Grounded Theory Data Analysis Research Articles

Monkeypox (Mpox) Vaccine Hesitancy Among Mpox Cases: A Qualitative Study

Human mpox has been an increasing concern in the United States and California since late 2022. While the Jynneos vaccine offers a degree of cross-protection against the disease, vaccine hesitancy is common among those recommended for vaccination. The purpose of this study was to assess vaccine knowledge, facilitators, and barriers to vaccine uptake among individuals previously diagnosed with mpox, or mpox cases, in Santa Clara County, California. In-depth interviews were conducted by public health department staff among mpox cases diagnosed in Santa Clara County between July and September 2022. Responses were analyzed using a grounded theory data analysis approach. Among the 47 participants, 36 (77%) had heard of mpox before diagnosis, and of these, 20 (56%) did not think they were at risk of developing mpox, and 28 (78%) were aware that a vaccine was available. Those who did not receive the vaccine stated vaccine access and availability were the main barriers. Among the six participants not interested in the vaccine, the main hesitancies were lack of perceived risk, stigma of being branded by scarring and labeled gay, and vaccine safety. Overall, the following themes were attributed to reasons for vaccine hesitancy: (a) lack of awareness of the disease and vaccine, including perceived risks; (b) lack of vaccine availability and accessibility; and (c) stigma associated with receiving the vaccine, including being publicly labeled as “gay” and the scarring on forearm potentially seen as branding. We recommend tailoring outreach and educational campaigns to address reasons for mpox vaccine hesitancy.

An Undeserved Gift from God: Conservative Christian Experiences of Divine Grace

The reception of God’s grace is a salient spiritual experience and is one that lies at the heart of Christianity. The present study sought to address a gap in the psychological literature pertaining to the experience of divine grace among Protestant Christians in a qualitative study with 30 adult self-identified Protestant Christians. By using Strauss and Corbin’s grounded theory data analysis, themes emerged to reveal how these Christians conceived of and experienced grace. Specifically, results indicated that these Christians most often spoke of “undeservedness” as the primary characteristic from which all other conceptions of grace flowed. The notion of grace being God’s undeserved gifts framed four important dimensions of the conservative Protestant understanding and experience of grace: (a) it specified components of salvific grace, (b) it identified an ongoing grace, (c) it cultivated specific outcomes, and (d) it highlighted distinct obstacles that make it difficult to grasp God’s grace. These findings expand the current body of literature regarding religiosity in that they highlight the primacy of divine grace as central to the religious experience of conservative Christians.

“The Nail That Sticks Out Gets Hammered down”: The Influence Of EFL Context On The Teacher Beliefs Of A Native English-Speaking Teacher

The 1970s witnessed a paradigm shift in research into language learning and teaching with focus moving away from process-product approach to the study of teachers and their cognitions. This shift in research led teaching to be viewed as a cognitive process not merely in terms of behavior, and teachers as decision makers in the classroom not as merely implementers of external theories. In the same decade, teacher cognition emerged as a separate domain of research that investigates what teachers know, think and believe. Teaching context is one of the factors that influence the formation of teacher beliefs and the enactment of these beliefs. The present study is an attempt at understanding the influence of EFL setting on teacher beliefs of a native English-speaking teacher. To this end, a single native speaker English teacher was selected and data were collected through a number of tools. The data were analyzed using grounded theory data analysis steps. The current study found that context has certain influence on teachers’ beliefs and teachers’ pedagogical practices. It also found that the changes that occurred in the participant teacher’s beliefs were behavioral rather than cognitive and that the context’s influence on which beliefs teachers enact in practice is relatively more marked.

Growing in grace: how the experience of divine grace cultivates humility

ABSTRACT The perception that one is a recipient of divine grace is a salient spiritual experience and is one that lies at the heart of Christianity. This qualitative study sought to address a gap in the psychological literature regarding how the perceived experience of divine grace enacts internal change. For the sake of this study, grace was defined as God’s undeserved gifts to believers. Thirty adult, self-identified evangelical Christians were interviewed to explore the perceived relationship between God’s grace and the cultivation of humility. Using grounded theory data analysis, themes emerged to reveal that participants expressed a dynamic relationship between receiving God’s grace and three dimensions of humility related to (a) a grounded view of oneself, (b) an orientation toward others, and (c) an overall dependence on God. These findings expand the current body of literature regarding religiosity and humility by highlighting how divine grace acts as a mechanism of transformational growth.

Engaged or not?: A case study on nurse's engagement in clinical settings in India

Engagement is a much-debated term relating to its interpretation and direct outcomes. Engagement has a direct link to first-level outcomes such as turnover intention or employee performance. Engagement, in nursing, has also risen as an area of interest to health-care professionals and researchers. Extreme views about the nursing profession, female-centric workforce and different health systems in the nursing profession worldwide make this profession unique. This case study, combined with the grounded theory data analysis technique, aims to explore the nurse engagement practices in clinical settings in India and their impact on the turnover intention of nurses. Face-to-face interviews with nurses providing direct patient care from two tertiary care hospitals in India were conducted for data collection. A total of 17 interviews were analysed using the grounded theory coding mechanism. Five major themes emerged in this study. First, Leadership styles; second, social influence and nursing as a career of choice; third, the philanthropic side of nursing; fourth, generational difference towards nursing and fifth, the unfairness of treatment toward nurses. The study results suggested that there is a lack of engagement models in the Indian health-care delivery system, especially in the public sector. Nurses, while burdened with work, were found to be less valued and undercompensated at work, leading to low engagement and high turnover intention. Different generations of nurses had different views of the nursing profession. This study indicated a need to address nurse engagement according to age groups as the motivation of choosing nursing as a career has changed over the generations, resulting in varying degrees of engagement.

From Cultural Heritage Preservation to Art Craft Education: A Study on Taiwan Traditional Lacquerware Art Preservation and Training

In Taiwan, preservation and training policies of intangible cultural assets are highly valued by the government. In this study, lacquerware art craft education as intangible cultural heritage is the subject of this study. We conducted in-depth interviews and secondary data collection to obtain research data and carried out a grounded theory data analysis method through expert meetings to explore the passing on education strategy of “lacquerware art craft” in Taiwan. Firstly, based on Bloom’s educational objectives, the study analyzed three aspects of lacquer art education: cognitive, affection and skill, and proposed a “Lacquerware Art Passing-On Education Framework Diagram”. Later, the analysis results of the grounded theory enable us to summarize the “Lacquerware art value and learning structure diagram”. In this structure, it reveals that the Lacquerware artist’s way of thinking about the craft levels can echo the system of the Three Extremes of the Tao in the Book of Changes and divide the value levels of creation into the levels of tools of livelihood, way of living and philosophy of life.

The Use of Explicit Instruction in Writing Amongst Students of Colleges of Education in the Ashanti Region of Ghana

The study sought to examine the use of Explicit Instruction in writing lessons at some selected Colleges of Education in the Ashanti Region of Ghana. The collective case study design informed by constructivist grounded theory data analysis methods was used. Data were collected and analyzed using three instruments namely a semi-structured interview, sample texts on argumentative and expository essays and observations. The study revealed that combining the cognitive strategy of text structure knowledge application with the metacognitive strategy of self-monitoring supports the development of academic writing in students in the Colleges of Education. Also, students make mistakes in their writing and these mistakes include verb errors, article errors and wrong words. It was also revealed that with regards to Explicit Instruction in the classroom, tutors comprehensively used instructions in the language class to enhance students writing skills. This study further showed that tutors have a variety of evidence-based instructional practices that improve many different skills and student’s writing knowledge. The researcher recommended that students in Colleges of Education in Ghana are made to read extensively outside the curriculum to broaden their vocabulary repertoire so that the over-reliance on tutors for corrections can be minimized.

Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders

Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.

Examining the transition to agile practices with information technology projects: Agile teams and their experience of accountability

Proponents of the agile approach to project management describe this new way of working as more efficient, more productive, liberating, and one in which the team has greater control. We examine the experience of implementing agile practices within project management through nine agile teams in the financial services sector. Using grounded theory analysis of data from semi-structured interviews, several thematic categories emerge including accountability, team-based perceptions of their place in the organization, human factors in agile teams, and technical factors with the implementation of agile practice. As a result of these findings, we propose a framework describing how IT project teams experience accountability arrangements when transitioning into agile practices. The accountability experience is a result of the fit between the teams’ perception of how they are viewed as agile teams in their organizations, their experience of technical practices of agile implementation, and their experience of interaction and exchanges in their teams. We conclude with a call towards recognizing the dissonance between different expectations of accountability and a call for further empirical research into this phenomenon.

Responding to diversity in groups: exploring professional uses of self

ABSTRACT Despite its historic prominence in group work, there is little empirical research to support our understanding of the professional use of self in group work. This paper reports the results of a SPARC endorsed study, which focused on group workers’ experience and struggle with their professional uses of self in groups in responding to diversity. Using focus groups, a semi-structured interview format, and Straussian grounded theory data analysis, two key themes emerged – grappling with professional uses of self and disengagement from professional uses of self. When grappling with professional uses of self, group workers employed intentional self-disclosure, opened space, and supported norms for the expression of diversity, humility, genuineness, and reflexivity. Disengagement occurred in response to fear and often resulted in an overemphasis on group tasks. Our results suggest that the effective professional use of self in the here and now of group dynamics creates a sense of safety for both the group workers and the group members when responding to diversity. The implications of this study highlight the need for a method that supports critical self-reflection in real-time in group and builds capacity for responsibly responding to diversity in groups.

The Process of Learning Mindfulness and Acceptance through the Use of a Mobile App Based on Acceptance and Commitment Therapy: A Grounded Theory Analysis

ABSTRACT This study aimed to explore the process of how college student military veterans with posttraumatic stress disorder (PTSD) symptoms learn mindfulness and acceptance through the use of a mobile app based on acceptance and commitment therapy (ACT). Twenty-three college student veterans with PTSD symptoms participated in the 4-week ACT mobile app-based intervention and took part in three weekly semi-structured interviews. Results of the grounded theory data analysis reveal the core category of Mindful Scaffolding, a process indicating how student veterans cope with the interruptions and intrusions associated with learning mindfulness and acceptance through the use of the ACT-based app. The grounded theory provides a foundational theoretical framework for increasing adherence with using mindfulness- and acceptance-based mobile app interventions for PTSD.

Exploring the experience of medical faculty members about the challenges of academic faculty promotion system in the Iranian context: a qualitative study

Background: Faculties' academic promotion process plays a significant role in career development and organizational change. Studies have indicated that this process is stressful and tense in the Iranian context. This study aimed to identify factors affecting medical faculty academic promotion at Tehran University of Medical Science. Methods: In this qualitative content analysis, 15 faculties at Tehran University of Medical Sciences were studied during 2016-2018. Purpose full sampling used for selecting participants. Data collection was performed using semi-structured interviews and demographic information. The collected data were analyzed through constant comparison analysis using grounded theory data analysis being recommended by Corbin and Strauss 2008. Results: Based on the experiences of participants, the factor affecting medical faculties academic promotion fit in two themes: problems in evaluation process and structural problems in promotion process. The first main theme consists of four main categories, i.e. “quantitative evaluation and objectivity "-'' necessity of differential evaluation "-'' lack of attention to the consequence" and other problems of evaluation area”. The other theme has the following main categories: “high research orientation in regulation "-" necessity of re-defining the promotion indicators"-"mandatory in promotion process" and " lack of attention to occupational problems of faculties”. Each category will have its subcategories. Conclusion: The results indicated that faculties are facing many problems in the field of academic promotion and need to improve the laws, evaluate qualitatively, pay more attention to education criteria, and redefine cultural and executive criteria. Keywords: Academic promotion, medical faculty, medical university, content analysis, challenge

General practitioners must acquire skills to communicate with child with Autism Spectrum Disorder to regain their values and role in the follow-up – phenomenological study

Objective To understand the perceptions and attitudes of general practitioners (GPs) regarding children with an Autism Spectrum Disorder (ASD). Design Phenomenological qualitative study. Setting Three focus groups, clinical settings. Subjects French GPs. Main outcome measures 22 GPs took part in the study divided among three focus groups. They were volunteers to participate. Data were transcribed verbatim and analysed using a grounded theory data analysis, completed with a semiopragmatic analysis. Results Representing autism as a strange disorder in the doctor–patient relationship, GPs perceive a loss of sensory contact with the child with ASD that prevents the usual professional relationship between doctor and patient. They disengage themselves from monitoring the subject, concentrating on supporting the family. According to them, their role was to refer the patient to a specialist in the case of clinical intuition, but they have several reasons to give themselves time, all the more so because once the diagnosis is made, they lose sight of the patient and their place in the care pathway. GPs expressed the need to acquire skills and strategies to communicate with the autistic child to recover their role and values. Conclusion GPs are disconcerted by the idea of communicating with children with ASD, as it takes them out of their usual professional benchmarks. They need communication tools that enable them to regain their role and relational value of the patient-centred approach. Beyond this, the question of the ‘ethics of care’ of the patient with a joint attention disorder is raised. KEY POINTS GPs are disconcerted with the idea of communicating with children with ASD. GPs need communication tools that enable them to regain their role and relational value of the patient-centred approach. The question of the ‘ethics of care’ of the patient with a joint attention disorder is raised.

Endogenous Perception on Tonnage Tax Implementation: An Exploratory Study on Nigerian Shipping-Taxation

Endogenous Perception on Tonnage Tax Implementation: An Exploratory Study on Nigerian Shipping-Taxation Zakari Baba Jibril, Dr Khadijah Bt. MohdIsa, Professor Rokiah Alavi, Dr Salwa Hana BintiYussof Abstract Tonnage tax is aninnovative regime that requires only size of a ship to determine tax payable. Theregime redressmost national-flagdecline which thisstudy explore Nigeria laggardness, despite media publicity5 of her implementation intention. The study uses a purposive sampling technique drawn from three agencies in Nigeria through snowballing. Data collected from participants was thematically analysed using ATLAS.ti8. Records triangulation and interviewee member checking were used to surge study validity. Result shows that top management, government employees and organization of the Nigeria shipping sector, play vital role on tonnage tax implementation. Using grounded theory data analysis technique, the study further generates relationship among codes which can be used as variables for quantitative researchers to reconfirm this theoretical development. Full Text: PDF DOI: 10.15640/ijat.v9n1a1

Leadership Strategies of Elementary School Principals in Developing Teacher Professionalism

Principal leadership plays a vital role in school effectiveness through its direct effect on teachers. This study aimed to explore the leadership strategies performed by school principals to develop teacher professionalism at elementary schools. The theoretical underpinnings of interpretivism guided this study. It employed in-depth semi-structured interviews and document analysis to collect data. The interviews were conducted with nine elementary school principals in Klaten district, Indonesia. Data were analyzed using the grounded theory data analysis method, specifically the use of constant comparison through open coding. The 'open-coded' data were then analyzed using the analytic induction technique. The results show that the principals employ a wide range of leadership strategies to develop teacher professionalism. The strategies include providing exemplary behavior and attitude, fostering work discipline, motivating teachers, providing educational supervision, and encouraging teachers to participate in continuing professional development programs.

DETECTION OF ELDER ABUSE BY FAMILY PHYSICIANS IN MONGOLIA: AN EXPLORATORY STUDY

Elder abuse (EA) is a significant global social problem that jeopardizes the health and wellbeing of older adults around the world. Health providers can play a pivotal role in detection of EA and accessing resources and interventions. In Mongolia, where elder abuse is not widely recognized, family physicians (FPs) are particularly critical, providing frequent contact and home visits free of charge to community-dwelling older adults. However, little is known about FP knowledge and engagement with potential victims of EA. We interviewed 12 FPs from Ulaanbaatar participated via Skype about their knowledge of and responses to EA, using Grounded Theory data collection and analysis. All respondents reported encountering at least one case of EA in practice, and described the creative strategies they used to engage older patients, detect abuse, and prevent further harm. We present significant implications for guidelines for identification and prevention of EA in primary health care.

Educational impact of assessment on medical students’ learning at Tehran University of Medical Sciences: a qualitative study

ObjectivesIt has been shown that assessment strongly affects students’ performance. A deeper insight needs to be gained into the interplay of assessment and learning. The aim of the current study...

Student Veterans’ Coping with Posttraumatic Stress Symptoms: A Glaserian Grounded Theory Study

The present study investigated the ways in which student military veterans cope with their posttraumatic stress symptoms. The participants were a total of 21 military veterans attending a U.S. university. The results of the grounded theory data analysis reveal the core category of modulating intrusions, a process indicating how student veterans cope with recurrent and unwanted posttraumatic stress experiences. Our findings also demonstrate that veterans cope by either avoiding or allowing themselves to experience the pain associated from their traumatic experiences. The proposed framework can be meaningfully used to facilitate the development of adaptive coping among veterans with posttraumatic stress.

Voices of youths on engagement in community life: a theoretical framework of belonging

Little is known from the perspectives of youths with intellectual and developmental disabilities themselves about their experiences related to inclusion, engagement in community life and friendship, and their quality of life. The Voices of Youths research project used an inclusive approach to learn from youths about these experiences. Twenty-four youths (age 13–24 years) with a range of intellectual and developmental disabilities diagnostic ‘labels’ participated in three video-recorded, community-based interviews. Constructivist grounded theory data analysis revealed a theoretical framework comprising the core concept of belonging and four associated concepts: engaging with similar people, having social relationships, negotiating meaningful roles, and navigating norms and expectations – finding a good fit. The findings contribute new knowledge about the ways in which these youths experience a sense of belonging from their own perspectives and can inform development/enrichment of policies, programmes, and services for these youths.

Perspectives from Hmong-American women about the first-generation college student experience in higher education

ABSTRACT While the research regarding Hmong-American women as first-generation college students (FGCS) has grown, it emphasizes cultural and individual factors, neglecting institutional and systemic factors that may mediate academic success. Using an ethnographic and phenomenological approach, interviews were conducted with six female Hmong-American FGCS to address the following question: What factors promote and impede success in higher education? Applying grounded theory data analysis method, four categories of themes emerged: complex culture clash, higher education institution experience, supports for success, and changing view of higher education. Future research is recommended regarding the interface and impact of specific aspects of education, as well as a needed focus on male students’ experiences.