About Research: Qualitative Methodologies

Dodgson, Joan E.

doi:10.1177/0890334417698693

Cited by 20 publications

(13 citation statements)

References 9 publications

(13 reference statements)

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“…In this article, we explore 1) HW knowledge of the Declaration; 2) how formula removal and training influenced their counseling; and, 3) their impressions about changes in breastfeeding practices. Drawing on a phenomenological approach and its focus on lived experience [ 27 ], we asked HWs to share and reflect upon their upbringing, experiences of infant feeding, and values as these related to their experiences.…”

Section: Introductionmentioning

confidence: 99%

Frontline health workers and exclusive breastfeeding guidelines in an HIV endemic South African community: a qualitative exploration of policy translation

Jewett

Manderson

2018

Int Breastfeed J

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BackgroundMothers rely heavily on health worker advice to make infant feeding decisions. Confusing or misleading advice can lead to suboptimal feeding practices. From 2001, HIV positive mothers in South Africa were counseled to choose either exclusive breastfeeding or exclusive formula feeding to minimize vertical HIV transmission. On the basis of revised World Health Organization guidelines, the government amended this policy in 2011, by promoting exclusive breastfeeding and discontinuing the provision of free formula. We explored how health workers experienced this new policy in an HIV endemic community in 2015–16, with attention to their knowledge of the policy, counselling practices, and observations of any changes.MethodsWe interviewed eleven health workers, from four community health clinics, who had counseled mothers before and after the policy change. The transcribed interviews were analyzed thematically, using a hybrid coding approach.ResultsThe scientific rationale of the policy was not explained to most health workers, who mostly thought that the discontinuation of the formula program was cost-related. The content of their counseling reflected knowledge about promoting breastfeeding for all women, and accordingly they mentioned the nutritional and developmental benefits of breastfeeding. The importance of exclusive breastfeeding for all infants was not emphasized, instead counseling focused on HIV prevention, even for uninfected mothers. The health workers noted an increased incidence of breastfeeding, but some worried that to avoid HIV disclosure, HIV positive mothers were mixed feeding rather than exclusively breastfeeding.ConclusionsCausal links between the policy, counseling content and feeding practices were unclear. Some participants believed that breastfeeding practices were driven by finance or family pressures rather than the health information they provided. Health workers generally lacked training on the policy’s evidence base, particularly the health benefits of exclusive breastfeeding for non-exposed infants. They wanted clarity on their counseling role, based on individual risk or to promote exclusive breastfeeding as a single option. If the latter, they needed training on how to assist mothers with community-based barriers. Infant feeding messages from health workers are likely to remain confusing until their uncertainties are addressed. Their insights should inform future guideline development as key actors.

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Section: Introductionmentioning

confidence: 99%

Frontline health workers and exclusive breastfeeding guidelines in an HIV endemic South African community: a qualitative exploration of policy translation

Jewett

Manderson

2018

Int Breastfeed J

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“…Creswell (2013) states that rather than making generalized claims, qualitative research is meant to "…develop an in-depth exploration of a central phenomenon" (p. 206); the phenomenon being explored in this study is religious socialization and Islamophobia. Qualitative researchers are interested in the subjective perception of a social problem (Golasfshani, 2003;Dodgson, 2017).…”

Section: Chapter 3 Methodologymentioning

confidence: 99%

Somali mothers religious socialization and discussions around Islamophobia with their school age children

Abdille¹

2021

Preprint

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This small-scale study examines Somali-Canadian Muslim mothers’ religious socialization of, and discussions around Islamophobia with their school-age children. This qualitative research employs the use of semi-structured interviews with six Somali-Canadian Muslim mothers with school-age children between the ages of five to ten years. Guided by a constructivist paradigm and Critical Race Theory, three themes were identified: 1. Somali mothers use Islamic books, modeling behaviour and Islamic classes to formulate a religious identity; 2. Somali mothers suggested that age and gender are factors informing their discussions around Islamophobia and 3. Somali mothers framed curriculum on Islamophobia like curriculum on other minority groups (i.e. Jewish, LGBTQ, and Aboriginals, etc.). The mothers in this study suggested formulating a religious identity for their children to build a positive religious foundation to combat the negative perception of their religion in society. Somali-Canadian mothers stated, it is possible to represent Muslim identity and discuss Islamophobia in the classroom. Keywords: Somali mothers, religious socialization, Islamophobia, Critical race theory, anti-racism.

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“…The participants for this inquiry were identified through purposeful sampling of choosing information-rich cases who could provide a significant amount of information to fulfill the main purpose of the study (Dodgson, 2017). Of the 233 potential participants contacted by the researcher, 11 executives responded to the Introductory Letter to Request Participation in a Study , signed the informed consent and participated in the study.…”

Section: Methodsmentioning

confidence: 99%

Leadership skills essential in the value-based care era

Cornell

2020

LHS

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Purpose The purpose of this paper is to identify the primary executive leadership skills required to promote the effectiveness of Medicare Shared Savings Program Accountable Care Organizations (MSSP ACOs) and to create a new substantive theory describing these skills. The author identifies that MSSP ACO is a relatively new value-based care delivery (VBCD) structure in the USA that links clinicians’ compensation to their clinical outcomes. The research question concerns what primary executive leadership skills are essential in the VBCD era. Design/methodology/approach This single, embedded, exploratory case study is based on interviews, a focus group discussion and archival record data of MSSP ACO executives in the Northeast, Midwest, South and West of the USA. Findings The findings represented seven major categories or the primary executive leadership skills required to succeed in the VBCD environment. Each category or skill included five subcategories or concepts supporting the leadership skills essential for reaching VBCD goals. The categories and subcategories gave rise to a new substantive theory – the Accountable Healthcare Leadership Theory of Five Ps: promoting partnership between providers, patients and payers. Research limitations/implications The empirical generalizability of the results was limited by its essence as a single, embedded, exploratory case study of 18 MSSP ACO executives in 4 regions of the USA. The strength of this study, however, lies in its potential for making analytic generalizations for identifying theoretically meaningful leadership skills essential for success in the VBCD era. Originality/value The author has developed and validated a new theory describing the primary executive leadership skills required to succeed in the VBCD environment.

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About Research: Qualitative Methodologies

Cited by 20 publications

References 9 publications

Frontline health workers and exclusive breastfeeding guidelines in an HIV endemic South African community: a qualitative exploration of policy translation

Frontline health workers and exclusive breastfeeding guidelines in an HIV endemic South African community: a qualitative exploration of policy translation

Somali mothers religious socialization and discussions around Islamophobia with their school age children

Leadership skills essential in the value-based care era

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