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Using Focus Groups to Validate a Pharmacy Vaccination Training Program

Overview of attention for article published in Pharmacy, June 2015
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About this Attention Score

  • Above-average Attention Score compared to outputs of the same age (51st percentile)

Mentioned by

twitter
2 tweeters

Readers on

mendeley
4 Mendeley
Title
Using Focus Groups to Validate a Pharmacy Vaccination Training Program
Published in
Pharmacy, June 2015
DOI 10.3390/pharmacy3020039
Pubmed ID
Authors

Mary Bushell

Abstract

Introduction: Focus group methodology is commonly used to quickly collate, integrated views from a variety of different stakeholders. This paper provides an example of how focus groups can be employed to collate expert opinion informing amendments on a newly developed training program for integration into undergraduate pharmacy curricula. Materials and methods: Four focus groups were conducted, across three continents, to determine the appropriateness and reliability of a developed vaccination training program with nested injection skills training. All focus groups were comprised of legitimate experts in the field of vaccination, medicine and/or pharmacy. Results: Themes that emerged across focus groups informed amendments giving rise to a validated version of a training program. Discussion: The rigorous validation of the vaccination training program offers generalizable lessons to inform the design and validation of future training programs intended for the health sector and or pharmacy curricula. Using the knowledge and experience of focus group participants fostered collaborative problem solving and validation of material and concept development. The group dynamics of a focus group allowed synthesis of feedback in an inter-professional manner. Conclusions: This paper provides a demonstration of how focus groups can be structured and used by health researchers to validate a newly developed training program.

Twitter Demographics

The data shown below were collected from the profiles of 2 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 4 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 4 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 2 50%
Student > Bachelor 1 25%
Student > Ph. D. Student 1 25%
Readers by discipline Count As %
Business, Management and Accounting 1 25%
Nursing and Health Professions 1 25%
Psychology 1 25%
Social Sciences 1 25%

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 28 June 2015.
All research outputs
#4,266,272
of 8,559,453 outputs
Outputs from Pharmacy
#24
of 62 outputs
Outputs of similar age
#111,047
of 231,066 outputs
Outputs of similar age from Pharmacy
#2
of 3 outputs
Altmetric has tracked 8,559,453 research outputs across all sources so far. This one is in the 49th percentile – i.e., 49% of other outputs scored the same or lower than it.
So far Altmetric has tracked 62 research outputs from this source. They receive a mean Attention Score of 2.3. This one has gotten more attention than average, scoring higher than 61% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 231,066 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 51% of its contemporaries.
We're also able to compare this research output to 3 others from the same source and published within six weeks on either side of this one.