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Chronic kidney disease (CKD), a progressive chronic disease common in older persons, is estimated to affect approximately 44% of individuals aged 65 and older [4] and more than 10% of the population worldwide [5, 6]. End-stage renal disease (ESRD) refers to patients with an estimated glomerular filtration rate lower than 15 ml per minute per 1.73 m2 body surface area [7, 8]. ESRD treatment involves renal replacement therapy (RRT), which includes peritoneal dialysis (PD), hemodialysis (HD), and kidney transplantation (KT) [9].
Research participants
Telephone calls may be appropriate for patients of lower socio-economic status, or those having poor internet access and low levels of technological literacy. This research supports the design and implementation of a gamified online role-play in dental education, as dental learners could develop self-perceived confidence and awareness with satisfaction. A well-designed gamified online role-play is necessary to support learners to achieve expected learning outcomes, and the conceptual framework developed in this research can serve as a guidance to design and implement this interactive learning strategy in dental education. However, further research with robust design should be required to validate and ensure the educational impact of gamified online role-play in dental education.
The Growing Importance of Mixed-Methods Research in Health
We recommend that novice researchers collaborate with more experienced colleagues and protect time to read key references and access other resources that can help them. Moreover, interdisciplinary research is now being recommended and is becoming more common, but these different ways of working need to be considered early on in the design of a research project. Something similar applies to the classification of the purposes of mixed methods research. The classifications of purposes mentioned in the “Purpose”-section, again, are basically meant for the classification of whole mixed methods studies. In practice, however, one single study often serves more than one purpose (Schoonenboom et al. 2017). The more purposes that are included in one study, the more difficult it becomes to select a design on the basis of the purpose of the investigation, as advised by Greene (2007).
What is Qualitative in Qualitative Research
Despite this constraint, she required a dental consultation to receive advice for initial self-care, as her symptoms significantly impacted her daily life. Furthermore, she was designated to encounter difficulties with the technological use of the teledentistry platform. All rights are reserved, including those for text and data mining, AI training, and similar technologies. (b) Context – refers to cases in which the combination is justified in terms of qualitative research providing contextual understanding coupled with either generalizable, externally valid findings or broad relationships among variables uncovered through a survey. Expansion seeks to extend the breadth and range of inquiry by using different methods for different inquiry components.
Typological versus interactive approaches to design
The authenticity of simulated patient and immediate feedback could also affect the game flow, leading to the enhancement of learner engagement45. These elements could engage participants with a learning process, leading to the enhancement of educational impact. A gamified online role-play can be considered as a learning strategy for teledentistry according to its educational impact.
What are the opportunities provided by mixed‐methods research?
In a sequential design, the quantitative component precedes the qualitative component, or vice versa. In the notation of Morse (1991), concurrence is indicated by a “+” between components (e. g., QUAL + quan), while sequentiality is indicated with a “→” (QUAL → quan). Note that the use of capital letters for one component and lower case letters for another component in the same design suggest that one component is primary and the other is secondary or supplemental.
When to use mixed methods research
An example of mixed methods research is a study that combines quantitative and qualitative data. This type of research uses surveys, interviews, and observations to collect data from multiple sources. Mixed methods research designs combine the strengths of qualitative and quantitative data, deepening and enriching qualitative results with quantitative data and validating quantitative findings with qualitative data. This method offers more flexibility in designing research, combining theory generation and hypothesis testing, and being less tied to disciplines and established research paradigms. The exploratory sequential design collects qualitative data first, followed by quantitative data. This type of mixed methods research is used when the goal is to explore a topic before collecting any quantitative data.
The institutionalization of mixed methods research
This design involves collecting one type of data as the primary method and then using the other type of data to elaborate or clarify the primary data. For example, a researcher may use quantitative data as the primary method and qualitative data as a secondary method to provide more context and detail. Multiple methods involve collecting data from different sources, such as surveys and interviews, but not necessarily combining them into one analysis. Mixed methods offer greater flexibility but can lead to differing or conflicting results when integrating data. Using qualitative and quantitative data in one study allows researchers to understand their subject more deeply. The flexibility of mixed methods research designs means that researchers can choose any combination of the four frameworks outlined above and other methodologies, such as convergent parallel, explanatory sequential, and exploratory sequential, to suit their particular needs.
Exploring therapeutic communication in managing chronic non-communicable diseases: a mixed-method study in ... - Archives of Public Health
Exploring therapeutic communication in managing chronic non-communicable diseases: a mixed-method study in ....
Posted: Thu, 14 Mar 2024 07:00:00 GMT [source]
What are the strengths and challenges in using mixed methods?
Focusing on the core MMR group, the top ten authors of the group together collect 458 citations from the 797 articles in the sample, locating them at the center of the citation network. Creswell is the most cited author (210 citations) and his work too receives most citations from journals in nursing and education studies. According to Bourdieu, their position can, to a certain degree, explain the strategy they pursue and the options they perceive to be viable in the trade-off regarding the risks and potential rewards for their work.
There are several reasons why mixed methods research can be beneficial, including generalizability, contextualization, and credibility. The aim is to provide a snapshot of some of themost exciting work published in the various research areas of the journal. “From the activity, I would consider teledentistry as a convenient tool for communicating with patients, especially if a patient cannot go to a dental office”.
An example of this could be a study of a specific business organization to understand the organizational dynamics and culture within the organization. This design involves collecting quantitative data and then taking action, usually in the form of an intervention or intervention program. An example of this could be a research team who collects data from a group of participants, evaluates it, and then implements an intervention program based on their findings.
Moreover, conducting mixed-methods research does not necessarily guarantee an improvement in the quality of health research. Therefore, mixed-methods research is only appropriate when there are appropriate research questions [4,6]. As a further indication of institutionalization, a research association (the Mixed Methods International Research Association—MMIRA) was founded in 2013 and its inaugural conference was held in 2014. Prior to this, there have been a number of conferences on MMR or occasions on which MMR was presented and discussed in other contexts. An example of the first is the conference on mixed method research design held in Basel in 2005.
During each session the participants were educated about renal disease and treatment, food and water management, exercise and stress management, and medication management at home. They also learned how to use video visiting, online monitoring, and telephone counselling. The feasibility and practicality of telehealth in dental education present ongoing challenges and concerns.
The power of mixed methods research is its ability to deal with diversity and divergence. A first set of strategies takes the detected divergence as the starting point for further analysis, with the aim to resolve the divergence. One can also look for a more comprehensive theory, which is able to account for both the results of the first component and the deviating results of the second component. At some point in writing down the results of the first component, the results of the second component are added and integrated. A joint display (listing the qualitative and quantitative findings and an integrative statement) might be used to facilitate this process. Mixed methods research (“Mixed Methods” or “MM”) is the sibling of multimethod research (“Methodenkombination”) in which either solely multiple qualitative approaches or solely multiple quantitative approaches are combined.
On the basis of these dimensions, mixed methods designs can be classified into a mixed methods typology or taxonomy. In the mixed methods literature, various typologies of mixed methods designs have been proposed (for an overview see Creswell and Plano Clark 2011, p. 69–72). Overall, mixed methods research aims to provide a more holistic and nuanced understanding of the research problem, allowing researchers to draw more valid and reliable conclusions, make more informed decisions, and develop more effective interventions and policies. In this design, the researcher collects and analyzes quantitative data first, and then uses qualitative data to explain or elaborate on the quantitative findings.
More precisely, we need to be specific about the context and distinguish between institutionalization in the academic field and institutionalization within the scientific field (see Gingras and Gemme 2006; Sapiro et al. 2018). The first process refers to the establishment of degrees, curricula, faculties, etc., or to institutions tied to the academic bureaucracy and academic politics. The latter refers to the emergence of institutions that support the autonomization of scholarship such as scholarly associations and scientific journals. Since MMR is still a relatively young phenomenon and academic institutionalization tends to lag scientific institutionalization (e.g., for the case of sociology and psychology, see Sapiro et al. 2018, p. 26), we mainly focus here on the latter dimension.
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