# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/10

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# Overview

This is the tenth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
Part A
* Reviewed (again):
** Fusch and Ness (2015)
** Goodell et al. (2016)
** Valenzuela and Shrivastava (2002)
** Owen (2012)
** Kornhaber et al. (2019)
Part B
* Reviewed (again):
** Braun and Clarke (2006)
** Jacob and Ferguson (2012)
** King (2004)
** Travers (2013)
** Willis (2010)
** Gall et al. (2003a)
** Gall et al. (2003b)

### Comments

In Part A, a chronological breakdown for the amount of time spent on each of the activities are as follows: reviewed Fusch and Ness (2002) [00:15], Goodell et al. (2016) [00:15], Kornhaber et al. (2019), Valenzuela and Shrivastava (2002) [00:10] and Owen (2012) [00:05].
In Part B, a chronological breakdown for the amount of time spent on each of the activities are as follows: reviewed Braun and Clarke (2002) [00:30], Jacob and Ferguson (2012) [00:30], King (2004) [00:30], Travers (2013) [00:30], Willis (2010) [00:30], Gall et al. (2003a) [0:15] and Gall et al. (2003b) [0:15].

### Insights

It is sometimes more important to start with knowledge that already exists by examining trends and patterns, rather than to simply pursue the creation of new knowledge for its own sake.

#### Training

Listen to the ideas presented by others; consider various methods and strategies used, such as how volumes of information are to be consolidated.

#### Industry

Learn to view things optimistically to see the merit and value behind certain decisions.

# References

Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The Qualitative Report, 20, 1408–1416. Retrieved from https://nsuworks.nova.edu/tqr/
Gall, M. D., Gall, J. P., & Borg, W. R. (2003a). Educational research: An introduction (7th ed.) (pp. 253–284). Boston, MA: Pearson.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003b). Educational research: An introduction (7th ed.) (pp. 475–511). Boston, MA: Pearson.
Goodell, L. S., Stage, V. C., & Cooke, N. K. (2016). Practical qualitative research strategies: Training interviewers and coders. Journal of Nutrition Education and Behavior, 48, 578–585. doi:10.1016/j.jneb.2016.06.001
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17, 1–10. Retrieved from https://nsuworks.nova.edu/tqr/
King, N. (2004). Using templates in the thematic analysis of text. In Essential guide to qualitative methods in organisational research (pp. 256–270). London: SAGE Publications.
Kornhaber, R., Visentin, D., Thapa, D. K., West, S., Haik, J., & Cleary, M. (2019). Burn camps for burns survivors—Realising the benefits for early adjustment: A systematic review. Burns. Advance online publication. doi:10.1016/j.burns.2018.12.005
Owen, C. (2012). Interviewing skills for qualitative research. Retrieved from https://www.insidehighered.com/blogs/gradhacker/interviewing-skills-qualitative-research
Travers, M. H. (2013). Qualitative interviewing methods. In Social Research Methods (3rd ed.) (pp. 227–253). Melbourne, Victoria: Oxford University Press.
Valenzuela, D., & Shrivastava, P. (2002). Interview as a method for qualitative research. Southern Cross University and the Southern Cross Institute of Action Research (SCIAR). Retrieved from http://sdhrc.tbzmed.ac.ir/
Willis, K. (2010). Analysing qualitative data. In Social Research Methods (2nd ed.) (pp. 407–435). Melbourne, Victoria: Oxford University Press.