Showing papers on "Qualitative research published in 2017"

Discovery of Grounded Theory: Strategies for Qualitative Research

Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.

The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice

Abstract: Introduction. 1. Qualitative Thought and Human Understanding. 2. What Makes a Study Qualitative? 3. Objectivity and Subjectivity in Qualitative Research and Evaluation. 4. Educational Connoisseurship. 5. Educational Criticism. 6. Validity in Educational Criticism. 7. A Closer Look at Educational Criticism. 8. The Meaning of Method in Qualitative Inquiry. 9. Do Qualitative Case Studies Have Lessons to Teach? 10. Ethical Tensions, Controversies, and Dilemmas in Qualitative Research. 11. Looking Ahead: Preparing Qualitative Researchers. References. Index.

Developing rigor in qualitative research: problems and opportunities within sport and exercise psychology

Abstract: Qualitative research has grown within sport and exercise psychology and is now widely conducted The purpose of this review is to discuss three commonly used ways to demonstrate rigor when conducti

Analyzing Qualitative Data

Abstract: Evaluation is increasingly recognized as an essential component of HCI research. However, evaluation itself is a changing research area. In particular, the many variations of qualitative research are emerging as important empirical methods. This half-day tutorial is designed for beginning to intermediate audiences. We will focus on the basic methods for analyzing qualitative data using a mixture of talks and hands-on activities. In particular we will consider closed and open coding as well as clustering and categorizing coded data. After completing this tutorial, attendees will have a richer understanding of the benefits and challenges of qualitative empirical research and, more specifically, how to analyze qualitative data.

Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars.

Abstract: Data analysis is central to credible qualitative research. Indeed the qualitative researcher is often described as the research instrument insofar as his or her ability to understand, describe and interpret experiences and perceptions is key to uncovering meaning in particular circumstances and contexts. While much has been written about qualitative analysis from a theoretical perspective we noticed that often novice, and even more experienced researchers, grapple with the ‘how’ of qualitative analysis. Here we draw on Braun and Clarke’s (2006) framework and apply it in a systematic manner to describe and explain the process of analysis within the context of learning and teaching research. We illustrate the process using a worked example based on (with permission) a short extract from a focus group interview, conducted with undergraduate students.

Applying critical realism in qualitative research: methodology meets method

Abstract: Critical realism (CR) is a useful philosophical framework for social science; however, little guidance is available on which precise methods – including methods of data collection, coding, and analysis – are best suited to applied CR research. This article provides a concrete example of applied qualitative research using CR as a philosophical and methodological framework. Drawing examples from a study of Canadian farm women’s experiences with agricultural policy, I suggest a flexible deductive process of coding and data analysis that is consistent with CR ontology and epistemology. The paper follows the typical stages of qualitative research while demonstrating the application of methods informed by CR at each stage. Important considerations CR ontology and epistemology raise, such as the use of existing theory and critical engagement with participants’ knowledge and experience, are discussed throughout. Ultimately, I identify two key causal mechanisms shaping the lives of farm women and suggest a...

Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking.

Abstract: Context Qualitative research is widely accepted as a legitimate approach to inquiry in health professions education (HPE). To secure this status, qualitative researchers have developed a variety of strategies (e.g. reliance on post-positivist qualitative methodologies, use of different rhetorical techniques, etc.) to facilitate the acceptance of their research methodologies and methods by the HPE community. Although these strategies have supported the acceptance of qualitative research in HPE, they have also brought about some unintended consequences. One of these consequences is that some HPE scholars have begun to use terms in qualitative publications without critically reflecting on: (i) their ontological and epistemological roots; (ii) their definitions, or (iii) their implications. Objectives In this paper, we share our critical reflections on four qualitative terms popularly used in the HPE literature: thematic emergence; triangulation; saturation, and member checking. Methods We discuss the methodological origins of these terms and the applications supported by these origins. We reflect critically on how these four terms became expected of qualitative research in HPE, and we reconsider their meanings and use by drawing on the broader qualitative methodology literature. Conclusions Through this examination, we hope to encourage qualitative scholars in HPE to avoid using qualitative terms uncritically and non-reflexively.

Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations.

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.

The Interpretative Phenomenological Analysis (IPA): A Guide to a Good Qualitative Research Approach

Abstract: As a research methodology, qualitative research method infuses an added advantage to the exploratory capability that researchers need to explore and investigate their research studies. Qualitative methodology allows researchers to advance and apply their interpersonal and subjectivity skills to their research exploratory processes. However, in a study with an interpretative phenomenological analysis (IPA) approach, the advantageous elements of the study quadruple because of the bonding relationship that the approach allows for the researchers to develop with their research participants. Furthermore, as a qualitative research approach, IPA gives researchers the best opportunity to understand the innermost deliberation of the ‘lived experiences’ of research participants. As an approach that is ‘participant-oriented’, interpretative phenomenological analysis approach allows the interviewees (research participants) to express themselves and their ‘lived experience’ stories the way they see fit without any distortion and/or prosecution. Therefore, utilizing the IPA approach in a qualitative research study reiterates the fact that its main objective and essence are to explore the ‘lived experiences’ of the research participants and allow them to narrate the research findings through their ‘lived experiences’. As such, this paper discusses the historical background of phenomenology as both a theory and a qualitative research approach, an approach that has transitioned into an interpretative analytical tradition. Furthermore, as a resource tool to novice qualitative researchers, this paper provides a step-by-step comprehensive guide to help prepare and equip researchers with ways to utilize and apply the IPA approach in their qualitative research studies. More importantly, this paper also provides an advanced in-depth analysis and usability application for the IPA approach in a qualitatively conducted research study. As such, this paper completely contrasted itself from many books and articles that are written with the premise of providing useful and in-depth information on the subject-matter (phenomenology, as a qualitative approach).

Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity.

Abstract: The current paper presents recommendations from the Task Force on Resources for the Publication of Qualitative Research of the Society for Qualitative Inquiry in Psychology, a section of Division 5 of the American Psychological Association. This initiative was a response to concerns by authors that reviews of qualitative research articles frequently utilize inflexible sets of procedures and provide contradictory feedback when evaluating acceptability. In response, the Task Force proposes the concept of methodological integrity and recommends its evaluation via its two composite processes: (a) fidelity to the subject matter, which is the process by which researchers develop and maintain allegiance to the phenomenon under study as it is conceived within their tradition of inquiry, and (b) utility in achieving research goals, which is the process by which researchers select procedures to generate insightful findings that usefully answer their research questions. Questions that guide the evaluation of these processes, example principles, and a flowchart are provided to help authors and reviewers in the process of both research design and review. The consideration of methodological integrity examines whether the implementation of fidelity and utility function coherently together. Researchers and reviewers also examine whether methods further the research goals, are consistent with researchers’ approaches to inquiry, and are tailored to the characteristics of the subject matter and investigators. This approach to evaluation encourages researchers and reviewers to shift from using standardized and decontextualized procedures as criteria for rigor toward assessing the underlying methodological bases for trustworthiness as they function within research projects.

A grounded theory of positive youth development through sport based on results from a qualitative meta-study.

Abstract: The overall purpose of this study was to create a model of positive youth development (PYD) through sport grounded in the extant qualitative literature. More specifically, the first objective was to review and evaluate qualitative studies of PYD in sport. The second objective was to analyze and synthesize findings from these studies. Following record identification and screening, 63 articles were retained for analysis. Meta-method analysis revealed strengths of studies were the use of multiple data collection and validity techniques, which produced high-quality data. Weaknesses were limited use of ‘named’ methodologies and inadequate reporting of sampling procedures. Philosophical perspectives were rarely reported, and theory was used sparingly. Results of an inductive meta-data analysis produced three categories: PYD climate (adult relationships, peer relationships, and parental involvement), life skills program focus (life skill building activities and transfer activities), and PYD outcomes (in ...

Criminological research : understanding qualitative methods

Abstract: Criminological Research offers a comprehensive guide to both the theory and practice of qualitative criminological research. Through a detailed yet concise explanation, the reader is shown how a variety of methods and approaches work and how their outcomes may be interpreted. Practically focused throughout, the book also offers constructive advice for students analysing and writing their research projects. Key features of the book include: â?¢ An innovative framework - combining different methodologies and approaches â?¢ A variety of `real-life' examples and case studies - enriches the book for the reader â?¢ A set of practical exercises and further reading sections in each chapter - pedagogical and student-focussed throughout â?¢ A broad coverage - includes discussions of ethnography, interviewing, documentary evidence and data-analysis â?¢ A detailed and practical discussion of the politics of research, such as issues of access, ethics and confidentiality The book has a flowing narrative and student-friendly structure which makes it accessible to students. Written by experts in the field, it will be an invaluable resource for students and researchers, helping them to undertake effective research in both criminology and courses in qualitative research in related disciplines.

Feedback from research participants: are member checks useful in qualitative research?

Abstract: It is often assumed that use of so-called “member checks” improves the credibility of qualitative research. Published literature mentioning member checks was reviewed to identify the purposes and p...

Qualitative methods in business research

Abstract: For a student or practitioner beginning their qualitative research journey in business, there are few dedicated texts. Business schools have tended to recommend the routinely revised and increasing...

What do parents perceive are the barriers and facilitators to accessing psychological treatment for mental health problems in children and adolescents? A systematic review of qualitative and quantitative studies

Abstract: A minority of children and adolescents with mental health problems access treatment. The reasons for poor rates of treatment access are not well understood. As parents are a key gatekeeper to treatment access, it is important to establish parents' views of barriers/facilitators to accessing treatment. The aims of this study are to synthesise findings from qualitative and quantitative studies that report parents' perceptions of barriers/facilitators to accessing treatment for mental health problems in children/adolescents. A systematic review and narrative synthesis were conducted. Forty-four studies were included in the review and were assessed in detail. Parental perceived barriers/facilitators relating to (1) systemic/structural issues; (2) views and attitudes towards services and treatment; (3) knowledge and understanding of mental health problems and the help-seeking process; and (4) family circumstances were identified. Findings highlight avenues for improving access to child mental health services, including increased provision that is free to service users and flexible to their needs, with opportunities to develop trusting, supportive relationships with professionals. Furthermore, interventions are required to improve parents' identification of mental health problems, reduce stigma for parents, and increase awareness of how to access services.

Comparing focus groups and individual interviews: findings from a randomized study

Abstract: Qualitative researchers often have to decide whether to collect data using focus groups or individual interviews. We systematically compare these two methods on their ability to generate two types ...

Series: Practical guidance to qualitative research

Abstract: In the course of our supervisory work over the years we have noticed that qualitative research tends to evoke a lot of questions and worries, so-called frequently asked questions (FAQs). This series of four articles intends to provide novice researchers with practical guidance for conducting high-quality qualitative research in primary care. By ‘novice’ we mean Master’s students and junior researchers, as well as experienced quantitative researchers who are engaging in qualitative research for the first time. This series addresses their questions and provides researchers, readers, reviewers and editors with references to criteria and tools for judging the quality of qualitative research papers. The first article provides an introduction to this series. The second article focused on context, research questions and designs. The third article focused on sampling, data collection and analysis. This fourth article addresses FAQs about trustworthiness and publishing. Quality criteria for all qualitative research are credibility, transferability, dependability, and confirmability. Reflexivity is an integral part of ensuring the transparency and quality of qualitative research. Writing a qualitative research article reflects the iterative nature of the qualitative research process: data analysis continues while writing. A qualitative research article is mostly narrative and tends to be longer than a quantitative paper, and sometimes requires a different structure. Editors essentially use the criteria: is it new, is it true, is it relevant? An effective cover letter enhances confidence in the newness, trueness and relevance, and explains why your study required a qualitative design. It provides information about the way you applied quality criteria or a checklist, and you can attach the checklist to the manuscript.

Mixed methods research: expanding the evidence base

Abstract: ‘Mixed methods’ is a research approach whereby researchers collect and analyse both quantitative and qualitative data within the same study.1 2 Growth of mixed methods research in nursing and healthcare has occurred at a time of internationally increasing complexity in healthcare delivery. Mixed methods research draws on potential strengths of both qualitative and quantitative methods,3 allowing researchers to explore diverse perspectives and uncover relationships that exist between the intricate layers of our multifaceted research questions. As providers and policy makers strive to ensure quality and safety for patients and families, researchers can use mixed methods to explore contemporary healthcare trends and practices across increasingly diverse practice settings. This article will outline common types of mixed methods designs and provide examples of how nursing researchers can apply different mixed methods designs in order to answer important nursing practice questions. Mixed methods research requires a purposeful mixing of methods in data …

Barriers and facilitators to the implementation of person-centred care in different healthcare contexts

Abstract: Background To empower patients and improve the quality of care, policy-makers increasingly adopt systems to enhance person-centred care. Although models of person-centredness and patient-centredness vary, respecting the needs and preferences of individuals receiving care is paramount. In Sweden, as in other countries, healthcare providers seek to improve person-centred principles and address gaps in practice. Consequently, researchers at the University of Gothenburg Centre for Person-Centred Care are currently delivering person-centred interventions employing a framework that incorporates three routines. These include eliciting the patient's narrative, agreeing a partnership with shared goals between patient and professional, and safeguarding this through documentation. Aim To explore the barriers and facilitators to the delivery of person-centred care interventions, in different contexts. Method Qualitative interviews were conducted with a purposeful sample of 18 researchers from seven research studies across contrasting healthcare settings. Interviews were transcribed, translated and thematically analysed, adopting some basic features of grounded theory. Ethical issues The ethical code of conduct was followed and conformed to the ethical guidelines adopted by the Swedish Research Council. Results Barriers to the implementation of person-centred care covered three themes: traditional practices and structures; sceptical, stereotypical attitudes from professionals; and factors related to the development of person-centred interventions. Facilitators included organisational factors, leadership and training and an enabling attitude and approach by professionals. Trained project managers, patients taking an active role in research and adaptive strategies by researchers all helped person-centred care delivery. Conclusion At the University of Gothenburg, a model of person-centred care is being initiated and integrated into practice through research. Knowledgeable, well-trained professionals facilitate the routines of narrative elicitation and partnership. Strong leadership and adaptive strategies are important for overcoming existing practices, routines and methods of documentation. This study provides guidance for practitioners when delivering and adapting person-centred care in different contexts.

Deconstructing the qualitative-quantitative divide 1

Abstract: This chapter challenges the widely held idea that there are two methodological paradigms in social research: the quantitative and the qualitative. The chapter is to identify the various component meanings of the qualitative/quantitative distinction, particularly as used by advocates of qualitative research. It identifies seven such issues here and they are: Qualitative versus quantitative data; The investigation of natural versus artificial settings; A focus on meanings rather than behaviour; Adoption or rejection of natural science as a model; An inductive versus a deductive approach; The identification of cultural patterns as against seeking scientific laws; Idealism versus realism. It is common for quantitative method to be criticised for taking natural science as its model. It is also common for qualitative researchers to contrast their own inductive approach with the deductive, or hypothetico-deductive, method of quantitative research. The chapter also looks at some of the components of the conventional distinction between qualitative and quantitative method.

Some guidance on conducting and reporting qualitative studies

Abstract: This paper sets out to address the problem of the imbalance between the number of quantitative and qualitative articles published in highly ranked research journals, by providing guidelines for the design, implementation and reporting of qualitative research. Clarification is provided of key terms (such as quantitative and qualitative) and the interrelationships between them. The relative risks and benefits of using guidelines for qualitative research are considered, and the importance of using any such guidelines flexibly is highlighted. The proposed guidelines are based on a synthesis of existing guidelines and syntheses of guidelines from a range of fields.

Fundamentals of Qualitative Research: A Practical Guide

Abstract: This book is the road map to proficiency and development in the field of qualitative research. Borrowing from a wealth of experience teaching introductory qualitative research courses, author Kakali Bhattacharya lays out a dynamic program for learning different paradigms of inquiry, empowering students to recognize the convergence of popular research methodologies as well as the nuances and complexities that set each of them apart. Her book: supplements the readings and activities in a qualitative methods class, exposing students to the research process and the dominant types of qualitative research; introduces a variety of theoretical perspectives in qualitative research, including positivism and postpositivism, interpretivism, feminism, symbolic interactionism, phenomenology, hermeneutics, critical theory, and Critical Race Theory; identifies and summarizes the three dominant methodological approaches in qualitative research: narrative inquiry, grounded theory, and ethnography; provides interactive activities and exercises to help students crystallize their understanding of the different topics in each chapter.

Research Methods in Health: Foundations for Evidence-based Practice

Abstract: PART I METHODS AND PRINCIPLES1. The Science of Words and the Science of Numbers: Research Methods as Foundations for Evidence-based Practice in HealthEvidence and evidence-based practiceResearch designs: which one?Ontology and epistemologyQualitative and quantitative approaches: a comparisonMixed methodsResearch rigour: trustworthiness and reliability/validitySampling issues2. What is Ethical Research?Converging principles in medical, health and social care research?Understanding and applying the principles of ethical researchAutonomy PART II QUALITATIVE APPROACHES AND PRACTICES3. The In-depth Interviewing Method in HealthWhat is an in-depth interview?Framework options for the in-depth interviewQuestions and in-depth interviewsTypes of questionsDoing an in-depth interview: the sequencePractical issues in doing an interview4. Focus Groups in Health ResearchWhy choose focus groups as a method of enquiry?Planning the focus groupsConducting the focus groupsDeveloping proficiency in conducting focus groups5. Narrative Enquiry and Health ResearchWhat is narrative enquiry?Narrative enquiry method6. Ethnography as Health ResearchA method with a long pedigreeEthnography in health settingsDesigning an ethnographic study7. Using Grounded Theory in Health ResearchHistory and 'modes' of grounded theoryGrounded theory: perspectives and questionsThe steps taken in a grounded theory studyA 'grounded theory' (what is it?)8. Phenomenology and Rehabilitation ResearchPhenomenologyDesigning and conducting phenomenological research in rehabilitation practiceData collection: conducting qualitative interviewsThe role of the researcher in phenomenological researchThe data analysis processStrategies of rigourContribution to evidence-based practice9. Using Clinical Data-mining as Practice-based EvidenceData-mining: definitionContext for its useComparison with other research methodsClinical data-mining: its advantages and drawbacksClinical data-mining: the processClinical data-mining: a case study10. 'Clear at a Distance, Jumbled up Close': Observation, Immersion and Reflection in the Process that is Creative Research'Observation', 'clinical observation' and 'participant observation'The two faces of observation: do you 'take' or 'make' observations?Five examples of observationKey decision points in the use of observationThe process of observationally based research PART III QUANTITATIVE APPROACHES AND PRACTICES11. Measure Twice, Cut Once: Understanding the Reliability and Validity of the Clinical Measurement Tools Used in Health ResearchHow do we measure?How are assessment tools developed?Psychometric (measurement) propertiesInterpretabilityCriteria for selecting tests and measures in research and practiceCriteria for evaluating studies that examine the measurement properties of tool12. Single-subject Experimental Designs in Health ResearchAre RCTs and group designs always the designs of choice?What are single-subject experimental designs?When did SSEDs develop? Are they a popular design? Are they considered powerful?Types of SSEDsAnalysis of SSED data13. Surveys and Questionnaires in Health ResearchWhy do we use surveys and questionnaires?What are the main survey designs?How is measurement theory applied to survey research?How are surveys designed?Survey formatHow are survey questions constructed?How are surveys administered?14. How Do We Know What We Know?Epidemiology in Health ResearchThe who, the where and the whenObservational studies: descriptive versus analytical epidemiologyPopulation health data15. Clinical Trials: The Good, the Bad and the UglyGood trials versus bad trialsRandomised controlled trialsIssues that affect the internal validity of a randomised trialIssues that affect the external validity of a randomised trialReporting RCTsAssessing the quality of clinical trials PART IV EVIDENCE-BASED PRACTICE AND SYSTEMATIC REVIEW16. Evidence-based Health CareDefining 'evidence'Evidence-based practiceMisconceptions of EBPAppraising clinical guidelinesImplementing EBP: issues, strategies and using audit for implementation17. Evidence-based Practice in Therapeutic Health CareEvidence hierarchies and evidence qualityCurrent practiceTherapy case studyDiagnosis case study18. Metasynthesis of qualitative research for evidence-based practiceThe 'what' of metasynthesisThe 'why' of metasynthesisThe 'how' of metasynthesis19. Everything You Wanted to Know about Systematic Reviews but Were Afraid to AskA step-by-step guide to conducting a systematic review PART V MIXED METHODOLOGY AND COLLABORATIVE PRACTICES20. Integrated Methods in Health ResearchIntegrated approachesOntological integrationEpistemological integrationSamplingDesignAnalysis, display, interpretation and synthesis of results21. The Use of Mixed Methods in Health ResearchDifferent types of mixed methodsWhy use mixed methods?Critical appraisal of mixed methods studiesA case study: exploring reasons why women do not use breast screeningChallenges and terrors of mixing methodsIn conclusion or inconclusion?22. Collaborative Participatory Research with Disadvantaged CommunitiesParticipatory action researchCollaborative participatory researchCPR in practiceA community context: Indigenous health research in Australia PART V MIXED METHODOLOGY AND COLLABORATIVE PRACTICES20. Integrated Methods in Health ResearchIntegrated approachesOntological integrationEpistemological integrationSamplingDesignAnalysis, display, interpretation and synthesis of results21. The Use of Mixed Methods in Health ResearchDifferent types of mixed methodsWhy use mixed methods?Critical appraisal of mixed methods studiesA case study: exploring reasons why women do not use breast screeningChallenges and terrors of mixing methodsIn conclusion or inconclusion?22. Collaborative Participatory Research with Disadvantaged CommunitiesParticipatory action researchCollaborative participatory researchCPR in practiceA community context: Indigenous health research in AustraliaPART VI MAKING SENSE OF DATA AND PRESENTATION23. Making Sense of Qualitative DataGeneric principles regarding qualitative data analysisCodingWhat can be coded?Steps and strategies for codingTypes of data analysis24. Computer-Assisted Qualitative Data Analysis (CAQDAS)What is CAQDAS?CAQDAS program optionsCAQDAS functionsBenefits of CAQDASCautions about CAQDASCAQDAS: to use or not to use25. Data Analysis in Quantitative ResearchStatistics in health researchChoosing statistical testsConducting statistical tests26. How to Read and Make Sense of Statistical DataWhere to beginReading and interpreting descriptive statisticsReading and interpreting inferential statisticsHow to interpret findings that are statistically significantHow to interpret findings that are not statistically significantWhat it all means: some simple decision rules for making sense of inferential statistics27. Writing and Critically Appraising Published Research ReportsThe nature of qualitative research writingThe nature of quantitative research writingThe structure of research writing: commonality and divergence

A Critical Overview of Interpretative Phenomenological Analysis: A Contemporary Qualitative Research Approach

Abstract: Context: Interpretative Phenomenological Analysis (IPA) has become a dominant qualitative research methodology in many academic disciplines. The desire to understand the theoretical underpinnings of this research approach is evident. Objective: This paper is aimed at providing an overview and limitations of IPA. This paper will hopefully equip researchers when deciding on the appropriate research methodology to their research topic. Methods: A range of literature on qualitative research approach and phenomenology is reviewed. The relevant literatures on the theoretical underpinnings of IPA are examined. Results: The article illuminates that IPA represents a highly useful methodology in providing a rich and nuance insight into the experiences of research participants. Conclusion: IPA is a forward-looking research approach that adopts a flexible and versatile design to understand people’s experiences.

Health research capacity development in low and middle income countries: reality or rhetoric? A systematic meta-narrative review of the qualitative literature.

Abstract: Objectives Locally led health research in low and middle income countries (LMICs) is critical for overcoming global health challenges. Yet, despite over 25 years of international efforts, health research capacity in LMICs remains insufficient and development attempts continue to be fragmented. The aim of this systematic review is to identify and critically examine the main approaches and trends in health research capacity development and consolidate key thinking to identify a more coherent approach. Methods This review includes academic and grey literature published between January 2000 and July 2013. Using a predetermined search strategy, we systematically searched PubMed, hand-searched Google Scholar and checked reference lists. This process yielded 1668 papers. 240 papers were selected based on a priori criteria. A modified version of meta-narrative synthesis was used to analyse the papers. Results 3 key narratives were identified: the effect of power relations on capacity development; demand for stronger links between research, policy and practice and the importance of a systems approach. Capacity development was delivered through 4 main modalities: vertical research projects, centres of excellence, North–South partnerships and networks; all were controversial, and each had their strengths and weaknesses. A plurality of development strategies was employed to address specific barriers to health research. However, lack of empirical research and monitoring and evaluation meant that their effectiveness was unclear and learning was weak. Conclusions There has been steady progress in LMIC health research capacity, but major barriers to research persist and more empirical evidence on development strategies is required. Despite an evolution in development thinking, international actors continue to use outdated development models that are recognised as ineffective. To realise newer development thinking, research capacity outcomes need to be equally valued as research outputs. While some development actors are now adopting this dedicated capacity development approach, they are in the minority.

Reflexivity in Qualitative Research: A Journey of Learning

Abstract: Conducting research, more so, fieldwork, changes every researcher in many ways. This paper shares the various reflexivities--the journeys of learning--that we underwent as field researchers. Here, we share the changes brought about to ourselves, as a result of the research process, and how these changes have affected the research process. It highlights the journey of discovering how we, as researchers, shaped and how we were shaped by the research process and outputs. All these efforts were done in our attempts to discover and understand various social phenomena and issues such as poverty, development, gender, migration, and ill health in the Philippines. This article includes the challenges encountered in our epistemological stance/s and personal and methodological concerns shown in our reflexivity notes/insights. Indeed, it is when researchers acknowledge these changes, that reflexivity in research constitutes part of the research findings. It is through this consciousness of the relational and reflective nature of being aware of personal and methodological concerns that we honor ourselves, our teammates/co-researchers and all others involved with the research project. As researchers, we need to be cognizant of our contributions to the construction of meanings and of lived experiences throughout the research process. We need to acknowledge that indeed it is impossible to remain "outside of" one's study topic while conducting research. Keywords: Reflexivity, Qualitative Research, Learning, Fieldwork Conducting qualitative research, more so, fieldwork, changes a researcher in many ways. Through reflexivity, researchers acknowledge the changes brought about in themselves as a result of the research process and how these changes have affected the research process. The journey of discovering how researchers shaped and how they were shaped by the research process and output is an iterative and empowering process. More so when their positionality/ies is/are challenged and the researchers acknowledge that reflexivity should be recognized as a significant part of the research findings. The term "reflexivity" represents a new chapter in qualitative research but is poorly described and elusive. As most investigators only focus on the varied approaches towards successful qualitative studies, the value of reflexivity has been widely neglected. Barusch, Gringeri and George (2011) identify several strategies that qualitative researchers use to enhance the rigor of their work: sample rationale (67%); analyst triangulation (59%); specification of problems or limitations (56%); careful representation of analysis (53%); use of theory or conceptual framework (50%); observation or prolonged engagement (24%); thick description (16%); reflexivity (16%); negative case analysis (8%); and, external audits (7%). Barusch et al. (2011, p. 7) write, "The absence of reflexivity in this sample of recently published social work articles is surprising. Perhaps the authors feared it would be unprofessional or intrusive to disclose their personal characteristics, or perhaps they thought personal disclosure would be inconsistent with editorial demands." Reflexivity pertains to the "analytic attention to the researcher's role in qualitative research" (Gouldner, 1971, p. 16, as cited in Dowling, 2006). It is both a concept and a process (Dowling, 2006). As a concept, it refers to a certain level of consciousness. Reflexivity entails self-awareness (Lambert, Jomeen, & McSherry, 2010), which means being actively involved in the research process. It is about the recognition that as researchers, we are part of the social world that we study (Ackerly & True, 2010; Frank, 1997; Morse, 1991; Shaffir & Stebbins, 1991). Reflexivity as a process is introspection on the role of subjectivity in the research process. It is a continuous process of reflection by researchers on their values (Parahoo, 2006) and of recognizing, examining, and understanding how their "social background, location and assumptions affect their research practice" (Hesse-Biber, 2007, p. …

Awareness, knowledge, perceptions, and attitudes towards genetic testing for cancer risk among ethnic minority groups: a systematic review

Abstract: Genetic testing for risk of hereditary cancer can help patients to make important decisions about prevention or early detection. US and UK studies show that people from ethnic minority groups are less likely to receive genetic testing. It is important to understand various groups’ awareness of genetic testing and its acceptability to avoid further disparities in health care. This review aims to identify and detail awareness, knowledge, perceptions, and attitudes towards genetic counselling/testing for cancer risk prediction in ethnic minority groups. A search was carried out in PsycInfo, CINAHL, Embase and MEDLINE. Search terms referred to ethnicity, genetic testing/counselling, cancer, awareness, knowledge, attitudes, and perceptions. Quantitative and qualitative studies, written in English, and published between 2000 and 2015, were included. Forty-one studies were selected for review: 39 from the US, and two from Australia. Results revealed low awareness and knowledge of genetic counselling/testing for cancer susceptibility amongst ethnic minority groups including African Americans, Asian Americans, and Hispanics. Attitudes towards genetic testing were generally positive; perceived benefits included positive implications for personal health and being able to inform family. However, negative attitudes were also evident, particularly the anticipated emotional impact of test results, and concerns about confidentiality, stigma, and discrimination. Chinese Australian groups were less studied, but of interest was a finding from qualitative research indicating that different views of who close family members are could impact on reported family history of cancer, which could in turn impact a risk assessment. Interventions are needed to increase awareness and knowledge of genetic testing for cancer risk and to reduce the perceived stigma and taboo surrounding the topic of cancer in ethnic minority groups. More detailed research is needed in countries other than the US and across a broader spectrum of ethnic minority groups to develop effective culturally sensitive approaches for cancer prevention.