Qualitative Research Design

Transcription

1 Qualitative Research Design Jie Hu, PhD., RN, FAAN NUR705-01D

2 What is qualitative research? Research focusing on how individuals and groups view and understand the world and construct meanings out of their experiences Narrative-oriented used to gain deeper understanding of phenomena or to generate questions for further research. Aim is to tease out the meaning(s) of phenomena.

3 Qualitative Research A system, subjective approach to describe life experiences and give them meaning. A holistic framework that explores the depth, richness, and complexity inherent in phenomena. Use words rather than numbers to describe phenomena.

4 Overview of Qualitative Research Traditions Anthropology (Domain: Culture) Ethnography; Ethnoscience Philosophy (Domain: Lived Experience) Phenomenology; Hermeneutics Psychology (Domain: Behavior) Ethology; Ecological psychology

5 Overview of Qualitative Research Traditions (cont d) Sociology (Domain: Social Settings) Grounded theory; Ethnomethodology Sociolinguistics (Domain: Communication) Discourse analysis History (Domain: Past Events & Conditions) Historical research

6 Who uses qualitative methods? Philosophers, journalists, psychologists, sociologists, anthropologists, historians, biologists, nurses Anyone who is interested in understanding HUMAN realities.

7 Why use qualitative methods? When manipulation (required in experimental research) is unethical. When you do not want to rely on numbers When you aren t exactly sure WHAT you are studying. How do you know what questions to ask if you are only interested in a phenomena? When you want to capture life as lived

8 Purpose of Qualitative Research Gain different perspectives Describe phenomena about which little is known Develop research instruments Create theory Describe everyday life experiences

9 Main Types of Qualitative Research Phenomenology describes the structures of experience as they present themselves to consciousness (without recourse to theory, deduction, or assumptions from other disciplines). Grounded theory theory developed inductively from data acquired by participant-observer. Narrative inquiry- stories about personal experiences Ethnography--study of single groups through direct contact with the culture..

10 Phenomenological Research Describe experiences as they are lived - to capture lived experience of humans. Use lived experiences of people as a tool for better understanding the social, cultural, political, and historical context of lived experiences.

11 Phenomenology Descriptive phenomenology describes the meaning of human experience Steps: Bracketing, Intuiting, Analyzing, Describing Interpretive phenomenology (hermeneutics) interprets human experience

12 Methodology The broad question that phenomenologist ask is: What is the essence of a phenomenon as experienced by these people, and what does it mean? What is the meaning of one s lived experience?

13 Sampling Seek individuals who are willing to describe their experience and express inner feelings. Seek individuals who are willing to describe the physiological experiences that occur with the feelings.

14 Data Collection Interactive interview Observation Videotape Written descriptions

15 Example Parse s research method was used to investigate the meaning of serenity for survivors of a life-threatening illness or traumatic event. Ten survivors of cancer told their stories of the meaning of serenity as they had lived it in their lives. Descriptions were aided by photographs chosen by each participant to represent the meaning of serenity for them.

16 Example (Cont d) The structure of serenity was generated through the extraction-synthesis process. Four main concepts-steering-yielding with the flow, savoring remembered visions of engaging surroundings, abiding with aloneness-togetherness, and attesting to a loving presence-emerged and led to a theoretical structure of serenity from the human becoming perspective. Findings confirm serenity as a multidimensional process (Kruse, 1999, p.143).

17 Grounded Theory An inductive research approach that is merged from the discipline of sociology. Aims to discover theoretical precepts about social psychological processes and social structures, grounded in data. Grounded theory is derived from its roots in the data. Transcend experience: move it from description to understanding the process. Based on symbolic interaction theory.

18 Grounded Theory Studies Primary data sources: In-depth interviews and observations Data collection, data analysis, sampling occur simultaneously Constant comparison used to develop and refine theoretically relevant categories

19 Ethnographic Research Focus on culture: our own culture and other s culture. Originated for the discipline of anthropology. Describe and analyzes aspects of the ways of life of particular cultures, subcultures, or subculture groups.

20 Ethnographic Research (Cont d) Study primitive, foreign, or remote cultures. Encourage researcher to acquire new perspectives beyond his or her own ethnocentric perspective. Acquire cultural knowledge within one s own society. Promote culturally specific care.

21 Main Types of Qualitative Data Collection and Analysis Interactive interviewing People asked to verbally describe their experiences of phenomenon. Written descriptions by participants people asked to write descriptions of their experiences of phenomenon. Observation Descriptive observations of verbal and non-verbal behavior.

22 Types of Qualitative Interview Structured usually with a questionnaire; interviewers are trained to ask the questions the same way each time. Semi structured open-ended questions that can be explored in greater detail (e.g., What do you think good health is?) In-depth one or two issues covered in great detail; questions are based on what the interviewee says (e.g., Tell me about your own health experiences).

23 The Literature Review In some methodologies (i.e.: grounded theory) no literature review is done at all. May use a literature review only to determine what others have studied and/or to review the methodology. Literature review may be done in the discussion to support what others have found.

24 Sampling In quantitative studies, the researcher plans HOW to recruit the sample and HOW MANY will be in the sample BEFORE collecting data. In qualitative studies, sample size is determined after data collection begins. The researcher samples subjects who are able to provide extensive information about the experience/event being studied and the number is reached with saturation of data (when no new information is achieved).

25 Sample Size in Qualitative Research No explicit, formal criteria Sample size determined by informational needs Decisions to stop sampling guided by data saturation Data quality can affect sample size

26 Sampling in the Three Main Qualitative Traditions (cont d) Phenomenology Relies on very small samples (often 10 or fewer) Participants must have experienced phenomenon of interest

27 Sampling in the Three Main Qualitative Traditions (cont d) Grounded theory Typically involves samples of 20 to 30 people Selection of participants who can best contribute to emerging theory (usually theoretical sampling)

28 Sampling in the Three Main Ethnography Qualitative Traditions Mingling with many members of the culture Informal conversations with 25 to 50 informants Multiple interviews with smaller number of key informants

29 Data Collection What is known about the phenomenon is bracketed out (set aside) so it doesn t influence the study results. Data is collected by observations, indepth interviews, videotapes, written descriptions and documents.

30 Qualitative Research Data Data must be the exact words spoken or written. Raw data are the ACTUAL quotations spoken or written; there is NO substitute for this data. Very time consuming: it takes ~ 4 hours to transcribe one hour of tape recorded interview MINIMUM.

31 Assessing Data Quality in Qualitative Studies: Trustworthiness and Integrity Concerns the truth value of qualitative data and qualitative analysis Encompasses four criteria: Credibility Dependability Confirmability Transferability

32 Credibility Refers to confidence in the truth of the data and interpretations of them. Methods of enhancing and evaluating credibility: Prolonged engagement Persistent observation Triangulation (data, investigator, theory, method)

33 Credibility (cont d) Methods of enhancing and evaluating credibility (cont d): Peer debriefing Member checking Searching for disconfirming evidence Researcher credibility

34 Dependability Refers to stability of data over time and over conditions Methods of assessing dependability: Stepwise replication Inquiry audit

35 Confirmability Refers to the objectivity of the data the potential for congruence between two or more people about data accuracy, relevance, or meaning. Methods of assessing confirmability: Inquiry audit Audit trail

36 Transferability The extent to which findings can be transferred to other settings or groups (analogous to generalizability) Potential for transferability enhanced by thick description

37 Strategies for Enhancing Quality of Qualitative Data Prolonged engagement Persistent observation Triangulation Member checking

38 Strategies for Enhancing Quality During the Coding and Analysis Investigator triangulation Theory triangulation Stepwise replication Search for disconfirming evidence Search for rival explanations Negative case analysis Peer debriefings Inquiry audit

39 Generalizability Weakness of qualitative design is its (lack of) generalizability. Qualitative research is ONLY generalizable to the PARTICIPANTS IN A GIVEN STUDY.

40 Critiquing Qualitative Studies Has the researcher identified why a qualitative approach is needed for the study question? Are the philosophical underpinnings for the study identified? Is the purpose of the study made clear? Does the researcher state the significance of the study? Is the method used to collect data appropriate?

41 Critiquing (continued) Is the method chosen appropriate? Is purposive sampling used? Were the participants appropriate to inform the research? Are data collection strategies described? Is protection of human subjects addressed? Is saturation of data described? Does the researcher describe the strategies used to analyze the data?

42 Critiquing (cont.) Does the researcher address issues of scientific rigor? Are the findings presented within context? Is the reader able to ascertain the essence of the experience from reading the article? Are the conclusions, implications, and recommendations appropriate for the study question and purpose? Do the conclusions reflect the findings? Are recommendations for further study made?