Browsing by Subject "GROUNDED THEORY"

Sort by: Order: Results:

Now showing items 1-7 of 7
  • Lemetti, Terhi; Voutilainen, Paivi; Stolt, Minna; Eloranta, Sini; Suhonen, Riitta (2017)
    Introduction: Health care systems for older people are becoming more complex and care for older people, in the transition between hospital and primary healthcare requires more systematic collaboration between nurses. This study describes nurses' perceptions of their collaboration when working between hospital and primary healthcare within the older people care chain. Theory and methods: Using a qualitative approach, informed by grounded theory, six focus groups were conducted with a purposive sample of registered nurses (n = 28) from hospitals (n = 14) and primary -healthcare (n = 14) during 2013. The data were analyzed using dimensional analysis. Findings: Four dimensions of collaboration were identified: 1) Context and Situation, 2) Conditions, 3) Processes and Interactions and 4) The Consequences of nurse-to-nurse collaboration within the older people care chain. These four dimensions were then conceptualized into a model of nurse-to-nurse collaboration. Discussion and conclusion: Improved collaboration is useful for the safe, timely and controlled transfer of older people between hospital and primary healthcare organizations and also in healthcare education. The findings in this study of nurse-to-nurse collaboration provides direction and opportunities to improve collaboration and subsequently, the continuity and integration in older people care in the transition between organizations.
  • Johnston, Jenny; Bennett, Deirdre; Kajamaa, Anu (2018)
    This paper, on using theory in health professions education research, is the second in a series that aims to support novice researchers within clinical education, particularly those undertaking their first qualitative study. Diving into the world of education theory can be challenging and uncomfortable for clinician-educators. Nonetheless, theory is an essential ingredient in high-quality research, shaping everything from research questions to study design, analysis and, ultimately, the interpretation of findings. We hope that this paper, introducing different levels of theory and examples of how to use theory, will shed light on how theory can be used in research, and that it will help you in getting to grips with using theory in your own work.
  • Martin, Diane M.; Harju, Anu Annika; Salminen, Emma; Koroschetz, Bianca (2019)
  • Kaski, Timo; Niemi, Jarkko; Pullins, Ellen (2018)
    Acquisition of new customers is critical for any business seeking to achieve growth. This paper investigates the skill of rapport building in establishing new customer relationships and engaging customers for solution co-creation. A qualitative multiple phase study supports a micro-level analysis of rapport building in the context of business-to-business solutions and services selling. The study includes three parts: in-depth qualitative interviews, conversation analysis of video-recorded real-life sales meetings, and follow-up interviews. The results show that salesperson-initiated actions have little influence on rapport building and that strong initial rapport can compensate for potential interaction weaknesses later in the meeting. Our findings point to a set of collaborative actions and related skills needed to build rapport and move a relationship forward. These findings provide theoretical insights into the earliest moments of new customer relationship formation. The results inform businesses seeking to refocus and develop their rapport building skills towards more customer-engaging collaboration.
  • Lappi, Otto (2018)
    The exceptional performance of elite practitioners in domains like sports or chess is not a reflection of just exceptional general cognitive ability or innate sensorimotor superiority. Decades of research on expert performance has consistently shown that experts in all fields go to extraordinary lengths to acquire their perceptual-cognitive and motor abilities. Deliberate Practice (DP) refers to special (sub)tasks that are designed to give immediate and accurate feedback and performed repetitively with the explicit goal of improving performance. DP is generally agreed to be one of the key ingredients in acquisition of expertise (not necessarily the only one). Analyzing in detail the specific aspects of performance targeted by DP procedures may shed light on the underlying cognitive processes that support expert performance. Document analysis of professional coaching literature is one knowledge elicitation method that can be used in the early phases of inquiry to glean domain information about the skills experts in a field are required to develop. In this study this approach is applied to the domain of motor racing - specifically the perceptual-cognitive expertise enabling high-speed curve negotiation. A systematic review procedure is used to establish a corpus of texts covering the entire 60 years of professional motorsport textbooks. Descriptions of specific training procedures (that can be unambiguously interpreted as DP procedures) are extracted, and then analyzed within the hierarchical task analysis framework driver modeling. Hypotheses about the underlying cognitive processes are developed on the basis of this material. In the traditional psychological literature, steering and longitudinal control are typically considered “simple” reactive tracking tasks (model-free feedback control). The present findings suggest that—as in other forms expertise—expert level driving skill is in fact dependent on vast body of knowledge, and driven by top-down information. The knowledge elicitation in this study represents a first step toward a deeper psychological understanding of the complex cognitive underpinnings of expert performance in this domain.
  • Ojala, Milla; Karppinen, Seija; Syrjäläinen, Erja (2018)
    The goal of this article and the research questions are to present how young craft students make sense of themselves through emotional experiences in craft-art. The study is based on the Grounded Theory method. The theoretical key concepts, self, emotional experiences and engagement in craft making are chosen based on how they support or resonate with the data and analysis. The data consists of several types of material that was collected in three schools: portfolios, participant observation, ethnographic interviews and students’ diaries. The data showed that students’ emotions were strongly present in the craft activity. Emotions were related to the students’ management of the stages of the craft process, the expectations towards the outcome, the students’ holistic bodily and mental feeling during the making and their engagement throughout the entire process. All these elements, reflected against pre-existing theories, indicate that while studying craft-art, the participants were able to make sense of themselves in many ways. The analysis led to the result: Through somatic experience and the emotional ownership of the craft process in which their own interests are materialized to a meaningful product, realisation of students’ own potential and a better sense of self becomes possible. This article is a part of the larger study that focuses on students’ craft making experiences in the context of Finnish Basic Education in the Arts (BEA).