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ccording to Glaser and Strauss (1967), when a grounded theory is gen- erated from data obtained from those who have lived an experience, the researcher can feel confident “in his bones” that the results are credible (p. 225). The theory that is developed in the study should meet five criteria, as defined by Glaser and Strauss (1967): (a) to predict and explain behavior, (b) to further advance theory in a field, (c) to be useful in practice, (d) to provide perspective, and (e) to guide future research. The researcher bears the burden of conveying credibility to the reader by supporting each theo- retical assertion with data (Glaser, 1978; Glaser & Strauss, 1967). The reader must be provided with enough supportive evidence to easily make the con- nections among the theoretical suppositions.Readers with experience in the area of study are expected to judge the applicability of the substantive theory in various structures or settings. As Glaser and Strauss stated:
[I]t is important to note that when a theory is deemed inapplicable to a social world or social structure, then it cannot be invalid for that situation. . . . The invalidation or adjustment of a theory is only legitimate for those social worlds or structures to which it is applicable. (Glaser & Strauss, 1967, p. 232)
This statement indicates that the researcher must delimit clearly the boundaries of the theory and to which situations the theory is or is not applicable and support each assertion with data.
Glaser and Strauss developed systematic criteria for judging the veracity of a grounded theory, which included four criteria: fit, work, relevance, and modifiability (Glaser, 1978, 1992, 1998; Glaser & Strauss, 1967). Strauss and Corbin (1990) identified four criteria for judging the applicability of theory to a phenomenon: (1) fit; (2) understanding; (3) generality; and
(4) control. If theory is faithful to the everyday reality of the substantive area and is carefully induced from diverse data, then it should fit that substantive area. Corbin and Strauss (2008) also explained that these criteria were developed for research that resulted in a theory. Although “the criteria also have significance for more descriptive forms of research” (p. 300), they offered a means of judging the quality of descriptive findings that result from qualitative inquiry. These include: (1) fit, (2) applicability, (3) con- cepts, (4) contextualization of concepts, (5) logic, (6) depth, (7) variation, (8) creativity, (9) sensitivity, and (10) evidence of memos.
SUMMARY
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rounded theory is a research method that provides a means to theory development from data (Glaser & Strauss, 1967; Glaser, 1978, 1992, 1998), and can also result in description (Corbin & Strauss, 2008). The fun- damental characteristics and application of the approach include determin- ing an area of interest, data collection and analysis, and evaluation. When used by nurses, grounded theory can increase middle-range substantive the- ories and help explain theoretical gaps among theory, research, and practice.Grounded theory has continued to evolve and has become an extensively applied research approach. The methodology makes important contribu- tions to nursing’s development of a substantive body of knowledge, prima- rily due to its ability to develop middle-range theory, which can be tested empirically. Chapter 8 addresses grounded theory method as it has been applied in nursing education, practice, and administration.
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Grounded Theory in Practice, Education,
and Administration
C H A P T E R
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rounded theory research creates opportunities for nurses to develop substantive theories regarding phenomena important for nursing practice as well as the administrative and educative processes that are inherent to the discipline.In Chapter 7, methodological issues related to grounded theory investiga- tions were described. This chapter examines published grounded theory studies in the areas of nursing practice, education, and administration. Two important questions guided the direction of this chapter: When should grounded theory be used?andHow has the method been used to study issues in nursing education, administration, and practice?Three research studies will be reviewed using the guidelines for evaluating grounded theory research pre- sented in Box 8-1. A reprint of Bach, Ploeg, and Black’s (2009) article is provided at the end of this chapter to assist readers in understanding the cri- tiquing process. The chapter also provides readers with an overview of selected studies that highlight how nurse researchers have used grounded theory research in the investigation of phenomena important to nursing (Table 8-1).