Avoiding pitfalls in focus group research.
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Bias↗
Biomedical subjects
G Powell-Cope
Publications and source records attributed to G Powell-Cope.
Using social support to promote breast self-examination performance.
PURPOSE/OBJECTIVES: To describe support strategies used by selected partners and peer partners in a study examining the effects of support on adherence to breast self-examination (BSE). DESIGN: Experimental. SETTING: Large health maintenance organization in the Pacific Northwest. SAMPLE: 175 women (mean age of 61 years) and 53 partners selected by one of the study groups. METHODS: Subjects were assigned to one of three groups: selected-partner support, peer-partner support, and no support. All groups attended a BSE group instructional session consisting of group discussion, a BSE slide presentation, and one-on-one practice of BSE. Members of the selected-partner and peer-partner support groups wrote contracts to provide supportive activities over the subsequent six months to ensure BSE performance. At 6 and 12 months, all participants completed a questionnaire to determine BSE adherence and perceptions of the support experience. MAIN RESEARCH VARIABLES: Performance of BSE, supportive activities provided, and perceptions of support. FINDINGS: Selected partner/subject dyads identified nearly three times the total number of support strategies (147 versus 55) and had greater variability in the types of support categories developed. These subjects had significantly more contact from their support partners, were more comfortable with their partners, and indicated greater likelihood of continuing the supportive contact after the study period. CONCLUSIONS: Selected partners demonstrated more involvement and commitment in fulfilling their supportive role than did peer partners. Further research is needed that will allow more reciprocity between selected partner and subject. IMPLICATIONS FOR NURSING PRACTICE: Nurses can encourage women to recruit supportive partners who help them incorporate BSE into a health maintenance regimen in a consistent fashion. Partners can benefit from some structured orientation to the support process.
Adult↗
Themes of loss and dying in caring for a family member with AIDS.
The study purpose was to provide an in-depth description of experiences associated with loss and dying among AIDS family caregivers. Grounded theory provided the methodological framework for data collection and analysis. In-depth interviews were conducted with 53 family caregivers of persons with AIDS and included individuals from family of origin and family of choice. Living with loss and dying was identified as a major substantive category and was further explicated in two subcategories: facing loss and transformed time. Common strategies of caregivers included taking one day at a time, living fully in the present, and actualizing future dreams.
Acquired Immunodeficiency Syndrome↗
Operationalizing the theory of planned behavior.
The Theory of Planned Behavior (TPB) is an expectancy-value theory that provided a framework for the study of behavioral and normative beliefs affecting health behaviors. The purpose of this article is to describe operationalization of the TPB. The process of instrument development is explicated, with examples from two studies of BSE behavior in older women. Potential threats to reliability are discussed.
Aged↗
Effects of education and support on breast self-examination in older women.
The purpose of this study was to determine the effects of an educational program and structured support on breast self-examination (BSE) frequency, proficiency, and perceived control in middle-aged and older women at 6 and 12 months after instruction. Women were randomly assigned to one of three treatment groups: (a) no-support control group; (b) peer support group; and (c) selected partner support group. All women received the same instructional program. Women assigned to peer and selected partner support groups received additional reinforcement from their partners to perform BSE for the next 6 months. There were significant differences between the initial interview and 6-month scores on BSE frequency, expert and self-rating of proficiency, and perceived skill. Self and expert ratings of proficiency and perceived skill continued to increase at 12 months postinstruction. No significant differences were found among the three support treatment groups.
Adult↗