Browsing by Subject "focus group"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Best Practices for Field Days: Environmental Field Days Assessment Tool: Focus Group Results
    (St. Paul, MN: University of Minnesota Extension Service, 2008) Marczak, Mary; Carlson, Stephan
    The following results are based on two focus groups conducted in October, 2007. The 14 participants (7 at each focus group) had gone through the Assessment Tool training on the use of the tools and also had used the tools to assess environmental field days. Focus group questions specifically addressed both the quality of the training as well as the tools (individual and holistic) themselves. The participants were asked not only to describe their experiences but also to provide recommendations to improve the training and the tools. During the focus group discussions it became clear that participants also wanted to address the actual day of the observation, or the field day experience itself. Thus, the results address these three key areas: 1) the day of the training; 2) the field day experience, and 3) the tools.
  • Thumbnail Image
    Item
    Design and Implementation of Acute Emergency Decision Making Tools to Aid Case Managers: A Focus Group Study
    (University of Minnesota, College of Pharmacy, 2013) Bradshaw, Marquita D.; Washington, Nicole B.; Munoz, Ricky; Brahm, Nancy C.
    Objectives: To evaluate and determine if use of specific reference cards for diabetes, stroke, and heat stroke [1] heightened understanding of the signs and symptoms of these conditions and [2] helped case managers (CMs) on the community-based integrated multidisciplinary program of assertive community treatment (IMPACT) team better evaluate patients. Background: Healthcare professionals who service those with a severe mental illness (SMI) diagnosis face many unique challenges. One particular challenge is medical assessment of patients with a SMI diagnosis. Often CMs do not have a background or work experience differentiating medical concerns from psychiatric signs and symptoms. Methods: Reference cards were developed at the request of the IMPACT team. Feedback was elicited through a one-time focus group session conducted by an independent party on the use of the reference cards as an educational tool. Anonymity was maintained. The responses were evaluated for themes. The moderator asked questions regarding the reference cards in each of the following areas: usability when answering questions about hypo- and hyperglycemia, stroke and heat stroke, understanding key points, recommendations for enhancement, and presentation of information. Results: Of the 8 CMs on the IMPACT team, 5 participated. Identified themes were quick reference and easily identifiable information. The use of pictures to illustrate the concepts was helpful. The language was appropriate for the cards and readily understandable. Suggestions for changes to the existing cards included use of a larger font, lighter background color, and moving medication information to the same side of the card. The limited availability of the heat stroke card in the summer was an identified limitation. Conclusions: The use of reference cards as an educational tool for CMs has not been extensively reviewed. Although data are limited from this pilot project, the CMs are enthusiastic about this resource and requested cards on additional topics.
  • Thumbnail Image
    Item
    Quality of Life: Assessment for Transportation Performance Indicators Focus Group Report
    (University of Minnesota Tourism Center, 2011) Schroeder, Sierra L.; Gustafson, Kent; Schneider, Ingrid E.