Applying Grounded Theory to Weight Management among Women: Making a Commitment to Healthy Eating

In this study we developed a theory grounded in data from women who continued healthy eating behaviors after a weight management program. Participant recruitment was guided by theoretical sampling strategies for focus groups and individual interviews. Inclusion criteria were: African American or Caucasian women aged 30+ who lost \u3e 5% of their body weight in a weight management program \u3e year ago. Participants \u3e 5% below their baseline weight were maintainers (n = 9); those above were non-maintainers (n = 14). We asked open-ended questions regarding healthy eating behaviors. The systematic design is described in detail, including categories from open coding, connection during axial coding, and integration into a theory, labeled Commitment to Healthy Eating, during selective coding. Procedures for establishing credibility are also included

Sisters in the Sacred Grove: Catholic Women Religious as Faculty Members at Public Universities

This study addresses the lack of scholarly attention focused on educational contributions of Catholic women religious educators. Using a qualitative multiple case study, this research describes the academic experiences of Catholic sisters, or women religious, serving as faculty at public universities in the South. The study highlights issues related to gender, religious identity, environment, relationships, and experiences and perceptions of others as they pertain to the academic experiences of Catholic women religious. Implications of the study point to an underutilization of the outsider perspective which could potentially benefit the academy, as well as the need for diversity training in the academy. The study expands the knowledge base for subsequent research in the areas of Catholic women religious faculty members in higher education and religious identity of faculty members in higher education

Students\u27 persistence in the University of Nebraska -Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education: A mixed methods study

The purpose of this mixed methods sequential explanatory study was to understand what impacted students\u27 persistence in the in the Distributed Doctoral Program in Educational Leadership in Higher Education offered by the University Nebraska - Lincoln. In the first, quantitative phase of the study, the research questions focused on identifying the predictive power of ten composite variables, representing selected internal and external factors to students\u27 persistence in the program. The data were collected via a web-based survey (N = 278), using a self-developed instrument. The response rate was 74.5%. First, the participants\u27 answers to separate items on the survey scales were analyzed using descriptive statistics. A discriminant function analysis identified five variables best predicting the group membership: program, online learning environment, student support services, faculty, and self-motivation. In the second, qualitative phase, four case studies, selected on typical response and maximal variation principle, one from each of the four participant groups (Beginning, Matriculated, Graduates, and Withdrawn/Inactive), explored the results from the statistical tests in more depth. The data collection included multiple sources. Four themes related to the participants\u27 persistence in the program emerged in the thematic analysis of each case and across the cases: quality of academic experiences, online learning environment, support and assistance, and self-motivation. In each case, the themes differed in the number and similarity of categories comprising them. There were more similarities between the participants still in the program, than with the graduated or withdrawn/inactive members. The quality of the program and students\u27 academic experiences learning in the online environment was the most discussed theme. Quality and online learning environment were also the reasons for withdrawal from the program. The results of the quantitative and qualitative phases were integrated while interpreting the outcomes of the entire study. Based on the findings from the quantitative and qualitative phases of the study, a preliminary model of students\u27 persistence in a distributed doctoral program was developed

Mixed methods applications in action research : from methods to community action

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Mixed methods applications in action research : from methods to community action

The book is applicable to broad audiences with different levels of research skills, including students learning how to conduct research in practical settings, practitioners faced with the need to address pertinent issues in their professional practices, community leaders seeking to inform policy changes, and college faculty who teach research methods and conduct funded research in collaboration with practitioner-researchers and community stakeholders. A wide variety of pedagogical features make it appropriate for use as an instructional text aimed at developing skills in designing, conducting, implementing, and reporting an action research study that integrates mixed methods

Mixed Methods in Public Health Case Studies: Applying a Sequential QUAN → Qual Design to Identify Factors Associated With Black Mothers’ Intention to Vaccinate Their Daughters Aged 9 to 12 for HPV

The human papillomavirus (HPV) vaccine remains underused among Black female adolescents. In the study described in this case, we used mixed methods to understand factors associated with Black mothers’ intentions to vaccinate their daughters against HPV. The theory of reasoned action and health belief model were used to guide this study. This case study provides insights into designing and conducting a mixed methods sequential QUAN → Qual study using surveys and semi-structured interviews along with discussing the benefits and challenges. This case demonstrates application of this mixed methods sequential design to yield a better understanding of the research issue and the importance of engaging the community throughout study planning and implementation. This case study also provides an example of a theoretical framework when conducting a mixed methods sequential QUAN → Qual design and discusses lessons learned in using this research approach

Designing A Mixed Methods Study In Primary Care

BACKGROUND Mixed methods or multimethod research holds potential for rigorous, methodologically sound investigations in primary care. The objective of this study was to use criteria from the literature to evaluate 5 mixed methods studies in primary care and to advance 3 models useful for designing such investigations. METHODS We first identified criteria from the social and behavioral sciences to analyze mixed methods studies in primary care research. We then used the criteria to evaluate 5 mixed methods investigations published in primary care research journals. RESULTS Of the 5 studies analyzed, 3 included a rationale for mixing based on the need to develop a quantitative instrument from qualitative data or to converge information to best understand the research topic. Quantitative data collection involved structured interviews, observational checklists, and chart audits that were analyzed using descriptive and inferential statistical procedures. Qualitative data consisted of semistructured interviews and field observations that were analyzed using coding to develop themes and categories. The studies showed diverse forms of priority: equal priority, qualitative priority, and quantitative priority. Data collection involved quantitative and qualitative data gathered both concurrently and sequentially. The integration of the quantitative and qualitative data in these studies occurred between data analysis from one phase and data collection from a subsequent phase, while analyzing the data, and when reporting the results. DISCUSSION We recommend instrument-building, triangulation, and data transformation models for mixed methods designs as useful frameworks to add rigor to investigations in primary care. We also discuss the limitations of our study and the need for future research