Focus Group Data Research Articles

Ethnic studies and student development: Cultivating racially marginalized adolescents' critical consciousness.

There is debate around offering ethnic studies to high school students. Ethnic studies connects learning to students' lives and analyzes the workings of racism to construct avenues toward equity. As the debate unfolds, it is critical to examine ethnic studies' implications for youth development and the mechanisms that link it to student outcomes. One of ethnic studies' long-stated goals is fostering students' critical consciousness. Critical consciousness refers to critical reasoning around inequality (critical reflection), motivation to challenge inequality (critical motivation), and action taken to disrupt inequality (critical action). Little research has examined youth critical consciousness development within ethnic studies-a consciousness-raising system. Consequently, this longitudinal mixed-methods study examines students' critical consciousness development in ethnic studies and sheds light on the contextual characteristics (i.e., critical school socialization) that foster critical consciousness. Analyses of 459 ninth-grade students' (52% girls, 4% nonbinary; 1% Asian, 1% Black, 4% multiracial, 64% Latinx, 7% Native American, 15% described their own race, 7% skipped the question; Mage = 13.92) survey data, and focus group data with 19 students, revealed that ethnic studies-enrolled students grew more in their critical reflection than nonenrolled students. However, the quantitative data demonstrated decreasing critical motivation among all students, whereas the qualitative data suggested emergent critical motivation among ethnic studies-enrolled students. Furthermore, critical school socialization and teacher pedagogy were key to ethnic studies consciousness-raising. Altogether, this study highlights that ethnic studies fosters youth critical consciousness-a worthwhile outcome that should be considered in policy debates about ethnic studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Application of an implementation premortem: A novel qualitative approach leveraging prospective hindsight to enhance barbershop health interventions for Black men.

Barbershop-based efforts to promote health among Black men have been uniquely successful. Despite the success of these efforts, the emphasis on outcomes as opposed to how these outcomes can be achieved has created a gap in the literature. The present study addresses this gap by describing implementation-related program priorities that Black men identify for barbershop-based interventions. Twenty-three Black men participated in implementation premortem activities. Participants were: (i) given details about a barbershop-based health promotion effort, (ii) told that the effort had failed, and (iii) were asked to identify potential sources of program failure and strategies to overcome those challenges. The frequency of program priorities was calculated based on the Exploration, Preparation, Implementation, and Sustainment (EPIS) Framework, and focus group data were analyzed using an inductive thematic qualitative data analytic approach. Data analyses occurred in three phases: (i) excerpts were grouped by Phase, Domain, and Construct of the EPIS Framework; (ii) themes within each excerpt were then identified using an inductive approach; and (iii) themes were organized into conceptually similar and parsimonious categories. Participants suggested that the biggest source of program failure was that more attention needed to be paid to Program Fit during the Implementation Phase. Participants reported concerns with the accessibility and convenience of the effort. Additional participant concerns included economic issues, community ownership, climate, staffing processes, cultural sensitivity, engagement, and trust. The implementation of health promotion programs for Black men should pay particular attention to how the intervention fits the needs, lives, and contexts of potential participants.

Focused on the Family: Development of a Family-Based Intervention Promoting the Transition to Adult Health Care for Adolescents with Type 1 Diabetes

Background/Objectives: There is minimal evidence for current interventions promoting the transition to adult healthcare for youth with type 1 diabetes (T1D). Few interventions exclusively target modifiable individual and family-based factors that contribute to transition readiness. The purpose of this paper is to describe the development of Behavioral Family Systems Therapy for Diabetes Transition (BFST-DT), a virtual family-based transition readiness intervention for adolescents with T1D. Methods: The development of BFST-DT occurred in three phases. In phase 1, focus groups with adolescents and young adults with T1D, their caregivers, and pediatric and adult diabetes providers were conducted to assess perspectives on common family challenges surrounding diabetes management and the transition to adult healthcare. In phase 2, focus group data were used to create video vignettes to be used as part of the intervention. In phase 3, BFST-DT was created through the adaptation of a previous evidence-based family intervention for families of adolescents with T1D. Results: BFST-DT is a virtual, 6-month family-based intervention involving four multi-family group meetings and six individual family meetings. It targets the modifiable and reciprocal interactions among individual and family transition readiness factors. Conclusions: BFST-DT is the first family-focused intervention promoting transition readiness in adolescents with T1D and is currently being tested. Intervention development benefits from prioritization of engagement with patients, caregivers, and providers, as their perspectives are invaluable for creating interventions that are relevant and acceptable to communities.

Digital health literacy of adults with low reading and writing skills: A mixed-methods study

Abstract Background Around 12% of the adult population living in Germany have low reading and writing skills. Little is known about their digital health literacy and use of digital health technologies. The objectives of the Liter@te study were to assess the digital health literacy of adults with low reading and writing skills and to explore which digital tools they used in everyday life. Methods A cross-sectional survey (n = 96) and five focus groups (n = 39) were conducted with adults aged 18-64 years with low reading and writing skills. Digital health literacy was measured using the eHEALS scale and compared with results from a nationwide sample. Focus group participants completed a task course on digital health information and then discussed their experiences. Survey data were analyzed using descriptive statistics and logistic regression. Qualitative content analysis was applied to analyze the focus group data. Results Survey participants were on average 44 years old, 72% were female and 92% were not born in Germany. Compared to the nationwide survey, use of digital health technologies and digital health literacy were lower. In addition, use of digital health technologies was associated with higher digital health literacy. Lack of technical skills, language problems, and searching and finding health information online were most challenging for focus group participants (mean age 43 years, 87% female). Focus group participants reported that they prefer videos when searching for health information online and seek support from family members or local organizations if they cannot find a solution to their health issue. Conclusions Adults with low reading and writing skills search for health information online, but have difficulties to find the appropriate information. Interventions to promote digital health literacy are needed to ensure that persons with low reading and writing skills are not further left behind. Key messages • Adults with low language skills have a low digital health literacy. • Reading and writing requirements and lack of technical skills make it difficult for them to search health information online.

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.

Cognitive Complexity and Degree Planning: Student Perceptions of and Needs From Technology Tools

Colleges around the country have adopted technology tools to simplify planning and registration processes and provide interventions to support students’ timely completion. However, there is little evidence of these tools’ efficacy in improving student progression and completion (c.f., Rossman et al., 2021; Velasco et al., 2020). The minimal impact of advising and planning technologies on student success is amplified among institutions supporting the students who make up the new majority of postsecondary learners—those who are Black, Latine, Indigenous, and/or low-income (BLI/LI). One possible reason for this is that such tools were not designed with the needs of this population in mind. Using process map and focus group data from students at two broad-access universities, coupled with interview data from institutional stakeholders, this study interrogates the ways that BLI/LI students engage in academic planning. We find that this process is more cognitively complex and nuanced than is typically acknowledged; program planning tools do not include the information BLI/LI students require; and low-income college students are particularly disadvantaged by these tools. As such, we find support for the hypothesis that current tools’ efficacy is muted because they do not center the needs of BLI/LI students in their design.

Creating Lasting Conditions for Meaningful Recess Reform: A 5-School Exploration.

When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states. We conducted a mixed-methods implementation study in which we visited each school 3 times over 1 school year, collecting observational, interview, survey, and focus group data. Qualitative data were coded thematically and analyzed across schools. Quantitative data were tabulated and aggregated over time and across schools. We observed improvements in aspects of recess quality at each school, with three schools demonstrating the most progress. Quantitative data showed null effects in aggregate; however one school demonstrated significant improvements. Four criteria contributed to the quality and sustainability of recess reform: staff engagement, integration with other programs, student leadership, and recess communications. Program implementation research often refers to "buy-in" as a key ingredient to successful adoption. We provide a tool that helps to operationalize buy-in in the recess context. Changing the recess environment requires individual and institutional commitment to valuing recess as an important learning environment. School administrators must lead the change process and create institutional infrastructure to support success.

Sleep inequities in nursing: A descriptive qualitative study on causes of poor sleep among black nurses in the United States

Background: Sleep is critical to general health and occupational safety of workers. Black nurses in the United States report sleeping less than their White counterparts, indicating sleep inequity exists. Understanding what workplace factors contributing to this inequity and suggestions for improvement are vital to protecting nurses.Methods: A descriptive qualitative research design with content analysis was used to examine focus group data from Black nurses working in the United States. Participants were invited to virtual focus groups or interviews to answer questions about their sleep. Questions were guided by the Social Ecological Model for Sleep.Results: Fifteen nurses participated. Four themes emerged: Societal Impact, Workplace, Interpersonal-Cultural Context, and Individual. Twelve sub-themes were identified that described factors that affect all nurses (i.e., night shift, long work hours) versus societal and interpersonal events tied to racism that are most impactful for Black nurses’ sleep. Participants offered six suggestions for changing the healthcare setting to increase a sense of belonging.Conclusions: To improve sleep equity among Black nurses working in healthcare settings, a holistic approach towards worker health and safety may help attenuate individual risks from poor sleep. Systemic organizational efforts to increase belonging among staff could benefit from fostering trusting relationships with Black nurses, as well as increasing the diversity of healthcare leaders and managers.

Facilitating Family Carer Dementia Education: We All Need to Learn.

The importance of family carer dementia education is highlighted in research, practice guidance, and policy. Less attention is paid to how facilitators learn and prepare for their role. This research aimed to explore and describe facilitator learning experiences within a bespoke Scottish Carers' Academy designed around a theory-guided approach called Care Empathia. A healthcare and university partnership ensured integration with services and the fusion of dementia higher education know-how with clinical practice expertise. Nineteen facilitator questionnaires were completed from two Carer Academy hubs; thirteen participated in online focus groups. The questionnaire findings highlighted the learning gained from being a facilitator, observing expert facilitators in action, and listening to the testimonies of family carers. The framework analysis of the focus group data identified six themes, including safe learning approaches, the art of facilitation, emotional work, team learning, and leadership. These findings highlight the importance of facilitator preparation and the advantages of co-delivery models that combine clinical and practice education expertise. Facilitators need to understand how to walk the talk of theory-guided educational models, be open to reciprocity in learning, and be prepared for the emotional work of delivering trauma-informed practical dementia care education to family carers.

Dementia Rehabilitation Training for General Practitioners and Practice Nurses: Does It Make a Difference?

Rehabilitation helps reduce disability in dementia. The Australian National Dementia Action Plan identifies a gap in clear treatment pathways post-diagnosis, affecting the quality of life for those with dementia. This study assessed the impact of a one-day dementia training course and follow-up on GPs' and practice nurses' knowledge, attitudes, and confidence regarding dementia rehabilitation. The training, led by two experienced GPs and an academic physiotherapist, covered dementia diagnosis, allied health roles, care planning, and referrals. The follow-up involved applying the learnt material and completing a reflective task. Three longitudinal surveys (Dementia Knowledge Assessment Scale-DKAS, General Practitioners' Attitudes and Confidence towards Dementia Survey-GPACS-D, and Dementia Rehabilitation Scale) and Likert-scale statements were conducted pre-course, post-course, and at four-month follow-up, alongside a focus group. Descriptive and regression analyses were applied to survey data, and content analysis was used for focus group data. Seventeen participants (14 GPs, 3 nurses) completed the pre-post-course survey, with eight (6 GPs, 2 nurses) participating in follow-up and focus group discussions. Post-course, DKAS scores increased by 12.1%, GPACS-D by 10.1%, and the dementia rehabilitation scale by 9.4%. Likert-scale statements improved by 8-79%. At the four-month follow-up, there was a slight, non-significant decline in most measures. Focus groups highlighted the training's impacts, useful components, barriers, and suggestions for improvement. Training GPs and practice nurses in dementia rehabilitation enhances knowledge, awareness, and confidence. Ongoing efforts are needed to sustain benefits and address referral barriers for better access to dementia rehabilitation services.

Everyday Constructions of Class-Based Inequality: Field Effects in UK Museum Work

This article contributes to our understanding of how occupational contexts shape everyday constructions of class-based inequality. Using Bourdieu’s concept of field, and UK museum work as a case, we analyse interview, focus group and secondary data. We show how those with a stake in museum work construct three versions of class-based inequality: (1) between individuals; (2) between positions; and (3) between institution and worker. The museum field provides a familiar space that can aid ‘recognition’ of inequality between individuals. Conversely the field generates a logic – here, keeping collections special – which can legitimate structural inequality between positions. It also facilitates a game-playing dynamic that leads to a ‘pragmatic acceptance’ and reinforcement of inequality between institution and worker. Visibility of class-based inequality is shaped by misdirection rather than misrecognition, as well as one’s position in the hierarchy.

The basic income for care leavers in Wales pilot evaluation: Protocol of a quasi-experimental evaluation.

This study will evaluate the Basic Income for Care Leavers in Wales pilot (BIP), which is the most generous basic income scheme in the world. A cohort of care-experienced young people who become aged 18 during a 12-month enrolment period (July 2022-June 2023) are receiving £1,600 (before tax) per month for two years, and the Welsh Government intends this to have a range of benefits. This evaluation will examine the impact of BIP, the implementation of the pilot and how it is experienced, and its value for money. The study is a theory-based quasi-experimental evaluation, and the design and methods are informed by ongoing co-production with care-experienced young people. We will estimate the impact of BIP on participants using self-reported survey data and routinely collected administrative data. This will include outcomes across a range of domains, including psychological wellbeing, physical and mental health, financial impact, education, training and volunteering. Comparisons between temporal (Welsh) and geographical (English, using administrative data) controls will be done using coarsened exact matching and difference in differences analysis. The process evaluation will examine how BIP is implemented and experienced, primarily through monitoring data (quantitative) and interview, observational, and focus group data (qualitative). The economic evaluation will take a public sector and a societal perspective to identify, measure and value the costs and outcomes of BIP, and to synthesise the evidence to inform a social cost-benefit analysis at 24 months post-intervention. BIP is unusual in that it targets a wide range of outcomes and is available to an entire national cohort of participants. The evaluation also has several practical constraints. Therefore, the study will use a range of methods and triangulate between different analyses to assess how successful it is. Findings will inform policy in relation to care leavers, social security and basic income studies worldwide.

Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools

BackgroundEducation systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils. MethodsFocus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach. ResultsFive themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding. ConclusionsAll key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK.

Perceptions of Cancer Risk and Gear Decontamination Among Aircraft Rescue and Firefighting Firefighters: Insights from a Mixed Methods Study.

Characterize Aircraft Rescue and Firefighting (ARFF) firefighters' perceptions of occupational exposure, health impacts, and decontamination practices, and describe barriers to effective gear cleaning. A convergent parallel mixed methods design was employed, collecting and analyzing quantitative survey data (n = 81) and qualitative focus group data (n = 52) from ARFF firefighters at three Florida airports. ARFF firefighters expressed concerns about chronic exposure to hazardous materials and perceived a heightened cancer risk. Despite acknowledging the importance of gear decontamination, they reported infrequent cleaning behaviors due to persistent contamination and barriers, including lack of a second set of gear. Firefighters' perceived norms emerged as the primary predictor of gear-cleaning behavior. Targeted interventions and policies are needed to address the unique challenges faced by ARFF firefighters in reducing occupational exposure risks and improving gear decontamination practices.

Implementation and Evaluation of Entrustable Professional Activities for a Pharmacy Intern Training Program in Australia

The purpose of this study was to describe the implementation and evaluation of Entrustable Professional Activities (EPAs) for a pharmacy Intern Training Program in Australia. Surveys and focus groups were used to evaluate the perceptions and experiences of provisionally registered pharmacists and pharmacists using the EPAs as an assessment tool in the workplace. Thematic analysis was used to analyse the focus group data. Surveys compared the frequency and median responses to the Likert scale items. Entrustment levels at six, 13, 26 and 44 weeks were reported for each EPA. Pharmacist (n=6) and provisionally registered pharmacist (n=8) focus groups identified the following themes: use of EPAs in the workplace, benefits and challenges of using EPAs and future direction and recommendations for using EPAs in the workplace. Feasibility measures in the pharmacist survey suggested that pharmacists were satisfied with using EPAs in the workplace. The provisionally registered pharmacist survey showed that they valued feedback given by pharmacists and that they engaged with the EPAs in the workplace. Provisionally registered pharmacists enrolled in the study (n=40) showed progression in entrustment levels at each reporting period. Pharmacists and provisionally registered pharmacists reported that EPAs were feasible and could be utilised in the workplace as an educative tool, however highlighted the importance of education as an important factor for successful implementation. At each milestone, provisionally registered pharmacists showed progression of entrustment level.

"My Cross to Bear": Mothering in the Context of Intimate Partner Violence Among Pregnant Women in Mexico.

Intimate partner violence (IPV) during pregnancy negatively affects both maternal and infant health, yet gaps remain in understanding factors that maintain violence and/or promote resilience within the context of mothering. Nine focus groups were conducted with pregnant and/or IPV-exposed women (n = 17) and service providers (n = 26) working with these women in Nuevo León, Mexico. Thematic analysis of the focus group data revealed the detrimental impact of cultural norms that prioritize the relationship with women's partners, marriage, and family above women's dignity. Participants also identified ways that values regarding motherhood function as motivation for women to pursue a life without violence.

Refining and expanding accountability policy for English learners to support Lau implementation: A critical policy analysis

ABSTRACT Title I accountability requirements under the Every Student Succeeds Act (ESSA) represent the present-day instantiation of Lau, which requires schools to provide a program for English learners (ELs) that supports their meaningful engagement and to provide transparent information about EL program quality. This study uses critical policy analysis to explore whether ESSA accomplishes what it intends. Employing a parallel mixed methods design, we first analyze longitudinal data from two states to examine whether their approaches to assessing EL students’ academic performance and progress support valid claims about EL achievement. Then, we analyze focus group and interview data from educators, advocates, and families in states to understand how they assess the quality of a school’s EL program. Taken together, our findings highlight the need for the incorporation of multiple perspectives into the design of state accountability systems and for the development of robust data systems that facilitate the sharing of accurate and nuanced information related to EL student outcomes and opportunities.

Foster parents’ need for greater information sharing when caring for children with prenatal substance exposure within child welfare

ABSTRACT This article presents information on how the child welfare (CW) system informs caregivers about prenatal substance exposure (PSE) and related concerns, and how those caregivers communicate back to CW about PSE issues. Focus group and interview data for this qualitative study were collected in Fall 2019 and Spring 2020 from two states, each including four local (regional/county) CW agency sites. Caregivers were eligible for inclusion if they had cared for a child served by one of the sites, with priority for those who had cared for a child with known PSE or related special needs, resulting in a total of 44 caregivers. Of these, 41 had served as non-relative caregivers, while 10 had served as informal or formal kinship caregivers. Caregivers emphasized the need for more information-sharing from CW professionals related to the histories and needs of the children in their care. Thematic findings underscore that having more information about the general impact of PSE and exposure status of individual children could better prepare caregivers. CW agencies can use these findings to inform training, information sharing, and caregiver support.When caregivers have relevant information about the children in their care, outcomes for development, family preservation, and support can be improved.

A place to call our home: innovative rural physical therapy training in Canada

BackgroundTo promote rural practice and increase enrollment in the entry-level Master of Science Physical Therapy program at the University of Alberta, the Department of Physical Therapy developed a rural physical therapy satellite campus located in a farming region in central Alberta. A distributed learning format was used to connect the rural cohort to the main urban campus. Real time video conferencing was used to connect the two campuses for all lectures, seminars and clinical skills classes. This evaluation aimed to describe a unique rural training program for physical therapy students and its effectiveness in promoting work in rural communities after graduation.MethodsPhysical Therapy students in the first three years (2012–2015) of commencing the rural satellite program (n = 280) were surveyed, and six focus groups were held to capture student experiences, satisfaction and engagement. Data were collected on employment locations of the 2012–2019 graduates’ first physical therapy position and current employment.ResultsSurvey results suggested comparable levels of satisfaction and engagement for all physical therapy students regardless of campus. Focus group data revealed that students quickly accepted the distributed learning technological interface, enjoyed their local campuses, and felt connected to instructors and student colleagues. Compared to the overall physical therapy workforce, a higher percentage of physical therapists graduating from the rural campus reported working in rural centers for both their first and current jobs.ConclusionRegardless of campus, students were satisfied and equally engaged in the physical therapy program. Students who completed the physical therapy program in a rural setting tended to work rurally after graduation. A distributed learning model may be useful for other healthcare training programs to promote engagement in rural health.

A Technology-Based Intervention Impacts Quality of Life for Low-Income Older Adults by Reducing Loneliness and Improving Healthcare Self-Efficacy and Self-Rated Health.

This paper describes a technology program aimed at developing technical skills and confidence, reducing social isolation and loneliness, and increasing healthcare self-management and self-efficacy among older adults. We conducted a mixed-methods study using surveys collected at baseline and 12months from 90 older adults. Focus group data (n = 7) collected at 12months were examined for convergence with key quantitative outcomes, emergent value-related themes, and evaluation of program structure and staff. Outcome data showed improvements in loneliness (Cohen's d = -0.24, p = .004) (validated by qualitative data), self-rated health (d = 0.23, p = .011), and healthcare self-efficacy (d = 0.31, p = .004). Participants with higher healthcare self-efficacy (β = 0.24, p = .03) and higher negative emotions (β = 0.28, p = .01) had greater frequency of internet use to search for health information. Qualitative findings described program mechanisms supporting increases in self-efficacy, including increased technology use and confidence, and values statements demonstrating the meaningfulness of learning technology and its impact on multiple domains of quality of life.