Focus Nursing Groups In Nursing Education What Are Focus Groups?
Focus groups are a qualitative research method used to organize group discussions around a specific topic or set of issues to gather focused experiences, opinions, or points of view. During these discussions, participants interact with each other, which generates unique insights and data that might not be captured through other research methods (Kitzinger, 1994). Focus groups are widely used in fields such as marketing, social research, and healthcare, including nursing. For example, they can be used to explore societal stigma about mental illness or examine the cultural and developmental sensitivity of a public health announcement (Kitzinger, 1994).
The key elements that differentiate focus groups from other inquiry types are the rich insights and data produced during participant interactions. This method provides a dynamic platform for exploring complex subjects where group interaction is essential for understanding diverse perspectives.
Impact of Focused Nursing Groups
Focus groups offer a powerful approach to understanding why and how people think about specific phenomena. They are particularly useful for exploring how individuals perceive health, disease treatment, and alternative approaches to care. Unlike surveys, face-to-face interviews, or questionnaires, focus groups generate data that might not be easily obtainable through these other methods. This approach allows participants to deliberate on beliefs and practices about health and disease in the context of shared knowledge and experiences, quickly producing a large volume of data (Fern, 2001; James, McGlone West, & Madrid, 2013).
For a focus group to be effective, it should be well-planned and organized with a stated purpose and specific outcome for the data. The discussion should be guided by soundly written research questions based on the current state of knowledge about the topic being explored (Gibbs, 1997; Merton & Kendall, 1946). Focus groups are typically 90 to 120 minutes in duration and include 7 to 12 participants (Fern, 2001).
Recent studies suggest that focus groups are widely used to explore approaches to improving health outcomes. They are particularly advantageous when there are divergent opinions among individuals who must make important decisions on various issues, such as those confronting nursing and healthcare (Higgins, Porter, & O’Halloran, 2014; Then, Rankin, & Ali, 2014). For example, focus groups can help identify health disparities in rural and underserved populations or explore the needs of patients with severe mental illnesses and their caregivers (Then et al., 2014).
Even when disparities or needs are known, focus group data can provide richer and more candid information, allowing for more precise identification of areas for intervention or barriers to care that might not otherwise be revealed (Angelo, Egan, & Importantly, 2013; McDonald, Kidney, & Patka, 2013). When working with people from diverse racial, ethnic, or cultural backgrounds, focus groups can be a powerful method for exploring how cultural influences affect morbidity, mortality, and overall well-being. They also help build trust between healthcare workers and individuals with chronic or terminal illnesses, allowing patients and families to share personal experiences and contribute to improving healthcare practices, structuring research questions, or revising nursing curricula.
Outcomes of Focused Nursing Groups in Nursing Education
Focus groups have become an increasingly popular tool in healthcare research over the last few decades due to the detailed and comprehensive data they can provide (Then et al., 2014). They offer a forum where the needs and perspectives of all stakeholders can be identified, leading to future inquiry and evidence-based practice (Ryan, Lillie, Thwaites, & Adams, 2013). A distinct advantage of focus groups is that they provide an opportunity for individuals with limited literacy to express their concerns in a comfortable, welcoming group environment.
However, focus groups also have limitations. Researchers must address confidentiality issues, as some participants may feel uncomfortable sharing their thoughts if they disagree with the group or feel their opinions are not aligned with the mainstream (Higgins et al., 2014; Kitzinger, 1994). Despite these challenges, focus groups are powerful tools for gathering data about attitudes, perceptions, behaviors, and motivations related to health and disease.
Technological advances have made focus groups more accessible to nursing educators and researchers. Audio and video recording devices can capture the essence of group discussions, and computer software can aid in data analysis. However, the true value of focus groups lies in the interpretation and application of the information derived from these interactions.
The application of findings from focus groups should be carefully considered. Within the context of focus group methods and data generation, the 15 National Standards for Culturally and Linguistically Appropriate Services (CLAS) in research and clinical practice can provide guidance for advancing health equity and improving health outcomes for all populations (U.S. Department of Health and Human Services, 2012).
Conclusion
Focus groups are a valuable qualitative research method in nursing education, providing unique insights into attitudes, beliefs, and behaviors related to health and disease. They offer a dynamic platform for understanding diverse perspectives and developing strategies to improve healthcare practices. While focus groups have certain limitations, they are particularly useful in contexts where traditional data collection methods may not be effective.
By facilitating open dialogue among participants, focus groups can reveal critical information that might otherwise remain hidden, supporting evidence-based practices and promoting health equity. As nursing educators and researchers continue to explore the benefits of focus groups, they will better understand how to use this method effectively to advance nursing education and practice.