Qualitative Research Designs

1. 10 Qualitative Research Designs

2. Learning Objectives • Discuss Six Common Types Of Qualitative Research Designs • Describe The Most Important Features Of The Six Types of Qualitative Research Designs • Recall The Disciplines Associated With Some Of The Various Qualitative Research Designs

3. Learning Objectives Identify The Most Common Qualitative Designs Reported In The Nursing Research Literature Recall Some Of The Reasons That Nurse Researchers Are Using Qualitative Designs In Their Studies Critique The Design Section Of Qualitative Research Studies

4. Learning Objective OneDiscuss Six Common Types Of Qualitative Research Designs

5. Qualitative Research Designs • Phenomenological • Ethnographic • Grounded theory • Historical • Case study • Action research

6. Learning Objective TwoDescribe The Most Important Features Of The Six Types of Qualitative Research Designs

7. Phenomenological Studies • Examines human experiences • Goal: describe meaning experience holds for subject • Study areas: areas with little known knowledge

8. Phenomenological Studies (cont’d) • Understand experience from subject’s vantage point • No literature review • Bracketing: researcher identifies personal bias.

9. Phenomenological Process • Data collection (interviews) • Data analysis • Process simultaneously • Search for themes and patterns

10. Ethnographic studies • Systematic collection and analysis of data about cultural groups • Goal: grasp patterns of people in their familiar environment • Subjects: entire culture or subgroup of the culture

11. Ethnographic Goals • Provide insightful descriptions • Test established social or cultural theories • Develop new theories

12. Ethnographic Process • Live with subjects • Become part of their culture • Simultaneous data collection and analysis • Participant observations • Key informant interviews

13. Grounded Theory • Glaser and Strauss (1967) • Inductive and deductive approaches

14. Grounded Theory Process • Simultaneous data collection and analysis • Field setting • Constant comparison • Theory developed • Theory “grounded” in data from which it was derived

15. Sampling in GroundedTheory Studies • Purposeful sampling • Diversity rather than similarity • Shed new light on phenomenon

16. Literature Review in Grounded Theory Studies • Not performed prior to study • Avoid preconceived notions • After concepts identified and relationships specified • Determine similar associations discovered in past

17. Aim of Grounded Theory Studies • Discovery of basic social processes • Hypothesis generation, not testing

18. Historical Studies • Identification, location, evaluation, and synthesis of data from the past • Goal: relate past events to present and future

19. Process of Historical Research • Identification of problem or area of interest • Careful and thorough review of literature • Formulation of research questions • Data collection • Primary and secondary sources • Documents, relics, artifacts • Data analysis

20. Evaluating Data inHistorical Studies • External criticism—authenticity of data • Internal criticism—accuracy of data

21. Need for Historical Studies • Preference for action-oriented experimental research • Increasing historical studies of nursing leaders • Need for studies of nursing practice

22. Case Study Research • In-depth examinations of people, groups of people, or an institution • Hypothesis generation, not testing • Goals • Formalize experimental knowledge • Promote quality nursing care

23. Case Study Research • Qualitative—interest in meaning of experiences to subjects themselves • Quantitative—generalize results

24. Case Study Process • Data collection • Questionnaires • Interviews • Observations • Written accounts by participants • Content analysis • Search for patterns and themes

25. Disadvantages ofCase Study Research • Subject selection process • Time consuming • Costly • Participant dropout

26. Action Research • Goals • Improve practice • Study effect of action taken • One particular hospital or health care setting • No goal to generalize findings • Solution implementation immediate, part of research process

27. Participatory Action Research (PAR) • Special kind of community-based action research • Participants and researcher or co-researchers collaborate throughout study.

28. Learning Objective ThreeRecall The Disciplines Associated With Some Of The Various Qualitative Research Designs

29. Phenomenological Design • Derived from phenomenological philosophy

30. Ethnographic Research • Philosophical orientation • Discipline of anthropology

31. Grounded Theory Research • Based on symbolic interaction theory

32. Historical Research • Philosophical orientation • Discipline of history

33. Case Study Research • Philosophical orientation • Discipline of sociology

34. Learning Objective FourIdentify The Most Common Qualitative Designs Reported In TheNursing Research Literature

35. Qualitative Research Designs in Published Nursing Research • Phenomenological • Ethnographic • Grounded theory • Historical • Case study • Action research

36. Learning Objective FiveRecall Some Of The Reasons That Nurse Researchers Are Using Qualitative Designs In Their Studies

37. Quantitative VersusQualitative Research • Quantitative approach not always appropriate • Uncover new phenomena • Not for generalizations

38. Focus of Quantitative Research • Gain insight • Individual’s perception of events and circumstances

39. Learning Objective SixCritique The Design Section Of Qualitative Research Studies

40. Critiquing theQualitative Research Design • Criteria different from quantitative critiques • No standard set of criteria • Each qualitative method unique

41. Critiquing the QualitativeResearch Design (cont’d) • General guidelines • Would a quantitative approach have been more appropriate? • Is the focus on the subjective nature of human experience? • Is the specific qualitative approach named and described? • Will the findings have significance for nursing?

42. Critiquing the QualitativeResearch Design (cont’d) General guidelines Is the participant selection process clearly described? How was the sample size determined? Is the data collection and recording process fully presented? Is it clear how researcher bias was avoided? Is the data analysis method consistent with the study’s purpose and approach?

43. Critiquing the QualitativeResearch Design (cont’d) General guidelines Are the findings clearly presented and limitations acknowledged? Are suggestions made for further research?

44. Determine Trustworthiness • Credibility • Dependability • Confirmability • Transferability • Authenticity