Practical Qualitative Research Strategies: Training Interviewers and Coders

Goodell, L. Suzanne; Stage, Virginia C.; Cooke, Natalie K.

doi:10.1016/j.jneb.2016.06.001

Cited by 93 publications

(57 citation statements)

References 11 publications

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“…The third author, a community liaison who had assisted with implementing the pre-service-learning training and evaluating students during the service-learning experience, was the sole interviewer. Before conducting interviews, the interviewer engaged in a rigorous, standardized multi-pass interview training, which included how to conduct an interview while remaining unbiased and nonjudgmental, how to use reflexivity to review major discussion points with the participant, and a series of mock interviews to hone interviewing skills (Goodell, Stage, & Cooke, 2016).…”

Section: Data Collectionmentioning

confidence: 99%

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community

Cooke¹,

Pursifull²,

Jones³

et al. 2017

JoSoTL

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Service-learning programs provide students with opportunities to gain discipline-specific skills, while providing community organizations with a steady pool of volunteers. However, because students may lack the skills needed to effectively serve the community, skills-based training may need to be incorporated into service-learning courses. Students in a community nutrition service-learning course engaged in 7 weeks of training before teaching a 6-week-long nutrition education course to community members. The training included three layers of activities: (1) basic activities, which introduced the students to material necessary to build skills for their service-learning experience; (2) directed activities, which allowed them to refine a targeted skillset; (3) and collective activities, which allowed for the application of multiple skills. Through qualitative interviews with 12 of the 19 students who had been enrolled in the course, we determined the impact of a pre-service-learning training program on the development of the skills necessary to successfully teach a nutrition education course. Thematic analysis of the data revealed two major themes: (1) "layered learning" activities facilitate skill building and (2) a stressful, yet supportive, environment facilitates growth. Together, these aspects of course design allow students to develop skills and their self-efficacy in those skills. Therefore, instructors who plan to incorporate servicelearning into their nutrition courses may benefit from designing a pre-servicelearning training to improve student learning outcomes.

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Section: Data Collectionmentioning

confidence: 99%

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community

Cooke¹,

Pursifull²,

Jones³

et al. 2017

JoSoTL

Self Cite

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“…Face validity and content validity were assessed through the training of coders [ 52 ] to test the observation scheme and its reliability; two of the researchers analyzed the same video separately. Then all the researchers evaluated and made adjustments to the observation scheme.…”

Section: Methodsmentioning

confidence: 99%

Impact of an Electronic Health Service on Child Participation in Pediatric Oncology Care: Quasiexperimental Study

Gilljam¹,

Nygren²,

Svedberg³

et al. 2020

J Med Internet Res

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Background For children 6-12 years old, there is a shortage of electronic Health (eHealth) services that promote their participation in health care. Therefore, a digital communication tool, called Sisom, was developed to give children a voice in their health care. Children with long-term diseases want to be more involved in their health care and have the right to receive information, be listened to, express their opinions, and participate in decision making in health care. However, the outcomes of using Sisom in practice at pediatric oncology clinics have not been investigated. Objective The aim of this study was to investigate children’s participation during appointments with pediatricians at pediatric oncology clinics, with or without the use of the eHealth service Sisom. Methods A quasiexperimental design with mixed methods was used. We analyzed 27 filmed appointments with pediatricians for 14 children (8 girls and 6 boys) aged 6-12 years (mean 8.3 years) with a cancer diagnosis. The intervention group consisted of children who used Sisom prior to their appointments with pediatricians at a pediatric oncology clinic, and the control group consisted of children who had appointments with pediatricians at 4 pediatric oncology clinics. Data from observations from the videos were quantitatively and qualitatively analyzed. The quantitative analysis included manual calculations of how many times the pediatricians spoke directly to the children, the proportion of the appointment time that the children were talking, and levels of participation by the children. For the qualitative analysis, we used directed content analysis to analyze the children’s levels of participation guided by a framework based on Shier’s model of participation. Results Pediatricians directed a greater proportion of their discussion toward the child in the intervention group (731 occasions) than in the control group (624 occasions), but the proportion of the appointment time the children talked was almost the same for both the intervention and control groups (mean 17.0 minutes vs 17.6 minutes). The levels of participation corresponded to the first three levels of Shier’s participation model: children were listened to, children were supported to express their views, and children’s views were taken into account. The results showed an increased level of participation by the children in the intervention group. Several codes that were found did not fit into any of the existing categories, and a new category was thus formed: children received information. Conclusions This study shows that the eHealth service Sisom can increase children’s participation during appointments with health care professionals. Further studies employing a randomized control design focusing on the effects of eHealth services on children’s health outcomes, perceived participation, and cost-effectiveness could make a significant contribution to guiding the implementation of eHealth services in pediatric care.

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“…21 Mock and pilot interviews/focus groups will be performed before data collection to build staff skills, anticipate common challenges in interviewing in community environments, and coach interviewers in the pacing, probing, and depth of interviews. 21 Once data collection begins, the research team will debrief after every 2–3 interviews or after each focus group to discuss new, confirmatory, or contradictory findiings. All qualitative interviews and focus groups will be audio recorded with participants’ permission and detailed field notes will be taken to augment audio recordings.…”

Section: Methodsmentioning

confidence: 99%

“…Two trained research associates will conduct the interviews, switching between the role of interviewer and notetaker. 21 The interview will last approximately 30 minutes and participants will be compensated $20 for their time.…”

Section: Methodsmentioning

confidence: 99%

HEROs: Design of a Mixed-Methods Formative Research Phase for an Ecocultural Intervention to Promote Healthy Eating and Activity Behaviors in Rural Families With Preschoolers

Bellows

McCloskey

Clark

et al. 2018

Journal of Nutrition Education and Behavior

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Practical Qualitative Research Strategies: Training Interviewers and Coders

Cited by 93 publications

References 11 publications

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community

Layered Learning, Eustress, and Support: Impact of a Pre-Service-Learning Training on Students’ Self-Efficacy in Teaching in the Community

Impact of an Electronic Health Service on Child Participation in Pediatric Oncology Care: Quasiexperimental Study

HEROs: Design of a Mixed-Methods Formative Research Phase for an Ecocultural Intervention to Promote Healthy Eating and Activity Behaviors in Rural Families With Preschoolers

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