Showing papers on "Grounded theory published in 1994"

Qualitative Data Analysis: An Expanded Sourcebook

Abstract: Matthew B. Miles, Qualitative Data Analysis A Methods Sourcebook, Third Edition. The Third Edition of Miles & Huberman's classic research methods text is updated and streamlined by Johnny Saldana, author of The Coding Manual for Qualitative Researchers. Several of the data display strategies from previous editions are now presented in re-envisioned and reorganized formats to enhance reader accessibility and comprehension. The Third Edition's presentation of the fundamentals of research design and data management is followed by five distinct methods of analysis: exploring, describing, ordering, explaining, and predicting. Miles and Huberman's original research studies are profiled and accompanied with new examples from Saldana's recent qualitative work. The book's most celebrated chapter, "Drawing and Verifying Conclusions," is retained and revised, and the chapter on report writing has been greatly expanded, and is now called "Writing About Qualitative Research." Comprehensive and authoritative, Qualitative Data Analysis has been elegantly revised for a new generation of qualitative researchers. Johnny Saldana, The Coding Manual for Qualitative Researchers, Second Edition. The Second Edition of Johnny Saldana's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up-to-date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: describes how coding initiates qualitative data analysis; demonstrates the writing of analytic memos; discusses available analytic software; suggests how best to use the book for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldana discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences. Stephanie D. H. Evergreen, Presenting Data Effectively Communicating Your Findings for Maximum Impact. This is a step-by-step guide to making the research results presented in reports, slideshows, posters, and data visualizations more interesting. Written in an easy, accessible manner, Presenting Data Effectively provides guiding principles for designing data presentations so that they are more likely to be heard, remembered, and used. The guidance in the book stems from the author's extensive study of research reporting, a solid review of the literature in graphic design and related fields, and the input of a panel of graphic design experts. Those concepts are then translated into language relevant to students, researchers, evaluators, and non-profit workers - anyone in a position to have to report on data to an outside audience. The book guides the reader through design choices related to four primary areas: graphics, type, color, and arrangement. As a result, readers can present data more effectively, with the clarity and professionalism that best represents their work.

Researching social life

Abstract: The Third Edition of Nigel Gilbert's hugely successful Researching Social Life covers the whole range of methods from quantitative to qualitative in a down-to-earth and unthreatening manner. Gilbert's text offers the best coverage of the full scope of research methods of any of the leading textbooks in the field, making this an essential text for any student starting a research methods course or doing a research project. This thoroughly revised text is driven by the expertise of a writing team comprised of internationally-renowned experts in the field. New to the Third Edition are chapters on: - Searching and Reviewing the Literature - Refining the Question - Grounded Theory and Inductive Research - Mixed Methods - Participatory Action Research - Virtual Methods - Narrative Analysis A number of useful features, such as worked examples, case studies, discussion questions, project ideas and checklists are included throughout the book to help those new to research to engage with the material. Researching Social Life follows the 'life cycle' of a typical research project, from initial conception through to eventual publication. Its breadth and depth of coverage make this an indispensable must-have textbook for students on social research methods courses in any discipline.

Some similarities and differences among phenomenological and other methods of psychological qualitative research.

Abstract: This paper compares the research method of phenomenological psychology to other qualitative research methods such as ethnography, participant observation, grounded theory, dramaturgical interviewing and content analysis. An attempt is made to identify similarities and differences. As a prelude, the major metatheories with which they are associated (phenomenology and symbolic interactionism) and the related differences between natural science and human science are discussed.Interest in qualitative research methodology appears to have gathered momentum over the last decade (e.g., Rist, 1980). One of the recurrent themes in the discussion of qualitative methods has been the question of whether quantitative and qualitative methods are compatible. Opinion has been divided. Gibbs (1979) made a plea for complementarity of subjectivist and objectivist methods in psychology. Mahrer (1988) has advocated discovery oriented research in the field of psychotherapy, while Sperry (1988) has suggested an integration of positivistic and phenomenological thought to form a more naturalistic approach to the study of brain and consciousness.The split between those who support and those who do not support complementarity of quantitative and qualitative methodology has also occurred in the field of educational research. For example, Howe (1985, 1988) and Firestone (1987) have argued for compatibility, while Smith (1983) and Smith and Heshusius (1986) have argued for incompatibility.The early eighties marked the growth of an interest in qualitative methodology which has paralleled the growing disenchantment with traditional logical - empirical research methods. The hegemony of natural science type research methods has been increasingly challenged by descriptive and hermeneutically oriented methods (e.g., Giorgi, 1986; Packer, 1985; Palmer, 1969; Polkinghorne, 1983; Rommetveit, 1987). Contextualism (Rosnow & Georgoudi, 1986), social constructionism (Gergen, 1985) and deconstructionism (Derrida, 1977) have also challenged the objectivity of traditional natural science methodology by emphasizing the socially derived foundationalisms upon which methods are based.There seems little doubt that qualitative methodology has come out of the closet in the field of the human sciences. Although quantitative methodological hegemony continues, the degree of coexistence and complementaritybetween quantitative and qualitative research methods seems to be increasing. Nonetheless, there are those who, while seeing symptoms of the inadequacy of standard quantitative methodological practice, see possible cures and solutions in the same metatheoretical terms (e.g., Aiken, West, Sechrest & Reno, 1990). Sarbin (1976) has noted the difficulty that psychologists trained in logical - empirical traditions have in breaking their reliance on habitual methods.The Transition from Quantitative to Qualitative MethodologyThose researchers who are willing to explore qualitative methods face several difficulties. Usually they have been trained in the quantitative tradition and find the transition to qualitative research methods requires a major shift in world - view. The metatheories underlying such methods often differ from the logical - empirical base of natural science (Jacob, 1987). As will be seen later, some aspects of the qualitative methods associated with symbolic interactionism follow normative natural science practice (e.g., the Iowa school of ethnography) while other qualitative methods use a mixture of natural and human science approaches to research (e.g., the Chicago School of ethnography). Qualitative research methods such as phenomenology and the phenomenological aspects of ethnography, participant observation and grounded theory are based on metatheories that are associated with a human science approach to psychology (see Giorgi, 1970). The emphasis is upon discovery, description and meaning rather than the traditional natural science criteria of prediction, control and measurement. …

Patient perceptions of nursing care: an emerging theory of interpersonal competence.

Abstract: Nurse-patient interactions were examined to identify elements of interpersonal competence among nurses from the perspective of patients. Forty patients and 12 nurses participated in this qualitative study at a private acute care hospital. Two-hundred and forty-five observations were completed. Open-ended questions were utilized in 85 audio-taped semi-structured interviews. Data collection and analysis occurred simultaneously using the constant comparative method. Four major processes emerged from the data to provide the framework for the themes: 'translating', 'getting to know you', 'establishing trust', and 'going the extra mile'. In the 'translating' theme, patients expressed satisfaction with the nurse-patient interaction when nurses informed, explained and instructed on specific aspects of treatment, and taught general principles of care. The nurses' personal sharing, kidding and clicking appeared as important processes in 'getting to know you'. Patients reported confidence and trust when nurses took charge and appeared to enjoy their work. The theme of 'going the extra mile' included friendship and providing care beyond that expected. The processes provide a framework for an emerging theory of interpersonal competence.

Scientific Rigour in Qualitative Research—Examples From a Study of Women's Health in Family Practice

Abstract: The increase in qualitative research in family medicine raises a demand for critical discussions about design, methods and conclusions. This article shows how scientific claims for truthful findings and neutrality can be assessed. Established concepts such as validity, reliability, objectivity and generalization cannot be used in qualitative research. Alternative criteria for scientific rigour, initially introduced by Lincoln and Guba, are presented: credibility, dependability, confirmability and transferability. These criteria have been applied to a research project, a qualitative study with in-depth interviews with female patients suffering from chronic pain in the locomotor system. The interview data were analysed on the basis of grounded theory. The proposed indicators for scientific rigour were shown to be useful when applied to the research project. Several examples are given. Difficulties in the use of the alternative criteria are also discussed.

A Synthesis of Qualitative Research on Wellness-Illness

Abstract: Health, disease, wellness, and illness have long been concepts central to health care disciplines. To further develop theory regarding the individual's experience of health and disease, a meta-analysis was undertaken of 112 qualitative studies from 1980 to 1991. A synthesis of qualitative research was done to derive substantive interpretations about health, disease, wellness, and illness from grounded theory, phenomenological, and ethnographic perspectives. The texts were compared and analyzed, creating new interpretations through synthesis of reciprocal translations. A dialectic model of wellness-illness was inductively derived. The process, meaning, and context inherent in the experience of health-disease are described as "living-in-the-world" of health-disease. Wellness-illness is depicted as the human experience of actual or perceived function-dysfunction. The theory emerging from this meta-analysis of qualitative research provides a synthesis of the commonalities among individual representations of h...

Beyond the qualitative paradigm: A framework for introducing diversity within qualitative psychology

Abstract: The case for qualitative research in psychology is considered. We argue against the idea that qualitative research is merely a matter of technique or method, and question the utility of viewing it as a unitary paradigm. Rather, the links between epistemology, methodology, and method are explored within three theorized strands of qualitative inquiry, making reference to illustrative projects. Each strand is organized around a different approach to the issues of justifying and warranting psychological knowledge: (1) reliability and validity; (2) generativity and grounding; and (3) discourse and reflexivity. These are exemplified in Miles and Huberman's ‘data display’ model, Glaser and Strauss' method of ‘grounded theory’, and in various forms of ‘discourse’ analysis. Reflections upon points of contact between the three strands address two main issues: (1) rendering research publicly accountable; and (2) challenging relativism.

Qualitative Analysis of Clients' Subjective Experience of Significant Moments During the Exploration of Problematic Reactions

Abstract: In this study, 8 clients participated in interpersonal process recall interviews (N. Kagan, 1975) to review therapy sessions in which they explored problematic reactions. The reports of their recalled experience during the sessions were analyzed qualitatively by means of the grounded theory method (B. G. Glaser & A. Strauss, 1967). The analysis resulted in a model of the cognitiveaffective operations characterizing the clients' internal processes during the sessions. The model's main categories were client operations and session momentum. The 1st category subsumed the following lower order categories: symbolic representation of experience, reflexive self-examination, new realizations, and revisioning self. The 2nd category subsumed the positive and negative dimensions of the clients' experiences during the session. The theoretical and practical implications of the model are discussed. A recent development in psychotherapy process research has been the conceptualization of performance models of small episodes of therapy to identify the active ingredients of therapeutic change (Clarke, 1989; Rice & Greenberg, 1984). Rice and Saperia (1984) proposed a performance model that characterized the way in which clients resolve problematic reactions when therapists implement the technique of systematic evocative unfolding. Problematic reactions are emotional or behavioral reactions that clients feel in some way are puzzling or too extreme. For example, they might be surprised by the extent to which they feel rejected in response to casual remarks made by friends. Rice and Saperia (1984) identified four phases necessary for clients' successful resolution of problematic reactions. First, markers are identified that consist of clients' statements that they are puzzled or perplexed by their reactions to a specific situation. Second, the situations in which the clients experienced their problematic reactions are evoked through the use of concrete, vivid, and imagistic language. Third, clients identify the salient aspects of the situations that triggered their reactions and explore their affective responses or their perceptions of the stimulus situation to identify its subjective impact. Fourth, clients broaden and deepen their exploration to acquire a deeper understanding of their own mode of functioning. This last phase enables them to restructure the initial problem and gives them a sense of being able to change the situation. The method of task analysis has been used to explicate therapists' tacit knowledge of the change process and to describe clients' and therapists' performances as represented in therapy transcripts. However, the extrinsic enabling conditions, to borrow a phrase from Harre (1984), of therapeutic change have not been addressed. Consequently, clients' intrinsic enabling conditions—such as their internal operations, subjective experience, and intentionality— remain covert. A primary objective of this study was to use interpersonal process recall (IPR; Kagan, 1975) to obtain clients' reports of their subjective experiences during the exploration of problematic reactions in order to illuminate the internal cognitive-affective operations that clients engage in to resolve problematic issues and effect changes in their behavior. This model of clients' subjective experience was then compared and contrasted with the performance model (Rice & Saperia, 1984) in order to increase understanding of the change process during the change event.

Becoming and connecting: elements of spirituality for women.

Abstract: This study explored women's understandings of spirituality through in-depth, face-to-face interviews with 12 adult women in Appalachia. Data were analyzed utilizing the constant comparative processes of naturalistic inquiry and grounded theory. The results revealed spirituality as a unifying force permeating all of life, and manifested through one's becoming and connecting. Women indicated that spirituality shapes and gives meaning to life, is expressed in one's being, knowing, and doing, and is experienced within caring connections with Self, Others, Nature, and Ultimate Other. Spirituality was related to an inner knowing and source of strength. This study contributes to understanding the concept of spirituality for nursing, affirming the importance of women's stories.

Dying of awareness: the theory of awareness contexts revisited

Abstract: In this paper, the author employs a grounded theory approach to extend an existing theory. His starting point is the theory of awareness contexts, first formulated in 1965 by Strauss and Glaser. Using introspective ethnography, he illustrates that the way patients and relatives emotionally cope with terminal information defines the kind of awareness context. He therefore suggests that the open awareness context should be split into three different contexts. In the suspended open awareness context, the patient or kin ignores or disbelieves the message communicated by the physician. In the uncertain open awareness context, the patient or family member dismisses the bad parts of the message and hopes for the best outcome. In the active open awareness context, the patient or relative accepts the impending death and prepares for it. This revision reclaims the emotional power of terminal illness from the viewpoint of patients and relatives and adapts the theory to changed structural conditions.

Family communication patterns in coping with early breast cancer.

Abstract: Diagnosis of a life-threatening disease is a major family stressor. How family members communicate with each other about the situation and their fears has received little study. The communication patterns of 41 couples where the woman was newly diagnosed with Stage 1 or 2 breast cancer were investigated. Family interviews were done at five points, from the time of diagnosis to 1 year later. Qualitative grounded theory methods were triangulated with responses to the Couple Communication Scale and State Trait Anxiety Inventory. Three major types of couple discussion patterns about fears, doubts, and emotional issues were seen, based on whether they shared similar or different views about the importance of talking. Some couples talked openly or reasonably openly. Others did not talk to each other, although a few of these talked to other people. Another group, who held divergent views, demonstrated more problems in their communication. Selective open disclosure was generally perceived as the most satisfactory of the patterns. Quantitative findings generally supported the talking themes that emerged.

Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

Abstract: The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.

Clients' Accounts of Resistance in Counselling: A Qualitative Analysis

Abstract: This article is derived from a study of clients' moment-to-moment experience session. Their recollections of the experience were stimulated through the replay of a tape of the session and the transcribed interviews were analyzed in tenus of the grounded theory form of qualitative analysis. The article focuses on accounts given by some of these clients indicating that they were resistant to their counsellor because they were ambivalent about his or her approach to counselling. The returns from the analysis are discussed in terms of current notions of resistance and of the concept of the working alliance in counselling.

Identification of factors that influence the menu at child care centers: a grounded theory approach.

Abstract: Objective This study was conducted to identify factors that influence what is on the menu at child care centers. Design Quantitative and qualitative data on menus, food preparation, and foodservice were collected during site visits to child care centers. Grounded theory methods were used to develop an explanation of child care menu planning that is "grounded" in data. Sample and setting Three child care centers were selected in each of three communities representing different ethnic cultures in Texas. Main outcome measure Quality of child care menus, as measured by nutrient content and variety and amount of food served, constituted the core category or main phenomenon. Analyses Open and axial coding of the qualitative data were performed to identify significant themes and concepts and to explore their interrelationships in order to produce an explanation of the quality of child care menus. Results The patterns of strenghts and weaknesses in the menus were similar in all three ethnic/geographic regions that were visited and were similar to findings in other states. The factors that have the most direct influence on the menus are food program requirements, staff perceptions of children's food preferences, history of the food program at the center, and cost. Applications/conclusions The data and theory support three broad conclusions: (a) child care menus need to be improved; (b) training for child care staff needs to be sensitive to the missions and cultures of different kinds of child care centers; and (c) because lack of staff knowledge has only an indirect influence on the menus, changes in program requirements and strategies for assisting and monitoring food programs in child care centers may also be needed.

An investigation into the feasibility of parental participation in the nursing care of their children.

Abstract: Family-centred care has been recognized as a basic tenet of paediatric nursing for some time because it is believed that children benefit from the continuous presence of their patents. It is for this reason that the concept of care by parents has evolved. Although such a philosophy is beneficial for the child, it has undoubtedly evolved due to low staffing levels, and in such an environment the guidelines for safe practice are easily called into question. In the wake of a new paediatric oncology ward, it was decided to consider instituting care by parents. In an effort to do this in a structured way, it was decided to make our practice research based. A teaching tool was formulated and five mothers who presented consecutively to the paediatric oncology ward were taught how to administer intravenous antibiotics to their child. Mothers' views on the teaching programme were sought using taped interviews, and the data were analysed using grounded theory. This methodology allowed a theoretical framework based on realistic data to emerge, and the resultant themes provided a valuable insight into mothers' views on the subject. It emerged that nurses' attitudes towards care by parents require clarifying and that changes need to take place if this concept is to be taken on board. Negotiation to allow mutual understanding between parents and nurses is essential to the successful implementation of such a scheme.

Family caregivers of people with AIDS: negotiating partnerships with professional health care providers.

Abstract: The purpose of this grounded theory study was twofold: (a) to examine AIDS family caregivers' interactions with professional health care providers, and (b) to evaluate the applicability of Swanson's middle-range theory of caring to characterize these interactions. The sample consisted of 12 family caregivers including gay partners, friends, and parents. Negotiating Partnership, defined as working out care with one another for the common good of the person with AIDS, was the basic social process explaining interactions between family caregivers and health care providers. Dimensions of negotiating partnership included conveying information, knowing, being accessible, and maintaining belief.

Faculty Personal Comfort and the Teahing of Content on Racial Oppression

Abstract: In-depth interviews were conducted with faculty from four East Coast schools of social work. Personal comfort in the teaching of oppression content was analyzed using grounded theory methodology. Findings about the origins, nature, consequences and management of discomfort are presented.

Professional uncertainty: nurses in the technologically intense arena.

Abstract: The implementation of medical technology in health care continues to escalate. Using a grounded theory methodological approach, nurses were interviewed regarding their feelings about medical technology and its impact on their practice. Through the medium of participant observation nurses were observed as they worked in a technologically intense general hospital in the United States. Nurses were ambivalent regarding the benefits of medical technology to nursing practice and patient care. In particular, they questioned whether the use of techniques facilitated relationships with patients or detracted from them. Findings showed that, in the practice setting, it appeared that most of the nurses' time was spent in co-ordinating, assessing and manipulating equipment. Technology structured nurses' time and gave their role some parameters. Technology also shaped the nurse-patient relationship and limited interactions to educational instruction, physical assessments and strategies to support the technology. Nurses' ambivalence regarding the benefits of technology appeared to be symptomatic of professional uncertainty. The hospital focus on technology is contrary to the considerable appreciation of the psychosocial nurse-patient relationship with which the neophyte nurse has been imbued. This practice-educational dichotomy causes role uncertainty for the registered nurse.

An integrated health care model in medical education: interviews with faculty and administrators.

Abstract: PURPOSE To broaden the understanding of how medical schools can help students learn an approach to health care that reflects the integration of psychosocial and biomedical factors in health and illness. METHOD A qualitative research design was used, with data collected through document review and semi-structured interviews conducted in the spring and summer of 1992 with 22 faculty and administrators from 17 U.S. and Canadian medical schools. The interviewees represented the following disciplines: internal medicine, family medicine, pediatrics, psychiatry, and preventive/behavioral medicine. An analytic framework was developed, within which the constant comparative method was used on a continuous basis during and after data collection. Category development focused on (1) defining the scope and character of an integrated perspective, (2) delineating various ways to incorporate such a perspective in medical education, and (3) identifying barriers to and facilitative factors for incorporating such a perspective in medical education. Validity was assessed by having the interviewees and three other faculty members review the analyses and preliminary results. RESULTS The interviewees' conceptions of an integrated perspective on health care focused on the theoretical need for a broader scientific model and on the practical need for more inclusive approaches to medical practice. The interviewees described patient-level and community-level approaches as equally important. The ideal curricula envisioned by the interviewees were patient-centered, integrated, developmental, and population-based. In addition to naming many barriers to integration (e.g., negative attitudes of faculty and administrators, diffuse organization of medical schools, ignorance of appropriate curriculum design and implementation), the interviewees identified certain facilitative factors (e.g., strong leaders, faculty development programs, and reform of the faculty reward system). CONCLUSION The interviewees envisioned an integrated model of health care that suggests that medical curricula should address the development of physicians' knowledge, attitudes, and skills regarding physicians' relationships with both patients and community.

From Field Science to Classroom Science: A Case Study of Constrained Emergence in a Second-Career Science Teacher.

Abstract: This study explored how the school classroom context influenced the expression of one prospective science teachers' beliefs about science and science teaching. Using a single case study design, the article presents a case report of Dan, a 31-year-old scientist who decided to become a science teacher after six years as a field scientist with an international science corporation. Personal construct theory and experientialism provided the theoretical frameworks for data collection and analysis. Multiple sources of data were gathered to ensure triangulation. Data sources included field notes made during observations of Dan's student teaching, transcripts from formal and informal interviews with Dan, and document analysis from teaching materials gathered throughout student teaching. Using the constant comparative method of data analysis, four interrelated categories of Dan's student teaching experience were generated: beliefs about teaching science, constrained teaching and instructional conflict, science beliefs and classroom practice, and anticipations of a new beginning. Implications for science education and for teacher development are offered.

Modifying autonomy--a concept grounded in nurses' experiences of moral decision-making in psychiatric practice.

Abstract: Fourteen experienced psychiatric nurses participated in a pilot study aimed at describing the experiential aspect of making decisions for the patient. In-depth interviews focused on conflicts, were transcribed, coded, and categorized according to the Grounded Theory method. The theoretical construct, 'modifying autonomy' and its dimensions, such as being aware of the patient's vulnerability, caring for and caring about the patient, were identified. The findings in this study make clear the need for further research into the experiential aspect of ethical decision-making in psychiatric practice.

Clinical Decision‐Making Styles of Home Healthcare Nurses

Abstract: Using grounded theory method, this study of 21 home health nurses describes three clinical decision-making styles: skimming, surveying, and sleuthing. Experienced home health care nurses switch from one style to another when managing varying patient care situations. This study provides a broad view of clinical decision-making by integrating the context of nursing practice with the patients' clinical status, nurse-patient interaction, and nurses' knowledge and experience.