A qualitative case study of ehealth and digital literacy experiences of pharmacy staff.

Background: eHealth's many forms are benchmarked by the World Health Organization. Scotland is considered an advanced adopter of ehealth. The third global survey on ehealth includes pharmacy-related ehealth indicators. Advances in ehealth place an obligation on pharmacy staff to demonstrate proficiency, or digital literacy, in using ehealth technologies. Objective: The aim of this study was to provide an indepth exploration of the ehealth and digital literacy experiences of pharmacy staff in the North East of Scotland. Method: A qualitative local case study approach was adopted for observational and interview activities in community and hospital pharmacies. Interview and observational data were collated and analysed using a framework approach. This study gained management approval from the local health board following ethical review by the sponsor university. Results: Nineteen pharmacies and staff (n = 94) participated including two hospitals. Most participants were female (n = 82), aged 29 years and younger (n = 34) with less than 5 years pharmacy experience (n = 49). Participants identified their own digital literacy as basic. Most of the pharmacies had minimum levels of technology implemented (n = 15). Four themes (technology, training, usability, processes) were inducted from the data, coded and modelled with illustrative quotes. Conclusion: Scotland is aspirational in seeking to support the developing role of pharmacy practice with ehealth, however, evidence to date shows most pharmacy staff work with minimum levels of technology. The self-reported lack of digital literacy and often mentioned lack of confidence in using IT suggest pharmacy staff need support and training. Informal work based digital literacy development of the pharmacy team is self-limiting. Usability of ehealth technology could be a key element of its’ acceptability. There is potential to better engage with ehealth process efficiencies in both hospital and community pharmacy. As Scotland increasingly invests in ehealth pharmacy technology, it is important that it also invests in pharmacy staff training

Qualitative Case Study Guidelines

Although widely used, the qualitative case study method is not well understood. Due to conflicting epistemological presuppositions and the complexity inherent in qualitative case-based studies, scientific rigor can be difficult to demonstrate, and any resulting findings can be difficult tojustify. For that reason, this paper discusses methodological problems associated with qualitative case-based research and offers guidelines for overcoming them. Due to its nearly universal acceptance, Yin’s six-stage case study process is adopted and elaborated on. Moreover, additional principles from the wider methodological literature are integrated and explained. Finally, some modifications to the dependencies between the six case study stages are suggested. It is expected that following the guidelines presented in this paper may facilitate the collection of the most relevant data in the most efficient and effective manner, simplify the subsequent analysis, as well as enhance the validity of the resulting findings. The paper should be of interest to students (honour, masters, doctoral), academics, and practitioners involved with conducting and reviewing qualitative case-based studies

A Qualitative Case Study

학위논문(석사) -- 서울대학교대학원 : 사범대학 협동과정 글로벌교육협력전공, 2022. 8. Kevin Kester.As Korea continues to go through rapid demographic changes, teachers also have to develop their multicultural knowledges and skills to teach a classroom with culturally diverse students. However, there are various challenges that hinder teachers' ability to provide a multicultural-friendly school environment. Since teachers’ perceptions influence how they practice multicultural education, it is imperative to explore how Korean teachers perceive what they do when it comes to translating multicultural theories into their practices. As such, this thesis aims to investigate teachers’ perceptions of their conceptualization, the multicultural knowledges and skills that they have and employ, as well as pedagogical practices of multicultural education that they perceive to be important at middle school level in the context of Seoul, Korea. The guiding research question of the study is: “How do Korean middle school teachers conceptualize and practice multicultural education?” Guided by social constructivism, this thesis supports the idea that knowledge is produced in multidimensional contexts via interactions with others. With this in mind, this thesis will also try to generate discussion on how Korean teachers form views about multiculturalism based on their experiences and interactions with others (e.g. multicultural students). The research is a qualitative case study based on an interview with six Korean middle school teachers who have experience teaching multicultural education and multicultural students. Findings revealed that there are different ways teachers conceptualize and practice multicultural education. However, their conceptualization did not necessarily reflect their teaching practices. Nonetheless, one commonality from their responses is that through the teaching of multicultural education, all of the teachers were able to reflect more on their teaching practices and make efforts to create a school environment that is inclusive for all. This thesis concludes by emphasizing that for a successful implementation of multicultural education, Korean teachers must acquire the necessary multicultural knowledges and skills to ensure students have equal educational opportunities regardless of their background. For this to happen, teachers must first start cultivating their critical consciousness. Through this reflective process on their teaching practices, teachers will be able adjust in a way that goes beyond the passive teaching/learning method (e.g. language-centered learning and experience of foreign cultures), and instead encourage more active participation and cooperation with the students (e.g. promote discussion and learn to address issues of social inequalities). Lastly, implications from this study may contribute to the field by generating discussions on what kind of multicultural knowledge, attitudes, and skills Korean teachers need to develop. The ultimate goal is to provide insights for teachers that will allow them to empower all students with the important tools to live harmoniously in this rapidly expanding multicultural society.한국이 계속해서 급격한 인구통계학적 변화를 겪고 있기 때문에 교사들은 교실에서 볼 수 있는 다양성에 대비해야 합니다. 그러나 문제는 교사들이 여전히 필요한 다문화 지식과 기술이 부족하여 다양한 배경을 가진 학생들의 학업 성취도나 정서적 지원에서 부족함이 나타나고 있습니다. 교사의 인식이 다문화교육을 실천하는 방식에 영향을 미치기 때문에 다문화 이론을 실천으로 옮길 때 한국 교사가 무엇을 하는지에 대한 인식을 탐색하는 것이 중요합니다. 따라서 본 논문은 서울시 중학교 다문화 교육에 대한 교사들의 개념화와 교육적 실천에 대한 교사들의 인식을 조사하는 것을 목적으로 합니다. 연구의 지도적 연구 질문은 “한국 중학교 교사들은 다문화 교육을 어떻게 개념화하고 실천하는가?” 입니다. 사회적 구성주의에 의해 작성된 이 논문은 지식이 타인과의 상호작용을 통해 다차원적 맥락에서 생산된다는 가설을 설정하였습니다. 이를 염두에 두고 본 연구의 주요 초점은 한국 교사가 다른 사람(예: 다문화 학생)과의 경험 및 상호 작용을 기반으로 다문화에 대한 견해를 형성하는 방식을 사용한다는 것입니다. 본 연구는 다문화 교육 경험이 있는 한국 중학교 교사 6명과 다문화 학생을 대상으로 한 질적 연구입니다. 교사들이 다문화 교육의 개념을 어떻게 바라보는가에 대해 세 가지 다른 반응이 있는 것으로 나타났습니다. 그러나 그들의 개념화는 반드시 그들의 교육 관행을 반영하지 않습니다. 그대신 다문화 관련 콘텐츠의 구현을 통해 모든 교사가 자신의 교수법에 대해 더 많이 반성하고 모두가 포용하는 학교 환경을 만들기 위해 노력할 수 있음이 밝혀졌습니다. 본 논문은 다문화 교육을 성공적으로 수행하기 위해서는 한국의 교사들이 학생들이 배경과 관계없이 평등한 교육기회를 가질 수 있도록 필요한 다문화 지식과 기술을 습득해야 한다는 점을 강조하면서 결론을 맺습니다. 그러기 위해서는 교사가 비판의식을 기르는 것부터 시작해야 합니다. 이 과정에서 교사들은 자신의 교수법을 반성하고 수동적인 교수/학습 방법 (예: 언어 중심 학습 및 외국 문화 경험)을 넘어서 적응할 수 있을 것이며, 학생들과 보다 적극적인 참여와 협력을 유도할 수 있는 방식으로 적응할 수 있습니다 (토론을 촉진하고 사회적 불평등 문제를 해결하는 방법을 배우면서). 본 연구의 시사점은 한국적 맥락에서 어떤 다문화 지식, 태도, 기술이 필요한지에 대한 논의를 촉발함으로써 현장에 기여할 수 있을 것입니다. 제시된 제안은 교사들이 급속도로 팽창하는 다문화 사회에서 조화롭게 살기 위한 중요한 역량를 학생들에게 배양하는하는 데 도움이 될 수 있을 것으로 사료됩니다.Abstract i List of Figures and Tables iv Chapter 1. Introduction 1 1.1. Study Background and Problem Statement 1.2. Purpose of the Study and Research Questions 1.3. Significance of the Study 1.4. Definition of Key Concepts 1.5. Researcher Stance 1.6. Overview of the Chapters Chapter 2. Literature Review 9 2.1. Global Conceptualization and MCE Practices 2.1.1. Diverse Pedagogical Associations with MCE 2.2. Research on MCE in the Korean Context 2.2.1. Korea’s Interpretation and Implementation of MCE 2.2.2. Overview of The 21st Support Plan for MCE 2.2.3. MCE Programs, Contents and Teaching Methods in Middle Schools 2.2.4. Korean Middle School Teachers’ Perceptions 2.3. Various Theoretical Frameworks for MCE 2.3.1. Conservative Multiculturalism 2.3.2. Liberal Multiculturalism 2.3.3. Critical Multiculturalism 2.4. Integrative Framework 2.5. Chapter Summary Chapter 3. Methodology 26 3.1 Methodology 3.1.1. Research Questions 3.1.2. Philosophical Assumptions 3.2. Qualitative Methodology 3.2.1. Single Case Study 3.3. Methods 3.3.1. Interviews 3.3.2. Document Analysis 3.3.3. Reflexivity 3.4. Context and Participants 3.4.1. Characteristics of the Participants 3.4.2. Selection Criteria 3.5. Data Analysis 3.5.1. Coding Process 3.6. Trustworthiness (Credibility, Transferability, Dependability, Confirmability) 3.7. Ethical Considerations Chapter 4. Findings and Analysis 41 4.1. Middle School Teachers’ Diverse Interpretations of MCE 4.1.1. MCE as Pedagogy of Adaptation 4.1.2. MCE as Pedagogy of Coexistence 4.1.3. MCE as Pedagogy of Resistance 4.1.4. Analysis 4.2. Teachers’ Challenges in the Implementation of MCE 4.2.1. Limited and Outdated MCE Content in Textbooks 4.2.2. Lack of MCE Values in Current Education System 4.2.3. Students’ Acceptance vs Resistance Towards Multiculturality 4.2.4. Analysis 4.3. Teachers’ Suggestions for Implementing MCE 4.3.1. Creating a Sanctuary for Students 4.3.2. Building Relationships with Parents and Among Students 4.3.3. Practicing Reflexivity 4.3.4. Analysis Chapter 5. Discussion and Implications 65 5.1. Teachers’ Perceptions Influenced by Multidimensional Contexts 5.2. Teachers’ Practices Influenced by the School Settings 5.2.1. MCE as Practiced in Public/Private Schools 5.2.2. MCE as Practiced in Multicultural-centered Schools 5.3. Implications for Korean Middle School Teachers Chapter 6. Conclusion 74 6.1. Summary 6.2. Limitations 6.3. Ways Forward 6.3.1. Concluding Remarks References 78 Appendixes 86 Abstract in Korean 93석

Reflection of Triangulation, Case Study of Innovation Behaviors in the UAE Travel Agencies Organizations

This case study validates the role of innovation behaviour in business organizations in the United Arab Emirates. Travel agencies were studied due to fast changing nature of business and environment assuming a high risk of uncertainty and dynamics of this sector. The main methods used in the study were classical qualitative methods of case study: interview and observation notes. One of the conditions for using qualitative methods in a case study was that the entire fieldwork to be built on the principles of triangulation as the method of increasing the reliability of data in a qualitative study. Qualitative data was aggregated through interviews, industry, analysis reports and company documents. The case proposed a conceptual model of innovation leadership based on positive fusion of patterns of innovative behaviour in the organizations

Qualitative Case Studies in Operations Management: Trends, Research Outcomes, And Future Research Implications

Our study examines the state of qualitative case studies in operations management. Five main operations management journals are included for their impact on the field. They are in alphabetical order: Decision Sciences, International Journal of Operations and Production Management, Journal of Operations Management, Management Science, and Production and Operations Management. The qualitative case studies chosen were published between 1992 and 2007. With an increasing trend toward using more qualitative case studies, there have been meaningful and significant contributions to the field of operations management, especially in the area of theory building. However, in many of the qualitative case studies we reviewed, sufficient details in research design, data collection, and data analysis were missing. For instance, there are studies that do not offer sampling logic or a description of the analysis through which research out-comes are drawn. Further, research protocols for doing inductive case studies are much better developed compared to the research protocols for doing deductive case studies. Consequently, there is a lack of consistency in the way the case method has been applied. As qualitative researchers, we offer suggestions on how we can improve on what we have done and elevate the level of rigor and consistency

Integrating case study and survey research methods: An example in information systems

The case for combining research methods generally, and more specifically that for combining qualitative and quantitative methods, is strong. Yet, research designs that extensively integrate both fieldwork (e.g. case studies) and survey research are rare. More¬over, some journals tend tacitly to specialize by methodology thereby encouraging purity of method. The multi-method model of research while not new, has not been appreciated. In this respect it is useful to articulate and describe its usage through example. By reference to a recently completed study of IS consultant engagement success factors this paper presents an analysis of the benefits of integrating case study and survey research methods. The emphasis is on the qualitative case study method and how it can compliment more quantitative survey research. Benefits are demonstrated through specific examples from the reference study.</i

The Seven Steps of Case Study Development: A Strategic Qualitative Research Methodology in Female Leadership Field

This study examines the theme of female leadership as a complex concept and an embedded phenomenon. It is in a feminist paradigm that attempts to give voice to women, and works to correct the imbalance generally posited from a predominantly male oriented perspective. In this instance, a case study approach is considered entirely appropriate since it dealt with a process of complex real-life activities in considerable depth. This paper aims to establish the case study approach as a strategic qualitative research methodology in the female leadership field. It discusses the seven steps employed in a case study approach, namely: (1) Justification for the research paradigm and research methodology, (2) Justification for the case study method, (3) Criteria for judging the quality of case study design (4) Designing the case study, (5) Criteria for selecting a case design, (6) Data collection, (7) Case study analysis. While this article reviews the case study approach used to investigate female leadership in Thailand, it undoubtedly will also have application elsewhere.case study; research methodology; qualitative research; female leadership.

Creating art from research:a theatre play based on research interviews with senior therapists

The growing scope and influence of qualitative research methodologies has generated an interest in the use of art-informed approaches to disseminating research findings. In the present article, our aim is to present a methodological case study of the development of a theatre play based on a qualitative study of senior therapists' life and work. Lessons learned from this project are presented in relation to ethical issues, the process through which qualitative data are transformed into a theatre performance, and the distinctive perspective afforded by a dramaturgical approach. Implications for research practice are discussed

Managing school behavior: a qualitative case study

The purposes of this dissertation research were to understand the methods by which building-level school administrators collect office discipline referral data, and to understand the ways they make decisions based on that data. In order to achieve this overall objective, the following research questions framed this study: 1. To what extent do administrators have access to behavior data that inform their decisions on how to improve student success in school and society? 2. To what extent do administrators use behavior data to improve student success in school and in society? 3. What do administrators perceive it would take to enhance the effectiveness of their current efforts to improve students\u27 success in school and society? One mid-sized suburban school district from the Midwest was selected for this case study research. Eleven school building administrators were interviewed to provide insight into the research questions. Participants in the study self-selected pseudonyms to preserve anonymity. Interviews were conducted face to face, and then transcribed. The themes that emerged from the interviews include: (1) participants\u27 perceptions of and experiences with collecting and analyzing student behavior data, (2) participants\u27 perceptions of and experiences with using behavior data to improve student success in school and in society, and (3) participants\u27 perceptions of necessary steps to take to enhance the effectiveness of their current efforts to improve students\u27 success in school and society. The findings from this study describe practices used for collecting student attendance data, office referral data, and suspension and expulsion data. Building-level school leaders recognize that data collection and analysis of building- and school district-level conduct and/or behavior data would help them establish patterns of behavior for individual students, as well as students throughout the building. The aim for school administrators should be to use research-based strategies, practices, and programs that have proven successful when they plan interventions and programmatic changes for students. Based on its findings, this study recommends that further investigation into data collection processes that lead to improved behavioral outcomes for students be conducted. Consistent data collection, supported by a systemic procedure to analyze that data, is paramount to increase the effectiveness of any behavior support program. As schools continue to face challenges associated with providing adequate behavioral supports for students, building capacity with teaching and administrative staff is recommended, so that a continuum of behavioral supports could be provided to meet the diverse behavioral needs of buildings, schools, and districts