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BACKGROUND AND OBJECTIVES: How do qualitative researchers collect meaningful and representative data, and engage in action research, when constrained by cost, distance or unforeseen events? In our work investigating health and older-person services in Tasmania, we had to confront this question in the context of the coronavirus disease 2019 (COVID-19) pandemic, redesigning our methodological approach to support participant engagement in qualitative group research to meet unpredictable pandemic isolation and ethics requirements. STUDY TYPE: Rapid review. METHODS: We searched three academic databases, limited to the past 5 years, cross-referencing to identify strategies to support online qualitative group research and assess the suitability of videoconferencing (specifically through Zoom and Skype) as a tool for participant engagement in qualitative group research. RESULTS: After removing duplicates found across the three databases, 866 articles were screened by title and abstract. After manually searching citations deemed to add to our understanding of online qualitative methods, 66 articles were included in this rapid review. The review found that the strengths of videoconferencing include its cost effectiveness and ability to reach disparate populations, but that several concerns must be addressed to capture its benefits: rapport, technical issues, planning, privacy and equity. CONCLUSION: In response to the methodological challenge of engaging with participants without using routine face-to-face qualitative methods, our rapid review identified several advantages of using videoconferencing applications, such as Zoom or Skype, to facilitate research. However, to enhance data quality and the research experience for participants, consideration must be given to technical issues, planning, privacy and rapport. Underpinning these elements is consideration of equity of access.

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COVID-19 , COVID-19/epidemiología , Atención a la Salud , Humanos , Pandemias , Investigación Cualitativa , Investigadores

RESUMEN

Background. Many Australian primary schools have established school breakfast clubs (SBCs) to address concerns about children arriving at school hungry and the subsequent impact on learning but their effectiveness is uncertain. This study aimed to identify the perceived benefits, impacts, operational practices, and challenges of running SBCs. Method. Case studies with 10 Australian primary schools from different socioeconomic and geographic areas. Focus groups or interviews were held with 142 participants including students, parents/carers, school staff, and funding body representatives between July 2016 and October 2017. Results. There were no eligibility criteria to attend SBCs with all students able to attend, regardless of household income. Thus, participating in the SBC was often reported as a matter of choice rather than a consequence of food insecurity. Participants, including children, discussed the many social benefits of SBCs (i.e., social eating, relationship building, school connection, and engagement) as well as perceived improved classroom behavior. Challenges for program delivery included resource limitations, particularly, the reliance on volunteers and sourcing food. Discussion/Conclusion. SBCs offered a range of benefits beyond their primary goal of addressing food security. SBCs were highly valued by members of the school community for their social, welfare, well-being, and educational benefits, but program sustainability is constrained by resource limitations.

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Desayuno , Servicios de Alimentación , Australia , Niño , Inseguridad Alimentaria , Humanos , Instituciones Académicas

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ISSUE ADDRESSED: In recent years, state governments throughout Australia have provided significant funding to support the expansion of school breakfast programs (SBPs), in response to concerns about children arriving at school hungry. This study investigated how schools have responded to the growing expectation that they provide breakfast for students. METHODS: This qualitative study draws on case studies of five Australian primary schools that operate SBPs. Interviews or focus groups were conducted with 78 children, parents, staff, volunteers and funders and data underwent thematic analysis. RESULTS: Three key themes were identified: Adjusting to the changing role of schools, SBPs reflecting the school's culture, Schools as an alternative or additional site for breakfast. Some staff and parents expressed unease about SBPs shifting responsibility for breakfast provision from parents to schools but were committed to supporting vulnerable students as part of the broader school culture. SBPs were found to provide an alternative or additional site for breakfast consumption for many children not experiencing food insecurity. CONCLUSION: The expectation that schools provide breakfast has created some challenges and tensions that have not been fully resolved. The adoption of an inclusive approach, undertaken to ensure students were not stigmatised for attendance, had resulted in concerns about the resources used by the programs as well as over-consumption of breakfast by some students. SO WHAT?: Increasingly, Australian schools are providing breakfast for students. Concerns about shifting responsibility and over-consumption could be addressed if schools were given more advice on program management by government and non-government funding bodies.

Asunto(s)

Desayuno , Servicios de Alimentación , Instituciones Académicas , Estudiantes , Adolescente , Australia , Niño , Femenino , Grupos Focales , Promoción de la Salud , Humanos , Entrevistas como Asunto , Masculino , Observación , Evaluación de Programas y Proyectos de Salud , Investigación Cualitativa

RESUMEN

Using a participatory research framework, researchers at the Centre for Rural Health, University of Tasmania, explored the potential of Community Gardens to function as comprehensive primary healthcare (CPHC) environments. Community gardeners, coordinators, volunteers and Neighbourhood House coordinators discussed their understandings of the health benefits of community gardens, how they contribute to broad CPHC aims and the barriers and enablers to greater CPHC contributions in the future. This research identifies therapeutic features of Community Gardens and explores the correlations between these and CPHC. It is concluded that there are strong synergies between the aims and activities of Community Gardens and CPHC. To augment the therapeutic capacity of these sites requires adequate resourcing and skill development, suitable design, funding and policy support, along with innovative partnerships with health professionals.