scholarly journals The Parenting Education Needs of Women Experiencing Incarceration in South Australia: Proposal for a Mixed Methods Study

10.2196/18992 ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. e18992
Author(s):  
Belinda Lovell ◽  
Mary Steen ◽  
Adrian Esterman ◽  
Angela Brown
Keyword(s):  
Mixed Methods ◽  
Scoping Review ◽  
Education Program ◽  
Research Training ◽  
South Australia ◽  
Mixed Methods Study ◽  
Parenting Education ◽  
Current Evidence ◽  
Torres Strait ◽  
Education Needs

Background The mother-child relationship is extremely important, and for mothers experiencing incarceration, this relationship has unique challenges. There is limited evidence currently available to identify the type and content of parenting education that would best suit women who are incarcerated. Objective This study aims to design and evaluate a parent education program for women experiencing incarceration in South Australia. The program must meet the specific needs of incarcerated women and considers the cultural needs of Aboriginal and or Torres Strait Islanders and migrant women. Hereafter Aboriginal and/or Torres Strait Islander peoples will be referred to as Aboriginal; the authors acknowledge the diversity within Aboriginal cultures. Methods This study will utilize a mixed methods approach, including six phases framed by a community-based theoretical model. This methodology provides a collaborative approach between the researcher and the community to empower the women experiencing incarceration, allowing their parenting education needs to be addressed. Results A scoping review was undertaken to inform this study protocol. This paper describes and discusses the protocol for this mixed methods study. Recruiting commenced in December 2019, results will be published in 2020, and the project will be completed by August 2022. This project has been supported by a Research Training Scholarship from the Australian Government. Conclusions The scoping review highlighted a lack of rigorous evidence to determine the most appropriate parenting education program to suit women experiencing incarceration specifically, and there was little consideration for the cultural needs of women. It also became clear that when quantitative and qualitative data are utilized, the women’s voices can assist in the determination of what works, what will not work, and what can be improved. The data collected and analyzed during this study, as well as the current evidence, will assist in the development of a specific parenting education program to meet the needs of women experiencing incarceration in South Australia and will be implemented and evaluated as part of the study. International Registered Report Identifier (IRRID) PRR1-10.2196/18992

scholarly journals The Parenting Education Needs of Women Experiencing Incarceration in South Australia: Proposal for a Mixed Methods Study (Preprint)

2020 ◽  
Author(s):  
Belinda Lovell ◽  
Mary Steen ◽  
Adrian Esterman ◽  
Angela Brown
Keyword(s):  
Mixed Methods ◽  
Scoping Review ◽  
Education Program ◽  
Research Training ◽  
South Australia ◽  
Mixed Methods Study ◽  
Parenting Education ◽  
Current Evidence ◽  
Torres Strait ◽  
Education Needs

BACKGROUND The mother-child relationship is extremely important, and for mothers experiencing incarceration, this relationship has unique challenges. There is limited evidence currently available to identify the type and content of parenting education that would best suit women who are incarcerated. OBJECTIVE This study aims to design and evaluate a parent education program for women experiencing incarceration in South Australia. The program must meet the specific needs of incarcerated women and considers the cultural needs of Aboriginal and or Torres Strait Islanders and migrant women. Hereafter Aboriginal and/or Torres Strait Islander peoples will be referred to as Aboriginal; the authors acknowledge the diversity within Aboriginal cultures. METHODS This study will utilize a mixed methods approach, including six phases framed by a community-based theoretical model. This methodology provides a collaborative approach between the researcher and the community to empower the women experiencing incarceration, allowing their parenting education needs to be addressed. RESULTS A scoping review was undertaken to inform this study protocol. This paper describes and discusses the protocol for this mixed methods study. Recruiting commenced in December 2019, results will be published in 2020, and the project will be completed by August 2022. This project has been supported by a Research Training Scholarship from the Australian Government. CONCLUSIONS The scoping review highlighted a lack of rigorous evidence to determine the most appropriate parenting education program to suit women experiencing incarceration specifically, and there was little consideration for the cultural needs of women. It also became clear that when quantitative and qualitative data are utilized, the women’s voices can assist in the determination of what works, what will not work, and what can be improved. The data collected and analyzed during this study, as well as the current evidence, will assist in the development of a specific parenting education program to meet the needs of women experiencing incarceration in South Australia and will be implemented and evaluated as part of the study. CLINICALTRIAL INTERNATIONAL REGISTERED REPORT PRR1-10.2196/18992

scholarly journals A Healthy Eating Education Program for Midwives to Investigate and Explore Their Knowledge, Understanding, and Confidence to Support Pregnant Women to Eat Healthily: Protocol for a Mixed-Methods Study (Preprint)

2018 ◽  
Author(s):  
Shwikar Mahmoud Etman Othman ◽  
Mary P Steen ◽  
Rasika Jayasekara ◽  
Julie-Anne Fleet
Keyword(s):  
Systematic Review ◽  
Mixed Methods ◽  
Pregnant Women ◽  
Healthy Eating ◽  
Study Protocol ◽  
Education Program ◽  
Eating Behaviors ◽  
Phase 1 ◽  
South Australia ◽  
Mixed Methods Study

BACKGROUND Nutrition and healthy eating behaviors during pregnancy are vitally important for the health of a mother and her developing baby. However, some midwives have reported a lack of evidence-based nutrition knowledge for providing information about healthy eating to women during pregnancy. OBJECTIVE In this study, the aim is to design and evaluate a healthy eating education program to enhance midwives’ knowledge, understanding, and confidence to support pregnant women in South Australia to make healthy eating choices. METHODS This mixed-methods study consists of two phases. The first phase, Phase 1, consists of an education program for midwives, “Healthy Eating in Pregnancy,” to be delivered through a workshop or webinar. Each midwife will attend one workshop or webinar, which will be approximately two hours in length. This program will be evaluated through pre-, immediate-, and post-educational questionnaires utilizing a website specifically designed for this study. The participants will be midwives who are members of the Australian College of Midwives and the Australian Nursing and Midwives Federation, and users of social media (eg, Facebook and Twitter) residing and employed in South Australia. Phase 2 will consist of semistructured interviews with a purposive sample of midwives. These interviews will be undertaken to gain an in-depth understanding of midwives’ views and how confident they feel educating pregnant women after receiving the healthy eating education. Interviews will be face-to-face or conducted by telephone with midwives who have participated in the healthy eating educational program. RESULTS A systematic review has previously been undertaken to inform this study protocol. This paper describes and discusses the protocol for this mixed-methods study, which will be completed in April 2019. CONCLUSIONS The results from the systematic review suggest that there is clear justification to undertake this mixed-methods study to investigate and explore midwives’ knowledge, understanding and confidence to support healthy eating in pregnant women. The results and conclusions from the systematic review provided some guidance for the design and development of this study protocol. This mixed-methods study will address a gap in the literature. The results from quantitative and qualitative data sources in this proposed study will help to draw conclusions to address the research topic. REGISTERED REPORT IDENTIFIER RR1-10.2196/9861

A Mixed Methods Study Exploring the Factors and Behaviors That Affect Glycemic Control Following a Structured Education Program

2014 ◽  
Vol 10 (2) ◽  
pp. 182-203 ◽  
Author(s):  
Dympna Casey ◽  
Mary Clare O’Hara ◽  
Ben Meehan ◽  
Molly Byrne ◽  
Sean F. Dinneen ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Glycemic Control ◽  
Education Program ◽  
Mixed Methods Study ◽  
Structured Education ◽  
And Behaviors

scholarly journals A mixed methods study exploring the views and experiences of internationally qualified midwives in Australia: Research Protocol (Preprint)

2019 ◽  
Author(s):  
Mitra Javanmard ◽  
Mary Steen ◽  
Rachael Vernon ◽  
Megan Cooper
Keyword(s):  
Mixed Methods ◽  
South Australia ◽  
Mixed Methods Study ◽  
Second Phase ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Human Research Ethics ◽  
Sequential Mixed Methods ◽  
Transitional Experiences ◽  
Two Phases

BACKGROUND Approximately, 13% of the total Australian midwifery workforce is internationally qualified. Although they play a significant role in the Australian midwifery system, there is limited understanding of their transitional experiences. OBJECTIVE This mixed methods study aims to explore the transitional experiences and perspectives of internationally qualified midwives practising in Australia. METHODS This study uses an explanatory sequential mixed methods design incorporating two phases. The first phase of the study includes an e-survey that will be distributed to internationally qualified midwives in Australia, via the website e-bulletins of the Australian Nursing and Midwifery Federation and Australian College of Midwives. Additionally, potential respondents will be recruited via social media (Twitter, Facebook) and associated snowball sampling. At the end of the e-survey, respondents will be asked whether they are willing to take part in an interview. Data from the e-survey will be statistically analysed. The results of the e-survey and literature review will help to develop a guide for interview questions, with these interviews taking place during the second phase. A nested sample of participants will be created using the same selection criteria as for the e-survey. Semi-structured interviews will provide a deeper insight into the transitional experiences of internationally qualified midwives. Data will then be thematically analysed. RESULTS An integration of the e-survey results and interview findings will be synthesised to explore and better understand the transitional experiences of this group of midwives. The resulting data may potentially be used to formulate recommendations for future recruitment and retention practices, and to aid the Australian midwifery workforce in valuing diversity and fostering a supportive work environment. CONCLUSIONS At the time of writing this protocol, data collection had not yet commenced, however collection was subsequently completed in late 2018 and analysis is currently underway. CLINICALTRIAL This study was approved by the University of South Australia Human Research Ethics Committee (Protocol Number: 0000036397).

scholarly journals Are they paying attention, or are they shoe-shopping? Evidence from online learning

2021 ◽  
Vol 5 (1) ◽  
pp. 200-209
Author(s):  
Jo Smith ◽  
Karen Schreder
Keyword(s):  
Online Learning ◽  
Mixed Methods ◽  
Adult Learners ◽  
Education Program ◽  
Online Courses ◽  
Mixed Methods Study ◽  
Online Classes ◽  
Teaching Online ◽  
Abrupt Transition ◽  
Doctorate Of Education

In response to the coronavirus pandemic, schools across the nation made an abrupt transition to teaching online as states instituted stay-at-home measures. This mixed methods study examines the attentiveness of adult learners in an online Doctorate of Education program. Three main findings emerged: 1) online courses where the students and instructor all are logged on to Zoom synchronously had higher average attentiveness compared to hybrid format courses where some students are physically in the classroom and some are on zoom; 2) average attentiveness was higher during the synchronous portion of classes with an asynchronous portion compared to fully synchronous online classes; and 3) average attentiveness was lower for class segments of over 30 minutes than class segments under 30 minutes.

scholarly journals Effects of a geriatric education program for emergency physicians: a mixed-methods study

2020 ◽  
Vol 35 (3) ◽  
pp. 216-227
Author(s):  
Gijs Hesselink ◽  
Özcan Sir ◽  
Ekin Öztürk ◽  
Nikki Heiwegen ◽  
Marcel Olde Rikkert ◽  
...  
Keyword(s):  
Older Adults ◽  
Mixed Methods ◽  
Social History ◽  
Education Program ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Medical Decision ◽  
Geriatric Syndromes ◽  
Emergency Physicians ◽  
Geriatric Education

Abstract Emergency physicians (EPs) often regard care for older adults as complex, while they lack sufficient geriatric skills. This study evaluates the effect of a geriatric education program on EPs’ geriatric knowledge, attitude and medical practice when treating older adults. A mixed-methods study was performed on EPs from two Dutch hospitals. Effects were measured by pre–post tests of EPs’ (n = 21) knowledge of geriatric syndromes and attitudes toward older adults, and by a retrospective pre–post analysis of 100 records of patients aged 70 years or more. Six EPs were purposively sampled and interviewed after completion of the education program. The program significantly improved EPs’ geriatric knowledge. EPs indicated that the program improved their ability and attentiveness to recognize frailty and geriatric syndromes. The program also significantly improved EPs’ attention for the older patient’s social history and circumstances (P = 0.04) but did not have a significant effect on medical decision making. EPs valued especially the case-based teaching and indicated that the interactive setting helped them to better understand and retain knowledge. Combined quantitative and qualitative data suggest that EPs benefit from geriatric emergency teaching. Future enhancement and evaluation of the geriatric education program is needed to confirm benefits to clinical practice and patient outcomes.

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