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introduction to research methodology
Typology: Slides
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By the end of this lesson, the student will be prepared to: (^) Contrast quantitative and qualitative research. (^) Describe sampling and sample size determination. (^) Describe data collection methods and data analysis. (^) Describe evaluation of trustworthiness. (^) List four types of qualitative research. (^) Discuss the role of qualitative research in EBP.
Selected because of knowledge, experience, or views related to study ( purposive ) (^) Key Informants (^) Snowball Sampling (referrals from particiants)
Sample size is determined by the information provided: (^) Based on needs related to study purpose Number of subjects is usually small (^) Case studies may be used (^) Six to 10 subjects possible Data Saturation - time when no new information is obtained; data collection is considered complete and may stop.
Occurs as data is collected. (^) Immersion
Credibility (^) truth or believability of findings Transferability (^) Can findings from one study be transferred to a similar context; application to different situation Dependability (^) Consistency in findings over time; auditability; findings are reflective of data Confirmability (^) Relates to rigorous attempts to be objective and maintain audit trails to document the research process; findings can be substantiated by participants.
Phenomenological: Describes and captures the “lived experience” of study participants Grounded theory: Explores how people define reality and how their beliefs are related to actions, and is concerned with developing theories and hypothesis Ethnographic: Seeks to understand people (ways of living, believing, adapting, etc.) from an “emic” perspective (within a culture) Historical research: Searches throughout history for generalities
Considered low level evidence for practice change Good source of evidence to understand meaning of experience, “what it’s like” and is useful for practice change initiatives
By the end of this presentation, the learner will be prepared to: (^) Discuss sources of qualitative data (^) Describe qualitative data analysis (^) Discuss qualitative data as a source of evidence for practice
Concurrent data collection and analysis (as opposed to sequential in quantitative research). Face to face interviews and groups audio- taped and transcribed verbatim. The researcher is simultaneously gathering data, managing a growing bulk of collected data, and interpreting the meaning of data. May use software programs to assist.
Iterative process Inductive process (^) Moving from individual pieces of data to larger, more abstract themes or ideas Numerous data analysis traditions (^) Constant comparison (^) Narrative analysis (^) Thematic analysis
Generally defined as low level evidence for practice change However, good source of evidence to understand meaning of experience, “what it’s like” and is useful for practice change initiatives
Mauk, K.L. (2015). What do the qualitative data mean? In N. A. Schmidt & J.M Brown, Evidence-based practice for nurses: Appraisal and application of research ( nd Ed.), (pp.391-409). Burlington, MA: Jones & Bartlett.