Mixed-method Evaluation Study Research Articles

An evaluation study using a mixed methods approach: Diabetes service redesign

Aim: The increasing incidence of type 2 diabetes challenges health care systems globally. This paper describes a mixed methods evaluation study and reports on key clinical outcomes during a change in service design for people with type 2 diabetes. Design: An evaluation mixed methods design was utilised. Methods: Both quantitative and qualitative approaches were utilised to address components of the study. Both professionals (N = 35) and people with diabetes (N = 136; N = 35) participated. Data was collected over 2 years. Results: A mixed methods approach derived rich data and findings. There was a statistically significant improvement in some clinical parameters including blood pressure (p < 0.001). Conclusions: Mixed methods research is appropriate for an evaluation study in primary care. People with type 2 diabetes are effectively managed in primary care.

Evaluation of Teacher Perceptions and Potential of OpenOffice in a K–12 School District

Through this mixed-method evaluation study the authors investigated a pilot implementation of an open-source productivity suite for teachers in a K–12 public school district. The authors evaluated OpenOffice version 3.0 using measures identified by the technology acceptance model as predictors of acceptance and use of technology systems. During a four-week trial period, teachers rated the usefulness and usability of OpenOffice 3.0 and Microsoft Office. Results from quantitative measures and participant interviews revealed common perceptions of the software applications as well as common problems encountered by users. Based on these findings, implications and recommendations for larger scale implementations within a K–12 educational institution are discussed.

Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals: Field-Testing in Inclusion-Oriented Schools

This 5-year multisite mixed-methods evaluation study chronicles the field-testing of the planning process Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals in 26 schools (Grades K—12) in six states. Evaluation of the utilization and outcomes of the guidelines process was based on data from 472 study participants. Findings highlight (a) reasons why schools decided to utilize the process; (b) self-assessment ratings, selected priorities, and actions pursued by the schools; (c) consumer feedback; and (d) the impact of the guidelines process in the schools. Primary areas of impact included changes in special educator caseloads and paraprofessional utilization, extension of inclusive opportunities, and improvement in classroom collaboration and practices. Implications for schools and future research are discussed.

Capacity Building for Gerontological Services: An Evaluation of Adult Day Services in a Rural State

As the number of elders in our nation increases, it becomes critical to develop programs and services designed to meet their biopsychosocial and physical needs. This article reports on one component of a mixed methods evaluation study of adult day service programs in Iowa, a critical home and community-based service for elders. After providing a description of their individual services, adult day services (ADS) administrators identified barriers to the growth of this program in the state. It was found that there were three main types of barriers that prevented the growth of ADS in Iowa: (a) systemic, (b) community-based, and (c) funding. It was found that there was a need for capacity building of adult day services in Iowa. A model for addressing these barriers through capacity building at the state and local levels is discussed.

Exploring the Relationship Between Prior Career Experience and Instructional Quality Among Mathematics and Science Teachers in Alternative Teacher Certification Programs

This mixed-method evaluation study examines relationships between the nature and characteristics of teachers’ prior experiences and teachers’ practice of standards-based instruction as a measure of instructional quality among alternatively certified mathematics and science teachers. The study found that career length, number of prior careers, and career relevance to subject area were not related to instructional quality. However, teachers with prior career experiences that were education-related practiced standards-based instruction to a greater degree than teachers with no education-relevant career experience. Implications of these findings for policy makers and practitioners are discussed.

Evaluating Diversity in Nursing Education

This article presents the findings of a methodical examination of how well one school of nursing was meeting its goal of addressing diversity through its pedagogy. The underlying assumption was that a school's curriculum both shapes and reflects a climate of valuing diversity. This mixed-method evaluation study was conducted in four steps, including a content analysis of all syllabi in the School of Nursing's (SON) curriculum, comparison of the content analysis to students' evaluation of diversity in their education, a survey of the 2006 graduates, and an analysis of faculty responses to the findings. The findings are being used to guide the SON in the development of training and to bring about forums for formal dialogue. These will assist faculty to effectively integrate diversity in their teaching and interaction with students and to move toward the long-term goal of preparing culturally humble and sensitive clinicians, educators, and researchers.

Transition services for incarcerated youth: A mixed methods evaluation study

Despite a considerable overlap between child welfare and juvenile justice populations, the child welfare literature contains sparse information about transition and reentry programs for incarcerated youth. Using mixed methods, this paper explores the benefits and limitations of a six-week transitional living program for incarcerated youth offenders. Logistic regression analysis found that only age at arrest and number of prior offenses predicted the odds of recidivism at one-year post-release. Youth who participated in the transitional living program and dual status youth (those involved in both child welfare and juvenile justice systems) were slightly more likely to recidivate, but these differences were not statistically significant. Qualitative interviews with youth and staff revealed that both groups viewed the transitional living program as having many benefits, particularly independent living skills training. However, follow-up with youth in the community lacked sufficient intensity to handle the types of challenges that emerged. Implications for future research and transition programming with vulnerable youth are discussed.

Going online to learn health sciences research methods: The student experience

&lt;span&gt;Health professionals are attracted to the flexibility of the virtual classroom for their on-going education. Recent studies have documented the differences in pedagogy between Internet based learning online and the traditional classroom setting, but few have investigated student health professionals' transitional process while engaged in online learning. The purpose of this mixed methods evaluation study was to document students' experience of a six month online research methods paper (unit). Specifically it explores factors that influenced student transition to online pedagogy and successful completion of the paper. Descriptive qualitative and quantitative analyses were applied to 230 student evaluations and 1720 emails collected over a four year period. The findings supported those of previous studies; the main reasons students study online is the flexibility it offers (87%) and the ability to study without taking time off work (72%). The student experiences were captured in the overarching theme &lt;/span&gt;&lt;em&gt;'from enduring to enjoying'&lt;/em&gt;&lt;span&gt;. A teacher who works within a collaborative team, engages students early with interactive skill acquisition learning activities, and is responsive to online students' unique needs, can successfully facilitate students through the virtual classroom transitional phases: from 'virtual paralysis' to 'engagement' to 'getting into it' to 'surprised enjoyment'. Without strategies in place, however, teachers risk being overwhelmed by the onslaught of student emails, with the allotted teacher-student contact time slip sliding away.&lt;/span&gt;