created by joni walton, rn phd acns bc there is no conflict of interest in the creation of this...
TRANSCRIPT
Created by Joni Walton, RN PhD ACNS BC
There is no conflict of interest in the creation of this education program.
Research Committee Research Committee Module #5Module #5
1 CNE Available1 CNE Available
Learner Objectives
1. Describe 2 basic guiding philosophic principles of qualitative research.
2. Identify 2 different types of established qualitative research methodologies.
3. Discuss 2 concerns with generic qualitative research.
4. List components of qualitative rigor.
It therefore is time for nurses to assert their autonomy and use qualitative criteria to evaluate qualitative paradigm, without this position, we will continue to have noncredible, inaccurate, and questionable findings for qualitative research studies. It is time to change practices!
M. Leininger (1994)
A Need ForQualitative Research
Characteristics ofQualitative Research
Individuals create meaning Multiple ways of understanding Multiple truths
(Caelli, Ray & Mill, 2003)
1. Belief in multiple realities1. Belief in multiple realities
Characteristics ofQualitative Research
2. Commitment to gain understanding 2. Commitment to gain understanding from the participants viewpoint.from the participants viewpoint.
(Caelli, Ray & Mill, 2003)
Find meaning of the experience Identify basic social problems Within context of the experience Find similarities and differences
Characteristics ofQualitative Research
3. Acknowledged participation of 3. Acknowledged participation of the researcher in the researchthe researcher in the research
(Caelli, Ray & Mill, 2003)
Researcher is co-participant in the discovery and understanding
All research is conducted with a subjective bias
Objectivity - documents rigor from participant’s viewpoint
Characteristics ofQualitative Research
Do not disturb the natural contextof the phenomena
Little intrusion as possible
(Caelli, Ray & Mill, 2003)
4. Minimize disturbance of the4. Minimize disturbance of thenatural context of the phenomenanatural context of the phenomena
Types of EstablishedQualitative Methodologies
• Ethnography—Anthropology
• Grounded Theory—Sociology
• Phenomenology—Philosophy
• Focus groups—Business
• Naturalistic Inquiry—Education
• Narrative Inquiry—Education & others
Ethnography Analysis
Types of analysis
Thematic analysis Grounded theory analysis
Values, beliefs, practices of cultural groupsValues, beliefs, practices of cultural groups
Grounded Theory Analysis
Analysis: Classic GT (Glaser & Strauss) Non classic (Strauss and Corbin)
Grounded Theory (GT) developed by two Grounded Theory (GT) developed by two sociologists to discover problems or sociologists to discover problems or meaningmeaning
Bias Theoretical Positioning
Examples Did the researcher have a parent with renal
failure? What are the researcher’s beliefs related to
the phenomenon being studied?
All qualitative studies value the identification All qualitative studies value the identification of the researcher’s bias and the analytic lens of the researcher’s bias and the analytic lens of analysisof analysis
Focus Groups A specific technique used by trained
group moderators to identify likes, dislikes, or problems
Used in business to test new products Used by hospitals to find how to bring
in customers, way finding, satisfaction Analysis: Content analysis
Credibility of Generic Qualitative Research
1. Theoretical positioning of the researcher
2. Congruence between methodology and method
3. Strategies to establish rigor4. Analytic lens of data analysis
(Caelli, Ray, & Mill, 2003)
Rigor
Member checks (participant validates findings) Fit Trustworthiness Credibility Follow assumptions of method Follow analysis recommended for method
Each of the established qualitativeEach of the established qualitative
methods have guidelines for rigormethods have guidelines for rigor
Non Established Qualitative Methodologies-Generic
There is a major explosion of research studies that do not follow a specific guiding methodology or analysis. They are descriptive in nature, and not necessarily rigorous.
Research Abstract Title Purpose or research question Sample and setting Method Analysis Results Implications
Title of the Study
The title may sound non scholarly The title may be in the participant’s
own words Do not overlook a study because of
a weird title
Purpose or Research Question
The purpose must be clearly identified Qualitative research is great to:
– Study a new phenomenon– Study a phenomenon or problem that has
not been studied– To discover meaning– To understanding the experience
Purposeful Sample Sample size in qualitative research is
small It is not appropriate for large samples
(over 40) Not appropriate for a random sample Select each participant on purpose
– Participants or key informants have the problem that is being studied
Study Participants
In qualitative research the study volunteers are not called “SUBJECTS”
Key informants or participants
Saturation - Sample Size Saturation is a term that is used when
the data is complete or redundant and there are no new findings
Saturation occurs when each additional interview or observation brings the same information
Saturation is the exhaustive exploration and completion of data
Setting A description of where the study took place Important in ethnographic studies
• Culture, environment In-depth interviews often take place in a
mutually agreed upon private place• Home or office
Data Collection
What data was collected? Demographic data (age, economic, other) In-depth interviews (audio or videotaped) Participant observations Field work Historical documents Artifacts, journals, photos, other
Data Analysis
Each of the established qualitative methods has its own specific type of data analysis, except for generic qualitative methods.
For example:
- Phenomenology - Giorgi’s analysis
- Colaizzi’s analysis - Van Kaam’s analysis
- Parse’s analysis
Results of Analysis
The hallmark of qualitative research are the results:
Themes Categories, subcategories Concepts Theory, theoretical models Hypothesis for future research
ING-Gerund Most themes and categories are from
the words of participants Usually end in ING implying a process
- Enduring - Developing
- Coping - Discovering
- Seeking - Managing
- Finding - Facing mortality
Evaluating an Article Usinga Check List for Guidance
A check list can be a guide Often used in research courses
Nursing Implications
A good research article will have a summery of implications for future research and implications for nursing.
References Caelli, K., Ray, L., & Mill, J. (2003). ‘Clear as mud’:
Toward greater clarity in generic qualitative research. International Journal of Qualitative Methods, 2(2). Article 1. Retrieved from http://www.ualberta.ca/~iiqm/backissues/pdf/caellietal.pdf.
Leininger, M. (1994). Evaluation criteria and critique of qualitative research. In Critical Issues in Qualitative Research Methods. Morse, J. M. (ed). Newberry Park, CA: Sage.
Law, M. et al (1998). Guidelines for critical review form – qualitative studies. Retrieved from http://www.usc.edu/hsc/ebnet/res/Guidelines.pdf.
References Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic
inquiry. Beverly Hills, CA: Sage. Aamodt, A. (1983). Problems in doing nursing
research: Developing criteria for evaluating qualitative critique. Western Journal of Nursing Research (5)4, 399.
Morse, J. M. (1991). Strategies for sampling. In J. Morse (Ed.), Qualitative nursing research: A contemporary dialogue (Rev. Ed.). (pp. 117-131). Newbury Park, CA: Sage.
References Morse, J. M. (1999). Myth #93: Reliability and validity are
not relevant to qualitative inquiry. Qualitative Health Research, 9, 717.
Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods 1 (2), Article 2. Retrieved from http://www.ualberta.ca/~ijqm/.
Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16 (2), 1-8.