chapters 3 & 4

$Qualitative$ vs ^^Quantitative^^ Jargon

* The person contributing information:

($Qualitative$) study participant, informant, key informant

(^^Quantitative^^) subject, study participant

* what is being investigated:

($Qualitative$) Phenomena, concepts

(^^Quantitative^^) concepts, constructs, variables

* Information gathered:

($Qualitative$) data - narrative description

(^^Quantitative^^) data - numerical value

* concepts between concepts:

($Qualitative$) patterns of association

(^^Quantitative^^) cause and effect associative

* Logical reasoning process

($Qualitative$) inductive reasoning

(^^Quantitative^^) deductive reasoning

* Both are called investigator or researcher

Grounded Theory (traditions of $qualitative$ research) 1/3

A $qualitative$ research method:

The social and psychological experiences that characterize an event or episode. I identification of a core variable (main concern). Strive to generate explanations for phenomena that are grounded in reality in a social context.

* describe & understand key social psychological processes
* Generate explanations of phenomena that are grounded in reality

Phenomenology (traditions of $qualitative$ research) 2/3

* peoples lived experiences and what they mean
* what is the essence or meaning of phenomena described by the people who experienced it

etophenmology (traditions of $qualitative$ research) 3/3

* studying patterns or life ways of a denied group
* fieldwork a common approach - participating in the life of the group under study to understand culture/norms

concepts

are abstractions of phenomenon that underpin the human experience (ex. pain, hunger, stress, fatigue)

Constructs

are abstractions, but often ones that are deliberately invited or (constructed).

(ex. self-care, strengths-based nursing)

Theory

* an explanation of some aspect of reality
* in a theory, concepts are linked together in relation to one another to describe or explain some aspect of the world

Strengths-based nursing application (^^Quantitative^^ study)

* starts with a hypotheses → make predictions about how the phenomenon would behave in the real world if the hypotheses were true (deductive reasoning)

(example: Does forming collaborative partnerships with patients and families result in improved self-determination in the emergency department?)

strengths-based nursing application ($Qualitative$ study)

* theory often a product of research = researchers use information from study participants to develop a theory based on a participant experiences (inductive reasoning)

(example: what are patients experiences of self-determination while in a collaborative partnership with nurses in the emergency department?)

Variable

* height
* weight
* age
* disease
* gender
* length of time studying midterm
* pain intensity

Dependent variable (DV)

* the outcome that the researcher is interested in

Independent variable (IV)

* The variable that effects how the dependent variable behaves

PICO

* P = problem/person (infants)
* I = intervention (skin-skin)
* C = comparison (no treatment)
* O = outcome (pain response)

conceptual definition ($qualitative$)

* the theoretical meaning of a concept. May be the “end product” of qualitative research.

Operational definition (^^quantitative)^^

* what researchers must specifically do to measure the concept and collect needed information. Needs to be defined at the outset of quantitative research.

^^Quantitative^^ data

* information in numeric form (box 3.1 & 3.2 pp. 47-48)

$Qualitative$ data

* rich narrative description.

Relationship

connection between phenomena or variables

^^Quantitative^^ relationship

* relationship between IV and the outcome (DV).
* casual
* associative

$Qualitative$ relationship

* patterns of association to understand phenomena

Categories of ^^quantitative^^ research

(Experimental studies:)

the research introduces an intervention, treatment, or exposure

* Clinical trials
* Examining casual relationships

(Non-experimental studies:)

the researcher is a bystander or observer. Does not introduce an intervention

* observational studies
* casual relationships less conclusive

True or false

randomized controlled trials are an example of observational research?

* True

Example of phenomenology

“ what is the MEANING of death and dying for persons with end-of-life cancer”?

Steps in ^^quantitative^^ research (pp.52, figure 3.1)

Its a linear process


1. The conceptual phase

* formulate a hypothesis


2. The design and planning phase

* make a clear research plan (research design, intervention protocol, population & sampling plan, determine outcome measures)


3. the empirical phase

* collect data


4. The analytical phase

* analyze data


5. The dissemination phase

* disseminate findings (utilizing the findings in practice)

Steps in $qualitative$ research (pp.55 figure 3.2)

1. Plan study

* identify problem
* literature review


2. Develop strategies

* interview questions
* target participants
* target environments


3. Gather and begin analysis

* re-evaluate data collection plan and strategies
* determine if you have data saturation


4. Disseminate findings

Reading & critiquing research evidence (chp. 4 pp. 21-38)

components of a research article

* title
* abstract
* introduction
* methods
* results
* discussion
* references

What is research critique

\- objective assessment of a studies strengths and limitations, including:

* reviewers summary of study contributions
* recommendations regarding value of evidence
* suggestions for improvement

What is research critique done for

* peers decide if it should be published
* for evidence-informed practice purposes

Considerations when critiquing research

inference

* conclusion: drawn from study evidence using logical reasoning and considering the methods used to generate that evidence
* Researchers’ goal → use the methods that support the inferences they want to make (what inferences to be the truth)
* Readers’ goal → draw own inferences based on a critique of the study

(^^quantitative^^)

* reliability: accuracy and consistency of information obtained in a study
* validity: the soundness of the evidence. Whether the methods are really measuring the concepts they claim to measure.
* Control: a way of combating bias in quantitative research, involves holding extraneous factors (or confounding variables) constant in order to elucidate the true relationship between IV and DV (does not apply to constructivist research)
* Generalizability: the extent to which findings can be applied to other groups or settings improves validity and reliability.

($qualitative$) - trustworthiness

* credibility: the extent to which readers can be confident the reported results are trustful and accurate
* Triangulation: a strategy to promote credibility. Use of multiple sources of information to draw conclusions about what constitutes the truth.
* Reflexivity:
* the process of critically and carefully considering how personal values could affect data collection and interpretation
* Transferability: The extent to which research findings can be transferred to other settings. Improves reach descriptions of the study background, context, participants, methods, and analysis.

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Bias:

* a distortion or influence that can lead to an error in an inference (conclusion)
* threat to studies’ validity and trustworthiness
* can be caused by:


1. Lack of honesty from participants
2. researchers preconceptions
3. faulty methods of collecting data

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Triangulation → ($qualitative$)

strategy to promote credibility. Use of multiple sources of information to draw conclusions about what constitutes the truth

Randomization (^^quantitative^^) → reduce bias

* selecting participants at random
* group allocation at random

Blinding (^^quantitative^^) → reduce bias

* hiding information from participants data collectors, or care providers)