Doing Excellent Social Research with Documents

Grant, Aimee

doi:10.4324/9781315177274

Cited by 22 publications

(17 citation statements)

References 107 publications

(133 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the foundations for this phase, including familiarity with placement structures and access to potential gatekeepers, were in place from previous research at the site, which began in 2017. Methodological triangulation was used to enhance data collection validity [ 39 ] and credibility of findings [ 40 ].…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums

2020

View full text Add to dashboard Cite

Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE are integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge generated important insights into how practice-based IPE is perceived. This learning can be applied, both locally and further afield, by those seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results Participants are grappling to establish the value of practice-based IPE, illustrated in three themes: clarifying the concept of practice-based IPE, mapping IPE activities and diversifying interprofessionalism. First, ambiguous conceptualisation of why and how to implement practice-based IPE was identified. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve high-quality practice-based IPE. Second, the positioning of practice-base IPE in the placement curriculum was unclear. Overt mapping of practice-based IPE activities onto learning outcomes within assessment tools enhanced its value within practice education. Third, varying levels of professional engagement were noted, perpetuating stereotypes. Creating diverse educator networks and embedding practice-based IPE in organisational strategy may incentivise engagement across a greater range of professions. Conclusions Implementing these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Relevant documents ( n = 12) were analysed in conjunction with observations and interviews [ 40 ] to facilitate comparison of stated policy and guidelines with participant experiences [ 43 ] and to generate further lines of inquiry. Documents included profession-specific competency forms and interprofessional education resources.…”

Section: Methodsmentioning

confidence: 99%

‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums

2020

View full text Add to dashboard Cite

show abstract

“…The approach was interested in both current experiences and the ways in which these were impacted by participants’ wider biographies. Additionally, the design moved away from the research led ‘question and answer’ format by introducing creative activities, which enabled participants to lead and direct the discussions around the data that they produced [34–36]. .…”

Section: Methodsmentioning

confidence: 99%

Understanding health behaviour in pregnancy and infant feeding intentions in low-income women from the UK through qualitative visual methods and application to the COM-B (Capability, Opportunity, Motivation-Behaviour) model

Grant

Morgan

Mannay

et al. 2019

BMC Pregnancy Childbirth

Self Cite

View full text Add to dashboard Cite

BackgroundHealth behaviours during pregnancy and the early years of life have been proven to affect long term health, resulting in investment in interventions. However, interventions often have low levels of completion and limited effectiveness. Consequently, it is increasingly important for interventions to be based on both behaviour change theories and techniques, and the accounts of pregnant women. This study engaged with pregnant women from deprived communities, to understand their subjective experiences of health in pregnancy.MethodsThe study adopted a women-centred ethos and recruited a purposive sample of ten pregnant women, who lived in deprived areas and were on low incomes. Participants engaged with three creative techniques of visual data production (timelines, collaging and dyad sandboxing), followed by elicitation interviews. One participant only engaged in the initial activity and interview, resulting in a total of 28 elicitation interviews. This in-depth qualitative approach was designed to enable a nuanced account of the participants’ thoughts, everyday experiences and social relationships. Data were deductively coded for alcohol, smoking and infant feeding and then mapped to the COM-B model (Capability, Opportunity, Motivation – Behaviour).ResultsFive participants had experience of smoking during pregnancy, four had consumed alcohol during pregnancy, and all participants, except one who had exclusively formula fed her child, disclosed a range of infant feeding experiences and intentions for their current pregnancies. Considerable variation was identified between the drivers of behaviour around infant feeding and that related to abstinence from tobacco and alcohol during pregnancy. Overall, knowledge and confidence (psychological capability), the role of partners (social opportunity) and support from services to overcome physical challenges (environmental opportunity) were reported to impact on (reflective) motivation, and thus women’s behaviour. The role of the public in creating and reinforcing stigma (social opportunity) was also noted in relation to all three behaviours.ConclusionsWhen designing new interventions to improve maternal health behaviours it is important to consider the accounts of pregnant women. Acknowledging pregnant women’s subjective experiences and the challenges they face in negotiating acceptable forms of motherhood, can contribute to informed policy and practice, which can engage rather than isolate potential user groups.Electronic supplementary materialThe online version of this article (10.1186/s12884-018-2156-8) contains supplementary material, which is available to authorized users.

show abstract

“…However, the foundations for this phase including familiarity with placement structures and access to potential gatekeepers were in place from previous research at the site, which began in 2017. Methodological triangulation was used to enhance data collection validity [45] and credibility of ndings [46].…”

Section: Data Collectionmentioning

confidence: 99%

“…Relevant documents (n = 12) were analysed in conjunction with observations and interviews [46] to facilitate comparison of stated policy and guidelines with participant experiences [49]. Documents included profession-speci c competency forms, regulatory standards and interprofessional education resources.…”

Section: Document Analysismentioning

confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

View full text Add to dashboard Cite

Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

show abstract

Doing Excellent Social Research with Documents

Cited by 22 publications

References 107 publications

‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums

‘It benefits patient care’: the value of practice-based IPE in healthcare curriculums

Understanding health behaviour in pregnancy and infant feeding intentions in low-income women from the UK through qualitative visual methods and application to the COM-B (Capability, Opportunity, Motivation-Behaviour) model

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

Contact Info

Product

Resources

About