Understanding Qualitative Research: Philosophical Underpinnings and Research Process

1. Qualitative Research Process from Phenomenological, Ethnographic, and Action Research Perspectives Class 4 Judith Anne Shaw, Ph.D., R.N. October 7, 2009

2. Overview of Class 4 • Foundations of Qualitative Research • Purpose and meaning of a study design • Selecting an appropriate design • Using Phenomenological Approach • Using Ethnographic Approach

3. Foundations of Qualitative Research Scientists felt: • an inability to quantitatively measure certain phenomena • a dissatisfaction with quantitative measurement results of some phenomena • a desire to grasp the lived experience of another

4. Philosophical Underpinnings Qualitative Research • Counter movement to Positivist paradigm (based on 19th Century thought) • Interpretive Perspective • Critical/Feminist Perspective

5. Philosophical Underpinnings Qualitative Research 1. Interpretive Perspective

6. Interpretive Perspective Philosophers, such as, Max Weber

7. Researcher Determine the interpretations individuals put on their actions and the actions and reactions of others

8. InterpretiveAssumptions • Multiple realities • Reality based on perception • Meaning content bound

9. Critical Perspective Theorists, such as, Karl Marx Kurt Lewin

10. Critical Perspective • Habermas (1971) described critical theory as a way to develop knowledge that is free, undistorted, and unconstrained. • Unfreezing law-like structures and to encourage self reflections for those whom the laws are about .

11. Researcher Understand: • how people communicate • how people develop symbolic meaning (Habermas, 1971) Try to • uncover constraints that limit full participation by all members in society • Empower those who are part of the process to act on their own behalf to solve real world problems

12. Critical Perspective Assumptions • Different groups attempting to enhance their own interests at the expense of less powerful groups • Obligation to act as advocates working for change in society • Work towards true egalitarian society

13. Understanding the Philosophic Position It is essential to understanding the philosophic assumptions that are the foundation of the method

14. Understanding the Philosophic Position Lack of understanding the philosophic underpinnings of the chosen method has the potential of leading to sloppy science

15. SimultaneityParadigm

16. Simultaneity Paradigm • mutual process- human and environment • open participation with the universe • greater than the sum of the parts • gained insights into human living

17. Ask Why conduct a qualitative study?

18. Qualitative Research An inquiry process

19. CHALLENGE Compare Qualitative And Quantitative Research

20. Purpose and Meaning Study Design The design is: • the ‘Blueprint’ of a study • a guide to answer questions or test hypothesis • the critical link between the researcher’s framework and questions with the resultant data.

21. REMEMBER The research process is built from the research question

22. Characteristics: QualitativeResearch Designs • Multiple realities • Discovery- lead choice of techniques) • Committed to participants’ view point

23. Characteristics: QualitativeResearch Designs • Do not disturb the natural context • Researcher as instrument, part of the research study • Narrative style written report including participants’ comments

24. Qualitative Research Designs • Selection of a sample of participants (such as purposive/theoretical) • Research setting

25. Designing a Qualitative Study Possible Data Collection Methods(decisions about and actual collection) • Participation in the setting • Direct observation • In-Depth Interviewing • Document Review

26. Designing a Qualitative Study • Ethical consideration

27. Data Analysis • Describe the strategies used to analyze the data • Issues of Trustworthiness • Credibility • Dependability • Transferability • Confirmability

28. Findings • Present within a context • Report of the findings provide the essence of the experience • Prepared by the stakeholders (Action Research)

29. Findings • Researcher’s conceptualizations are true to the data • Stakeholders construct new knowledge • A new way to deal with a practical problem • Placed within the context of what is already known about the phenomenon

30. Conclusions, Implications, and Recommendations Conclusions: • Provide the reader with a context in which to use the findings • Reflect the study findings

31. Conclusions, Implications, and Recommendations Implications: • Make specific the significance of the study to nursing

32. Conclusions, Implications, and Recommendations Recommendations: • Offer recommendation for future study • Provide direction for long-term implementation of change

33. ExamplesQualitative Research Designs

34. Phenomenological Design • to describe an experience lived by the person • to discover the meaning of a particular experience for participants

35. Phenomenological Design Addresses questions, such as: What is the experience of living with chronic airway disease?

36. Philosophical Underpinnings Guiding Phenomenological Design • Existentialism- how one views the world, the personal ‘here and now’ • The nature of being- here and now • Lifeworld and intersubjectivity

37. Lifeworld The world of lived experiences

38. Intersubjectivity How subjective awareness and understanding can be shared in a common world.

39. Philosophers Kant- distinction between phenomenon/noumenon (what appears to us in perception/the thing in itself) Hegel- phenomena provide a basis for a universal science of being

40. Philosophers Husserl [father of phenomenology] • in describing the essence of the phenomenon the essence of the lived experience is revealed “what was observed was not the only reality”

41. Philosophers Kierkegaard • existentialism Heidegger • concern about one’s own being-in- the-world

42. Phenomenology Both a philosophy and a method

43. FOCUSPhenomenologicalInvestigation To describe the meaning of the lived experience from the perspective of the individual

44. Research Question Broad question Allows the participants to provide the answers

45. Researcher As instrument *Bracketing one’sperspective about the phenomenon (*no bracketing with hermeneutic phenomenology)

46. SamplingPurposive • have experienced the phenomenon of interest • willing and able to talk about their experience

47. Sample Size Based on saturation of data [descriptions becoming repetitive with no new or different ideas or interpretations emerging]

48. Data Collection Variety of techniques may be used • in-depth interviews • written descriptions of specific experiences • participant observation (various stages) • diaries

49. DATA ANALYSIS Data Collection and Analysis simultaneously

50. DATA ANALYSIS Several Methods