PPT ON QUALITATIVE RESEARCH

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QUALITATIVE RESEARCH Presentation Transcript:

1. INTRODUCTION

Nurse Researchers have demonstrated their expertise in quantitative research & revealed it’s usefulness for clients for many years.
The traditional focus on individual & holistic nature of the person in nursing system is more consistent with Qualitative Research philosophy.

2. QUALITATIVE RESEARCH

• Individual’s perspective is very important.
• Involves in-depth understanding of human behavior
• Data is collected in descriptive rather than numerical form
• Data is analyzed by descriptive coding, indexing & narrations
• It focuses on understanding individual’s perception of events
• Qualitative Research is a way of thinking, seeing & conceptualizing. (Morse, 2005)
• Qualitative Research is interested in discovery of emergent themes rather the statistical analysis of data. (Soldwisch, 2004)
• While the Qualitative Researcher attempts to obtain rich, real, deep & valid data, the Quantitative Researcher aims for  hard, replicable & reliable data
• Qualitative Researcher is not limited by existing theories but rather must be open to new ideas & new theories

3. MAIN FEATURES OF QUALITATIVE RESEARCH

• Concerned with the opinions, experiences & feelings of individuals producing subjective data
• It describes social phenomenon as it occurs naturally
• Understanding of a situation is gained gradually through a holistic perspective
• Data is time consuming and is collected through interviews or observation.
• Time consuming nature of data collection necessitates the use of small sample

4. DEVELOPING CONCEPTUAL FRAMEWORK IN QUALITATIVE RESEARCH

Concepts:-

• A concept is a word, picture or mental idea of a phenomenon.
• A concept can be very concrete such as human heart or may be very abstract such as love
• Concepts are building blocks of the theory

Propositions:--

•  A proposition is a statement or assertion of the relationship between concepts.
• Propositional statements are derived from theories or from generalizations based on empirical data.
• A propositional statement may indicate the relationship concepts in several ways for e.g.. There is a relationship between pulse rate & respiratory rate.

5. WHAT IS A THEORETICAL FRAMEWORK?

• Systematic ordering of ideas about the phenomenon being investigated or as a systematic account of the relations among a set of variables
• Examination of discipline- based literature related to topic & identifying an overarching theory that explains the central hypothesis or propositions

6. CONCEPTUAL MODELS

• Conceptual models are made up of concepts & propositions that states the relationship between the concepts
• These concepts are generally very abstract and are not readily observable in the empirical world.
• Conceptual models in nursing present broad general concepts of interest in nursing

7. CONCEPTUAL FRAMEWORK

• A theoretical framework is based on propositional statements from one theory, whereas a conceptual framework links concepts from several theories, from previous results or from researcher’s own experience.
• In developing a conceptual framework the researcher relates concepts in a logical manner to form propositional statements  

8. CONCEPTUAL FRAMEWORK AND QUALITATIVE RESEARCH

• Phenomenologist are guided in their inquiry by framework or philosophy that focuses their analysis on certain aspects of a person’s life world. That framework is based on the premise that human experience is an inherent property of the experience itself, not constructed by an outside observer. For  e.g. Experiences of mothers of suicidal adolescents
• Ethnographers typically bring a strong cultural perspective to their studies, and this perspective shapes their initial fieldwork. They usually adopt one or two cultural theories. They interview people who are most knowledgeable about the culture. For e.g.  Gance (2004) examined the features, critical attributes processes & benefits of school based support groups for adolescents with an addicted parent.
• Grounded theory methods are designed to facilitate the generation of theory that is conceptually dense, that is with many conceptual patterns and relationships.
• The goal of ground theory researchers is to develop a conceptualization of a phenomenon that is grounded in actual observations.
• Theory development in a grounded theory study is an inductive process

 9. QUALITATIVE RESEARCH :THEORY EMERGES FROM RESEARCH

• Researcher finds a setting of interest & enters it to make observations (gathers data)
• Initial analysis of the data leads to a series of questions that guide subsequent data
• Further analysis produces tentative categories, trends or patterns emerging within the data
• Further analysis reveals patterns or themes. The theme is in effect, a substantive theory.
• Analysis of emergent themes produces an operational theory, which can then be compared to other theories
• For e.g. Williams (2005) study on the personal control and emotional comfort of hospitalized patients

10. EVALUATIVE CRITERIA FOR THEORY DEVELOPMENT RESEARCH{SILVIA AND SORRELL-1992}

• The purpose of the study is to verify relationship of described personal experiences to philosophical beliefs and assumptions that underline the development of nursing theory.
• Identification of the research questions is based on the attempt to provide elaboration of concepts related to the developing nursing theory.
• The primary data sources include sufficient in-depth description of personal experiences to capture the essence of the phenomenon under investigation
•  Simplicity, ethical integrity, and aesthetic presentation are integral characteristics of the described personal experiences.
• Analysis of data incorporates a sense of wholeness of the described personal experiences.
• Formative hypotheses and/or theories are derived inductively from qualitative analysis of the described personal experiences.
• Multiple personal experiences of the individual and/or similar personal experiences of several individuals about a particular phenomenon are used to validate the derived hypothesis
• Analytic procedure of data analysis and fit of the generated concepts to the personal experiences provide indirect evidence of the validity (or lack thereof) of the developed nursing theory.
• Findings are discussed in terms of how they are related to the theories developed and tested inductively; both the developing end existing theories must be internally consistent and congruent with one another.

11. FACTS ABOUT FRAMEWORK DEVELOPMENT

• It depends on the power of observation, understanding of a problem, imagination and conceptualization about abstract ideas and ability of linking the abstract ideas with logical scheme to generalize the facts.
• Frameworks are usually developed through inductive reasoning, where the researcher has the ability to observe and conceptualize to generalize the facts. It involves integrating the observed or experienced facts to draw a conclusion.
• To develop a framework, concepts may be borrowed from personal real-life experiences, findings of the previous research, and concepts of existing theories or theoretical models.
• A theoretical framework is developed on the basis of theoretical concepts which are related to particular research study variables.
• Conceptual frameworks are constructed on the basis of researcher’s own experience in respective field, and findings of the previous study or the concepts of the several existing theories.
• Conceptual frameworks are constructed on the basis of researcher’s own experience in respective field, and findings of the previous study or the concepts of the several existing theories.

12. STEPS IN DEVELOPING CONCEPTUAL FRAMEWORK

Identification of the general concepts

•  These concepts may be based on study variables, previous research findings’ existing theories or real life observations

Gathering relevant information

•  This may be gathered from existing theories or previous research findings. It helps develop relationship between concepts for development of framework

Formulation of general scheme of relevant concepts

•  Researcher starts developing schematic relationship between different related & relevant concepts 
• Development of a logical construct
•  Construct is a highly abstract , complex description of a phenomenon that cannot be directly observed for e.g. wellness

Evaluation and revision

•   Concepts & constructs are evaluated for their relevance & relationship to conclude & generalize the facts

Establishment of the congruity

•   Congruity of framework may only be established, if most of the research decisions & interpretations of the study findings are based on the framework

 13. FOR MORE INFORMATION REFER TO PPT

14. THANK YOU.

PPT ON METHODS OF CLINICAL TEACHING

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METHODS OF CLINICAL TEACHING Presentation Transcript

1.INTRODUCTION

    Nursing education is a practice discipline. The students will learn the subject matter by doing the things and practicing the skills. Clinical teaching will provide the places where the actual clients are being cured for. Learning experiences require the presence of clinical instructor, guide, reinforce and correct the behavior of the learners.

2. DEFINITION

Clinical teaching methods refer to the logical course of actions to accomplish particular educational goals in a specific environment in which students can get opportunities of learning outcomes.

3. SELECTION OF METHODS

It should be based on expected outcomes, principles of teaching, learning and learners. Teaching strategies in clinical settings are unique.

4. WHO CAN PARTICIPATE

Various members of health team can take part in clinical teaching program such as doctors, head nurse, staff nurse and clinical instructor etc.

HOW TO SUPPORT THESE METHODS-
Well planned ward teaching program provides a valuable contribution to the students. Educational objectives are clear to all members who are taking part in ward teaching. It should be4 an integral part of Nursing Curriculum. 

5. CLASSIFICATION OF THE CLINICAL TEACHING METHODS

There are various clinical teaching methods to make the learning more effective. Some of the most commonly used clinical teaching methods are as follows-
1.   Nursing Care Plan
2.   Nursing Case Study
3.   Bedside Clinics
4.   Nursing Rounds
5.   Nursing Care Conference
6.   Group Conference
7.   Individual Conference
8.   Demonstration and Re-demonstration
9.   Process Recording
10. Clinical Assignment

6. NURSING CARE PLAN

• The nursing care plan is used to provide a guide to patient care.
• Plan is made based on priority, as the nursing needs are vary from patient to patient and it should be based as per his need.
• Nursing care plan is a projected plan and is for immediate and future use.
• Nursing care plan helps students provide more competent and need based care.
• Students are required to write the care plan implement, evaluate and modify to meet the patients needs.
• Student can discuss the plan with the clinical instructor regarding intervention and rational for the care.

7. ROLE OF TEACHER

• To guide the discussion.
• Correct any wrong concepts.
• Give additional information to meet the objectives.
• To evaluate the student’s level of knowledge and skills and their actual applications in nursing.

ADVANTAGES

• Better nursing care due to efforts of students.
• Student gain greater understanding of human psychology.
• It helps to understand the effects the disease on the patient and family.
• Student can learn problem solving approach.

8. BEDSIDE CLINIC:MEANING AND CONCEPT

• It’s a method of clinical teaching where patient’s medical history and therapies are discussed in brief followed by identification of patient’s problem.
• Bedside clinic is one of the most effective method of clinical teaching. New knowledge is acquired through observation and study of the actual patient.

9. METHODS OF BEDSIDE OF CLINICS

1. Clinic can be held at the bedside or can bring the patient to the classroom near the ward.
2. Patient should have typical condition.
3. Duration usually 30 minutes.
4. Group of students should be small. (6-8).
5. Make the patient comfortable.
6. Prior permission should always be taken from patient.
7. Patient may requested to talk about family, onset of disease and signs and symptoms.
8. Patient not present for entire discussion.
9. Nursing care, patient’s problems and treatment therapies all to discussed before he is brought to ward classroom.
10. Nothing should be done to hurt patient’s feelings.
11. Clinical instructor may lead the discussion.
12. After this group interact with the patient and patient allowed to go to his bed.
13. Topic summarized, important points emphasized and evaluation done by the clinical instructor.   

10. NURSING ROUNDS MEANING

Very important methods mainly used by ward sister, clinical instructor for clinical teaching. Large group of patients are discussed for their specific problems. Medical and nursing care given at bedside. This method helps us to know all the patients in ward. Their bed to bed discussion about patients problems and solutions.

PURPOSES
Encourage teaching among students about various cases in the ward.
Enhances student knowledge about different patients.

TIMINGS FOR NURSING ROUNDSIt should not interfere with the ward routine.
It is not conducted during doctor’s and time for patient’s medical care.

11. HOW TO CONDUCT NURSING ROUNDS

• Usually conducted by ward sister, clinical instructor as they know each patient’s problem more intimately.
• Students should be informed before hand.
• Bedside patient round should be stopped briefly for a short discussion about specific nursing problem.
• Instructor/ward sister may call upon any nurse to tell about the patient and nursing care given.
• Nursing round timings up to 40-50 minutes and attendance of all students are required.
• Whole ward/unit has to be covered in this brief weekly summary of nursing problem.   

12. VALUES OF NURSING ROUNDS

• Helps in arousing students interest to read the history of all patients, review disease conditions, medications, doses, actions and side effects etc.
• Encourage discussion among students about various cases in the ward.
• Head Nurse/Clinical Instructor to test the student’s knowledge of all the patients.
• No other type of round is substitute for nursing rounds. 

13. NURSING CARE CONFERENCE : HOW IS IT PLANNED

• It is same as bedside clinic but patient usually not present.
• This method may be used when whole group well acquainted with the patient and the group have nothing to do for the patient.
• Group members must have opportunity to know patient, read patient history, progress notes, nurses notes and laboratory findings and the treatment of the diseases. 

14. GROUP  CONFERENCE: DEFINITION

• It is a method of clinical teaching. Group of students and clinical instructor need for a discussion of patients problem. Group should not be more than 10-12 students. Each student can get a chance of participation.

15. ROLE OF CLINICAL INSTRUCTOR

• Clinical Instructor act as a leader, she must be sensitive to the group for all things which show the attitude of the group members.
• She need to have patience and should not answer the questions  too quickly, but wait for students answers.
• She should be able to guide the students.
• Correct wrong interpretations and should be given time to complete sentence.
• Subject/area should be closely related student’s daily experience in the department.
• Students are guided in solving nursing problems.
• The success of this type of teaching depends upon the topic chosen for discussion.

16. SUBJECT FOR GROUP CONFERENCE

• Orientation of a new students to the department.
• Nursing care needs of a particular patients or group of patients.
• Conference on Nursing procedures, eg. Records, Report writing, intake and output charting, preparing patient for surgery etc.
• Discussion on drugs, diets and treatments.
• Nursing projects and fields trips etc.
• Hospital House Keeping, Hospital routine etc.
• Proper handling of sophisticated equipments and instruments.  

17. VALUES OF GROUP CONFERENCE

• Most profitable methods of clinical teaching.
• It encourages active participation of each group members.
• Subject matter deal with proper guidance of clinical instructor.
• Group thinking and discussion awakens interest and appreciation.

18. INDIVIDUAL CONFERENCE DEFINITION

Individual Conference is an interaction between teacher and a learner.
 It can be planned and unplanned.
Such conferences are held in ward with the student and clinical instructor/ward sister.            

19. SUBJECT  MATTER

• Related to students nursing ability.
• Quality of work performance.
• Relating to students achievements.
• Test results written or practical.

ROLE OF CLINICAL INSTRUCTOR

• Listen to student’s problems, difficulties regarding clinical experience.
• Give the chance to student to express her feelings.
• Effective and useful guidance to the student’s based on her difficulties.
• Always respect the student as an individual.
• Discuss the student’s problem and achievements.
• Try to alley he fear , anxiety and doubts.
• Be friendly informal and biased.
• For planned conference, student should be informed before hand.
• Place should free from interruptions, less noisy as privacy and allow the student to sit down so she feels more relaxed. 

20. VALUES OF INDIVIDUAL CONFERENCE

• It offers useful opportunities for teaching and     learning.
• Student and instructor discuss particular problem.
• Student can know about her progress etc.
• Provides a sense of security.
• Excellent opportunity for an individual learning. 

21. FOR MORE INFORMATION REFER TO PPT

22.THANK YOU.

PPT ON CHECKLIST

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CHECKLIST Presentation Transcript

1. INTRODUCTION

• Checklist is one of the commonly used instruments for performance evaluation.
• It consists of a listing of steps, activities, and behaviors which the observer records when an incident occurs.

 2. DEFINITION

• It is a simple instrument consisting prepared list of items of performance or attributes, which are checked by a researcher for their presence or absence.

3. CHARACTERISTICS

• Observe one respondent at one time.
• Clearly specify the characteristics of behavior to be observed.
• Use only carefully prepared checklist to avoid more complex traits.
• The observer should be trained how to observe, what to observe, and how to record the observed behavior

4. DEVELOPMENT OF CHECKLIST

• express each item in clear, simple language.
• The list of item in the checklist may be continuous or divided into groups of related items.
• Avoid negative statement whenever possible.
• Ensure that each item has clear responses: yes/no, true or false 
• Reviews the item independently.
• Checklist must have quality of completeness and comprehensiveness.     

5. ADVANTAGES OF CHECKLIST

• It allow inter-individual comparisons.
• It provides a simple method to record observation.
• Adaptable to subject matter areas.
• It is useful in evaluating learning activities.
• Helpful in evaluating procedural work.
• Checklist has the objectivity to evaluate characteristics.
• Decreases the chances of error in observation.

6. DISADVANTAGES OF CHECKLIST

• It does not indicate quality performance, so usefulness of checklist is limited.
• Only limited component of overall clinical performance can be evaluated.
• It assesses only presence or absence of characteristics.
• Degree of accuracy of performance cannot be assessed.
• It has limited use in qualitative research studies.

7. FOR MORE INFORMATION REFER TO PPT
 

8. THANK YOU.

PPT ON CHARTS AND POSTERS

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 CHARTS AND POSTERS Presentation Transcript

1. INTRODUCTION OF CHARTS

Charts are the graphic aids depicting information in form of table, picture, graphic & diagram in a systematic way to summarize & compare ex: anatomical charts and figure, diagrams etc.”

2. PURPOSES OF CHART MAKING

• To visualize an item, it is otherwise difficult to explain only in words.
• For presenting the material symbolically.
• For presenting abstract ideas in visual form.
• To highlight important points.
• To provide outline for materials covered in presentation.
•  To create interest & stimulate thinking.

3. PRINCIPLES OF CHART PREPARATION

• Appropriate standard size – 50*75.
• Lettering bold & clear.
• Plan layout.
• Collect information to be shown according to theme.
• Arrange information in logical order.
• Attractive & highlight the main points.
• Write different contrasting features with different color marker pens.
• Strong enough to stand the rough use.

4. TYPES OF CHARTS

• Narrative chart
• The chain chart
• The evolution chart
• Strip tease chart
• Pull chart
• Tree chart
• Flow chart
• Tabulation chart
• Flip chart
• Pie chart

5. PRINCIPLES OF CHART PRESENTATION

• Every detail depicted in the chart should be Visible to entire group.
• At one time the chart should display the information about one point.
• There should be the provision of hanging the chart on a vantage
• Use the pointer to point out the specify facts in the chart.

6. PURPOSE OF POSTER MAKING

• To provide general motivation.
• To create an esthetic or atmospheric effect.
• To communicate a more general idea.
•  To thrust the message for leading to action.
•   For the class room and community.
• To give instruction and directions.
• To announce important events and programs.

7. CHARACTERISTICS OF A GOOD POSTER

• Brevity: message should be concise
• Simplicity: message should be easily understandable ,
•  - in local language
•  -illiterate persons can understand
• Idea: one idea on one poster
• Display:  In adequate light & tell the message in a single glance.
• Size of Poster:  Big enough  for people to see.
• Color: suitable  Color  and combination should be used to make the poster  attractive and eye catching.
• Words: should be  few and simple  and  use bold letters.

8. EFFECTIVE USE OF POSTER

• Put posters where people are likely to pass like market areas, meeting halls, parks etc.
• Ask permission before you put a posters on a house or building.
• Do not leave a poster for more than one month. People will become bore and begin to ignore that.
• Some places, buildings, rocks, & even trees are sacred. Never put any posters in these places. It may make people angry & they will not learn from your posters.
• Change posters often to keep people interested.
• Place posters where people will see them

9. FOR MORE INFORMATION REFER TO PPT.

10. THANK YOU