Browsing by Subject "Grounded theory"

Now showing 1 - 9 of 9
  • Thumbnail Image
    Item
    Certified registered nurse anesthetists' professional recertification process: a grounded theory.
    (2011-06) Marienau, Mary E. Shirk
    This qualitative study was designed to develop a grounded theory that would provide an understanding of what certified registered nurse anesthetists (CRNAs) and their colleagues value and expect from the nurse anesthesia profession's recertification process. The grounded theory was based on analysis of the data obtained from a total of 27 CRNAs during four face-to-face focus group sessions. Analysis of the data from mailed surveys completed by 21 CRNA associates also contributed to the grounded theory. Rank order scaling of the survey activities identified three recertification activities CRNA associates felt would provide assurance of CRNA competency: (1) Hands-on simulation testing, (2) continuing medical education (e.g., interactive workshops), and (3) written exams. Focus group participants indicated that hands-on simulation experience and testing provided the most assurance of CRNA competency. Analysis of the focus group and survey data resulted in themes, which established that a recertification process fostering a commitment to professional lifelong learning and providing an assurance of CRNA competency was needed. The resultant grounded theory, based on voices from within the nurse anesthesia profession, supports the development of a systematic view of the profession's recertification process. The grounded theory can inform the nurse anesthesia profession as it seeks to develop a recertification process that assures CRNAs' competency. It provides direction for the profession and aids in the determination of future actions which would assure CRNA competency. The presentation of the theory in three distinct formats using narrative statement, table, and visual illustration provides the foundation for a strong competency-based recertification design for the nurse anesthetist profession. The grounded theory may also provide direction for other medical specialties and non-medical professions (e.g., legal, business, and education) as they look towards providing needed assurances of competency to the public, patients, clients, students, and governmental regulatory agencies.
  • Thumbnail Image
    Item
    Do Words Really Matter: A Mixed Methods Grounded Theory Study Of Student Conduct Codes And Campus Racial Climate Data
    (2020-05) Barnes, Anne
    Among the most bedeviling problems on college campuses today is whether and how an inclusive campus racial climate and freedom of expression can co-exist in a complementary manner. Public universities must adhere to the First Amendment, just as the rest of society does; the difficulty they face is the balance between protecting the right to free and open expression and creating a positive racial climate for their many students of differing backgrounds. There are few limitations on freedom of speech and expression, but universities do not want to appear as though they do not take seriously accusations of racial bias and discrimination, nor that racism and racial microaggressions are acceptable. At the heart of the issue is how to allow legally protected speech to exist on a campus while simultaneously ensuring civil rights of historically underrepresented students, staff, and faculty. Historically, this is where student conduct codes have been utilized, as speech cannot be regulated legally in the same way that conduct can. This mixed methods grounded theory study explored the current discussion around campus racial climate in relation to freedom of speech, examining both legal and policy positions, and sought to understand the relationship between the specific verbiage and themes used in student conduct codes and students’ perceptions of campus racial climate on an individual campus. This analysis of student conduct codes, mission statements, legal cases, and data from the undergraduate Student Engagement in the Research University survey revealed that: a) student conduct codes remain focused on punishment, not student development; b) institutions continue to employ overly legalistic language in student conduct codes; c) student conduct codes do not reflect mission statement values; and d) the absence or presence of diversity discussion in student conduct codes shares a relationship with student perceptions of campus racial climate.
  • Thumbnail Image
    Item
    A framework for designing in cross-cultural contexts: culture-centered design process
    (2013-06) Goncu Berk, Gozde
    The design process has become multicultural, bringing together designers, users and other stakeholders with different cultural backgrounds as a result of the dynamics of globalization and the rise of emerging markets outside Western culture. Developing new products for the new emerging "non-Western" markets is challenged by the diversity of cultures, the diversity in the environmental, economic, and technological contexts and therefore requires new ways of design thinking. The rationale for this study emanates from the desire to understand ways to design for diverse cultures. This study explores the design processes where designers and users originate from significantly different cultural backgrounds and offers a framework that point out the challenges of the process and the strategies targeting these challenges. Grounded theory is adopted as the methodological framework for this study. Data were collected through in-depth interviews of purposefully selected designers who have experience in designing products for users whose cultural backgrounds are significantly different than their own. Twenty designers with diverse experiences from different geographical locations in the world were interviewed either face-to-face or by using online communication technologies. Two levels of interviews were used: the first level focused on identifying the process of designing for another culture and included generative questions to determine major concepts. Based on the results from first level interviews, second level of interviews focused on each step of the process, its methods, challenges and strategies. Qualitative Data Analysis Software NVivo was used for data reduction and analysis. The results emerged from three levels of coding: open, axial, and selective coding. Open coding was used to determine concepts by opening up transcriptions and exposing thoughts and meanings contained in the text. In axial coding the aim was reorganizing the data that was opened up. Similar concepts were merged into categories and developed into a tree structure that shows the relationship between concepts and categories. In the third level of selective coding, data were transformed into a framework as a result of immersion in data over time. At this stage, the visual model and the storyline of the framework that describes the design process in the cross-cultural context named as "Culture-Centered Design Process" was developed. The process of designing for another culture can be more time consuming, expensive and frustrating without the grounding pre-design phase. Culture-centered design process starts with pre-design phase which is the key to be prepared for the challenges of cross-cultural communication. Cross-cultural communication problems challenge especially the cultural immersion stage. Design teams need to respond to cultural values, norms, linguistic differences to build rapport and gain access to the users' experiential and environmental contexts at the individual level. Finding the most capable cultural broker helps design teams not only in overcoming language barriers but also in building rapport with the users and catching the subtle nuances. Communication problems are eased and users' roles in the design process are empowered when research methods are purposefully selected and combined with visual probes. Designing for another culture is less intuitive and vulnerable to assumptive thinking; therefore cross-cultural design requires constant validation of design decisions with the users. Perceptual filter or assumptive thinking especially challenges reflective integration and co-design & implementation stages. Designers need to be aware of their biases and assumptions as much as possible to draw insights from the user's reality. Directly or indirectly involving users in the design process through co-design or prototype walkthroughs can act as validation mechanisms.
  • Thumbnail Image
    Item
    How do tax accountants develop technical-tax expertise? a grounded theory study
    (2013-11) Kuhlmann, Diane Orlich
    This qualitative, grounded theory methodology study focuses on how tax professionals develop technical-tax expertise. The literature review, which examined expertise literature from 1869 through 2010, supports the assertion that expertise is learned over an extended period of time with appropriate types of practice. The expertise literature addresses the difficulty in distinguishing experts from experienced non-experts and suggests criteria that can be used to identify experts. The literature surrounding grounded theory methodology is explored including the history of grounded theory, the key elements of a grounded theory study, and a comparison of the Glaser and Strauss/Corbin methods.In the study, nine technical-tax experts, and three tax professionals who self-identified as non-experts were interviewed regarding their experience in developing technical-tax expertise. At first glance, these experts would appear to have little in common; however, under the surface, they had remarkably similar personal attributes--intelligence matched to the discipline, willingness to work hard, fascination with taxation, and tolerance of ambiguity. In addition, the environmental factors they faced (e.g. the economy, the U.S. tax laws, and the type of firm in which they were employed), helped explain the ease or difficulty they had in developing their expertise. Thus, their personal attributes made it likely that they would both excel and enjoy tax research and the environmental factors they faced either supported or impeded their opportunities to conduct tax research. The study concluded with the following three, interconnected theories on how professionals develop technical-tax expertise: Theory 1: Professionals learn to be experts (progressing on the skill continuum from novice to expert) by engaging in progressive problem solving. For tax professionals, progressive problem solving occurs from conducting research to address real-work tax issues. Theory 2: For each incident of tax research, the increase on the skill continuum is a function of knowledge and effort. Increase on the skill continuum= f(knowledge x effort). Theory 3: To gain expertise, a professional must repeatedly conduct research to address real-world tax issues. Tax professional will repeatedly engage in tax research to the extent they have the desire and opportunity.
  • Thumbnail Image
    Item
    Perpetual Pivot Points: How Gig Careerists Experience and Navigate Job Search and Job Change
    (2021-06) Csillag, Borbala
    Through an inductive study of individuals working in film production, this dissertation elucidates the process of perpetual project exit, job search, and reemployment as experienced by gig careerists (freelancers working sequential projects in temporary organizations). We know very little about career progression and its enablers in contexts where individuals assume jobs for pre-specified, finite periods of time. Employing a grounded theory approach drawing on 46 informant interviews, I explore the interpretations, subjective contextual interactions, and relational dynamics of gig careerists as they leave, seek, and start new jobs over and over again. Findings reveal cycles of all-encompassing, personally exhausting anchor projects alternating with quieter periods of nonwork or smaller scope projects. Informants distanced themselves from typical job search in order to enable their recovery and to invest in more passive, informal job search that used individual reputations to attract opportunities. To cultivate positive individual reputations, foster social solidarity within their teams, and thus attain career continuity, individuals exhibited team performance supporting practices during anchor projects. This study contributes to job search scholarship and the nontraditional careers literature.
  • Thumbnail Image
    Item
    Practical training in evaluation: how students learn by doing
    (2014-04) Subialka Nowariak, Emily Nicole
    This paper presents findings from a qualitative study of ten students who engaged in experiential learning of evaluation. A grounded theory approach was used to understand what and how students learn about evaluation through these opportunities. This study is important because there is strong support for practical experiences in teaching evaluation and documented success of the strategy in other fields, yet little empirical research on experiential learning specific to evaluation exists (Trevisan, 2004). Findings suggest that students develop technical skills, soft skills, and learn about evaluation context via practical experiences. In addition, practical experiences help students gain confidence and refine their ideas about who they are as evaluators. Peer learning provides an important source of support for students, and mentorship is also important, although a tricky balance exists between providing enough support and providing sufficient room for autonomy.
  • Thumbnail Image
    Item
    Progressive self-curing: a grounded theory study of exercise behavior maintenance in older adults with Type 2 diabetes.
    (2009-11) Weymiller, Audrey Jane
    Background: Sociocultural shifts have resulted in sedentary, aging population. Type 2 diabetes is reaching epidemic proportions. Older adults with type 2 diabetes generally do not follow an exercise program. Exercise is key therapy for type 2 diabetes. Current heatlh behavior change models lack explanation for behavior maintenance. Thirteen interviews with older adults with type 2 diabetes who had been successful at maintaining an exercise program for at least six months results in the six-stage theory of progressive self-curing.
  • Thumbnail Image
    Item
    Rural family caregiving for children with complex chronic conditions: a grounded theory study.
    (2012-06) Rose, Diane Kay
    Although rural families of children with complex chronic conditions (CCCs) face many of the same caregiving challenges urban families face, they may face additional, unique challenges. Geographical distance from specialists limits access to care and can contribute to compartmentalization of services and increased strain on the family. Relatively little is known about how rural family caregivers of children with CCCs manage complex care without many of the resources that are available to urban families. Previous research on family caregiving for children with CCCs has focused primarily on urban and suburban families; rural families have been underrepresented. The aims of this study were to (a) identify and describe how rural family caregivers manage caregiving for children with complex chronic conditions, and (b) develop a theoretical model of rural family caregiving for children with complex chronic conditions. Principles of family-centered care and an ecological perspective provided the conceptual framework for this grounded theory study. Semi-structured, in-depth interviews were conducted with nine primary family caregivers of children with CCCs who resided in rural counties in northwestern Minnesota. Analysis of data led to identification of the central category, Managing with Limited Resources, and development of a theoretical model of rural family caregiving for children with CCCs. Recommendations are made for improving care to children with CCCs and their families in rural, underserved areas.
  • Thumbnail Image
    Item
    Student perceptions of professional identity and cultural competence.
    (2011-05) Godsey, Shannon Rose
    By the time they reach their second year of graduate school, students of speech-language pathology are well into the process of developing a professional identity and have been exposed to academic and clinical experiences designed to develop their cultural competence. This grounded theory study was designed to investigate how students perceive their professional identities and how they perceive the concept of cultural competence. The results of this study indicate students are learning the knowledge programs are designed to teach them, but current practices may be limiting. Students understand the importance of culturally competent care, but they tend to narrow their concepts of cultural competence to facts and characteristics of cultural groups they see as other than themselves. The conclusions from this research encourage the development of cultural competence and professional identity through a process of examining interactive cultural relationships. Within this approach instruction and clinical experiences would involve a consistent recognition that each interaction is a relationship and each interaction involves the coming together of cultures. Helping students recognize the cultural relationship in every interaction allows them to develop their cultural competence and professional identities regardless of the demographics of their geographical placement and will provide them with the skills to adapt and meet the needs of each client and cultural group. Finally, this approach can shift the discourse of the profession away from the concept of how other cultures are different from the norm to one that considers all forms of similarities and differences in the provider-client relationship.