Basics of qualitative research: Grounded theory procedures and techniques

Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies Author Ray Pawson presents a devastating critique of the dominant approach to systematic review namely the 'meta-analytic' approach as sponsored by the Cochrane and Campbell collaborations. In its place is commended an approach that he terms 'realist synthesis'. On this vision, the real purpose of systematic review is better to understand program theory, so that policies can be properly targeted and developed to counter an ever-changing landscape of social problems. The book will be essential reading for all those who loved (or loathed) the arguments developed in Realistic Evaluation (Sage, 1997). It offers a complete blueprint for research synthesis, supported by detailed illustrations and worked examples from across the policy waterfront.

Evidence-based Policy: A Realist Perspective

Objective: To examine the association between birth weight and cognitive function in the normal population.

Design: A longitudinal, population based, birth cohort study.

Participants: 3900 males and females born in 1946.

Main outcome measures: Cognitive function from childhood to middle life (measured at ages 8, 11, 15, 26, and 43 years).

Results: Birth weight was significantly and positively associated with cognitive ability at age 8 (with an estimated standard deviation score of 0.44 (95% confidence interval 0.28 to 0.59)) between the lowest and highest birthweight categories after sex, father's social class, mother's education, and birth order were controlled for. This association was evident across the normal birthweight range (>2.5 kg) and so was not accounted for exclusively by low birth weight. The association was also observed at ages 11, 15, and 26, and weakly at age 43, although these associations were dependent on the association at age 8. Birth weight was also associated with education, with those of higher birth weight more likely to have achieved higher qualifications, and this effect was accounted for partly by cognitive function at age 8.

Conclusions: Birth weight was associated with cognitive ability at age 8 in the general population, and in the normal birthweight range. The effect at this age largely explains associations between birth weight and cognitive function at subsequent ages. Similarly, the association between birth weight and education was accounted for partly by earlier cognitive scores.

Small size at birth is associated with a range of adverse health outcomes,1 including poor cognitive development,2 an effect that is largely unconfounded by features of the family environment, such as socioeconomic status and birth order. Although most cognitive studies focus on clinically low birthweight groups, confirmation of this association across the full birthweight range in the normal population is of particular interest, …

https://www.bmj.com/content/bmj/322/7280/199.full.pdf

Birth weight and cognitive function in the British 1946 birth cohort: longitudinal population based study

'New directions for adult and continuing education', published quarterly, is part of The Jossey-Bass Higher and Adult Education Series. This issue, entitled 'Contemporary viewpoints on teaching adults effectively' brings together the perspectives of nine experts on teaching adults. The chapters are: 'Good teaching: one size fits all?' by Daniel D. Pratt (p. 5-15) which cautions against a one-size fits all approach to teaching adults; 'Teaching style: where are we now?' by Joe E. Heimlich and Emmalou Norland (p. 17-25) which reminds the readers that there is no one single approach to teaching and that understanding one's teaching style can serve as a basis for the improvement of instruction; 'The role of the teacher as mentor' by Lois J. Zachary (p. 27-38) which explores the relationship between the roles of mentor and teacher, points out that these two roles are not synonymous and describes key dimensions of effective mentoring; 'Race matters: the unspoken variable in the teaching-learning transaction' by Juanita Johnson-Bailey (p. 39-49) which points to the importance of examining and understanding race as a variable which affects the teaching and learning transaction; 'Teaching all learners as if they are special' by Nancy F. Gadbow (p. 51-61) which considers special learning needs of adult learners and examines effective strategies and technologies that can be employed to meet these special needs; 'Teaching for transformation' by Patricia Cranton (p. 63-71) which provides a brief synopsis of transformative learning theory, seven facets of the transformative learning process as well as teaching strategies designed to promote each of these facets; 'Quantum learning: teaching as dialogue' by Jane Vella (p. 73-83) which examines the relationship between teaching and learning, beginning with a definition of quantum learning and then outlining the dialogue approach to quantum learning; 'Effective teaching of adults: themes and conclusions' by Jovita M. Ross-Gordon (p. 85-91) which integrates information from the previous chapters and discusses the underlying themes and issues related to effective teaching of adults.

New directions for adult and continuing education, no. 93, Spring 2002

We may not be able to make you love reading, but the science of evaluation a realist manifesto will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The Science of Evaluation: A Realist Manifesto

Program theory, that is, the specific idea about how a program causes the intended or observed outcomes, should be the central aspect of any realist evaluation or synthesis. The methods used for ex...

Building Realist Program Theory for Large Complex and Messy Interventions

Aim. This paper is a report of a study to explore how school nurses perceive the influence of schools on their role in delivering sex and relationship education in primary schools.

Background.  School nurses play a key role in sex education in English schools. However, sex education is a contentious issue meaning the sex education of children is often an area of tension within the curriculum. However, the impact of these tensions upon school nursing practice is poorly described.

Method.  Three focus groups with a convenience sample of 16 nurses experienced in conducting sex and relationship education were conducted during 2006. Focus groups were audio-taped, transcribed verbatim and subjected to a thematic analysis.

Findings.  Four themes were identified in the data: ‘covert surveillance’ refers to school staff conducting clandestine surveillance of the classroom actions of the nurse; ‘overt surveillance’ reflects how nurses felt they were being openly monitored by teachers in the classroom; ‘Teacher attitude’ refers to the interventions of the supervising teacher in the classroom during the sex education session and ‘resistance practices’ detailed how nurses attempted to manage the disciplinary practices of the school.

Conclusion.  School nurses need to be pragmatic about the fact that there will be some attempts by the school to regulate sex education. Developing an early dialogue with the school can mediate this. Closer working practices and the involvement of school nurses in the development of sex education policy and practice is vital to ensure that they continue to make a valuable contribution to sex education in schools.

School nurses and sex education: surveillance and disciplinary practices in primary schools.

This article aims to consider the current situation with regard to the issue of consent in relation to health-based research on the under-16s. It considers the legal situation with regard to the issues of consent, assent and dissent, and their application to research. Although under-16s can consent to treatment if deemed competent according to the ‘Fraser guidelines’, application of this principle in relation to research appears to be less clear with variability in published guidance and the approach taken by ethics committees. Recent policy changes including Research Governance have increased the scrutiny of consent to research, and current changes appear likely to increase the requirement for parental consent for those aged below 18 years. The impact of these ambiguities and changes upon young people as service users are considered with particular reference to sexual health, where they often access the service as autonomous individuals.

Social research on the under-16s: a consideration of the issues from a UK perspective.

https://shura.shu.ac.uk/8775/3/Piercy_Sexual_and_reproductive_knowledge_Sri_Lanka.pdf

Sexual and reproductive knowledge, attitudes and behaviours in a school going population of Sri Lankan adolescents

Objectives: To determine the level of awareness of genital chlamydial infection, and level of knowledge related to this infection, in genitourinary medicine (GUM) clinic attenders. Methods: 500 consecutive patients attending a GUM clinic for the first time during a 3 month study period were invited to complete an anonymous self administered questionnaire on aspects of chlamydial infection. Results: 482 (96.4%) questionnaires were available for analysis (57% female). 289 (60%) respondents had heard of Chlamydia trachomatis compared with 472 (98%) for thrush, 467 (97%) for HIV/AIDS, and 434 (90%) for gonorrhoea. Subjective knowledge of chlamydia, relative to the other infections, was poor. Overall, the mean chlamydial knowledge score was 0.38 (range 0.0‐ 1.0). Females scored significantly higher than males (0.45 v 0.26; p<0.00001) and younger females scored significantly higher than older females (p=0.001). More females had experienced genital chlamydial infection than males (22.4% v 12.1%, p=0.004). Those with prior exposure to C trachomatis had higher mean knowledge scores than those without (males 0.55 v 0.25, p<0.00001; females 0.68 v 0.37, p<0.00001). Conclusion: Even for a population considered as “high risk” by their attendance at a GUM clinic, there was poor awareness of genital chlamydial infection, and mean knowledge scores were low. Whether increased knowledge was due to successful health education at the time of diagnosis in those with previous infection remains to be determined. In the future, one would hope for increased knowledge scores in those at risk before the acquisition of infection, which may be achieved by national health education programmes for C trachomatis. (Sex Transm Inf 1999;75:36‐40)

Hilary Piercy

Papers

Building Realist Program Theory for Large Complex and Messy Interventions

School nurses and sex education: surveillance and disciplinary practices in primary schools.

Social research on the under-16s: a consideration of the issues from a UK perspective.

Sexual and reproductive knowledge, attitudes and behaviours in a school going population of Sri Lankan adolescents

Original article Knowledge of Chlamydia trachomatis infection in genitourinary medicine clinic attenders