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This article explores the complex relationship between researcher and respondent through shared experience and interaction in the interview processes. Ethical considerations related to the balance of power and potential for change in respondents’ professional actions and decisions post-interview are discussed whilst problematizing the concept of truly informed consent. Informed by critical incident analysis, the article draws on the researcher’s experience of undertaking a qualitative-based study founded in the principles of phenomenological hermeneutics. Concluded in 2016, the research investigates the impact of pedagogical training programs on respondents’ teaching practice and engagement with professional learning. Respondents, experienced lecturers working in the adult education sectors in Scotland and Wales, contacted the researcher to share their post-interview experiences. The research was not designed to elicit change in respondents, nor influence professional choice or practice. However, each communication received attributed participating in the research as the source for renewed interest and engagement in professional learning. Although research interviews becoming an enriching experience for respondents is a recorded phenomenon the ascribed effects were profound, potentially life-changing, and not fully anticipated. Ethical considerations for researchers designing and undertaking interview-based research are considered alongside the potential for engagement in research interviews as a catalyst for professional learning in practice.

Sense of place is increasingly advocated to support the management of social-ecological systems. Given the concept’s complexity, we suggest that an indicator for sense of place is needed to facilitate its application in practical planning. We propose such an indicator called “meaningful places,” defined as geographic locations to which (i) immediately perceived as well as socially constructed meanings are ascribed and (ii) evaluative attachments are tied. We applied the indicator in two independent case studies, Lübeck and Lahn, both of which aimed to integrate sense of place in an actual planning process. The case studies differed in the spatial scale of the meaningful places, the indicator’s operationalization, and the specific assessment methods. In the Lübeck case, semi-structured interviews and a simple mapping method were used to analyze participants’ “home-regions.” The results revealed diverse but overlapping locations characterized as aesthetic, different from others, close to nature, and quiet (place meanings). In the Lahn case, a public participation GIS (public participation geographic information system [PPGIS]) survey was conducted and yielded insights into the spatial distribution of meaningful places. The results reflect a wide range of place meanings linked to, for example, activities, aesthetic qualities, or well-being. Furthermore, participants expressed different intensities of place attachments. Although the indicator is still in an exploratory stage, it allows for reflection on potential benefits for planning practitioners. The resulting data can be combined with spatial information usually used in planning processes, e.g., about the state of the underlying physical environment and/or foreseeable drivers of change. This offers new opportunities for managers regarding the determination of priorities to conserve meaningful places, the anticipation of conflicts, and the utilization of the communicative power of meaningful places. We argue that the benefits for planning justify a new direction of research devoted to the development and further advancement of the indicator.

Sensing technologies present great improvements in construction performance including the safety, productivity, and quality. However, the corresponding applications in real projects are far behind compared with the academically research. This research aims to discover dominate influence factors in the sensing technologies adoption and ultimately develop a governance framework facilitating adoption processes. The framework is dedicated on general sensing technologies rather than single sensor in previous framework studies. To begin with, the influence factors of sensing technologies and other similar emerging technologies are summarised through a review. Then, a mixed methods design was employed to collect quantitative data through an online survey, and qualitative data through semi-structured interviews. Findings of the quantitative method reveal that the most widely implemented sensing technologies are GPS and visual sensing technology, but they’re still not adopted by all construction companies. Partial Least Squares Structural Equation Modelling reveals that supplier characteristics have the highest effect in all influence factors. Qualitative method was adopted to investigate perceptions of construction stakeholders on the major decision-making considerations in the adoption process. Ultimately, a triangulation analysis of findings from the literature review, online survey and interviews resulted in the governance framework development. The overarching contribution of this research focus on the general adoption of sensing technologies rather than the adoption of a specific sensor. Therefore, the governance framework can assist with the decision-making process of any sensing technology adoption in construction.

Leadership and inclusivity are increasingly recognized as fundamental to conservation success, yet women's leadership within the conservation profession is understudied. This study identifies gender‐related challenges women conservation leaders experienced in their careers, and supports helping them advance. Using an intersectionality framing to identify intersections between gender, race/ethnicity, age, and leadership position, we conducted and analyzed semi‐structured interviews with 56 women leaders in conservation organizations across the United States. All interviewees reported experiencing or witnessing a gender‐related workplace challenge in at least one of six categories, and the vast majority reported encountering four or more of these challenges: salary inequality and difficulty negotiating, formal exclusion, informal exclusion, harassment and inadequate organizational response, assumptions of inadequacy, and assumptions of wrongness. Participants also experienced two categories of supports: structural supports and supportive relationships. Women's experiences varied based on age, race and ethnicity, and leadership position. Our results indicate more effort is needed to identify effective strategies for making conservation a more inclusive, empowering, and appealing profession in which to work.

The purpose of this study is to identify the methodological aspects in the construction of the semi-structured interview protocol. The development of the protocol implies the methodological articulation (i.e. the coherence between question, objective, research object, design, scenario, participants, and the technique to be used). Regarding the construction of the semi-structured interview protocol, four specific phases are considered: (1) the identification of the research topics, (2) the construction of the interview script, (3) the external evaluation of the protocol, and (4) the piloting and fine-tuning of the protocol. Each of these phases guarantee greater rigor in the qualitative research under development.

Qualitative interviewing is a flexible and powerful tool to capture the voices and the ways people make meaning of their experience Learning to conduct semi-structure interviews requires the following six stages: (a) selecting the type of interview; (b) establishing ethical guidelines, (c) crafting the interview protocol; (d) conducting and recording the interview; (e) crafting the interview protocol; and (f) reporting the findings. A researcher's personal journey in crafting an interview protocol to interview HIV researchers is summarized. She highlights that training and experience are crucial and identifies some readings that can help in the process. Key Words: Semi-structured Interview, Qualitative Interview, and Qualitative Methods

Our study investigates nursing students' experiences with family involvement in caring for ICU patients in Jordan. The patient- and family-centred approach to patient care in the intensive care unit (ICU) has received global research attention. To date, no qualitative research has explored nursing students' experiences with family involvement in ICU patient care or identified contributing factors in the Middle East. This study used a qualitative explorative approach. Twenty semi-structured individual interviews were conducted to allow nursing students to discuss the role and contributions of families in intensive care. The analysis identified two key themes with subthemes. The first theme, Expertise Seeking, includes the Ranking of Information Sources and Barriers to Expertise Seeking, focusing on how families seek medical knowledge to care for loved ones and the challenges they encounter. The second theme, Family Involvement Behaviors, consists of Being a Bedside Carer and Dealing with the ICU Environment—highlighting the emotional support and bond maintained through bedside care and the difficulties of navigating the ICU. However, family involvement can sometimes be risky, as seen in misinformed comparisons between cases and resistance to treatment based on beliefs. The results from this research can help healthcare professionals, nurses, clinical instructors and educators create opportunities for family participation in ICU care, which could alleviate feelings of powerlessness and fear associated with the ICU environment. However, ongoing research is needed to inform the practice of family- and patient-centered care in the ICU.

BackgroundPlantar fasciopathy is the most common cause of heel pain, and is associated with decreased physical activity level and quality of life. There has been limited research on the experiences of patients with plantar fasciopathy. This study seeks to gain more in-depth understanding and knowledge by exploring the lived experiences of people with persistent plantar fasciopathy.MethodsWe included 15 participants with longstanding plantar fasciopathy. Face-to-face, semi-structured interviews were audio recorded, transcribed verbatim and analysed using Braun and Clark’s reflexive thematic analysis. We used an inductive approach led by a phenomenological theoretical framework.ResultsWe identified three core themes and ten sub-themes. The first theme was ‘Struggling to stay active’ with sub-themes ‘Struggling with pain and how to adjust it’, ‘ Finding alternative activities’ and ‘Longing for the experience of walking’. The second main theme was ‘Emotional challenges’ with the sub-themes ‘Feelings of frustration and self-blame’ and ‘Worries of weight gain and related consequences’. The third main theme was ‘Relations to others’ with the sub-themes ‘Participation in family and social life’, ‘ Visible in new ways’, ‘ Striving to avoid sick leave’ and ‘Bothering others’.ConclusionsParticipants revealed how their heel pain led to inactivity and emotional and social challenges. Pain when walking and fear of aggravating it dominated the participants’ lives. They emphasised the importance of finding alternative ways to stay active and avoiding sick leave. Treatment should focus on holistic and individually tailored approaches.

Background Clinical reasoning (CR) is a crucial ability that can prevent errors in patient care. Despite its important role, CR is often not taught explicitly and, even when it is taught, typically not all aspects of this ability are addressed in health professions education. Recent research has shown the need for explicit teaching of CR for both students and teachers. To further develop the teaching and learning of CR we need to improve the understanding of students' and teachers' needs regarding content as well as teaching and assessment methods for a student and trainer CR curriculum. Methods Parallel mixed-methods design that used web-surveys and semi-structured interviews to gather data from both students (n survey  = 100; n interviews  = 13) and teachers (n survey  = 112; n interviews  = 28). The interviews and surveys contained similar questions to allow for triangulation of the results. This study was conducted as part of the EU-funded project DID-ACT ( https://did-act.eu ). Results Both the surveys and interview data emphasized the need for content in a clinical reasoning (CR) curriculum such as “gathering, interpreting and synthesizing patient information”, “generating differential diagnoses”, “developing a diagnostic and a treatment plan” and “collaborative and interprofessional aspects of CR”. There was high agreement that case-based learning and simulations are most useful for teaching CR. Clinical and oral examinations were favored for the assessment of CR. The preferred format for a train-the-trainer (TTT)-course was blended learning. There was also some agreement between the survey and interview participants regarding contents of a TTT-course (e.g. teaching and assessment methods for CR). The interviewees placed special importance on interprofessional aspects also for the TTT-course. Conclusions We found some consensus on needed content, teaching and assessment methods for a student and TTT-course in CR. Future research could investigate the effects of CR curricula on desired outcomes, such as patient care.

At the outbreak of the COVID-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. To gather data that would indicate the quality and efficiency of online teaching in higher education in south and south-eastern Serbia initiated at the outbreak of the pandemic and the state of emergency declared in March 2020, we conducted a research study to provide the necessary information from students attending undergraduate academic studies. The research was conducted in two phases. The first phase consisted of quantitative research conducted on a sample of 211 students. The data collected were processed by resorting to factor analysis to determine specific factors as a starting point for designing questions for the second research phase. The second phase was implemented by conducting semi-structured interviews on a sample of 61 students. The main intention was to determine key characteristics of the teaching process realised in the context of an emergency transition to the form of teaching which had not been prepared or resorted to beforehand. We identified certain specifics in this regard, as a starting point for improving existing practice. Implications for practice or policy: It is necessary to secure a suitable level of institutional support, to maintain the quality of higher education in unforeseen social circumstances. It is necessary to adequately prepare for and support teachers and students in online teaching at both institutional and national level. To avoid adverse effects on individual students in the circumstances of online teaching, it is necessary to meet students´ educational, social and emotional needs.