Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations.
TL;DR: The concept of rigor in qualitative research is presented using a phenomenological study as an exemplar to further illustrate the process andRecommendations are made for use of the term rigor instead of trustworthiness, that strategies for ensuring rigor must be built into the qualitative research process rather than evaluated only after the inquiry, and that qualitative researchers and students alike must be proactive and take responsibility in ensuring the rigor of a research study.
Abstract: Issues are still raised even now in the 21st century by the persistent concern with achieving rigor in qualitative research. There is also a continuing debate about the analogous terms reliability and validity in naturalistic inquiries as opposed to quantitative investigations. This article presents the concept of rigor in qualitative research using a phenomenological study as an exemplar to further illustrate the process. Elaborating on epistemological and theoretical conceptualizations by Lincoln and Guba, strategies congruent with qualitative perspective for ensuring validity to establish the credibility of the study are described. A synthesis of the historical development of validity criteria evident in the literature during the years is explored. Recommendations are made for use of the term rigor instead of trustworthiness and the reconceptualization and renewed use of the concept of reliability and validity in qualitative research, that strategies for ensuring rigor must be built into the qualitative research process rather than evaluated only after the inquiry, and that qualitative researchers and students alike must be proactive and take responsibility in ensuring the rigor of a research study. The insights garnered here will move novice researchers and doctoral students to a better conceptual grasp of the complexity of reliability and validity and its ramifications for qualitative inquiry.
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TL;DR: As one of the part of book categories, qualitative nursing research a contemporary dialogue always becomes the most wanted book.
Abstract: If you really want to be smarter, reading can be one of the lots ways to evoke and realize. Many people who like reading will have more knowledge and experiences. Reading can be a way to gain information from economics, politics, science, fiction, literature, religion, and many others. As one of the part of book categories, qualitative nursing research a contemporary dialogue always becomes the most wanted book. Many people are absolutely searching for this book. It means that many love to read this kind of book.
410 citations
07 Apr 2019
TL;DR: Methodological principles to guide the process of analysis are offered grounded on phenomenological philosophy in relation to how scientific rigour and validity can be achieved.
Abstract: Aim The aim of this paper was to discuss how to understand and undertake thematic analysis based on descriptive phenomenology. Methodological principles to guide the process of analysis are offered grounded on phenomenological philosophy. This is further discussed in relation to how scientific rigour and validity can be achieved. Design This is a discursive article on thematic analysis based on descriptive phenomenology. Results This paper takes thematic analysis based on a descriptive phenomenological tradition forward and provides a useful description on how to undertake the analysis. Ontological and epistemological foundations of descriptive phenomenology are outlined. Methodological principles are explained to guide the process of analysis, as well as help to understand validity and rigour. Researchers and students in nursing and midwifery conducting qualitative research need comprehensible and valid methods to analyse the meaning of lived experiences and organize data in meaningful ways.
263 citations
Cites background from "Rigor or Reliability and Validity i..."
...It has been stressed that strategies are needed to ensure rigour and validity; such strategies must be built into the research process and not solely evaluated afterwards (Cypress, 2017)....
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TL;DR: The Handbook of Ethological Methods is well presented and illustrated, and it is arranged in a logical manner so that different topics can easily be found.
217 citations
TL;DR: This review of PrEP implementation identified barriers to PrEP and interventions to match those barriers and recommended multilevel interventions targeting barriers at multiple socioecological domains.
Abstract: There are many challenges to accessing PrEP and thus low uptake in the United States. This review (2007–2017) of PrEP implementation identified barriers to PrEP and interventions to match those barriers. The final set of articles (n = 47) included content on cognitive aspects of HIV service providers and individuals at risk for infection, reviews, and case studies. Cognitive barriers and interventions regarding patients and providers included knowledge, attitudes, and beliefs about PrEP. The “purview paradox” was identified as a key barrier—HIV specialists often do not see HIV-negative patients, while primary care physicians, who often see uninfected patients, are not trained to provide PrEP. Healthcare systems barriers included lack of communication about, funding for, and access to PrEP. The intersection between PrEP-stigma, HIV-stigma, transphobia, homophobia, and disparities across gender, racial, and ethnic groups were identified; but few interventions addressed these barriers. We recommend multilevel interventions targeting barriers at multiple socioecological domains.
135 citations
01 Jan 2020
TL;DR: The current consensus is that credibility, transferability, dependability, confirmability, and authenticity are the five most relevant terms for determining the trustworthiness of research as mentioned in this paper, which can be applied to research that includes content analysis.
Abstract: This chapter aims to present criteria for trustworthiness. Qualitative researchers commonly have different opinions about which criteria are the best for evaluating trustworthiness. However, the current consensus is that credibility, transferability, dependability, confirmability, and authenticity are the five most relevant terms for determining the trustworthiness of research. This chapter will explain what each of these criteria mean, and will demonstrate how they can be applied to research that includes content analysis. Briefly, credibility can be defined as confidence in the ‘truth’ of the findings. Transferability means that the findings are also applicable in other contexts, while dependability indicates that the findings are consistent and could be replicated. Confirmability describes the degree of neutrality or, in other words, the extent to which the findings of a study reflect the respondents’ opinions and experiences rather than the researchers’ biases, motivations, or interests. Authenticity is concerned with the ability of researchers to accurately depict the diverse realities that exist in the data collected from participants.
80 citations
References
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TL;DR: The Nature of Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications as mentioned in this paper, and Qualitative Interviewing: Qualitative Analysis and Interpretation Enhancing the quality and credibility of qualitative analysis and interpretation.
Abstract: PART ONE: CONCEPTUAL ISSUES IN THE USE OF QUALITATIVE METHODS The Nature of Qualitative Inquiry Strategic Themes in Qualitative Methods Variety in Qualitative Inquiry Theoretical Orientations Particularly Appropriate Qualitative Applications PART TWO: QUALITATIVE DESIGNS AND DATA COLLECTION Designing Qualitative Studies Fieldwork Strategies and Observation Methods Qualitative Interviewing PART THREE: ANALYSIS, INTERPRETATION, AND REPORTING Qualitative Analysis and Interpretation Enhancing the Quality and Credibility of Qualitative Analysis
31,305 citations
Book•
01 Jan 1998
TL;DR: This chapter discusses the design of qualitative research, how to collect data, and how to deal with Validity, Reliability and Ethics in case studies.
Abstract: THE DESIGN OF QUALITATIVE RESEARCH 1 What is Qualitative Research? 2 Case Studies as Qualtitative Research 3 Designing the Study and Selecting a Sample COLLECTING QUALITATIVE DATA 4 Conducting Effective Interviews 5 Being a Careful Observer 6 Mining Data from Documents 7 Collecting Data in Case Studies ANALYZING AND REPORTING QUALITATIVE DATA 8 Analytic Techniques and Data Management 9 Levels of Analysis 10 Dealing with Validity, Reliability and Ethics 11 Writing Reports and Case Studies
18,670 citations
"Rigor or Reliability and Validity i..." refers background in this paper
...However, other researchers argue that procedures and techniques are not an assurance of validity and will not necessarily produce sound data or credible conclusions.(38,48,55) Thus, some argued that they should abandon the concept of validity and seek alternative criteria withwhich to judge their work....
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TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Abstract: Content Memory (Learning Ability) As Comprehension 82 Vocabulary Cs .30 ( ) .23 .31 ( ) .31 .31 .35 ( ) .29 .48 .35 .38 ( ) .30 .40 .47 .58 .48 ( ) As judged against these latter values, comprehension (.48) and vocabulary (.47), but not memory (.31), show some specific validity. This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components. Some of the correlations in Chi's (1937) prodigious study of halo effect in ratings are appropriate to a multitrait-multimethod matrix in which each rater might be regarded as representing a different method. While the published report does not make these available in detail because it employs averaged values, it is apparent from a comparison of his Tables IV and VIII that the ratings generally failed to meet the requirement that ratings of the same trait by different raters should correlate higher than ratings of different traits by the same rater. Validity is shown to the extent that of the correlations in the heteromethod block, those in the validity diagonal are higher than the average heteromethod-heterotrait values. A conspicuously unsuccessful multitrait-multimethod matrix is provided by Campbell (1953, 1956) for rating of the leadership behavior of officers by themselves and by their subordinates. Only one of 11 variables (Recognition Behavior) met the requirement of providing a validity diagonal value higher than any of the heterotrait-heteromethod values, that validity being .29. For none of the variables were the validities higher than heterotrait-monomethod values. A study of attitudes toward authority and nonauthority figures by Burwen and Campbell (1957) contains a complex multitrait-multimethod matrix, one symmetrical excerpt from which is shown in Table 6. Method variance was strong for most of the procedures in this study. Where validity was found, it was primarily at the level of validity diagonal values higher than heterotrait-heteromethod values. As illustrated in Table 6, attitude toward father showed this kind of validity, as did attitude toward peers to a lesser degree. Attitude toward boss showed no validity. There was no evidence of a generalized attitude toward authority which would include father and boss, although such values as the VALIDATION BY THE MULTITRAIT-MULTIMETHOD MATRIX
15,795 citations
"Rigor or Reliability and Validity i..." refers background in this paper
...Some qualitative researchers have argued that the term validity is not applicable to qualitative research and have related it to terms such as quality, rigor, and trustworthiness.(1,13,22,38,42,52-54) I argue that the concepts of reliability and validity are overarching constructs that can be appropriately used in both quantitative and qualitative methodologies....
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...However, other researchers argue that procedures and techniques are not an assurance of validity and will not necessarily produce sound data or credible conclusions.(38,48,55) Thus, some argued that they should abandon the concept of validity and seek alternative criteria withwhich to judge their work....
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Book•
12 Apr 1996
TL;DR: A model for Qualitative Research Design is presented and an Example of a Qualitative Proposal is presented for Presenting and Justifying aQualitative Study.
Abstract: Chapter 1. A Model for Qualitative Research Design Chapter 2. Goals: Why Are You Doing This Study? Chapter 3. Conceptual Framework: What Do You Think Is Going On? Chapter 4. Research Questions: What Do You Want to Understand? Chapter 5. Methods: What Will You Actually Do? Chapter 6. Validity: How Might You Be Wrong? Chapter 7. Research Proposals: Presenting and Justifying a Qualitative Study Appendix A. A Proposal for a Study of Medical School Teaching Appendix B. A Proposal for a Study of Online Learning by Teachers
13,249 citations
Book•
01 Jan 1990
TL;DR: In this paper, the Hermeneutic Phenomenology of human science research has been studied in the context of personal experience as a starting point to understand the nature of human experience.
Abstract: Preface Preface to the 2nd Edition 1. Human Science Introduction Why Do Human Science Research? What Is a Hermeneutic Phenomenological Human Science? What Does it Mean to Be Rational? What a Human Science Cannot Do Description or Interpretation? Research-Procedures, Techniques, and Methods Methodical Structure of Human Science Research 2. Turning to the Nature of Lived Experience The Nature of Lived Experience Orienting to the Phenomenon Formulating the Phenomenological Question Explicating Assumptions and Pre-understandings 3. Investigating Experience as We Live It The Nature of Data (datum: thing given or granted) Using Personal Experience as a Starting Point Tracing Etymologjcal Sources Searching Idiomatic Phrases Obtaining Experiential Descriptions from Others Protocol Writing (lived-experience descriptions) Interviewing (the personal life story) Observing (the experiential anecdote) Experiential Descriptions in Literature Biography as a Resource for Experiential Material Diaries, Journals, and Logs as Sources of Lived Experiences Art as a Source of Lived Experience Consulting Phenomenological Literature 4. Hermeneutic Phenomenological Rel1ectlon Conducting Thematic Analysis Situations Seeking Meaning What Is a Theme? The Pedagogy of Theme Uncovering Thematic Aspects Isolating Thematic Statements Composing Linguistic Transformations Gleaning Thematic Descriptions from Artistic Sources Interpretation through Conversation Collaborative Analysis: The Research Seminar/Group Lifeworld Existentials as Guides to Reflection Determining Incidental and Essential Themes 5. Hermeneutic Phenomenological Writing Attending to the Speaking of Language Silence-the Limits and Power of Language Anecdote as a Methodological Device The Value of Anecdotal Narrative Varying the Examples Writing Mediates Reflection and Action To Write is to Measure Our Thoughtfulness Writing Exercises the Ability to See The Write is to Show Something To Write is to Rewrite 6. Maintaining a Strong and Oriented Relation The Relation Between Research/Writing and Pedagogy On the Ineffability of Pedagogy "Seeing" Pedagogy The Pedagogic Practice of Textuality Human Science as Critically Oriented Action Research Action Sensitive Knowledge Leads to Pedagogic Competence 7. Balancing the Research Context by Considering Parts and Whole The Research Proposal Effects and Ethics of Human Science Research Plan and Context of a Research Project Working the Text Glossary Bibliography Index
11,959 citations
"Rigor or Reliability and Validity i..." refers background in this paper
...Novice researchers can become easily perplexed in attempting to understand the notion of validity in qualitative inquiry.(44) There is a multiple array of terms similar to validity in the literature, which the authors equate to same such as authenticity, goodness, adequacy, trustworthiness, verisimilitude, credibility, and plausibility....
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...search is concerned with the accuracy and truthfulness of scientific findings.(44) A valid study should demonstrate what actually exists and is accurate, and a valid instrument or...
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