Principles Of Content Analysis Research Articles

PENSAMENTO QUÍMICO E AS HABILIDADES COGNITIVAS DE ESTUDANTES EM UMA AULA EXPERIMENTAL

The inclusion of experimentation in Chemistry classes represents a pedagogical tool to improve the understanding of concepts, enabling students to establish connections between content and scientific practices. Through experimentation, it is possible to enrich the learning experience by stimulating the development of students' chemical thinking and cognitive skills. In this study, we analyzed the different levels of cognitive skills demonstrated by students in a Chemistry course when answering questions provided during an experimental activity. We also investigated whether these levels are related to the variables of progress in chemical thinking. Data were collected in a course taught for the final year of an undergraduate Chemistry course at a university in the southern region of Brazil. Data analysis was conducted according to the principles of content analysis. Data collection included several documents, such as the pre- and post-experiment questions present in the class outline, as well as the written answers of the undergraduates to these questions. The questions and the students' answers were categorized into different levels of cognitive skills. In addition, the students' answers were categorized according to the variables of progress in chemical thinking. We found that the activity allowed students to move through different variables and demonstrate levels of higher-order cognitive skills. We identified connections between the levels of cognitive skills in the students' responses and the levels of the questions. Finally, we propose a model that integrates different levels of chemical knowledge, distinct cognitive skills, and the variables of progress in chemical thinking, allowing teaching and learning in Chemistry to transcend the mere assimilation of information, encompassing an in-depth understanding of the nature of chemistry.

An analysis of perceptions and thoughts of rapid weight loss in Olympic weightlifters.

Weight-class athletes commonly engage in rapid weight loss (RWL) practices. Investigate attributed RWL perceptions and thoughts of UK-based Olympic weightlifters. Participants (n: 39, male: 22, female: 17) were selected from International Weightlifting Federation populations, 85% had previously acutely reduced pre-competition body mass. The 'Pre-competition weight management practices questionnaire' featured open-ended questions concerning feelings, mood and thoughts during RWL. Qualitative responses were subsequently analysed using content analysis principles. Negative thoughts and perceptions were commonly attributed concerning RWL, of which codes: irritation, hunger, fatigue, anxiety and low mood accounted for 72% of the 72 data extracts. Females more frequently attributed codes of anxiety, hunger and low mood. The prevalence of negative thoughts and perceptions of RWL accord to previous reports within strength-sport athletes. Olympic weightlifting athletes and coaches should contemplate if negative feelings/mood perceived during RWL are a tolerable factor within pre-event preparation to compete in a desired weight class.

Clinicians’ roles and necessary levels of understanding in the use of artificial intelligence: A qualitative interview study with German medical students

BackgroundArtificial intelligence-driven Clinical Decision Support Systems (AI-CDSS) are being increasingly introduced into various domains of health care for diagnostic, prognostic, therapeutic and other purposes. A significant part of the discourse on ethically appropriate conditions relate to the levels of understanding and explicability needed for ensuring responsible clinical decision-making when using AI-CDSS. Empirical evidence on stakeholders’ viewpoints on these issues is scarce so far. The present study complements the empirical-ethical body of research by, on the one hand, investigating the requirements for understanding and explicability in depth with regard to the rationale behind them. On the other hand, it surveys medical students at the end of their studies as stakeholders, of whom little data is available so far, but for whom AI-CDSS will be an important part of their medical practice.MethodsFifteen semi-structured qualitative interviews (each lasting an average of 56 min) were conducted with German medical students to investigate their perspectives and attitudes on the use of AI-CDSS. The problem-centred interviews draw on two hypothetical case vignettes of AI-CDSS employed in nephrology and surgery. Interviewees’ perceptions and convictions of their own clinical role and responsibilities in dealing with AI-CDSS were elicited as well as viewpoints on explicability as well as the necessary level of understanding and competencies needed on the clinicians’ side. The qualitative data were analysed according to key principles of qualitative content analysis (Kuckartz).ResultsIn response to the central question about the necessary understanding of AI-CDSS tools and the emergence of their outputs as well as the reasons for the requirements placed on them, two types of argumentation could be differentiated inductively from the interviewees’ statements: the first type, the clinician as a systemic trustee (or “the one relying”), highlights that there needs to be empirical evidence and adequate approval processes that guarantee minimised harm and a clinical benefit from the employment of an AI-CDSS. Based on proof of these requirements, the use of an AI-CDSS would be appropriate, as according to “the one relying”, clinicians should choose those measures that statistically cause the least harm. The second type, the clinician as an individual expert (or “the one controlling”), sets higher prerequisites that go beyond ensuring empirical evidence and adequate approval processes. These higher prerequisites relate to the clinician’s necessary level of competence and understanding of how a specific AI-CDSS works and how to use it properly in order to evaluate its outputs and to mitigate potential risks for the individual patient. Both types are unified in their high esteem of evidence-based clinical practice and the need to communicate with the patient on the use of medical AI. However, the interviewees’ different conceptions of the clinician’s role and responsibilities cause them to have different requirements regarding the clinician’s understanding and explicability of an AI-CDSS beyond the proof of benefit.ConclusionsThe study results highlight two different types among (future) clinicians regarding their view of the necessary levels of understanding and competence. These findings should inform the debate on appropriate training programmes and professional standards (e.g. clinical practice guidelines) that enable the safe and effective clinical employment of AI-CDSS in various clinical fields. While current approaches search for appropriate minimum requirements of the necessary understanding and competence, the differences between (future) clinicians in terms of their information and understanding needs described here can lead to more differentiated approaches to solutions.

Effectiveness of caregiver educational materials for paediatric community-acquired pneumonia in the emergency department: a qualitative study.

The objective of this study was to better understand caregiver perspectives on educational materials relating to paediatric community-acquired pneumonia and antibiotic stewardship in the emergency department setting. This was a phenomenologically informed qualitative study. Caregivers of young children in Hamilton, Ontario were presented with four educational materials (animated video, physician led lecture-style video, caregiver led testimony-style video, and a printed brochure) providing information relating to treatment strategies for community-acquired pneumonia. Caregivers were then asked open-ended questions about how they felt about the effectiveness of the media used. The principles of conventional content analysis guided the coding and synthesis of the transcribed interviews. Eleven caregivers were interviewed. Most caregivers preferred the animated video and brochure to the lecture-style physician video and caregiver testimonial video. Common themes for effective educational materials included visually attention-grabbing graphics, accessible language, and formats they could reference following their visit (e.g. brochure). The busy nature of the emergency department setting can impede effective communication between clinicians and parents. Employing educational materials may allow for more informed parent-provider communication on care decision making. Caregivers in our study prioritized the simplest information formats for education around community-acquired pneumonia and antimicrobial stewardship which could be referenced following discharge. This was best accomplished by short, animated videos and brochures. Results from this study can inform development of future educational materials used in paediatric emergency department settings to optimize caregiver education and corresponding care plan adherence.

Patient research partner involvement in rheumatology research: a systematic literature review informing the 2023 updated EULAR recommendations for the involvement of patient research partners

BackgroundPatient research partners (PRPs) are people with a disease who collaborate in a research team as partners. The aim of this systematic literature review (SLR) was to assess barriers and...

“I’d rather do that (Knee Control) than be injured and not able to play”: a qualitative study on youth floorball players’ and coaches’ perspectives of how to overcome barriers for injury prevention exercise programme use

This study explored youth floorball players’ and coaches’ perspectives on using the injury prevention exercise programmes (IPEPs) Knee Control or Knee Control+ (Knee Control programmes) and how to overcome barriers...

Pedagogical infrastructures in multidisciplinary technology education

AbstractIn multidisciplinary technology education, teachers work together to support pupils in designing with technology. The different forms of support are based on establishing pedagogical infrastructures for pupils’ learning of technology. Although previous studies have identified the main forms of pedagogical infrastructure, how they can be leveraged in collaborative technology education remains elusive. This study adopts the perspective of teaching teams in exploring the kinds of pedagogical infrastructures involved in the collaborative planning and implementation of support for learning by collaborative designing (LCD). The data consist of semi-structured interviews with 11 technology education teaching teams. The participants were 21 experienced in-service teachers who worked in primary, secondary, and general upper secondary schools. A multiple case study approach was applied to identify the differences between the teaching teams in the planning and implementation phases. The data were analyzed following the principles of qualitative content analysis. The findings revealed that the application of pedagogical infrastructures varied during the teaching teams’ process of collaboration. In the planning phase, support was mainly based on establishing material-technological infrastructures. In the implementation phase, teachers often leveraged scaffolding and epistemological infrastructures. Pedagogical infrastructures were mostly targeted for the early stages of the LCD process, as well as in the stage of experimenting and testing design ideas.

Factors influencing general practice nurse's implementation of culturally responsive care, using normalization process theory: A cross-sectional study.

To explore levers and barriers to providing culturally responsive care for general practice nurses (GPNs) using normalization process theory. A self-administered online cross-sectional survey. A participatory co-designed adapted version of the normalization of complex interventions measure (NoMAD) validated tool was distributed to a convenience sample of GPNs between December 2022 and February 2023. The sample comprised of GPNs working in general practice services in Ireland (n = 122). Data were analysed using descriptive and analytical statistics (Pearson correlations) and principles of content analysis. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). GPNs in this study indicated their familiarity with, acknowledged the importance of and were committed to, providing culturally responsive care. However, implementing culturally responsive care in daily practice was problematic due to insufficient education and training, scarcity of resources and supports and a lack of organizational leadership. Subsequently, GPNs experience difficulties adapting everyday practices to respond appropriately to the care needs of culturally and linguistically diverse (CaLD) patients. This analysis highlights the necessity of exploring the intricacies of factors that influence capabilities and capacity for providing culturally responsive care. Despite demonstrating awareness of the importance of providing nursing care that responds to the needs of CaLD patients, GPNs do not have full confidence or capacity to integrate culturally responsive care into their daily work practices. Using normalization process theory, this study elucidates for the first time how GPNs in Ireland make sense of, legitimize, enact and sustain culturally responsive care as a routine way of working. It illuminates the multitude of micro-level (individual), meso-level (organizational) and macro-level (structural) factors that require attention for normalizing culturally responsive care in general practice services. The study question was identified in a participatory research prioritization for Irish research about migrant health that involved migrants in the process.

From Grandma to a Blogger: Female Aging on Instagram

This article presents a research study on the representation of aging women on Instagram, focusing on the content of four specific influencers. The study utilizes content analysis and categorization to understand the themes and subthemes present in the influencers' posts. The research methodology follows the principles of content analysis and aims to provide both quantitative and qualitative insights into the representation of aging women on the platform. The article also presents the use of a coding book to guide the categorization process and ensure the reliability and validity of the study. Additionally, it highlights the complexity and diversity of experiences related to aging women, as well as the challenges and opportunities of conducting research in the online environment. The study ultimately aims to contribute to a better understanding of the representations of aging women in digital spaces.

Introducing waterbirth in a university hospital setting in Sweden: A qualitative study of midwives' experiences.

Waterbirth is a popular and increasing care option in several countries but is still debated. In Sweden, there are challenges in the process of reintroducing waterbirth after decades of interruption invoked by a dissuasion. The aim of this study was to explore factors affecting midwives' provision of waterbirth at a university birthing clinic in Sweden. A qualitative research design was used with three focus group interviews with 18 midwives at three birthing units. The data were analyzed using the principles of inductive content analysis. The midwives in the study expressed positive attitudes and potentiality about waterbirth, contributing to their desire to support physiological birth. However, obstacles were also disclosed, maiming waterbirth evolvement. Hence, two categories emerged, promoting factors and obstructing factors. The subcategories were: Provides a good experience whilst promoting physiological birth; Increased knowledge and information about waterbirth; Support from management; Updated guidelines; Ergonomic challenges; Lacking practical conditions; Lack of knowledge; Paradigm conflicts; and Limiting guidelines. The study concluded that midwives recognized both promoting and obstructing factors affecting the provision of waterbirth. The predominant factor highlighted was the care-culture, with a clear distinction between a risk-focused, medicalized approach that inhibits waterbirth and a salutogenic perspective advocating for it. This dichotomy underscores the importance of providing opportunities that support women's choices to facilitate an empowering birth experience.

Universal School Meals During the Pandemic: A Mixed Methods Analysis of Parent Perceptions From California and Maine

BackgroundIn response to the COVID-19 pandemic, the US Congress authorized the US Department of Agriculture to waive a variety of school meal regulations and funded school meals daily for all students at no charge regardless of family income. Because federal Universal Free School Meals (UFSM) ended with the 2021-2022 school year, several states, including California and Maine, adopted state-level UFSM policies. ObjectiveThis study aimed to understand parent perceptions of school meals and the federal and new state UFSM policies in California and Maine, including potential challenges and benefits to students and households. DesignA mixed methods study design was used. A quantitative cross-sectional survey was administered, and semi-structured interviews were conducted in English and Spanish during the 2021-2022 school year. Participants/settingThe quantitative survey was administered to parents of students in elementary, middle, and high schools in rural, suburban, and urban communities in California (n = 1110) and Maine (n = 80). Qualitative interviews were then conducted with a subset of these parents in California (n = 46) and Maine (n = 20) using Zoom (Zoom Video Communications). Most survey participants (708 of 1190 [59.5%]) and interviewees (40 of 66 [60.6%]) were parents of students who were eligible for free or reduced-price meals. Main outcome measuresParents’ perceptions of UFSM, school meal quality, and experiences applying for free or reduced-price meals were examined. Analyses performedTests of proportions were used to analyze survey data. Using grounded theory, interview transcripts were analyzed qualitatively by 2 trained research assistants, applying principles of content analysis to identify themes and domains. Inter-rater reliability was conducted. ResultsParents perceived that school meals and UFSM saved families money and time, as parents had fewer meals to purchase and prepare for their children. In addition, UFSM reduced parents’ stress and reduced stigma for children and for parents, who described feelings of embarrassment when they previously filled out paperwork for free or reduced-price meals. Although parent perceptions of school meal quality and healthfulness were mixed, most parents reported feeling grateful for school meals. ConclusionsParents had mixed opinions on the quality and healthfulness of school meals, but believed UFSM saved them money and time and reduced their stress. Parents also felt UFSM reduced stigma for families.

School Meals for All: A Qualitative Study Exploring Lessons in Successful Advocacy and Policymaking in Maine and California

BackgroundThe COVID-19 pandemic focused national attention on food insecurity, equity, and the role of school meal programs in supporting children, families, and communities. In doing so, the pandemic created a rare policy window—an opportunity to advance a longstanding public health goal of guaranteed access to free school meals for all students. In July 2021, California and Maine became the first states to authorize school meal for all legislation (also known as universal free meals). ObjectiveThe aim of this study was to explore perspectives of policymakers, state agency officials, and advocates on the conditions and mechanisms that facilitated passage of school meal for all legislation in California and Maine. DesignA qualitative case study was conducted. ParticipantsBetween December 2021 and June 2022, semistructured interviews were conducted with 30 policymakers, state agency officials, and advocates. Statistical analysis performedInterviews were analyzed using principles of content analysis. Key themes are organized using Kingdon’s multiple streams framework for public policy. ResultsEleven key themes were identified. Lessons are drawn from the policy and advocacy strategies used to advance laws in California and Maine. For instance, paving the way with incremental policy change, tailoring messaging to diverse audiences, and organizing at the grassroots and grasstops levels were critical to success of advocacy efforts. ConclusionsPromising practices can guide efforts to expand access to school meals and advance other child nutrition policies in other states and nationally. Moving forward, lessons learned from implementation of universal free school meal legislation in California, Maine, and other early adopters should be documented and shared.

Exploring the perspective of adolescent childhood cancer survivors on follow-up care and their concerns regarding the transition process-A qualitative content analysis.

In Germany, children diagnosed with cancer survive their initial disease in more than 80%, and the majority will become long-term survivors. Around the age of 18, survivors are transferred to adult healthcare. The transition can be a critical period in the process of care at which many childhood cancer survivors discontinue to participate in regular follow-up care. Hence, the objective of the paper was to explore (a) survivors' attitudes towards pediatric follow-up care and (b) their concerns regarding the transition process to draw conclusions for optimizing pediatric care and transition processes. We conducted semi-structured interviews with 21 adolescent childhood cancer survivors between the ages of 14 and 20. The survivors were recruited via a pediatric oncology department of a university hospital in Germany. Based on the principles of qualitative content analysis, a deductive-inductive method according to Kuckartz was applied. Based on the interview guide and derived from the exploratory research questions, two key categories were generated: (a) Survivors' attitudes towards pediatric follow-up care, which encompasses all formal and emotional aspects of survivors regarding follow-up care, and (b) their concerns regarding transition from pediatric to adult healthcare, where hindering and facilitating factors for a successful transition occur. Our results show high satisfaction among survivors with follow-up care. Nevertheless, they wish to be more integrated into processes and the organization of their follow-up care. Most adolescent survivors do not feel ready for transition. The integration of survivors into the organization processes and routines, and the promotion of emotional detachment from pediatric health care professionals (HCPs) are important to reduce concerns and uncertainties of adolescent survivors regarding the transition process and to promote subjective readiness for transition. To gain confidence in the adult healthcare, it is crucial to provide tailored education depending on individual requirements and needs and to build trusting relationships between survivors and adult HCPs.

Social Workers’ Perceptions Regarding Legal Intervention for Older Adults without Significant Cognitive Decline Who Are Abused by Their Adult Child

ABSTRACT Social workers aiding older adults facing abuse from their adult child confront an ethical dilemma: whether to honor autonomy or prevent harm. The study explores how social workers perceive legal intervention against the older adult’s will. Twenty-one aging-specialized social workers took part in semi-structured interviews using a vignette. The analysis was conducted inductively, guided by content analysis principles. Two main themes emerged, focusing on the disadvantages and benefits of legal intervention. The findings underscore that combining teleological and deontological considerations could form a foundation for developing decision-making tools to aid social workers in navigating this dilemma effectively.

A Valuation of Key Players Involved in Securing a Healthy National Staple Food Security Status: A Case Study of Zambia

This paper seeks to evaluate the key players involved in securing a healthy staple food security status in a country using Zambia as a case study, and what should be done to effectively, and collectively guarantee a healthy food security status. This was a qualitative study, and the desk research approach was used to collect data. The principles of content analysis (NVivo) were applied to analyse secondary data, which was obtained through google scholar, materials from E-library of University of Zambia and various publications from Zambia´s Ministry of Agriculture, Finance, Green Economy, and Lands respectively. According to the findings, the players include Small-scale farmers, Large-scale farmers, and the Government of the Republic of Zambia. The study also revealed that, the country may have a staple food shortage due to the drought situation in most parts of the country.

Standardized Sampling for Systematic Literature Reviews (STAMP Method): Ensuring Reproducibility and Replicability

Systematic literature reviews (SLRs) are an effective way of mapping a research field and synthesizing research evidence. However, especially in communication research, SLRs often include diverse theories and methods, which come with a considerable downside in terms of reproducibility and replicability. As a response to this problem, the present article introduces the method of standardized sampling for systematic literature reviews (STAMP). The method is a structured, four-stage approach that is centered around score-based screening decisions. Originating from principles of standardized content analysis, a method common in communication research, and supplementing established guidelines like Cochrane or PRISMA, the STAMP method contributes to more transparent, reproducible, and replicable SLR sampling processes. As we illustrate throughout the article, the method is adaptable to various SLR types. The article also discusses the method’s limitations, such as potential coder effects and comparatively high resource intensity. To facilitate the application of STAMP, we provide a comprehensive guideline via the Open Science Framework that offers a succinct overview for quick reference and includes practical examples for different types of SLRs.

Exploring Students’ Perceptions Towards 21st Century Skills Through Novel Applications: A Comparative Study among EFL Learners in Iraq

Many initiatives have been seized to integrate 21st-century skills into the curriculum. They encompass specific competencies under five areas, which are vital subjects, 21st-century themes, innovation, career, and literacy skills. Accordingly, the present qualitative study was carried out at Tishk International University in Erbil, Iraq on 50 first-year students, aged between 18 and 23 in 10 departments through semi-structured interviews, according to the principles of phenomenological research design in the fall semester of the 2023-2024 academic year. This study aimed to explore the attitudes of tertiary-level students toward 21st-century skills through the lens of practical reflections on their social, personal, and academic lives. Specifically, it aimed to address the following question: What 21st-century skills are more significant than others? The rationale for exploring university students’ perceptions of 21st-century skills and their practical applications was that students seemed perplexed regarding the significance of practical reflections in the Iraq context. Collected data were transcribed by the Go Transcribe application and classified based on the principles of content analysis. The findings revealed that reading, productivity, accountability, creativity, technology, and financial literacy were prioritized in each category by the participants, and they had novel ways to develop them regularly. The findings of this study can shed light on some points about the implementation of 21st-century skills with clear-cut strategies at educational institutions.

The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates

The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students’ physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes.

Early Career Nurses' Experiences of Engaging in a Leadership Role in Hospital Settings.

Early career nurses (ECNs) can be expected to assume shift charge nurse leadership roles quickly upon entering practice. Since the emergence of the COVID-19 pandemic, junior nurses may find their leadership capabilities tested further as the challenges of leadership are made increasingly complex in the context of an infectious disease outbreak. The purpose of this qualitative study was to explore early career registered nurses' (RNs) experiences of engaging in shift charge nurse roles in hospital settings. This study used an interpretive descriptive (ID) approach. Semi-structured, in-depth interviews were conducted with 14 RNs across Ontario, who had up to three years of experience and who had engaged in a shift charge nurse role in a hospital setting. Recruitment and data collection took place from January to May 2021 during the COVID-19 pandemic. Interviews were recorded, transcribed, and analyzed following the principles of content analysis. Content analysis of the 14 participant interviews revealed four main themes: nominated and necessitated into leadership, diverse and demanding responsibilities, factors that help and hinder, and leadership as an impactful experience. Study findings provide insights into potential strategies to support ECNs in shift charge nurse roles, during the remaining course of the COVID-19 pandemic and beyond. Greater support for nurses who engage in these roles may be achieved by promoting collaborative unit and organizational cultures, prioritizing leadership training programs, and strengthening policies to provide greater clarity regarding charge nurse role responsibilities.

Caregiver knowledge and attitudes relating to paediatric pneumonia and antimicrobial stewardship: a qualitative study

ObjectiveThe objective of this study was to understand caregiver perspectives and experiences relating to the treatment of paediatric community-acquired pneumonia (CAP).Design, setting and patientsThis was a phenomenological qualitative study involving...