![Page 1: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/1.jpg)
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
![Page 2: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/2.jpg)
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.
![Page 3: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/3.jpg)
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
![Page 4: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/4.jpg)
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
![Page 5: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/5.jpg)
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
![Page 6: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/6.jpg)
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
![Page 7: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/7.jpg)
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
![Page 8: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/8.jpg)
Types of EstablishedQualitative Methodologies
• Ethnography—Anthropology
• Grounded Theory—Sociology
• Phenomenology—Philosophy
• Focus groups—Business
• Naturalistic Inquiry—Education
• Narrative Inquiry—Education & others
![Page 9: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/9.jpg)
Ethnography Analysis
Types of analysis
Thematic analysis Grounded theory analysis
Values, beliefs, practices of cultural groupsValues, beliefs, practices of cultural groups
![Page 10: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/10.jpg)
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
![Page 11: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/11.jpg)
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
![Page 12: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/12.jpg)
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
![Page 13: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/13.jpg)
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)
![Page 14: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/14.jpg)
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
![Page 15: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/15.jpg)
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.
![Page 16: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/16.jpg)
Research Abstract Title Purpose or research question Sample and setting Method Analysis Results Implications
![Page 17: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/17.jpg)
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
![Page 18: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/18.jpg)
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
![Page 19: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/19.jpg)
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
![Page 20: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/20.jpg)
Study Participants
In qualitative research the study volunteers are not called “SUBJECTS”
Key informants or participants
![Page 21: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/21.jpg)
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
![Page 22: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/22.jpg)
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
![Page 23: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/23.jpg)
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
![Page 24: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/24.jpg)
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
![Page 25: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/25.jpg)
Results of Analysis
The hallmark of qualitative research are the results:
Themes Categories, subcategories Concepts Theory, theoretical models Hypothesis for future research
![Page 26: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/26.jpg)
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
![Page 27: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/27.jpg)
Evaluating an Article Usinga Check List for Guidance
A check list can be a guide Often used in research courses
![Page 28: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/28.jpg)
Nursing Implications
A good research article will have a summery of implications for future research and implications for nursing.
![Page 29: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/29.jpg)
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.
![Page 30: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/30.jpg)
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.
![Page 31: Created by Joni Walton, RN PhD ACNS BC There is no conflict of interest in the creation of this education program. Research Committee Module #5 Research](https://reader036.vdocument.in/reader036/viewer/2022062719/56649eca5503460f94bd905c/html5/thumbnails/31.jpg)
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.