Designing a Metasynthesis Study in Pediatric Oncology Nursing ..
Meta Synthesis | Qualitative Research | Interdisciplinarity
Purpose of the Study: Optimal mobility is an important element of healthy aging. Yet, older adults' perceptions of mobility and mobility preservation are not well understood. The purposes of our study were to (a) identify studies that report older adults' perceptions of mobility, (b) conduct a standardized methodological quality assessment, and (c) conduct a metasynthesis of the identified studies. Design and Methods: We included studies with community-dwelling adults aged =65 years, focused on perceptions of mobility pertaining to everyday functioning, used qualitative methods, and were cited in PubMed, Embase, CINAHLPlus, or Geobase databases. Study quality was appraised using the McMaster University Tool. Results: Out of 748 studies identified, 12 met inclusion criteria. Overall quality of the studies was variable. Metasynthesis produced 3 overarching themes: (a) mobility is part of sense of self and feeling whole, (b) assisted mobility is fundamental to living, and (c) adaptability is key to moving forward. Implications: Older adults' perceptions of mobility can inform interventions that would involve actively planning for future mobility needs and enhance the acceptance of the changes, both to the older adult and the perceived response to changes by those around them.
Qualitative Metasynthesis Project
Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K-12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry-based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K-12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry-based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families' funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness-raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry-based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering-related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.