dr faith gibson, lecturer in children’s cancer nursing research institute of child health and...
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Dr Faith Gibson,Dr Faith Gibson, Lecturer in Children’s Cancer Nursing Lecturer in Children’s Cancer Nursing Research Research
Institute of Child Health and Great Ormond Street HospitalInstitute of Child Health and Great Ormond Street Hospitalfor Children NHS Trust, Londonfor Children NHS Trust, London
Using Focus Groups with Using Focus Groups with Children and Young PeopleChildren and Young People Using Focus Groups with Using Focus Groups with
Children and Young PeopleChildren and Young People
Learning outcomes…• To be able to describe the advantages and
disadvantages of using focus groups.• To be able to describe the steps taken when
planning and running a focus group.• To be able to highlight the particular
techniques used when working with children and young people in focus groups.
• To be able to outline the ethical issues involving children and young people in focus groups.
• To summarize approaches to analysis and reporting of focus group data.
Overview of the Session (90 minutes)
• Activity-ice breaker• Presentation – Theory and
practice of focus groups• Activity• Presentation – Running a focus
group • Closing comments
Ice Breaker
My experience….your experience????
• Identifying dimensions of the role of the CNS
• Exploring the role of nurses in day care
• Identifying competencies of general and specialist nurses
• Exploring fatigue with teenagers
• Listening to children and young peoples views of their cancer experience
• Exploring experiences with young people during the diagnostic period
A focus group is…….• A carefully planned discussion• Designed to obtain perceptions• On a defined area of interest• In a permissive non-threatening environment• Conducted with approximately 7-10 people• By a skilled interviewer• To share ideas and perceptions• In which group members influence each
other by responding to ideas and comments in the discussion
The story behind their use……
• Origins traced back to 1920’s• Used then to develop survey instruments• Developed in response to general dissatisfaction
with interviews• Became popular and developed strongly as a
research technique for market research• Adopted for party political research• Well established as a mainstream method across
all fields of social and educational research• In health care seen increase in use in last 10
years
Characteristics….• Involve people: small enough to share insights,
large enough to provide diversity• Conducted in a series: to detect patterns and
trends across groups• Composed of people who are similar: defined by
the study• Used to produce research data: differs from other
group interactions• Make use of qualitative data: participants influence
each other like in real life as opposed to interviews• Have a focussed discussion: carefully
predetermined and sequenced
Some common myths….
• Cheap and quick• Require moderators with highly developed
professional skills• Must consist of strangers• Not used to discuss sensitive topics• Tend to produce conformity• Are a more natural means of collecting data• Should not be used for decision making• Must be validated by other methods
Why focus groups with children/young people
• Create a safer peer environment• Replicate the type of small group setting similar
to the classroom• May help to re-dress the power imbalance• May be encouraged to give their opinions when
they hear others• Memory may be jogged by others contributions• Acknowledges participants as experts• Greater involvement in the research process
Where to start…….• Framing your research question• Detailing outcomes of the
research• Agreeing sample and setting• Deciding approaches to data
collection• Identifying data analysis
techniques
Early planning process….
• Number of sessions: practical and substantive issues considered
• Time and place: knowledge of participants to increase uptake
• Style and format: standardise for coverage and analysis
• Recording tools: tape, video, group activities, note taking
• Analysis: most challenging aspect where less has been written
• Pilot: process and questions
Working within an ethical framework
Refer to checklists, e.g. NCB,RCPCH, MRC
•Duties
•Rights
•Benefits/harm
•Risk of distress
•Risks to children from participating- benefits to children in the future
•Respect for privacy and confidentiality, use of quotes
•Trust
•Understanding
•Keeping children safe
Post it pyramids
Group composition factors
• Age dictates size of group, average 5-8• Participants in a group should be within
two-year age span• Used with children over 6 years• Single-sex/mixed sex• Known/unknown• Homogenous/heterogeneous• Last 45 mins-90 mins• Research question will influence many
factors
Location/seating• Familiarity balanced against
suitability• Noise levels and distractions• Seating arrangements, floor,
seated in circle with moderator, with/without table
• Eye contact• Choice of seating
The Moderator• Make the group feel comfortable and at ease• Set themselves apart from other authority figures• Matching moderator to the group• Allowing participants to influence the agenda• Keep discussions focused on the topic• Ensure all participants have an opportunity to
contribute• Remain mindful of non-verbal signs and
fatigue/boredom• Be aware of/note group dynamics• Enhance the clarity of participants contributions
Introducing the group• Standard statement• Format and nature of the group discussion• Confidentiality, what this means• Ground rules• Recording, tape/video• Role of assistant moderator• The opening topic, sequencing questions• Discussion• Ending the discussion• Summary, concluding for the group and the
individual
Conducting the discussion..
• Flexibility or structure• Probing• Noting non-verbal language• Creating space for everyone to contribute• Addressing dominant participants• Drawing out reticent participants• Avoiding simultaneous dialogue• Value interactions, recognise cannot follow every
point raised• Exploring emerging issues, diversity of view• Challenging social norms and apparent consensus
Using activities• Ice-breaker• Age-specific activities, designed for the
purpose– Brainstorming– Sentence completion– Visual prompts– Vignettes– Fantasy wishes– And…………
• Emphasise participation
Analysing data• Mechanical• Transcript, tape,
notes, observation based
• Revise decision if necessary
• Diagram of seating arrangements
• De-brief immediately after and take notes
• Organize data
• Interpretative• Review tapes,
transcripts, and notes look for emerging themes and develop coding categories
• Construct overview grid
• Making group comparisons
• Reliability and members check
Threats to quality…….• Clarity of purpose• Appropriate environment• Sufficient resources• Appropriate participants• Recruitment and scheduling of sessions• Skilful moderator• Effective questions• Careful data handling• Systematic and verifiable analysis• Appropriate presentation• Honouring the participant and the method
Ensuring quality and reporting back
• Detail participants and the context in which views were given
• True representation of findings• Face validity• Convergent validity: confirmed by future
behaviours, experiences or events?• Feedback, written, user forum,
conferences, publication• Influencing practice
In summary…….• Preparation and planning ensures success• Not to be taken on as an easy option• Research question influences methods• Group composition, format, etc all need
considerable thought• Rigour at all stages is crucial• And……………• Valuable approach to gathering valid and
reliable data directly with children and young people
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