An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

The Coding Manual for Qualitative Researchers

Basics of qualitative research: Grounded theory procedures and techniques

Saturation has attained widespread acceptance as a methodological principle in qualitative research. It is commonly taken to indicate that, on the basis of the data that have been collected or analysed hitherto, further data collection and/or analysis are unnecessary. However, there appears to be uncertainty as to how saturation should be conceptualized, and inconsistencies in its use. In this paper, we look to clarify the nature, purposes and uses of saturation, and in doing so add to theoretical debate on the role of saturation across different methodologies. We identify four distinct approaches to saturation, which differ in terms of the extent to which an inductive or a deductive logic is adopted, and the relative emphasis on data collection, data analysis, and theorizing. We explore the purposes saturation might serve in relation to these different approaches, and the implications for how and when saturation will be sought. In examining these issues, we highlight the uncertain logic underlying saturation—as essentially a predictive statement about the unobserved based on the observed, a judgement that, we argue, results in equivocation, and may in part explain the confusion surrounding its use. We conclude that saturation should be operationalized in a way that is consistent with the research question(s), and the theoretical position and analytic framework adopted, but also that there should be some limit to its scope, so as not to risk saturation losing its coherence and potency if its conceptualization and uses are stretched too widely.

https://link.springer.com/content/pdf/10.1007%2Fs11135-017-0574-8.pdf

Saturation in qualitative research: exploring its conceptualization and operationalization

Qualitative Interviewing: The Art of Hearing Data

Sufficient knowledge is available about the definition, details and differences of qualitative content and thematic analysis as two approaches of qualitative descriptive research. However, identifying the main features of theme as the data analysis product and the method of its development remain unclear. The purpose of this study was to describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis. This methodological paper comprises an analytical overview of qualitative descriptive research products and the meaning of theme. Also, our practical experiences of qualitative analysis supported by relevant published literature informed the generation of a stage like model of theme construction for qualitative content analysis and thematic analysis. This paper comprises: (i) analytical importance of theme, (ii) meaning of theme, (iii) meaning of category, (iv) theme and category in terms of level of content, and (v) theme development. This paper offers a conceptual clarification and a pragmatic step by step method of theme development that has the capacity of assisting nurse researchers understand how theme is developed. As nursing is a pragmatic discipline, nurse researchers have tried to develop practical findings and devise some way to “do something” with findings to enhance the action and impact of nursing. The application of a precise method of theme development for qualitative descriptive data analysis suggested in this paper helps yield meaningful, credible and practical results for nursing.

/pdf/theme-development-in-qualitative-content-analysis-and-2q4az4zl8f.pdf

Theme development in qualitative content analysis and thematic analysis

Nowadays, change is inevitable, especially in the health care organizations, so Commitment to professional development is vital to most professions, including nursing. In Iran, nurses constitute a sizable amount of the people in the health care organizations, but no sufficient attention is paid to them and their development by the organization and the staff development programs available is assessed as inefficient by nurses. Therefore, it seems that understanding the concept and the process of development as viewed by nurses could assist the organizations and management and the nurses to achieve the same. The purpose of this study was to explore Iranian clinical nurses' professional development process. Grounded theory was chosen as the method for conducting this inquiry that was carried out at Tehran medical university hospitals. A total of 21 clinical nurses and nursing managers participated through a purposeful and theoretical sampling frame. The participants had nursing experience ranging from 3 to 28 years and worked in various clinical areas. Data were mainly collected through open-ended interviews to engage participants in dialogical interview relationships. No additional participants were sought when analysis indicated that data saturation had been reached. Data was analyzed using Corbin and Strauss' (2008) grounded theory approach to analysis. After analyzing the data, we identified four categories that included participants' experiences regarding processing of Self-Authorized Professional Development. The stages of this process are Self-awareness, Engagement to work, Self-acceptance, and Experimental self-proceeding. This research contributes to nursing knowledge by identifying a process through which nurses developed professionally. This understanding can be useful in nursing education to help prepare nurses for workplace realities and to help managers adopt an active role in developing their employees.

Self-development: the process of professional development in Iranian nurses

The question of leadership in nursing education is one that has been examined extensively in the literature. In this paper, the authors will initially provide a vignette written in the first person aimed at illustrating the ethos of the university in which they work. This vignette will then be followed by an analysis of actions and strategies used in a capacity building project aimed at developing novice nurse academics' research skills. Theories of transformational leadership, and contingency theory of leadership are discussed in relation to the processes used, thus illustrating the application of theory to the practice of nursing leadership in the academy.

https://scholars.fhsu.edu/cgi/viewcontent.cgi?article=1600&context=alj

Educational Leadership in Nursing: Supporting cultural change to develop research capacity in novice nurse academics

Care left undone, interchangeably referred to as missed care, unfinished nursing care
and task incompletion, is pervasive in contemporary healthcare systems. Care left undone can result in adverse outcomes for the patient, nurse and organization. The rhetoric that surrounds care left undone infers it is a contemporary nursing phenomenon;
however, a seventeenth‐century Spanish nursing treatise, Instruccion de Enfermeros
(Instructions for Nurses), challenges this assumption. Instruccion de Enfermeros was an
instructional guide that was written for members of the Congregation of Bernardino
de Obregon who worked as nurses at the Madrid General Hospital. The treatise provides a historical commentary on the daily roles, responsibilities and working conditions of the Obregonian nurses. Its content and context suggest the Obregonian
nursing resource was consistently time poor due to a confluence of internal and external stressors. Consequently, the Obregonians were under considerable role strain
resulting in inferior patient care. This article explores the antecedents of care left
undone through a historical lens using exemplars from the 1625 edition of Instruccion
de Enfermeros. Factors contributing to care left undone in Obregonian nursing will
then be examined to offer insights into the similarities between what a nurse suffered
400 years ago and what exists in contemporary nursing practice.

“What a nurse suffers”: Care left undone in seventeenth‐century Madrid

This article reports on a pilot vocational study programme for provision of antenatal services in the general practice
environment. The concurrent evaluation study assessed practice nurses’ experiences of undertaking the pilot programme, the level and applicability of the content, and the mode of delivery. General practitioners’ understanding of the role of the nurse in providing antenatal services, and the actual and potential impact of this new role on models of service delivery and care were also investigated. Women receiving care from practice nurses within this new model of service delivery and care were also of interest in this study. Findings showed that the current role of the general practice nurse in caring for pregnant women is restricted to assisting the general practitioner to complete their assessment of clients. Organizing clinical placement with a midwife was a major barrier to completing the pilot programme.

/pdf/australian-rural-remote-registered-nurses-experiences-of-2o44aoxg7g.pdf

Melanie Birks

Papers

Self-development: the process of professional development in Iranian nurses

Educational Leadership in Nursing: Supporting cultural change to develop research capacity in novice nurse academics

“What a nurse suffers”: Care left undone in seventeenth‐century Madrid

Australian rural remote registered nurses' experiences of learning to provide antenatal services in general practice: a pilot study.

Profiling risk factors of patients diagnosed with type 2 diabetes awaiting outpatient diabetes specialist consultant appointment, a narrative review