Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Qualitative Research
| Term | Definition |
|---|---|
| What is qualitative research? | Naturalistic Research. A growing field in health care professions. Recognition of complexities of clinical practice; living with a disability |
| Early philosophy | Plato established dualistic world view. Reason and emotion. Mind and body. Heaven and earth. Search for knowledge - dominated by the philosophy that mind and body are distinct and separate. World exists outside subjective human perceptions. |
| Early philosophy cont. - Quantitative methods emerged as 'objectivity' became valued in research. Researchers strived to: | Minimize complexity by controlling independent variables (age, gender), so a dependent variable can be measured with minimal influence on findings. Enable replication. Reduce observations to numerical form |
| In quantitative research paradigm, no value or credence placed on: | Beliefs Understandings Value systems Meanings through which people make sense of their lives |
| Limitations of quantitative research soon became apparent in fields such as: | sociology (study of society) and anthropology (study of people in context of culture and society) |
| We cannot separate the meaning of human experience from: | the phenomenon or culture under study. |
| Goal of research in sociology and anthropology became: | Understanding Describing Interpreting Translating Presenting the “native” (emic) point of view |
| Qualitative research | Provides a more holistic view of the world and the people in it. Addresses a different type of question for which the answer is not accessible through traditional, quantitative methodologies. Systematically describes and interprets. |
| Qualitative research indicated if: | Purpose is understand area in which little known, another way of looking needed. to understand complex situations to learn from participants about way they experience and meanings and interpretations To contrast theory/theoretical framework |
| Assumptions: Ontological: what is reality? | Reality is perception Reality is subjective Reality is multiple Reality is as seen by participants in the study |
| Epistemological: what is the relationship between the researcher and that being researched? | Researcher attempts to lessen distance between himself or herself and that being researched Researcher collaborates with participants Researcher spends time in the field Researcher becomes an insider |
| Axiological: What is the role of values? | Acknowledges that research is value-laden and that biases are present. |
| Rhetorical: What is the language of research? | Researcher writes in a literary, engaging, sometimes informal style using personal voice (first-person) and qualitative terms. |
| Methodological: What is the process of research? | Details before generalization, describes context of study in detail, revises questions from experiences in field, collection and analysis occur simultaneously. |
| Ethnography | The study of beliefs and values within a group who share a common bond. |
| Ethnography - “Culture:” | a set of solutions devised by a group of people to meet specific problems as posed by situations they have in common. |
| Ethnography - Naturally bounded groups | nationality,religion, ethnicity, region, language, political, economical |
| Ethnography - Workcultures: | organizational,occupational, positional |
| Ethnography - Artificially bounded cultures: | more issue focused. (eg, PT’s suffering burnout, student drop-outs) |
| Ethnography cont. | Because they share beliefs, they come up with a similar set of solutions. Beliefs affect behavior. Culture results in a kind of meaning-making. Culture creates social order. Culture helps manage change. |
| Culture | cannot be observed, it can only be inferred. |
| Manifestations of culture: | language behavior(communication networks) practices(rights, rituals) symbols (how is space used) |
| Data types | Interview data Observations Documents (legal documents, books, diaries, newspapers, etc), Artifacts and art (including poetry, paintings, movies, folklore, and story-telling) Vocabulary Physical space |
| Product: | A written account that describes and interprets a culture. Theethnographicaccount/thick description. Emic versus etic point of view. |
| Phenomenological Inquiry | Seeks to describe, understand (and interpret) lived human experience. Product: a written account that describes (and interprets) lived experience. |
| Understanding gained | may assist in later development of theory to be tested through other methodological approaches. |
| Grounded Theory: “Theory” - | A set of well-developed concepts related through statements of relationship, which together constitute an integrated framework that can be used to explain or predict phenomena |
| Grounded Theory | Looks at processes, complex relationships, new areas of inquiry. |
| Grounded Theory: Product - | a theory or model to explain the topic, process or phenomenon under investigation. |
| Grounded Theory: | Can include both qualitative and quantitative data; typically qualitative data only. |
| Grounded Theory: Theoretical Sampling - | data gathering driven by conceptsderivedfromtheevolvingtheory. (Purposeful sampling is used initially—sample selected based on relevance to research question/purpose) |
| Historical Inquiry: "History" - | Refers to both what happened in the past and the knowledge gained from what happened. |
| Historical inquiry reveals | How and why change occurs over time. Where political systems and cultural values come from and how they evolve. |
| History is ... | a narrative account, an interpretation of what the historian thinks happened. Based on careful assessment and interconnection of all relevant sources. |
| Historical Inquiry | Is qualitative research Looking for knowledge and defining past events along with the interpretation of them into a culture or era. |
| Historical Inquiry | Requires a basic knowledge of the content and the historical context. Can’t ask good, appropriate questions without some understanding of the facts, people, events, and ideas within which the answer must be found. |
| Historical Inquiry | It is important to avoid using the framework of the “present”whenanalyzingthepast... Itiseasytojudge what was done in the past knowing what we know in the present. Apasteventshouldbeanalyzedwithinthe context of its time period and cultural values. |
| Historical Inquiry: Data Collection - | Interviews with persons who lived through the time period, experienced the phenomenon under investigation, or who are family members of a person being investigated are potential data sources Documents, art, photographs, media |
| Historical Inquiry: Product - | A written account of the past event/institution/people (novel, textbook, article). |
| Case Study | Looks at issues/complexity in context of a single case. Is interested in both its uniqueness and its commonality. Emphasis is on interpretative methods. |
| Intrinsic case study: | Researcherhasanintrinsic interest in the case. The interest is in that particular case, not interested in generalities or similar cases. (eg, program evaluation). |
| Collective Case Study: | several similar cases are studied. |
| Instrumental case study: | Thecasestudyis instrumental to accomplish something more than simply understanding a single case (eg, study a pt with a particular dx undergoing a new treatment with hope thatitcanhelpintxof otherpatientswithsamedx). |
| Methods: Sampling - | How many? Who? |
| Methods: Sampling types - Purposive (puposeful) | selectingparticipantswho can “speak to the phenomena under study” or who will generateappropriatedata. Seek information rich cases. Or seek negative case. |
| Methods: Sampling types - | Convenience—opportunistic Theoreticalsampling: Includeparticipantsbasedon both their understanding of the topic and deliberate attempt to test emerging theories from data analysis. |
| Methods: Sampling types - 3-Stage sampling | start with convenience to gather and explore preliminary data. Proceed to purposive, and then to theoretical. |
| Methods: Sampling types - Network/Snowball | start with one person who refers you to the next, etc.) |
| Methods: Sampling types - | Comprehensive (everyone) Data saturation- sampling to saturation |
| Methods: Data Collection | Interviews (open ended, closed-ended) Focus groups Journals Poetry Artwork Artifact Photographs Newspaper clippings Observation (space) Medical records Meeting minutes Field notes Stories |
| Methods: Data Analysis | Not a frequency count Start with preliminary read-through Constant Comparison |
| Methods: Thematic analysis - CODING - | Open coding: development of categories and subcategories. Axial coding: relates categories and subcategories. Selective coding: identifies central category/overarching theme, develops theory. |
| Methods: Data Management | By hand Filing systems Word processing Computer software for data management NVIVO |
| Results | “Thick” description (detailed account) of the phenomenon Model/theoretical framework |
| Trustworthiness | What makes the findings of the study worth paying attention to? Asked by both qualitative and quantitative researchers . |
| Trustworthiness criteria: | Truthvalue: Level of confidence truth of findings Applicability: extent to which findings have applicability in other contexts and participants. |
| Trustworthiness criteria cont: | Consistency: can study be replicated with the same findings? Neutrality: degree to which findings are determined by the subjects and the conditions of the inquiry, and not by the biases, motivations, interests, or perspectives of the inquirer. |
| Quantitative answer to trustworthiness: | internal validity, external validity, reliability, objectivity |
| How do Qualitative researchers establish trustworthiness? | Credibility Transferrability Dependability Confirmability |
| Credibility: how credible are the findings/interpretations? | Peer debriefing Prolongedengagement: investmentofsufficienttime (to build trust, to learn the culture, to test for misinformation) Triangulation: datasources,methods(datacollection modes or design), investigators Member checks |
| Transferability: | Qualitative researcher holds the philosophy that absolute external validity (transferability) cannot be claimed. Provide information so that potential appliers can make their own transferability judgments. |
| Transferability cont. | Present findings together with time and context in which they were found to hold. Thick description Presentation of “exemplars” from raw data |
| Dependability: reliability | Same techniques as credibility (can’t have reliability without credibility) Inquiry audit examines process and product. Audit trail |
| Confirmability | Inquiry audit Audit trail Triangulation |
| Ref lexive journal: | introspective journal that displays the investigator’s mind processes, philosophical position and basis of decisions about the inquiry. Used for all trustworthiness activities. |
| Methodological rigor | Difficult Time consuming Adhere to standards within the field |
| Is there such a thing as purely objective research? | The idea of a “neutral researcher” is false. In qualitative research, this is explored and not ignored |
| Is it possible to be independent as a researcher/ | It is possible to be independent as a researcher, despite closeness to the project |
| Ref lexivity | Inf luence of investigator’s background, perceptions and interests on the research process Bracketing |
| Qualitative v. Quantitative | One is not superior over the other Complimentary Uniqueness/differences should be embraced |
| Quantitative 1 | Howmuch? Howmany? Empirical: studiesonlythatwhichisobservable Only one reality; universal truth Value-free inquiry |
| Quantitative 2 | All sciences share the same method of inquiry (scientific method) Rigid research process Probabilitysampling: goalistoproduceasamplethat isrepresentativeofthepopulation. Eachmemberof the population has an equal chance of being selected. |
| Quantitative 3 | Data tends to be numerical Seeks generalizability Context free Extensive lit review first |
| Quantitative 4 | Looks at comparison or relationship; cause & effect Attempt to control & manipulate variables Based on set definitions/pre-defined parameters Deductive (start with theory or hypothesis and attempt to prove or disprove) |
| Qualitative 1 | What? Why? How? Interpretiveapproach: wecanonlyinterpretpeople’s interpretation of reality. (interpretation of symptoms, meaning of disability) Multiple realities; many truths |
| Qualitative 2 | “Flexible” research process:methods inform eachother. Ex: something comes up in an interview or early data analysis can cause you to perform more interviews or search the literature again or refine the research question or it can influence sampling |
| Qualitative 3 | Sample size is projected, but not definite. |
| Qualitative 4 | Recognizes that all research is value-laden Acknowledges power relationship between researcher and participant Acknowledges limited generalizability Inductive process (theory and hypothesis are developed at the end of the study) |
| Qualitative 5 | Context is important Goal: reveal,understand,interpret,explain Some lit review first... mostly as part of analysis/discussion |
| Mixed Method Design | Triangulation of methodologies See the topic through different lenses Strengthens credibility—holistic Data tends to be numerical view |
| Responsibility/Ethical Considerations 1 | Values in research: Autonomy- respectingtherightsoftheindividual Beneficence: doinggood Non-maleficence: notdoingharm Justice: equity |
| Responsibility/Ethical Considerations 2 | Informed consentandconfidentiality Voluntary and informed participation “as far as possible.” EthicalReview(ethicscommittee) particularlyinthe case of health care. |
| Responsibility/Ethical Considerations 3 | Risk assessment Researcher: safety: in context or out? home or in universe? Inner city or not? emotional vulnerability. |
| Responsibility/Ethical Considerations 4 | Participant: confidentiality (published reports of small facilities using direct quotes of “direct supervisor”) emotional vulnerability. |
| Remember the benefits to participants: | having a voice sense of community Relief from sense of “isolation” emotional cleansing/purge Lift burden |
Created by:
dt538