Basics of qualitative research: Grounded theory procedures and techniques

to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

Part I: AN INTRODUCTION TO INQUIRY. 1. Human Inquiry and Science. 2. Paradigms, Theory, and Research. 3. The Ethics and Politics of Social Research. Part II: THE STRUCTURING OF INQUIRY: QUANTITATIVE AND QUALITATIVE. 4. Research Design. 5. Conceptualization, Operationalization, and Measurement. 6. Indexes, Scales, and Typologies. 7. The Logic of Sampling. Part III: MODES OF OBSERVATION: QUANTITATIVE AND QUALITATIVE. 8. Experiments. 9. Survey Research. 10. Qualitative Field Research. 11. Unobtrusive Research. 12. Evaluation Research. Part IV: ANALYSIS OF DATA:QUANTITATIVE AND QUALITATIVE . 13. Qualitative Data Analysis. 14. Quantitative Data Analysis. 15. Reading and Writing Social Research. Appendix A. Using the Library. Appendix B. Random Numbers. Appendix C. Distribution of Chi Square. Appendix D. Normal Curve Areas. Appendix E. Estimated Sampling Error.

社会研究方法基础 = The Basics of Social Research

Objectives: In health sciences, the Delphi technique is primarily used by researchers when the available knowledge is incomplete or subject to uncertainty and other methods that provide higher levels of evidence cannot be used. The aim is to collect expert-based judgments and often to use them to identify consensus. In this map, we provide an overview of the fields of application for Delphi techniques in health sciences in this map and discuss the processes used and the quality of the findings. We use systematic reviews of Delphi techniques for the map, summarize their findings and examine them from a methodological perspective. Methods: Twelve systematic reviews of Delphi techniques from different sectors of the health sciences were identified and systematically analyzed. Results: The 12 systematic reviews show, that Delphi studies are typically carried out in two to three rounds with a deliberately selected panel of experts. A large number of modifications to the Delphi technique have now been developed. Significant weaknesses exist in the quality of the reporting. Conclusion: Based on the results, there is a need for clarification with regard to the methodological approaches of Delphi techniques, also with respect to any modification. Criteria for evaluating the quality of their execution and reporting also appear to be necessary. However, it should be noted that we cannot make any statements about the quality of execution of the Delphi studies but rather our results are exclusively based on the reported findings of the systematic reviews.

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Delphi Technique in Health Sciences: A Map.

Gamification is an increasingly common phenomenon in education. It is a technique to facilitate formative assessment and to promote student learning. It has been shown to be more effective than traditional methods. This phenomenological study was conducted to explore the advantages of gamification through the use of the Kahoot! platform for formative assessment in medical education. This study employed a phenomenological design. Five focus groups were conducted with medical students who had participated in several Kahoot! sessions. Thirty-six categories and nine sub-themes emerged from the focus group discussions. They were grouped into three themes: attractive learning tool, learning guidance and source of motivation. The results suggest that Kahoot! sessions motivate students to study, to determine the subject matter that needs to be studied and to be aware of what they have learned. Thus, the platform is a promising tool for formative assessment in medical education.

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Using Kahoot! as a formative assessment tool in medical education: a phenomenological study

The Delphi technique is a widely used and accepted method to obtain consensus among theexperts This technique uses a judgement to prove the accuracy of the content item when evaluatinginstrument The objective of this study is to discuss the process of the three rounds Delphi techniqueto obtain consensus of concept mapping care plan and multiple choice questions (MCQ) in DiabeticMellitus subject In the first round, participants were given a structured questionnaire regarding itemof concept mapping care plan and MCQ in Diabetic Mellitus subject In the second round, the meanand median values of round one were added In the third round, the mean and median values of roundtwo were added Participants were asked to rate the categorised responses from Round 1 on a scale of1 to 5, with 1 being “Very Irrelevant” and 5 being “Very Relevant” This technique does not requirethat participants be collocated or meet face-to-face, thereby making it useful to conduct surveyswith qualified people over a wide geographic area The feedback process allows and encourages theselected Delphi participants to reassess their initial judgements about the information provided inprevious iterations The analysis of consensus data of the experts was done based on median, interquartile range and quartile deviation on round one, two and three data The median score was used toanalyse the level of consensus of experts and result shows that in all three rounds Delphi the mediumresult more than 4 It reported that level of importance of the statements were high As a conclusion,the concept mapping care plan and MCQ have meets the consensus by using three rounds of Delphitechniques Therefore, the Delphi technique is the best method to obtain consensus in health careeducation research

The Delphi Technique as a Method to Obtain Consensus in Health Care Education Research

The Delphi technique is a widely used and accepted method for gathering data from participantswithin domain of expertise. The objective of this study is to discuss the process of the three roundsDelphi technique in seeking a consensus of concept mapping structure and Multiple Choice Questions(MCQ) in Diabetic Mellitus subject. In the first, round, participants were given a structuredquestionnaire regarding item of concept mapping structure and MCQ in Diabetic Mellitus subject.The second were added mean and median value of round one. In the third round were add meanand median value of round two were added. Participants were asked to rate the categorised responsesfrom Round 1 on a scale of 1 to 5, with 1 being “Very irrelevant” and 5 being “Very relevant”. Thistechnique does not require participants to meet face-to-face, thereby making it useful to conductsurveys with qualified people over a wide geographic area. The feedback process allows and encouragesthe selected Delphi participants to reassess their initial judgements about the information providedin previous iterations. Data is then analysed to check for consistency of experts’ responses betweenrounds. Instrument developed from the Delphi technique research findings is also examined forvalidation from experts in educational medical health sciences on content and constructs validity.Analysis on the consensus of data from experts was based on median, inter quartile range and quartiledeviation on Round 1, 2 and 3 data. Therefore, the Delphi technique is an appropriate method foridentifying significant issues related with academic.

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Using Delphi Technique: Making Sense of Consensus in Concept Mapping Structure and Multiple Choice Questions (MCQ)

Introduction Consistent with the significant of the stress issue in education, this study aimed to survey type of stressors and identifies the coping strategies used by diploma nursing students during clinical practices. Methods A descriptive cross-sectional study was carried out at the Kubang Kerian Nursing College, Kelantan which involved 346 respondents using simple random sampling method. The inclusion criteria were year one, two and three of nursing students who have clinical posting and voluntarily joining the study. Perceived Stress Scale (PSS) and Brief COPE inventory were utilised in the data collection. Higher mean score indicates higher degree of stress. Results Clinical assignments and workload were the main stressor (mean = 3.19, SD = 1.09). Religion approach was the most coping strategy applied (mean = 3.30, SD = 0.71). Pearson's correlation coefficient test found that six domains of stressors during clinical practices (taking care of patients; clinical educators/instructors and ward staff; clinical assignments and workload; peers and nursing students from other college; lack of professional knowledge and skills and clinical environment) were statistically significant correlation with coping strategies, where P-value Conclusion Clinical assignment was the main stressor among nursing students; therefore, successful activities should be promoted to help them in managing clinical assignment and enhancing knowledge in religion.

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Stressors and Coping Strategies during Clinical Practice among Diploma Nursing Students

In today’s challenging and highly complex health care settings nurses must be able to think critically. With the current traditional and rote methods of learning, the critical thinking skills among the students are seen to diminish. As nurse educators must find a different method in their teaching on how to encourage students to engage in analytical thinking and how to make the analytical thinking process part of their daily practice due to increase safety of the patients. This will give challenge for the nurse educators to reshape education by adopting instructional strategies to equip students with foundational knowledge in critical thinking, creative problem solving and collaboration. Through concept mapping, students should be able to transfer applied didactic objectives from the classroom to the clinical practice, where critical thinking and problem solving skills are needed for success. It also provide nurse educators with the ability to help students learn how to organise data, prioritise patient needs and can relate patient medical illness and nursing intervention

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Mohd Zarawi Mat Nor

Papers

Using Kahoot! as a formative assessment tool in medical education: a phenomenological study

The Delphi Technique as a Method to Obtain Consensus in Health Care Education Research

Using Delphi Technique: Making Sense of Consensus in Concept Mapping Structure and Multiple Choice Questions (MCQ)

Stressors and Coping Strategies during Clinical Practice among Diploma Nursing Students

Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students