Qualitative Data Sample Clauses

Qualitative Data. To collect qualitative data for my study, I contacted the principals of the schools and told them about the research I was doing. I haven’t worked for any of the principals before, but the fact that all three principals knew me both professionally and personally helped me establish relationships and trust from the start. After I explained the purpose of the study, all the benefits and risks, the principals expressed their interest in the research and willingness to help. Next, I sent the consent forms to the principals and agreed on the date and time of the interviews. Each school provided a separate room for the interview and the principals made sure the interviews were not interrupted and the participants’ responses could not be overheard by other staff members. To select the teacher for the interview, I briefly explained what kind of teachers I needed so that maximum variation sampling was ensured. The principals showed me the list of teachers who were available for the interview and we offered the potential participants to take part in the study on a voluntary basis. Before starting the interview I spent a few minutes getting to know the participants, telling them about myself, what I do and why I was sitting in front of them. I explained the purpose of my study and how our conversation with them would contribute to the research. I also told them about all the benefits and risks, and offered to sign the consent forms. Interestingly enough, some participants seemed to feel more relaxed until I mentioned the consent forms. I asked each participant to record the interview and explained why I was doing it. Despite my expectations that asking permission to use an audio recorder during interviews might cause some discomfort, all participants had no objections to being recorded. The interviews were conducted in the native languages of the participants: Kazakh and Russian. The questions followed the interview protocol that was approved by the Ethics Review Committee. In order not to lose focus, I did not take any notes during the interviews since all interviews were recorded on a digital audio recorder. Each interview took from 15 to 30 minutes. The quantitative part of my research was done via an online survey. First, I used some questions from a study done by Xxxxxxx and Xxxxxx (2006) and adapted them to the purpose of my research. This study was aimed to quantify teacher autonomy and the resulting scale was called Teacher Autonomy Scale (TAS). I used the qu...
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Qualitative Data. Qualitative data collected includes primary research gathered through several key 2Although the ED staff works very hard to get patients into a long-term care facility after the expiration of the 72 hour hold, the name of the facility was not routinely documented, and thus was not included in the first 87 records. stakeholder and key informant interviews using an open-ended, semi-structured set of interview questions (Appendix 1). To this end, interviews were conducted with the Xx. Xxxxx Xxxxxx, a Registered Nurse and the Director of the ED at RRMC, Xx. Xxxxx Xxxxxxxx, a Registered Nurse and XX Xxxx Manager at RRMC, and Xx. Xxxxxxx Xxxxxxxx MBA, FACHE, the Director of Programs and Communications at the Rapides Foundation, a health conversion foundation, via Zoom, a videoconferencing software. The interviews were recorded via Zoom and transcribed using T5 Transcription software and analyzed and coded using Atlas.ti software. Specifically, the qualitative data collection addressed issues regarding the current state of community-based mental health services in the area serviced by RRMC. The interview discussions explored participants’ perceptions of the state of mental health services in Rapides Parish and central Louisiana, where patients go in the community to access mental health services, the barriers in the community accessing community services, and the populations affected by those barriers. The collected qualitative information was coded using ATLAS.ti, qualitative data analysis software, and then analyzed thematically for main categories and sub-topics. Key themes emerged from each of the interviews. In the qualitative findings, the term ‘participant’ is used to refer to the individuals that were interviewed.
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Qualitative Data. The PI transcribed interviews and FGDs verbatim. Prior to reading the transcripts, the PI created a preliminary codebook with five deductive codes, one for each of these general themes: health concerns, barriers, community resources, traditional foods, and language (See Appendix A; Table 3). The PI then read each transcript systematically, writing memos to pose questions about and/or highlight salient passages. After reading the transcripts, the PI redefined the health concerns code to include occupational concerns and expanded the community resources code into three codes: health resources, food resources, and social support resources, for a total of seven codes in the final codebook. The PI re-read the transcripts in a focused manner, applying the seven codes where appropriate, and then analyzed the coded segments across all transcripts for repetition of themes, conflicting information within segments coded under Limitations and delimitations Key statistical findings Identifying potential confounders. Before analyzing the associations of each health outcome with food insecurity and diet diversity in multivariate models, the PI identified variables that might be potential confounders of these relationships. Several variables were significantly associated with increased odds of being anemic—notably, not having regular transportation (OR=3.50, 90% CI: 1.29, 9.49) and having elevated blood glucose (OR=5.25, 90% CI: 1.20, 23.06). Age (OR=1.11, 90% CI: 1.05, 1.17) and Associations between food insecurity and health outcomes. In multivariate analysis, food insecurity was associated with a three-fold increase in the odds of having high blood glucose (crude OR=3.394, 90% CI: 1.045, 11.020 and adjusted OR=3.347, 90% CI: 1.025, 10.924). Food insecurity was also associated with a significant reduction in the odds of anemia; that is, survey participants who were food insecure were almost 84% less likely to be anemic than those who were food secure (AOR=0.163, 90% CI: 0.044, 0.600; Table 10). Food insecurity was not independently and significantly associated with the other three health outcomes. Associations between diet diversity and health outcomes. Diet diversity was not significantly and independently associated with anemia, hypertension, high blood glucose, or overweight/obesity in multivariate models (Table 11). Key qualitative findings Health concerns. Health and occupational concerns—both those expressed by farm workers themselves during FGDs and perceptions r...
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Qualitative Data. In-depth Interviews
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Qualitative Data. An Introduction to Coding and Analysis (vol.
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Qualitative Data. The survey followed by 25 of in-depth interviews (5 from each partner country)with the use of a semi-structured interview guide (Annex2). The sample includedhealth professional leaders (senior nurses and other health professionals, teachers and xxxx managers) and were interviewed in order to get their perspective on the training needs and the demands for competences needed for working in MMHTs in order to provide safe patient care through effective intercultural communication (Annex 3). All interviews were conducted between January and February 2016. Thematic analysis was applied revealing the following sub-themes: A.1. Knowledge, skills and attitudes of the members of MMHTs to achieve intercultural communication
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Qualitative Data. This is likely to include case studies and surveys of students, teachers, parents and principals.
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Qualitative Data. All data that was generated from the in-depth interviews were checked and cleared daily to ensure its quality, correctness, completeness and consistency. This was done so as to ensure that all information from the interview are recorded and documented effectively. Management of data was at high level of confidentiality, only those directly involved in the study had access to the collected data. The tape recorder with audio-recorded data and other collected data was kept in a safe box accessed by the principal investigator alone.
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Qualitative Data. The service will gain feedback from clients about their experience of the service/s and provide this to key stakeholders and commissioners. This may be achieved via a combination of focus groups, patient stories, and/or questionnaires.
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