Basics of qualitative research: Grounded theory procedures and techniques
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.
About: This article is published in Journal of Pediatric Nursing.The article was published on 1994-06-01 and is currently open access. It has received 13415 citations till now. The article focuses on the topics: Grounded theory & Qualitative research.
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TL;DR: To better understand the parents' experience and the role of staff, parental reports of their NICU experiences, coping strategies, and views of the ways NICU staff supported them were examined.
Abstract: It is stressful for parents to have an infant in the neonatal intensive care unit (NICU). To better understand the parents' experience and the role of staff, we examined parental reports of their NICU experiences, coping strategies, and views of the ways NICU staff supported them. Between June and July 2007, we interviewed 29 current and graduate parents from the study institution's NICU. A trained researcher conducted all interviews, which were recorded and transcribed. This was a qualitative analysis of prospectively collected interview data. Parents used the following coping strategies: (1) participating in care of the child; (2) getting away from the NICU; (3) gathering information; (4) involvement of friends and family; and (5) engagement with other NICU parents. Staff can support the parents' coping strategies in the following ways: (1) facilitating participation of the parents with the infant's care; (2) emphasizing documentation of the infant's progress; (3) demonstrating affection for the infant; (4) addressing concerns that make parents hesitant to leave the NICU; (5) providing accurate, consistent clinical information; (6) limiting unscheduled nonemergency phone calls; and (7) arranging voluntarily activities or programs in which parents whose infants have similar medical conditions may interact.
99 citations
TL;DR: In this paper, the authors examine the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multi-disciplinary collaboration as a basis for decision making and action.
Abstract: Communities of practice (CoPs) have been identified as important sites of learning. Novices learn from masters whilst participating in situated practice and becoming more central members of the community. Empirical studies highlight the difficulty of learning across CoPs, although few studies specifically examine how learning develops in such a multidisciplinary context. We examine the processes of learning occurring when members of different CoPs, in this case various cancer specialists, are required to meet together as a formally constituted multidisciplinary team, and to establish multidisciplinary collaboration as a basis for decision making and action. Our paper highlights that while learning in CoPs develops through repetition, gaining legitimacy and achieving mastery, learning across CoPs in multidisciplinary contexts emphasizes key boundary processes to negotiate and broaden meaning. As such, multidisciplinary collaboration is not so much to learn from each others' talk, but to learn to talk in this new arena. We identify three practices which facilitate learning across CoPs: organizing discussions, acknowledging other perspectives and challenging assumptions. We also discuss the boundary processes which are promoted through brokers and the use of boundary objects in facilitating multidisciplinary work.
99 citations
Cites methods from "Basics of qualitative research: Gro..."
...) The research design and methods are in concert with principles of interpretive research (Langley, 1999; Strauss and Corbin, 1990), in particular the analysis of the ‘parts’ of the cases (such as the learning practices) and a holistic interpretation of the whole....
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...The research design and methods are in concert with principles of interpretive research (Langley, 1999; Strauss and Corbin, 1990), in particular the analysis of the ‘parts’ of the cases (such as the learning practices) and a holistic interpretation of the whole....
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TL;DR: This article explored the experiences of eight management consultants in the British office of a global consulting firm over several months and found that the continual promotion of an elite identity within the consulting firm leaves many of the consultants feeling acutely anxious about their status.
Abstract: Critical management scholars have emphasized that organizations’ attempts to regulate employees’ identities can prompt the reproduction or transformation of self-identity. The emotional consequences of identity regulation, however, remain largely unexamined. This article explores the experiences of eight management consultants in the British office of a global consulting firm over several months. Interviews and observations were analysed according to the principles of interpretative phenomenological analysis. The results of the study highlight consultants’ identification with an organizationally inspired elite discourse alongside high levels of commitment and the presence of a counter-intuitive yet significant status anxiety. Drawing on psychological and sociological theories that connect identity and anxiety, this article suggests that the continual promotion of an elite identity within the consulting firm leaves many of the consultants feeling acutely anxious about their status.
99 citations
Cites background from "Basics of qualitative research: Gro..."
...Though similar to grounded theory (Strauss and Corbin, 1990) as it seeks master and subordinate themes that emerge through the iterative comparison of data, IPA does not seek theoretical saturation....
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TL;DR: Twelve psychiatric inpatients were qualitatively interviewed after physical restraint and patients that had psychotic symptoms during restraint were more understanding of staff's decision to restrain.
Abstract: Twelve psychiatric inpatients were qualitatively interviewed after physical restraint. Of these, seven had also been pharmacologically restrained. Patients gave refusal of medication, refusal to follow staff directions, or their own aggression, as reasons why they had been restrained. While some felt that the use of restraint had been warranted, others were more critical. Many thought that restraint could have been avoided. Patients felt that being restrained evoked feelings of anxiousness, anger, and hostility. Some reported that they calmed down after having been restrained, while other did so only after having received additional pharmacological restraint. A few had suffered minor abrasions and two reported revived memories of prior abuse. Several believed that the use of restraint did protect them from hurting themselves or others. Some felt angry, fearful, and distrustful of staff after restraint, and some believed it had damaged the provider – patient alliance. Patients that had psychotic symptoms d...
99 citations
Cites background from "Basics of qualitative research: Gro..."
...The sampling was carried out until the author found that further interviews did not offer important new information, a procedure referred to as ‘data saturation’ (Strauss and Corbin, 1990)....
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...A central point in grounded theory is that data are collected and analysed simultaneously, which also was the case in the present study (McLeod 2001; Strauss and Corbin, 1990)....
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TL;DR: Ritchhart and Perkins as mentioned in this paper explored a method for uncovering students' thinking about thinking, specifically their meta-strategic knowledge, within the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions.
Abstract: A method for uncovering students’ thinking about thinking, specifically their meta-strategic knowledge, is explored within the context of an ongoing, multi-year intervention designed to promote the development of students’ thinking dispositions. The development of a concept-map instrument that classroom teachers can use and an analytic framework for interpreting students’ responses is presented. In a preliminary study, the concept map instrument is piloted to evaluate changes in students’ conceptions of thinking after a year’s participation in classrooms where their teachers actively sought to make thinking more visible by noticing and naming the thinking observed as well as introducing and using thinking routines (Ritchhart and Perkins. Educational Leadership, 65(5), 57–61 2008). Concept maps from 239 students from grades 3 through 11 were analyzed. Results suggest that students’ conceptions of thinking do improve with age but also can be substantially developed through a classroom culture where thinking is modeled and rich opportunities for thinking are present. The concept map instrument itself proved to be a robust instrument for uncovering students’ thinking about thinking.
99 citations
Cites methods from "Basics of qualitative research: Gro..."
...Since there were no existing analytic scoring schemes available, we employed an inductive coding approach (Strauss & Corbin, 1998)....
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References
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TL;DR: (PDF) Thematic Analysis in Qualitative research | Anindita (PDF) Qualitative Research ProcessBasics of QualitativeResearch | SAGE Publications IncQualitative Research Method Summary JMEST
Abstract: (PDF) Thematic Analysis in Qualitative Research | Anindita (PDF) Qualitative Research ProcessBasics of Qualitative Research | SAGE Publications IncQualitative Research Method Summary JMESTMarket Research: Quantitative vs. Qualitative Research Research Design: Definition, Characteristics and Types Research Methodologies: Quantitative, Qualitative & Mixed Trustworthiness | Educational Research Basics by Del SiegleUser Research Basics | Usability.govQualitative Research – Research Methods in Psychology 10.2 Sampling in qualitative research – Scientific Inquiry What are the Different Types of Research Techniques?What is dependability in qualitative research and how do Qualitative Research Part II: Participants, Analysis, and Qualitative Research Paradigm | Educational Research Qualitative research Wikipedia12+ Qualitative Research Examples in PDF | DOC | Examples(PDF) A Brief Introduction to Qualitative ResearchSampling in Qualitative ResearchMarket research methods | Business QueenslandSampling Techniques and Procedures Designing Surveys for [PDF] Basics of Qualitative Research (3rd ed.): Techniques Basics of qualitative research: Grounded theory procedures 6 Types of Qualitative Research Methods: A Quick GuideSuccessful Qualitative Research | SAGE Publications LtdEvaluation of qualitative research studies | Evidence Qualitative vs. Quantitative Research Methodology & Design
16,622 citations
TL;DR: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm as discussed by the authors, which can also illuminate some ways to test or maximize the validity and reliability of a qualitative study.
Abstract: The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they should be redefined for their use in a naturalistic approach. Like reliability and validity as used in quantitative research are providing springboard to examine what these two terms mean in the qualitative research paradigm, triangulation as used in quantitative research to test the reliability and validity can also illuminate some ways to test or maximize the validity and reliability of a qualitative study. Therefore, reliability, validity and triangulation, if they are relevant research concepts, particularly from a qualitative point of view, have to be redefined in order to reflect the multiple ways of establishing truth. Key words: Reliability, Validity, Triangulation, Construct, Qualitative, and Quantitative This article discusses the use of reliability and validity in the qualitative research paradigm. First, the meanings of quantitative and qualitative research are discussed. Secondly, reliability and validity as used in quantitative research are discussed as a way of providing a springboard to examining what these two terms mean and how they can be tested in the qualitative research paradigm. This paper concludes by drawing upon the use of triangulation in the two paradigms (quantitative and qualitative) to show how the changes have influenced our understanding of reliability, validity and triangulation in qualitative studies.
6,438 citations
TL;DR: In this paper, the authors describe a variety of techniques for theme discovery in qualitative research, ranging from quick word counts to laborious, in-depth, line-by-line scrutiny.
Abstract: Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.
4,921 citations
TL;DR: In this paper, the use of case study research in operations management for theory development and testing is reviewed and guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case-based research are provided.
Abstract: This paper reviews the use of case study research in operations management for theory development and testing. It draws on the literature on case research in a number of disciplines and uses examples drawn from operations management research. It provides guidelines and a roadmap for operations management researchers wishing to design, develop and conduct case‐based research.
4,127 citations
01 Jan 2000
TL;DR: In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science as mentioned in this paper, which is what we use in this paper.
Abstract: This chapter is about methods for managing and analyzing qualitative data. By qualitative data the authors mean text: newspapers, movies, sitcoms, e-mail traffic, folktales, life histories. They also mean narratives--narratives about getting divorced, about being sick, about surviving hand-to-hand combat, about selling sex, about trying to quit smoking. In fact, most of the archaeologically recoverable information about human thought and human behavior is text, the good stuff of social science.
3,671 citations