Scielo RSS http://scielo.pt/rss.php?pid=2184-777020210001&lang=en vol. 6 num. lang. en http://scielo.pt/img/en/fbpelogp.gif http://scielo.pt http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100001&lng=en&nrm=iso&tlng=en http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100002&lng=en&nrm=iso&tlng=en Abstract: During our classes with students, doctoral students, or while taking part in methodological workshops, we often hear some repeated questions: “Is it worth using the computer-aided qualitative data analysis software and why?” and “Which program should I choose?” Having gathered sizable experience in the field, we can answer these questions by saying that the use of CAQDAS (Computer-Assisted Qualitative Data Analysis Software) makes the process of data analysis more systematic and transparent, and this “forces” to think about data and supports in-depth analysis. The use of CAQDAS requires a certain amount of effort and work due to the need to learn about the environment of a software, but also (or maybe first) to change the perspective, and often some habits concerning how a researcher’s workshop is organized. The choice of appropriate software is highly individual and it requires a thorough consideration from its future user. Therefore, the primary objective we set as the authors of this paper is to present the perspective taken by qualitative researchers who use selected free CAQDAS applications. Our paper is intended mainly for novice CAQDAS users who we would like to advise on how to select appropriate software and familiarize them with the specifics of CAQDAS. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100015&lng=en&nrm=iso&tlng=en Abstract: As quantitative methods dominate the field of clinical psychology, qualitative inquiry struggles to live up to its full potential. The ubiquitous quantitative criteria and epistemology lead to a flawed idea of objectivity, pursued by many qualitative researchers in an attempt to be taken seriously. Therefore, they try to avoid any possible theoretical influence. This often creates a fear for really interpreting data. However, it seems that instead of leading to higher quality research, this rather leads to superficial analyses. In this chapter, I show, based on my own recent research regarding the experience of negative symptoms in psychosis, how theory- use led to more in-depth analyses. Our study consisted of an Interpretative Phenomenological Analysis of interviews with twelve patients with psychosis about their negative symptoms. During the earlier phases of research, we stayed close to the data and tried to bracket our theoretical assumptions as much as possible. However, when coming to our final analysis, we approached the data more through a theoretical lens. This way we were able to lift our analysis from what was rather a summary of what our participants told to a deeper understanding of the process of negative symptoms. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100024&lng=en&nrm=iso&tlng=en Abstract: This paper presents the qualitative experiment as an alternative methodological solution that combines an open qualitative approach, and a structured and controlled experiment. Using three studies, including both a qualitative experiment and a traditional in- depth interviews approach, we compare the findings of both approaches to identify the benefits and risks of qualitative experiments. Our findings contribute by presenting a methodological framework and technical recommendations based on three validity criteria (internal, external, and interpretivist validity). The results thereby contribute methodologically by empirically investigating the usefulness of qualitative experiments based on a combination of quantitative and qualitative validity criteria identified in the literature. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100032&lng=en&nrm=iso&tlng=en Abstract: The crucial component to any research being successful is fieldwork and gaining access to research participants; which in the academic year 2019-2020 in England became a challenging endeavour, with regards, a) industrial action across the higher education sector, in December 2019 and again in February 2020; b) regional rail network industrial strike action across the year, and c) the pandemic (Coronavirus). This perfect storm restricted and challenged qualitative data collection for a study on 'Teaching Innovation in 21st century UK Higher Education'. Writing from a postgraduate researcher position and perspective who was caught in university halls of residence; this paper reflects a meaningful mental activity and an approach to telling stories. Through my reflections, three themes of experience are significant. 1) Connection and access to participants, Implications of mass media reporting; workloads and screen time. 2) The use of visual method selection is difficult to achieve over a series of digital platforms regarding network failures, functionality, visual descriptions, and feelings of incompetence in understanding the impaired spoken drawing, and 3) the emotional toll on the researcher. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100041&lng=en&nrm=iso&tlng=en Abstract: Our research studied the interactions between mental health care (MHC) professionals and users in French public psychiatry, focusing on the “tools” which professionals use in their interactions with users. We draw a typology of four main “therapeutic styles” in relation to tool use: 1- Absence of identifiable tools. Interaction is personalized and improvised. 2- Use of rituals and habits. 3- Use of methods that have otherwise been written and formalized. 4- Use of tools, be they written or computerized, protocols guiding the interactions, or strictly standardized tools. The psychologist involved in the research (HH) intends to show how the practice of interdisciplinary fieldwork, which implied the “trouble of having a psychologist sharing fieldwork”, enabled both researchers to transform a classical methodology into a series of questions concerning the focus of data gathering and data analysis, the position and stance of both researchers, and the possibility to provide not only valid descriptions of day-to-day care practices but also correct interpretations of the unconscious feelings at stake in MHC. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100052&lng=en&nrm=iso&tlng=en Abstract: Readmission to the emergency service after discharge is high, nursing interventions are needed in order to ensure continuity of care after discharge from this service to avoid this phenomenon. Objective: To identify the risk factors for readmissions and describe the interventions that guarantee continuity of care after discharge from the Emergency Department. Methodology: Integrative literature review, following the protocol. The bibliographic sample comprises 7 articles. Results: It is necessary to identify risk factors, personal history, polymedication, the current life situation, age, level of dependence, risk of falling and cognitive function. In nursing, the interventions that stand out the most are the follow-up telephone calls and the existence of an expert nurse in transitional care. Conclusion: The evidence recommends that the existence of structured interventions and an effective articulation of care between the Emergency Department and the Community are good practices to implement and bring health gains to the population studied, however there is a need to further research at this level. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100063&lng=en&nrm=iso&tlng=en Abstract: The paradigm of collaborative health care delivery drove the development of interprofessional competency frameworks (ICFs). The Train4Health project, funded by the Erasmus+ program, aims to improve healthcare students’ competencies in behaviour change support to optimize self-care in chronic diseases. As part of this project, we surveyed the landscape of ICFs in health. Our aim was to characterize ICFs in health and its translation into learning outcomes embedded in academic curricula. An integrative review was conducted between March and September 2020 based on a predefined protocol. The search was performed in EBSCO, B-On, Scopus, Web of Science and Joanna Briggs Institute databases. Four articles were eligible, describing ICFs in different domains in health, such as digital healthcare environment, simulation and genetic healthcare. Generally, ICFs were planned and developed by a committee. Students were involved in all four ICFs. These frameworks supported the development of learning outcomes-based curricula, organized in a tiered or straightforward structure, with different learning outcomes depending on their complexity and specialization level. Despite the overlap in some areas across health professions, we found only four ICFs that can guide collaborative education and are linked to learning outcomes. Pursuing this integrated approach, ideally resorting to structured scientific methods, may facilitate competencies attainment and merits further attention. http://scielo.pt/scielo.php?script=sci_arttext&pid=S2184-77702021000100072&lng=en&nrm=iso&tlng=en Abstract: A scoping review from 2000 to 2020, in a qualitative approach, were analyzed in order to provide a synthesis of the empirical issues concerning conflict mediation in schools in the context of teacher education, and to investigate the extent to which empirical research has provided evidence on key elements that are crucial to develop conflict mediation skills among teachers. A scoping review, on Scopus and B-on online databases, was made using nine inclusive criteria. The results showed that the number of publications is stable throughout the years. Seven journals published studies about this subject. Two continents are represented in the reviewed studies. They were mostly on-site and qualitative research and focus the mediation as a method of conflict resolution, and as a tool to introduce initial learning-to-teach experiences. There are a few empirical studies in which conflict mediation and its impact on teacher education is sufficiently explored. A thematic overview of reported outcomes suggested that although mediation is perceived as positive and encourages emotional, cognitive, and moral learning, stimulating pre-service teachers’ reflective thinking, teachers identify a deficiency when it comes to their training.