diverse perspectives of doctoral students engaged in an interdisciplinary experiential learning program. The study’s findings contribute to a more robust understanding of the potential for experiential learning as an interdisciplinary practice, with direct examples of how doctoral students and higher education institutions are moving this work forward in this context.

Intermediary processes in Hispanic/Latinx/o youths' coping responses to cultural stressors.

Cultural stressors related to racism, xenophobia, and navigating bicultural contexts can compromise the healthy development of Hispanic/Latinx/o (H/L) youth. Youth' coping can minimize the adverse impact of this stress. Less is known about the intermediary processes related to youths' cultural stressor experiences and coping responses. We analyzed focus group data from H/L youth (N = 45; 50% girls; 0% nonbinary; Mage = 15.3) to hear their voices on how they interpret, react to, are impacted by and cope with cultural stressors. Using a Grounded Theory approach, we constructed four themes of intermediary processes (e.g., meaning making) and four themes of coping (e.g., distancing oneself). Youth actively processed their experiences, which informed their coping choices, pointing to youths' agency and resilience.

Healthy Me, Healthy Planet: Evaluation of a pilot planetary health library program

AbstractIssue AddressedThe Healthy Me, Healthy Planet program was an evidence‐informed pilot program conducted by a local libraries to promote the health co‐benefits of action on climate change.BackgroundAn impact evaluation of the Healthy Me, Healthy Planet program was conducted using a mixed methods research design including pre‐, during, and post‐program surveys and online focus groups.MethodsThe evaluation included 136 participants aged 18+ years who were able to understand and communicate in English or simplified Chinese language. Descriptive analyses of the survey data were integrated with thematic analyses of focus group (N = 2) data to generate key themes.ResultsKey impacts included individual and organisational capacity building, personal and social well‐being, and pro‐environmental knowledge, attitudes, and behaviour. Impacts on program participants included increased confidence, motivation, positive feelings, and personal well‐being after taking part in the Healthy Me, Healthy Planet program. Participants reported enhanced social connections, mental well‐being, and environmental benefits such as engaging within the community on environmental issues and feeling inspired to make sustainable lifestyle changes.ConclusionLibraries play a key role in promoting the health of people and planet in the community because they are a trusted, safe, and supportive community setting, a curator of credible and reliable evidence‐based information on health and planetary topics and a local and free provider for skills and literacy development.So WhatThe evaluation of the pilot suggests that participants improved their capacity to practice sustainable living and it is recommended that this program be expanded to other library settings to enhance community connection and support local planetary health initiatives.

Big Data Meets Sustainable Marketing: A New Integrated Curriculum for Hospitality Education

This study presents a novel educational intervention, the Sustainable Marketing with Big Data (SMBD) module, grounded in the theory of change. The SMBD module integrated data literacy, sustainability knowledge, and marketing skills through problem-based learning, creative problem solving, computer-based learning, and project-based pedagogical approaches. Employing a mixed-methods research design, this investigation evaluated the effectiveness of the proposed SMBD curriculum through a quasiexperimental design and compared learning outcomes between an experimental group (n=44) and a control group (n=39) taught with traditional methods. Pre- and posttests were used to assess students' data literacy, sustainability attitudes and behaviors, and marketing competency. ANCOVA revealed that the experimental group exhibited significantly greater improvements across all dimensions than did the control group. Regression analysis confirmed the positive influence of gains in big data literacy and sustainability knowledge on marketing skill demonstration. Qualitative analysis of focus group data provided further insights into students' learning experiences and engagement with the SMBD curriculum. The results support the efficacy of the theory of change framework and active learning pedagogies in enhancing undergraduate hospitality students' competencies in three critical domains. The SMBD model offers educators a comprehensive, empirically validated curriculum for preparing future hospitality leaders to leverage big data for sustainable marketing in a rapidly evolving industry.

Slow art plus: developing and piloting a single session art gallery-based intervention for mental health promotion via a mixed method waitlist randomized control trial.

The current study builds on the expertise of National Gallery Singapore and Nanyang Technological University Singapore (NTU) in developing and piloting an enhanced version of the Slow Art program, namely "Slow Art Plus" for mental health promotion. A single-site, open-label, waitlist Randomized Control Trial (RCT) design comprising of a treatment group and waitlist control group was adopted (ClinicalTrials.gov ID: NCT05803226). Participants (N = 196) completed three online questionnaires at three timepoints: baseline [T1], immediately post-intervention/s baseline [T2], post-intervention follow-up/immediately post-intervention [T3]. Qualitative focus groups were conducted to evaluate program acceptability. A mixed model ANOVA was performed to understand intervention effectiveness between the immediate intervention group and waitlist control group. The analyses revealed a significant interaction effect where intervention group participants reported an improvement in spiritual well-being (p = 0.001), describing their thoughts and experiences (p = 0.02), and nonreacting to inner experiences (p = 0.01) immediately after Slow Art Plus as compared to the control group. Additionally, one-way repeated measure ANOVAs were conducted for the intervention group to evaluate maintenance effects of the intervention. The analyses indicated significant improvements in perceived stress (p < 0.001), mindfulness (p < 0.001) as well as multiple mindfulness subscales, active engagement with the world (p = 0.003), and self-compassion (p = 0.02) 1 day after the completion of Slow Art Plus. Results from framework analysis of focus group data revealed a total of two themes (1: Experiences of Slow Art Plus, 2: Insights to Effective Implementation) and six subthemes (1a: Peaceful relaxation, 1b: Self-Compassion, 1c: Widened Perspective, 2a: Valuable Components, 2b: Execution Requisites, 2c: Suggested Enhancements), providing valuable insights to the overall experience and implementation of the intervention. Slow Art Plus represents a unique approach, offering a standardized, multimodal, single-session program that integrates mindfulness and self-compassion practices, as well as reflective and creative expressions with Southeast Asian art. It demonstrates potential in meeting the mental health needs of a wide range of individuals and could be readily incorporated into social prescribing initiatives for diverse populations.

Telehealth resources and utilization interest among women who sell sex: An explanatory sequential mixed methods study

ObjectiveAmong a sample of women who sell sex (WSS), we examined unmet health needs, resources for telehealth, utilization interest, and attributes associated with interest in using telehealth. Study designExplanatory sequential mixed methods. MethodsWSS (N = 52) completed a fixed choice survey and focus group (N = 6, 26 individuals) from drop-in centers serving WSS. Chi-square/t-tests and results from the survey data informed the semi-structured focus group interview guide. Thematic analysis of focus group data was conducted to identify themes. ResultsOver half (58 %) of participants expressed interest in using telehealth; however, some lack the necessary resources for use. While 60 % of participants own mobile phones and 46 % have access to a computer, only 35 % have a secure, private space for telehealth appointments. Interest in telehealth was higher among participants who self-identified as having high risk for HIV compared to low risk for HIV (79 % versus 46 %, p = 0.024), and among those considering PrEP for HIV prevention versus not considering PrEP (68 % versus 32 %, p = 0.046). Focus group participants preferred face-to-face encounters for complex medical concerns but expressed interest in telehealth for improved access to healthcare providers for routine care and mental health. ConclusionIncorporating telehealth into community organizations could be one strategy to address health inequities experienced by WSS. Access to resources, including technology and safe spaces may be well-accepted if offered at trusted community organizations. Such accessibility addresses a gap in care for WSS and paves the way for new avenues for HIV prevention, mental health support, and research related to unmet health needs among WSS.

Traversing Situations and Contexts in Networked Learning

To meet the goals of business education and develop responsible business leaders, educators need to design networked learning environments that nurture and leverage connections. This includes connecting students to each other, their teachers, to industry and to the community. This paper aims to understand factors that support or inhibit students’ participation in networked learning in a business education context. Productive participation in learning networks is essential if students are to connect meaningfully with people and resources in ways that support their learning and experience. As the physical and digital learning environments students engage in often include complex configurations of tools, tasks, and epistemic resources, they require the skills and dispositions to effectively transition between these environments. Using a situated readiness framework by Hachmann and Dohn (2018), this study presents an analysis of focus group data from business students in higher education to identify ways in which students’ level of readiness impacts on their ability to participate effectively in learning networks. Students in the present study highlighted a range of challenges they faced when attempting to traverse between face-to-face and online learning environments. However, our study also revealed numerous other situations or contexts that business students needed to traverse as part of their networked learning experience. These were grouped into five overarching categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Future research conducted across a range of learning contexts would allow the categories to be refined and built upon. The study also identified skills and dispositions that contributed to students' level of readiness to navigate situations and contexts within networked learning environments, and some preliminary design considerations based on the findings. To support business students in higher education on their journey to becoming responsible business leaders, it is imperative that they are able to participate productively in complex networked learning environments. As educators, this requires us to understand their level of readiness to do so and equip them with the skills and dispositions they need to participate effectively.

Investigating feedback-associated stress and mindfulness in undergraduate physiology students and other higher education programs

Study objective: Students who engage with and learn from academic feedback have developed what is known as feedback literacy skills. Being able to learn from feedback is an exceptionally powerful way of growing as a student; however, the process of receiving feedback can be stressful. This can lead to behaviours such as avoidance, denial or diminishing the importance of feedback, which can impact learning. Providing students with the skills needed to learn from feedback and to manage feedback associated stress is therefore increasingly relevant to student success and wellbeing. Feedback literacy skills include managing affect (emotions), focus, and self-advocacy, which are skills that are supported by mindfulness. Mindfulness is being present, on purpose, and without judgement, and is a proven practice that helps to reduce and manage stress. This study is of post-secondary students’ perceptions concerning feedback literacy, mindfulness, and stress, and their thoughts on digital mindfulness tools intended to support students who experience feedback-associated stress. Hypothesis: Students with higher mindfulness skills will also have higher feedback literacy skills and will also have lower stress. Methodology: Students were recruited from across several disciplines (+1000 students), including Physiology and Pharmacology, Dentistry, Occupational Therapy, Information and Media Studies, and Law, along with students supported by the Learning Development and Success Centre at Western University. The study included an online survey ( n=237) and focus groups ( n=6). Gender and program were both included in the survey; however, due to limited sample size, no additional analysis of these factors was conducted. Coding and thematic analysis was conducted by three faculty and two graduate research assistants. Summary of results: The survey data demonstrates that students with greater mindfulness have significantly greater feedback literacy, as well as lower stress. Thematic analysis of focus group data shows a broad range of affective and behavioural responses were shaped by how students perceive their own abilities, circumstances, and feedback itself. Thematic analysis also suggests there is a developmental trajectory for both mindfulness and feedback literacy as graduate students discussed more mindfulness and feedback literacy skills. Discipline-specific views on mindfulness and stress were also apparent. Conclusion: Survey results indicate that students who are more mindful have higher feedback literacy skills; however, when mindfulness and feedback literacy were discussed in focus groups, data suggests that few students considered explicitly linking mindfulness to academic feedback. Students across the various programs expressed vastly different familiarity with mindfulness and feedback literacy. All students expressed interest regarding the development of digital mindfulness tools to alleviate feedback-associated stress and offered recommendations for their implementation. These recommendations were discipline-specific and included the development of program competencies with respect to feedback literacy and wellness. Internal grants from the University of Western Ontario and the Schulich School of Medicine and Dentistry. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

“We wish we had the option”: a qualitative study of women’s perspectives and experiences with contraception in a provincial prison in Ontario, Canada

BackgroundEvidence suggests that women who are incarcerated desire access to contraception while incarcerated, and that this need is not currently being met. Our objective in this study was to explore the perspectives and experiences of women in prisons regarding contraception and contraception access using data from focus groups with women in a provincial prison. We analyzed focus group data collected in a provincial prison in Ontario, Canada using content analysis and a constructivist epistemology.ResultsWe conducted three focus groups, each approximately one hour in length. Discussions revolved around (1) knowledge and decision making about contraception, (2) accessing contraception, and (3) ideas for increasing access to contraception in the prison setting. Decision making about contraception was mainly related to concerns about side effects, consistent access to care, impacts on future fertility, and autonomy around decision-making. Participants discussed a wide range of experiences with contraception. Ideas for increasing access to contraception included information sessions, inclusion of discussions about contraception as a component of admission and release planning, and time spent in prison as a crucial juncture for decision-making about contraception.ConclusionsMore qualitative research is needed to better understand the needs of women in prisons related to contraception. The findings of this study suggest that programs should focus on consistency and continuity of access to care, education opportunities, and integration of discussions about contraception into official admission and release procedures.

Nursing staff adherence to guidelines on nutritional management for critically ill patients with cancer: A service evaluation.

Critically ill patients with cancer are at high risk of developing malnutrition, negatively affecting their outcome. To critically analyse nursing staff's adherence to nutrition management guidelines for critically unwell patients with cancer and identify barriers which prevent this. Two areas of nutrition management were evaluated: early initiation (<48 h from admission) of enteral nutrition (EN) and continuation of EN without interruption. A retrospective data analysis was performed on mechanically ventilated adult patients admitted to a single cancer centre. Data from electronic patient records (EPR) were collected. Health care professionals' (HCP) documentation was analysed, and a nursing staff focus group (n = 5) was undertaken. Sixty-four patient records were included. Early EN was not administered in 67% (n = 43) of cases. The reasons for the three longest interruptions to EN feed were as follows: delays in EN tube insertion, gastric residual volumes (GRVs) less than the recommended feed discontinuation threshold and endotracheal intubation. Four main themes relating to barriers to practice were identified from the focus group data analysis: HCPs' approach towards nutrition management, the patient's physiological condition and stability, multi-disciplinary team (MDT) communication and guidance on nutrition management, and practical issues with patient care. Multi-disciplinary communication difficulties, lack of clear guidelines and inadequate awareness of the importance of nutrition for critically ill patients with cancer were barriers identified preventing optimal nutrition management. Nursing education is fundamental to help break down the barriers to practice which prevent critically ill patients from receiving optimal nutrition management.

Characterization of Distinctive Teaching Practices in Longitudinal Integrated Clerkships: Perspectives From Students and Faculty

Phenomenon : Longitudinal integrated clerkships (LICs) are novel curricula that place medical students in long-term learning and coaching relationships with faculty and require adaptation of teaching practices on the behalf of faculty to maximize learning outcomes. An understanding of how teaching in an LIC model differs from teaching trainees in more traditional models is critical to ensuring curricular innovation success through faculty development. Approach : A qualitative approach was used to describe the teaching practices of faculty and learning experiences of student participants in longitudinal integrated clerkships in different clinical and community settings. Forty-five faculty and 20 students participated in focus groups. Thematic analysis of focus group data was used to identify differences and similarities between groups, sites, and specialties. Findings : Two groupings of themes emerged in thematic analysis: (1) precepting strategies distinctive to the longitudinal integrated clerkship model and (2) precepting strategies enhanced when employed in the LIC model. Distinct to the LIC model, preceptors and students described the importance of understanding the curricular structure and supporting students in longitudinal care of patients. Enhanced in the LIC model are the strategies of relationship-based teaching, support of autonomy, feedback, and support of longitudinal growth in skills. Insights : Students and faculty across LIC sites were broadly aligned in their opinions of best practices for teaching in an LIC model. The longitudinal relationship between student and faculty in an LIC distinguishes this model from traditional block rotations and a distinctive approach to successful teaching is demonstrated. Preceptors use time afforded to build trusting relationships with students, which created opportunity for novel teaching approaches and enhanced otherwise effective teaching strategies. A focus on orientation to the curricular model and support of longitudinal relationships with patients may serve as an anchor for faculty development efforts in the development of an LIC.

Wellbeing and the importance of going “out of the realm of the classroom”: secondary school teachers’ perspectives

ABSTRACT Schools play a central role in supporting young people affected by mental health issues. This article reports a reflexive thematic analysis of focus group and interview data with English secondary teachers about their perspectives on mental health and well-being in schools. Data were collected during the pandemic year 2020–2021, with a research focus on evolving school practice for wellbeing. Our results show that although teachers recognised a shift towards school leadership and policymaking that acknowledged mental health, they also identified barriers that undermined attempts to embed wellbeing practices in their schools. Firstly, they expressed frustration with neoliberal education, and how it works against wellbeing, and specifically against relationality, which was seen to underpin good mental health. Secondly, teachers envisioned wellbeing education as breaking with the boundaries of the typical classroom space, structurally, physically and pedagogically. The boundaries described were shaped by an educational purpose logic of “doing well” in terms of performance measures, whereas teachers articulated solutions as stepping outside the traditional limits of the classroom and curriculum, a move corresponding to greater environmental and community awareness. In conclusion, we point to an expanded view of educational purpose and the application of a more ecological psychology to embolden wellbeing practice in schooling.

Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing

This study advances the strand of research on motivational instructional strategies, the process-genre writing instructional approach, as well as student engagement and writing achievements. To this end, motivational writing instructional strategies were integrated into the process-genre argumentative writing instructional approach and the impacts on students' writing engagement and achievements were assessed at a university in China. Quantitative data were gathered from 142 undergraduate students employing a pretest-posttest control group design. Additionally, self-report data regarding students' writing engagement and perceptions were collected from experimental groups to examine the contribution of students' perceptions of the motivational process-genre writing instructional approach to their engagement. Moreover, focus-group data were gathered from four highly-engaged and high-achieving students to identify the factors facilitating their engagement. The results showed that the experimental groups wrote significantly better argumentative essays than did the control group, and regression analyses indicated that motivational instructional strategies contributed to students' engagement significantly. Further, the thematic analysis of focus group data suggested that the three major facilitators of students’ engagement were collaborative motivational writing learning strategies, competence-boosting experiences, and active participation in creating learning opportunities. These findings show the paramount significance of incorporating the motivational strategies into the process-genre writing instructional approach. Other pedagogical implications and recommendations for further research are also discussed.

“I learned that ageism is a thing now”: education and engagement to improve student attitudes toward aging

ABSTRACT Ageism is often neglected in higher education curriculum, leaving many students unaware of its harmful effects and how to address it. The purpose of this mixed methods study was to examine the benefits of education on ageism and intergenerational contact in a 1-credit seminar course on ageism. Participants included 21 students (experimental group) in an ageism course and 35 students (control group) in reading-based seminar courses unrelated to ageism. The baseline and posttests included the Expectations Regarding Aging Survey (ERA-38) and the Attitudes to Ageing Questionnaire (AAQ-24). Following the course, students from the experimental group participated in focus groups to further contextualize the quantitative data by capturing student perspectives and attitudes. Paired samples t-tests revealed significant increases in the experimental group on most measures, however, no change in the control group on any measure. Analysis of focus group data revealed students recognized ageist behavior, had positive outlook on aging, and a greater awareness of “normal” aging. A group project designed to combat ageism was a positive experience and enabled students to apply what they learned about aging and ageism. These promising results indicate potential benefits of 1-credit courses for education about aging, ageism and promoting engagement with older adults.

How to Analyze Focus Group Interactions – Development of a Coding Scheme

The value of taking advantage of the participants’ interactions when analyzing focus group data is often stressed. However, there is a lack of detailed descriptions of how focus group data can be merged with interview data, and considered throughout a thematic analysis process. This article describes a systematic way to include focus group interactions in data analysis, using a coding scheme. The aim was threefold: to develop a coding scheme for focus group interactions; to test and describe a process for interaction analysis, merged into the thematic data analysis process, and to test the coding scheme on another dataset. Based on focus group literature a comprehensive coding scheme for analyzing focus group interactions, was developed, including symbols for these interactions. Data from five focus group interviews involving adolescents were subsequently coded using this scheme. Further analysis of the identified interactions was conducted simultaneously with thematic data analysis, using Systematic Text Condensation (STC) as an illustrative method. The coding scheme was then tested on data from a different focus group involving adolescents in another setting. A comparison between the two coders was made, leading to a slight modification of the coding scheme. The resulting coding scheme is a practical tool adding to the previous knowledge on focus group interaction analysis. More specifically, the scheme facilitates focus group interactions to be visible and accounted for thought the thematic analysis process.