Qualitative Action Research Research Articles

Informal social support for families with children with an intellectual disability in Karachi, Pakistan: A qualitative exploratory study design

BackgroundIntellectual disability (ID) is a developmental disorder that causes considerably below-average intellectual performance and adaptive behaviour. In the context of the present study, families raising a child with ID are reported to experience multiple challenges that appear not to be well documented in Pakistan. Methods and proceduresPakistan, which was conducted in Karachi, Pakistan, followed participatory action research, in which the researcher and participants examined their existing experiences of informal social support and then created, implemented, and evaluated actions to strengthen this informal social support. A total of five families (n = 25) participated in the study. These participating families comprise parents, siblings, and significant others, i.e., aunts, uncles, and grandparents, living with the child with ID. Families with children with ID were selected through a school for children with ID who are under 12 years old. This qualitative action research was conducted in two distinct parts, i.e., a) exploratory part and b) action part. This paper presents the findings of the first exploratory part of the study. AimThe exploratory phase aimed to explore and examine the experiences and challenges families may experience with informal social support while caring for a child with an intellectual disability in Karachi, Pakistan. FindingsParents often sacrifice their personal needs and aspirations for their children, leading to decreased tolerance and anxiety. Lack of communication, support, and assistance from family members is another significant issue. Stigmatisation and discrimination from school, relatives, and friends can cause depression and distress. The study emphasises the need for a unified and coordinated approach to support and care. Religious beliefs, siblings, and close friends provide comfort and well-being. When parents manage to connect with similar families, they have the opportunity to express a collective commitment to caregiving. ConclusionTo strengthen the situation, families propose enhancing intimacy and competency within homes and taking action at the governmental level. Governments must provide appropriate services, such as nurses supporting families, support groups, and religious traditions, to promote acceptance and holistic development for intellectually disabled children.

The use of digital storytelling in the teaching of reading at a rural primary school

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

A Suggestion for Eliminating Reading and Writing Errors of Students With Learning Disabilities

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers’ opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature.

Exploring Science Education in Last-Mile Schools: Experiences and Challenges

This study examines the experiences and challenges faced by science educators in last-mile schools in Ilocos Norte, Philippines, particularly during the pandemic. Employing a participatory qualitative action research method rooted in the pakasaritaan theory, the research highlights the unique cultural and contextual factors influencing science education. The study reveals that despite high scientific literacy, students struggle with retention, reasoning, and real-life problem-solving skills. The Department of Education's Last Mile School program aims to address these issues by improving facilities and faculty capabilities. The findings underscore the need for localized, culturally sensitive teaching strategies and the integration of sustainable development goals (SDGs) into the curriculum to enhance science education outcomes.

Armed violence in Manguinhos/RJ, Brazil: health and daily life of health and education workers.

The article presents the results of qualitative action research on armed violence with health and education professionals and territorial community services in Manguinhos, Rio de Janeiro, Brazil. It is justified by the urgent nature of this violence in the territory and aims to identify its impacts on their health and work, coping, protection, and care strategies. The effects of armed violence on health and education professionals and the territory are discussed through interviews and focus groups with participant observation, identifying some of its transversalities, such as the Brazilian State racist public security policy based on a warlike logic of confrontation with groups with armed control of the territory, which makes life precarious by exposing residents and workers to constant risks, weakening the community fabric and preventing full access to health and education.

Influence of Teachers' Professional Development in Integrated STEAM Pedagogy on Teachers' Practices

The study explored the influence of teachers' professional development (PD) on teachers' practices. The professional development training focused on integrated STEAM pedagogy,design thinking, and inquiry-based learning spanning three cycles of four weeks. Seven teachers from two schools for the underprivileged were a part of this qualitative action research study. A semi-structured interview protocol was used for data collection in three rounds of focus group interviews. Results from the thematic analysis report that the professional development helped enhance creativity, critical thinking, and innovation among the teachers. They gained a deeper understanding of the integration of STEAM pedagogy in their lessons. It also helped them empathize with the context of what is being taught themselves and foster it in their students too. They also reported higher levels of interest in active learning, confidence, and teacher agency, reflecting that the professional development training had a positive impact on teachers' practices.

Homestay Tourism as Tourism Development in Pemuteran Traditional Village

Homestay tourism is an activity in a homestay located in a traditional village environment. Homestay tourism is a special attraction for visiting tourists. Homestay tourism has not been widely utilised by homestay owners and managers. Homestay tourism is a new challenge for residents in meeting the needs of tourists. This is one of the causes of the researcher's interest in conducting research related to Homestay Tourism as a tourism development. The research aims to obtain information on the needs of homestay tourism in facing the challenges of tourism development, contributing to improving the economy of local communities, preserving local culture, preserving local culture and the surrounding environment, and being able to find novelty in the world of hospitality to increase the economic value of local communities. This research uses a qualitative action research method using a problem approach by mapping tourism objects, making observations, and taking documentation of homestay owners and managers. The results of the study show that homestay tourism is capable of standardised tourism development, increasing the economic value of local communities, helping local economic development, and preserving their cultural heritage. The researcher hopes that there will be ongoing and continuous research

Study Abroad at Home: The Impact of a Multilingual and Multicultural Classroom Experience on Non-Native Medical Students’ English Language Skills Development

Study Abroad programs yield substantial linguistic advantages in addition to fostering academic and intercultural enrichment. Nevertheless, some students miss these programs due to financial constraints, academic commitments, or insufficient language skills. This paper reports the findings of a qualitative action research study that seeks to evaluate the impact of a multilingual and multicultural class, designed as a quasi-Study Abroad experience, on Hungarian medical students’ perceived English linguistic development by the end of the semester. Semi-structured focus group interviews were carried out with 42 Hungarian medical students at the end of the spring and autumn semesters of the 2021–2022 and the 2022–2023 academic years. The outcomes of the focus-group interviews indicated that the students had a positive experience studying in a multilingual and multicultural environment; their willingness to engage in English communication, along with an increase in self-confidence, was apparent, ultimately showcasing improved perceived proficiency in English communication skills by the end of the term. Creating an educational setting abundant in linguistic and cultural diversity and integrating multicultural project-based learning activities within the curriculum to simulate a quasi-Study Abroad experience represent methodological frameworks that could serve as pivotal models for shaping similar courses in the future.

Public engagement for the conduct of a controlled human infection study testing vaccines against Necator americanus (hookworm) in areas of active hookworm transmission in Brazil.

This is a qualitative action research that includes the development of an educational intervention with residents of a rural area in Minas Gerais, Brazil, where there is continuous natural transmission of the human pathogen Necator americanus ("hookworm"). In this area, it is intended to carry out a proposed phase 3 vaccine clinical trial in the future to test the efficacy of hookworm vaccines using controlled human infection. Two data collection strategies were used: an educational intervention and a focus group. The participants' perceptions showed distinct perspectives on CHIS. On one side, they recognized that the investigation is essential for the community, but on the other side, they thought that there would be resistance to its conduct by fear of infection. The idea that the study would generate a benefit for the greater good, contributing to the prevention of hookworm infection, was clearly stated. The participants perceived that the study offered concrete risks that could be reduced by constant monitoring by the researchers. They also mentioned the importance of access to information and the positive influence those who express interest in participating in the study can exert in the community. In relation to comprehension the participants memorized the information, mobilized it to explain everyday situations and created strategies to disseminate the study and engage the community in its development. By repeating and making sense of the information, the participant not only assimilates the knowledge transmitted, but also creates new knowledge. We concluded that an educational process of discussion and dialogue around participants' perceptions about the CHIS, promotes understanding and allows ways to disseminate information about the research to be collectively created.

OWIED System to Facilitate the Entrustment Decision in EPA Implementation.

Entrustable professional activities (EPAs) are gaining attention as an approach for adequate implementation of a competency-based evaluation framework in nursing education. This study sought to develop an Online Web-assessment Interface for Entrustment Decision (OWIED) to facilitate the entrustment decision in EPA implementation. A participatory qualitative action research design consisting of two phases was used for this study. The exploration phase was conducted in close collaboration with stakeholders. Following the exploration phase, the primary researcher and a team of subject-matter experts in academic and information technology developed the OWIED system according to the exploration phase results. The necessary features that met the expectations of the stakeholders were identified and assisted in developing the OWIED system. OWIED may provide a valid tool to track and validate nursing student acquisition of core competencies and assist in making entrustment decisions as students fulfill their training requirements in their academic program. [J Nurs Educ. 2024;63(6):356-365.].

The Effect of Metacognitive Strategy Instruction on Listening Comprehension Performance, A Case Study of English – Majored Freshmen at Ba Ria – Vung Tau University, Viet Nam

The research was carried out with 50 university freshmen at Ba Ria – Vung Tau University (BVU) to find out how metacognitive strategy instruction motivates them to improve their listening comprehension. The researchers executed a qualitative action research method during twelve weeks, using a combination of the teachers and students’ diaries. Then semi-structured interviews in Vietnamese were purposefully administered to the participants and 1 observer by using individual-administered survey procedure. The findings in this paper indicate that metacognitive strategy instruction enhances learners’ listening comprehension performance and should be implemented in English communicative classes.

Storytelling for personal connection: A pedagogical strategy to localise fashion education

The 2015 student protests, #RhodesMustFall and #FeesMustFall, gave rise to the call to decolonise curricula and end the dominance of Western ideologies in South African higher education (HE). The argument put forward in this paper is the need to shift from a traditional approach to a humanised pedagogical approach, wherein students frame knowledge around individual experiences to construct personal and shared understanding. Although limited scholarship around decolonising South African fashion HE exists, such scholarship does not focus on storytelling and circle learning as pedagogical strategies. To address this research gap, narrative humanism, referred to in this research as storytelling, and circle learning are put forward as pedagogical strategies to integrate student identities for personal connection in South African fashion HE. This paper aims to explore the affordances of storytelling and circle learning to decolonise South African fashion HE. Through qualitative action research, two teaching and learning interventions, termed the pilot and main studies, were designed and applied with fashion students at a South African HE institution. Data collection entailed semi-structured student questionnaires, artefacts, and a reflective research journal. To analyse the data, content analysis was employed. The findings reveal that, irrespective of cultural lived experiences or diverse backgrounds, storytelling afforded a decolonised approach in terms of inclusivity, collaboration, and a safe environment for socially engaged dialogue and peer feedback. Similarly, circle learning seemed to reduce teacher-student power relations and contrasted traditional modes of delivery. Circle learning appeared to encourage meaningful, engaged participation, affording a progressive pedagogical strategy to accommodate student and teacher voices in open dialogue. This paper contributes to the scholarship of teaching and learning in that storytelling and circle learning are suitable pedagogies to decolonise fashion education in the Global South.

Intervention of the self-care and continuous care program for university students

The Self-care and Continuous Student Care Program (AACES) emerged as a proposal from the Integral Development Unit (UDI), based on suggestions from the General Directorate of Medical Services (DGSM) regarding the results of the global health diagnosis at FES Zaragoza in 2005. In this program, approximately six months of work were carried out, involving various activities that served as interventions to address the identified risk situations among university students. The research aimed to promote self-care and the development of psycho-affective and socio-cultural skills contributing to the overall development of individuals to enhance academic performance among young people at Zaragoza. The study was a qualitative action research, employing interviews for evaluation and feedback. The AACES Program offers a variety of products such as informative modules, preventive campaigns, public educational spaces, university fairs on health and responsible sexuality, reflection forums with experts, informative workshops, personalized attention, and research projects. These efforts consolidate intervention with university students, emphasizing the importance of promoting healthy lifestyles and involving students in contests and activities related to gender equity, sexual diversity, risk prevention, peace culture, and non-violence.

PENGISIAN SIGN IN DALAM MENINGKATKAN KEPATUHAN SAFE SURGERY DI RUMAH SAKIT PKU MUHAMMADIYAH YOGYAKARTA II

Background: Complications and deaths due to surgery become one of the global health problems. World Health Organization estimates that at least half a million deaths due to preventable surgical. An effort to improve the quality of surgical services including the Surgical Safety Checklist to use made by World Health Organization. Compliance to use this surgery checklist which is can increase the number of safe surgery,reduce the wrong site surgery and nearmiss.
 Method: This research is a qualitative action research design. The study population was all the doctors and nurse anesthetist. Number of samples 6 people. The data is collected by observation sheet Surgical Safety Checklist: Sign In RS PKU Muhammadiyah Yogyakarta Unit II for 3 cycles of observation.
 Result and Discussion: The results of observations on the first to the third cycle shows that all disobeying nurse anesthetist (100%) the Surgical Safety Checklist to fill: Sign In. The results of the response every cycle and a structured interview with the anesthesiologist showed that nurses are still confused how to use the checklist, the checklist has not been a necessity, the culture of patient safety is still minimal, lack quality of human resources, lack of supervision and lack of socialization mechanisms Surgical Safety Checklist noncompliance that influence nurses Sign In to to fill.
 Conclusion: Completing Sign In in the installation of surgery center in PKU Muhammadiyah Yogyakarta Unit II Hospital is noncompliance, because they still haven’t got the identity bracelet mounted on a patient who will be operating and marking the location of a rare surgery. Advice to hospital are to create a Standard Operating Procedure (SOP), SOP socialize regularly, make in-house training, increase the commitment of doctors and nurses, create a surveillance system, create a system of reward and punishment.

Critical Reading inside a Cross-curricular Approach

This qualitative action research study explores six reading strategies to engage students in more dynamic reading through the implementation of workshops focused on the cross-curricular approach to develop critical reading skills among ninth graders at a public school. The study was conducted with 22 students selected, in the city of Manizales, Colombia. The data collection instruments were students’ artifacts, teachers’ field notes, focus group questionnaires, survey questionnaires, and documentary analysis. The findings demonstrate that the use of reading strategies within a cross-curricular approach facilitates the development of critical reading in students. In addition, the design of materials (workshops), based on topics related to the students' environment, has an impact that not only contributes to improving their knowledge of English but also to expanding their knowledge in other areas of the academic field.

Revised Bloom’s Taxonomy to Analyze the Scope of CLIL Classes with Children

This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners’ cognitive and knowledge outcomes measured according to the revised Bloom’s taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners’ parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.

Enseñanza basada en las artes en el aula de inglés: Revisión de conceptos y propuesta de integración

This article reports a study about the intersection between Arts-Based and English Language Teaching. The literature review and proposal discuss the promotion of creativity in a pedagogical intervention consisting of sixteen sessions, divided into two cycles, that combine visual arts, mu-sic, acting, and literature. In the qualitative action research, 35 second graders between the ages of 7 and 9 participated. The findings suggest that Arts-Based Teaching fosters the combinational, exploratory, and transformational dimensions of creativity and enhances English language deve-lopment. We propose a syllabus that contributes to holistic education. An Art-Based curriculum should promote considerable progress in the creative dimensions which deal with combinatio-nal, exploratory, and transformational thinking.

Medical and surgical nurses' experiences of modifying and implementing contextually suitable Safewards interventions into medical and surgical hospital wards.

To explore general nurses' experiences of modifying and implementing contextually suitable Safewards interventions into medical and surgical hospital wards. Qualitative action research was used working with nurses as co-researchers. Pre-implementation focus groups were conducted in April 2022 to understand and explore the current strategies nurses utilized to avert, respond to or decrease violence. Following this, two Safewards interventions were modified by the nurses on the wards. Post-implementation focus groups were conducted in October 2022, to explore the nurses' experience of implementing Safewards interventions and the effect on their nursing practice. Data were analysed using Braun and Clarke's framework for thematic analysis. Three themes emerged from the analysis of the pre-implementation focus groups that reflected the type of violence experienced by these nurses and the context within which they occurred: 'the space is hectic'; 'it can feel like a battlefield'; and 'the aftermath'. These themes encompass the nurses' experience of violence from patients and their visitors. Following the implementation of two modified Safewards interventions, the analysis of the focus groups reflected a change in nursing skills to avert or respond to violence: 'Safewards in action'; 'empathy and self-reflection'; and 'moving forward'. Safewards interventions can be successfully modified and used in general hospital wards and influence nursing practice to manage patient and visitor violence. In the interests of safety, successful interventions to reduce violence towards general hospital nurses should be a priority for managers and healthcare organizations. Averting, mitigating and managing violence can decrease the negative professional and personal effect on nurses and ultimately improve well-being, job satisfaction and retention rates. Furthermore, decreasing violence or aggressive incidents leads to a safer patient experience and decreased number of nursing errors ultimately improving patient experiences and outcomes. Understanding nurses' experiences of violence and working with them to explore and develop contextually relevant solutions increases their capacity to respond to and avert violent incidents. Contextually modified Safewards interventions offer one such solution and potentially has wider implications for healthcare settings beyond the specific wards studied. This study addressed the implementation of modified Safewards strategies in medical and surgical wards to prevent violence. Three themes emerged from the analysis of the pre-implementation focus groups that reflected the type of violence experienced by these nurses and the context within which they occurred. Following the implementation of two modified Safewards interventions, the post-implementation focus groups reported positive changes to their practices using the modified resources to prevent violence from patients and their visitors. Mental health interventions, such as those used in the Safewards model can be modified and provide a tool kit of interventions that can be used by medical and surgical nurses. This paper has adhered to the COREQ guidelines. No patient or public contribution. WHAT DOES THIS PAPER CONTRIBUTE TO THE WIDER GLOBAL CLINICAL COMMUNITY?: This paper outlines and discusses the action research approach undertaken to work with general hospital nurses to modify mental health nurses' Safewards interventions into their clinical practice. This paper provides evidence of the 'real world' application of Safewards interventions by medical and surgical nurses in general hospital wards. This paper presents qualitative findings based on focus group methods to highlight the narratives of general nurses and their experiences of violence.

Integrated care with families with multiple and complex problems. An in-depth view

Introduction: Complex problems regarding child development and parenting require integrated services and efforts of all those involved: parents, children and professionals from different organisations (both youth and adult services). In this session, we present results and bundle insights from three practice-oriented studies on integrated services. Based on an analysis of similarities in our studies, we focus on the collaboration among professionals and between clients (families/parents, children) and professionals.
 Why a workshop? We are practice researchers in the Netherlands, who organized themselves in a network in order to exchange experiences and knowledge. in this workshop, we aim to create a joint learning process with the participants of the session, by inviting them to reflect on their own practice, based on the joint lessons from the various research projects.
 For who? The target group of this workshop are researchers, policy makers, managers, practitioners. Our studies focuses on services for youth and families.
 Session: The workshop starts with a short presentation of 1) a literature review and 2) pitches from the three research projects. The three projects focus on integrated services, each with a specific target group (serious and long-term problems in families; domestic violence; children aged 18-27 years not in education, employment, or training.
 The first study discusses a qualitative action research into an integral specialist working method for families with multiple and complex problems. The study followed five integrated care teams, by observing their multidisciplinary care meetings and by conducting interviews with various stakeholders.
 The second study discusses a participatory action research into the collaboration in domestic violence cases in which a network organisation is involved that supports integrated services in very complex situations. Participants in this study developed a discussion tool for multidisciplinary case meetings, which will be presented in the workshop.
 The third study focuses on the outcomes of a intervention for uneducated and unemployed young adults (aged 18 to 27) who avoid care. After intervention, 85% of the participants completed their education, went back to school, or got (volunteer) work. Frequent and persistent contact and renewed confidence in one’s own capacities are crucial for intervention success.
 Although the focus differs in terms of target group, research design and outcomes, each of the projects shows the importance of collaboration with clients and among professionals.
 Then we will discuss in small groups three topics with the participants: 
 1.How can we encourage shared decision-making with clients in multidisciplinary case meetings?
 2.How can professionals keep learning and improving integrated care?
 3.How can integrated services be financed sustainable?
 The workshop participants will be divided into three groups. Participants will discuss challenges and successes they face.
 Program:
 1.Introduction (5 min.)
 2.Presentation of all three studies (25 min.)
 3.Two rounds: Discussion of the three topics in small groups (40 min.)
 4.Brief reaction on the results from the small groups (10 min.)
 5.Take home message (5 min.)
 How to summarize the take home messages? We end up with lessons learned and sum these up in take home messages.
 
 

Technology adoption in a hybrid learning environment: An action research study among university faculty in the UAE

ABSTRACTWhile much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development.