A grounded theory approach towards conceptualizing CIS for heterogeneous work communities

The notion of Common Information Space (CIS) is an area that has been gaining attention in the field of Computer Supported Cooperative Work (CSCW) over the last few years. This paper discusses one aspect of the investigation being undertaken to develop the conceptualization of CIS pertaining to heterogeneous work communities. This is based on empirical study of collaborative decision making involving different work communities in an airport of the air traffic control setting. The theory development is founded on the Grounded Theory approach. We present some of the findings of the ongoing analysis. In particular we discuss how the Grounded Theory methodological process has been adapted to this investigation by presenting illustrations of emergent theory development at the theoretical coding phase of the process

Developing a framework of common information space (CIS): grounded theory analysis of airport CIS

The notion of Common Information Space (CIS) has been proposed in the field of Computer Supported Cooperative Work (CSCW) as a conceptual framework for analyzing cooperative work processes. The area is still in its formative years and requires more research to contribute to its development. This paper presents findings from an investigation undertaken for such an endeavor. Three perceptions of CIS are presented, which are, CIS as a sociotechnical arrangement, dynamic arrangement, and dependency management arrangement. These have been derived from review of existing research contributing to CIS notion development and Grounded Theory analysis of collaborative work process in air traffic control setting. The findings presented in this paper provide a comprehensive and consolidated view of the notion development. The paper contributes to the ongoing discussion of CIS notion development by making theoretical as well as methodological contribution

A grounded theory approach towards conceptualizing CIS for heterogeneous work communities

The notion of Common Information Space (CIS) is an area that has been gaining attention in the field of Computer Supported Cooperative Work (CSCW) over the last few years. This paper discusses one aspect of the investigation being undertaken to develop the conceptualization of CIS pertaining to heterogeneous work communities. This is based on empirical study of collaborative decision making involving different work communities in an airport of the air traffic control setting. The theory development is founded on the Grounded Theory approach. We present some of the findings of the ongoing analysis. In particular we discuss how the Grounded Theory methodological process has been adapted to this investigation by presenting illustrations of emergent theory development at the theoretical coding phase of the process

A vivência do técnico de enfermagem no aprendizado da ética em sua formação

Orientadora: Profª. Drª. Maria Ribeiro LacerdaCoorientadora: Drª Ingrid Meireles GomesDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem. Defesa : Curitiba, 17/12/2018Inclui referências: p. 89-100Resumo: A ética se constitui como dimensão transversal na prática profissional de enfermagem, sendo tema essencial na formação de toda a categoria, incluindo o profissional de nível técnico em enfermagem. A fim de compreender a vivência desta temática pelos atores que aprendem a ética, os objetivos desta pesquisa são: a) conhecer a vivência do técnico de enfermagem no aprendizado da ética em sua formação; b) construir um modelo teórico que represente esta vivência; e c) propor contribuições para fortalecer o ensino da ética no curso técnico de enfermagem. Trata-se de pesquisa qualitativa, utilizando a metodologia Teoria Fundamentada nos Dados, tendo sido utilizadas as recomendações de Barney Glaser para coleta e análise de dados. O presente projeto foi aprovado pelo Comitê de Ética em Pesquisa do Setor de Ciências da Saúde da UFPR, CEP/SD, sob o parecer número 2.348.484. A coleta de dados ocorreu em duas escolas técnicas de enfermagem, uma pública e outra privada, na cidade de Curitiba/PR, de novembro de 2017 a setembro de 2018. Como auxílio para definição dos grupos amostrais, foi feita, primeiramente, uma análise documental dos projetos políticos de curso de ambas as escolas. Na sequência, o primeiro grupo amostral foi constituído por dez estudantes das instituições participantes, seguido do segundo grupo amostral, composto por seis docentes/enfermeiros que falaram sobre sua percepção sobre a vivência do estudante, indicados pelo primeiro grupo. O terceiro grupo amostral foi definido por quatro egressos dos cursos pesquisados. Utilizou-se o software Nvivo® para organização e tratamento dos dados. Tal desenvolvimento culminou na elucidação do modelo teórico e conceito central "Formando-se eticamente como técnico de enfermagem", um processo definido pela família de código teórico 6Cs, amparado por 22 componentes e oito conceitos, que compreendem causa, contexto, consequência, condições intervenientes, contingência e covariância do fenômeno em estudo. O modelo teórico "A vivência do técnico de enfermagem no aprendizado da ética em sua formação" permitiu compreender a trajetória do estudante em sua formação ética como profissional técnico de enfermagem, ocorrendo as nuances desse processo segundo apreensões e reflexões do próprio aluno enquanto vivencia o curso e se relaciona de modo interpessoal. Acredita-se que o modelo teórico do presente estudo tenha proposições para a realidade, no contexto de formação técnica em enfermagem, como: a) sugestões para as instituições formadoras quanto ao ensino da ética; b) estimulador de reflexões para a prática profissional dos professores em contato direto com o estudante, com potencialidade de autonomia, que auxiliem o julgamento e avaliação de seus alunos; e c) estimulador de reflexões para o conselho regional de enfermagem como forma de aproximação com a categoria durante a formação e em prática profissional em sentido educativo e instrutivo. Palavras-chave: Enfermagem. Educação em Enfermagem. Ética. Ética profissional. Técnicos de Enfermagem. Teoria Fundamentada. Modelos teóricos.Abstract: Ethics is a cross-cutting dimension in nursing professional practice and is an essential theme in training of the entire category, including the Licensed Practical Nurse. To understand the experience regarding this field by future professionals who learn Ethics, this research aims to: (a) knowing the learning process of Ethics in the Licensed Practical Nurse training (b) construct a theoretical model that represents this experience; and (c) propose guidelines to strengthen the teaching of Ethics in Licensed Practical Nurse Education. This is a qualitative research using the Grounded Theory methodology of Barney Glaser with their recommendations for data collection and analysis. This project was approved by the Human Research Ethics Committee, Health Sciences Sector (CEP/SD, Brazilian acronym) of Federal University of Paraná (UFPR, Brazilian acronym) under the Technical Opinion No. 2348484. The data were collected in two nursing schools, one public and one private, in the city of Curitiba, Paraná State (PR), Brazil, from November 2017 to September 2018. A documentary analysis of the political projects from both schools was done to select the sample groups. The first sample group was composed of ten students from the participating institutions, and the second sample group was composed of six nurses/teachers who spoke about their perception about the student's experience. The third sample group was composed of four students from the surveyed training courses. Nvivo® software was used to organize and process the data. This procedure came to clarify the theoretical model and central concept of " Licensed Practical Nurse (LPN) experience in learning Ethics in their education/training", a process defined by the theoretical code family 6Cs, supported by twenty-two components and eight concepts, which include cause, context, consequence, intervening conditions, contingency, and the covariance of the phenomenon under study. The theoretical model allowed to understand the trajectory of the students in their ethical training as a Licensed Practical Nurse, and the nuances of this process occurred in accordance with the student's own concerns and reflections, while taking the course and interacting among themselves in an interpersonal way. The theoretical model of the present study considers that there are suggestions for the reality in the training context for Licensed Practical Nurse Schools, regarding the teaching of Ethics such as promoting: (a) reflections on the professional nursing practice for teachers in direct contact with the student, with autonomy potential for understanding and evaluating their students; and (b) reflections for the state board of nursing as a way of approaching the category during training and professional practice in an educational and instructional sense. Keywords: Nursing. Nursing education. Ethics. Professional Ethics. Practical Nurses. Grounded Theory. Theoretical models

Adaptation and Acceptance in Online Course Design from Four-Year College and University Instructors: An Analysis using Grounded Theory

This study investigated the perspective of tenured and tenure-track instructors at public four-year colleges and universities involved in online course design. Using a classic grounded theory approach, 21 tenured and tenure-track instructors who had designed online courses for public four-year colleges and universities were interviewed about their experience. A pilot study was performed on this subject earlier that tentatively suggested instructors rarely use formal instructional design principles, yet their design tasks show a striking similarity to those formalized in the ADDIE model. In this study, the findings of the pilot study were expanded. Additional data helped develop a theory of adaptation and acceptance in online course design. This theory posits that instructors adapt to the online environment by incorporating what they are familiar with from face-to-face instruction. This process of incorporation is referred to here as adaptation. In addition, there is a desire for what is here designated as acceptance of their online courses: from their students, colleagues, and administrators. In response to these basic social processes, instructors develop strategies to compensate online for elements that they are accustomed to in traditional face-to-face courses (e.g., eye contact). This study provided an opportunity to understand the reason for the process of online course design from the online instructor’s viewpoint, rather than simply focusing on the process of course design itself, and serves as a basis for generating hypotheses for further research

Collaborative decision making in complex work settings: a process of managing inter dependencies

There exists disparity between the conceptualization and occurrence of Collaborative Decision Making (CDM) in everyday work activities of complex work settings. Current notions in the field of Computer Supported Cooperative Work (CSCW) based on studies of decision making in groups typically portray CDM as an isolated event in which multiple personnel jointly undertake decision making. In the real world, however, decisions are made during work performance and interlaced with other processes and activities. Moreover, the complex work setting is a cooperative arrangement in which decision making is distributed. This research aims to alleviate the disparity by investigating how people in a complex working environment make decisions collaboratively. The original contribution to knowledge made by this thesis is the theory of CDM as a process of managing interdependencies. Field-studies conducted in an airport to examine the way CDM is undertaken during Air Traffic Control operations inform theory development. The study takes a qualitative approach and is guided by Grounded Theory Methodology (GTM). The findings of this research indicate that undertaking decision making in the cooperative arrangement of complex work settings requires managing the distributions and interconnections inherent in this setup. In addition, participation and contribution of personnel in decision making is found to be structured by the dependencies between their activities. These findings form the central focus of the theory leading to the depiction of CDM as a process of managing interdependencies. The theory presented in this thesis clarifies and extends existing views by explicating the differentiated process of CDM in the cooperative arrangement of a complex work setting. Based on this a new definition of CDM is formulated. In addition, a conceptual framework of ten parameters is derived to serve as a tool for analysing CDM taking place in a particular work setting. Application of this framework is demonstrated by analysing an aircraft accident report to draw insights about the occurrence of CDM in this setting