In diesem Beitrag verdeutliche ich meine Besorgnis uber zahlreiche Umformungen der Grounded Theory (GT), die mit deren Rezeption durch Methodologien der qualitative Datenanalyse (QDA) einhergehen, und hieraus folgende Erosionen. Ich skizziere zunachst einige Beispiele hierfur, um danach die essentiellen Bestandteile der klassischen GT-Methodologie zusammenzufassen. Ich hoffe, dass dieser Beitrag meine Besorgnis uber die wachsende, aber meines Erachtens missverstandene Einvernahme von GT durch QDA-Methodologien veranschaulicht und zugleich als einfuhrender Leitfaden fur Novizen und Novizinnen dient, die daran interessiert sind, die grundlegenden Prinzipien der GT nachzuvollziehen. \nURN: urn:nbn:de:0114-fqs040245

Remodeling Grounded Theory

Objective: To review the literature on nipple pain and to delineate effective strategies for the prevention and treatment of nipple pain in breastfeeding mothers. Data Sources: Computerized searches on MEDLINE, Pre-MEDLINE, CINAHL, and the Cochrane Library. Study Selection: Articles from indexed journals relevant to the objective were reviewed from January 1983 to April 2004. Preference was given to research-based studies in English. Data Extraction: Data were extracted and organized under two headings: prevention of nipple pain or trauma and treatment of nipple pain or trauma. The Critical Appraisal Form by J. Briggs was used to extract the data from research-based articles. Data Synthesis: The health benefits of breastfeeding for mother and infant are well documented; however, nipple pain is a common reason reported by women for the early termination of breastfeeding. Several studies have compared various treatments for either the prevention of or treatment for nipple pain. These treatments include warm water compresses, tea bag compresses, heat, application of expressed mother’s milk, lanolin, vitamin A, collagenase, dexpan-thenol, hydrogel therapy, glycerin gel therapy, moist occlusive dressing, education regarding proper latch-on and positioning, and no treatment. Conclusions: No one topical agent showed superior results in the relief of nipple discomfort. The most important factor in decreasing the incidence of nipple pain is the provision of education in relation to proper breastfeeding technique and latch-on as well as anticipatory guidance regarding the high incidence of early postpartum nipple pain

https://www.jognn.org/article/S0884-2175(15)34295-7/pdf

Prevention of and therapies for nipple pain: a systematic review.

Find the secret to improve the quality of life by reading this walking the tightrope ethical issues for qualitative researchers. This is a kind of book that you need now. Besides, it can be your favorite book to read after having this book. Do you ask why? Well, this is a book that has different characteristic with others. You may not need to know who the author is, how well-known the work is. As wise word, never judge the words from who speaks, but make the words as your good value to your life.

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Walking the tightrope: ethical issues for qualitative researchers

Although the term advanced nursing practice has been used extensively to describe the practice of the CNS, it is difficult to find a clear definition of the term. The role has been articulated as a constellation of subroles: clinician, educator, researcher, and consultant. However, describing various subroles does not capture the broader picture of the CNS's contribution to health care delivery. This has lead to discussions among faculty of one university regarding the need to clarify advanced nursing practice as the first step in redesigning the educational preparation for the CNS as an advanced nurse practitioner. In this article, an overview of advanced practice is provided, differences in practice levels are discussed, and characteristics and competencies inherent to advanced nursing practice are delineated. How these characteristics and competencies interact to present a picture of advanced nursing practice is illustrated in a case study.

Clarification of advanced nursing practice: characteristics and competencies.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jee.20377

Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community

A naive view of qualitative research is that it can be conducted according to the canons of quantitative research and, as such, that it is merely a modification of quantitative research. More disconcerting is the view that qualitative research is second class. However, Sandeloswki (2004) reminds us that an important contribution of qualitative research is that it "complicates and thereby unfreezes the idea of evidence, foregrounds the politics in definitions of evidence, and precludes a priori prejudices against certain types of evidence" (p. 1382). To become a qualitative researcher requires a whole new way of thinking about what counts as evidence. Unlike in the natural sciences, where an Archimedean point is prized for its vantage point of total objectivity of the researcher in relation to the object of study, qualitative researchers accept that evidence is not a given, fixed reality. Thus, qualitative health researchers challenge the hegemony of a hierarchy of evidence based solely on the allure of the randomized control trial as the gold standard in health care research. They take a much more nuanced and complex view of what constitutes evidence in health research. In this article we discuss how a student with a Master's degree in Economics enrolled in an Advanced Qualitative Research course as a part of a subsequent Master's Degree in Applied Health Services Research (MASHR) and was guided to expand her thinking about the nature of evidence and the concept of researcher "as the primary instrument or medium through which the research is conducted" (Lofland, Snow, Anderson, & Lofland, 2006, p. 3). Being told that qualitative research is different from quantitative research is different than actually experiencing the difference. We believe that learning how the researcher plays a central role in generating and interpreting data in qualitative research assists neophyte qualitative researchers in understanding the complexity inherent in qualitative research. To provide a context for the discussion we first describe the background on the unique nature of the master's program; subsequently, we describe how within the course the student was guided to develop an appreciation for qualitative research. Context of the Educational Program The Atlantic Regional Training Centre Atlantic Canada is a largely rural area especially when compared to other parts of Canada and the United States. Thus, increasing capacity for health service research has been a focus of the Atlantic Regional Training Centre (ARTC), which is one of four applied health research training centres funded by the Canadian Health Services Research Foundation and the Canadian Institutes for Health Research through the Capacity for Applied and Developmental Research and Evaluation initiative. The ARTC is a collaborative endeavor among four Atlantic Canada universities (Dalhousie University in Nova Scotia, Memorial University of Newfoundland, the University of New Brunswick and the University of Prince Edward Island), offering both a MAHSR and opportunities for PhD studies. The master's program consists of eight courses in health care research plus "rotating theme-based workshops as forums for interchanges among decision makers, students, and faculty; a residency placement where students apply theory and concepts within a decision-making organization; the involvement of health decision makers in thesis work; and dissemination of research results to decision makers parallel to traditional academic requirements" (ARTC, nd, [paragraph] 5). Students in the MASHR program come from diverse disciplines and backgrounds and may have limited background in the healthcare field. By the end of the program, students are expected to demonstrate grounding in scholarly research techniques and a comprehensive understanding of distinct theoretical and practical perspectives underpinning a multidisciplinary understanding of key issues in health service policy, administration, and delivery (ARTC, nd). …

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Learning the Concept of Researcher as Instrument in Qualitative Research

This paper considers the role of the clinical nurse specialist (CNS) as portrayed in the literature. The historical development of the role is highlighted, rationale for preparation at an advanced level presented and controversy regarding placement of the CNS in a line or staff position outlined. Also discussed are the five commonly accepted sub-roles of the CNS (practitioner, educator, consultant, researcher and change agent) as well as a new role (staff advocate) which can be seen to be emerging in the literature. The author presents some of her observations of the role of the CNS at a large urban teaching hospital and concludes that congruence between the ideal role portrayed in the literature and the actual practice of the role is possible.

The clinical nurse specialist: from the outside looking in

A study was conducted to identify an effective preparation method for breastfeeding and to develop measurement tools for nipple tenderness and breast engorgement for use in a clinical setting. Twenty-five subjects served as their own controls by preparing one nipple and massaging one breast, either the left or right, but not the other breast or nipple. Nipple tenderness and breast engorgement were recorded on five-point scales. Analysis of the data revealed that tenderness and engorgement were decreased in the prepared, massaged breast.

https://www.jognn.org/article/S0884-2175(15)32737-4/pdf

Gail Blair Storr

Papers

Learning the Concept of Researcher as Instrument in Qualitative Research

The clinical nurse specialist: from the outside looking in

Prevention of Nipple Tenderness and Breast Engorgement in the Postpartal Period

Breastfeeding premature triplets: one woman's experience.