I
n this chapter, the fundamentals of qualitative research as a specific re- search paradigm have been described. Every attempt has been made to offer to the reader varied ideas on each of the topics covered. An explanation of science, philosophy, and theory grounds some of the more rigorously de- bated ideas in qualitative research. Understanding how individuals acquire knowledge and use their experience to develop their approaches to inquiry helps the reader to value differing research paradigms. Equally important is an understanding that no single paradigm will answer all the questions im- portant to nursing. It is only through use of both qualitative and quantita- tive research methods that we will come to a better understanding of human beings and their health. The debate about the value of qualitative research in pursuit of EB practice will continue. As such, the qualitative researcher must be comfortable in his/her understanding of the fundamental construc- tion, purpose, and outcomes of the methods included in the qualitative research paradigm.The information presented in this chapter also included the relationship of historical, practical, and theoretical ideas about qualitative research. It is hoped that these ideas have piqued the reader’s interest and will lead to exploration of the specifics of qualitative research as they are developed in this text.
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The Conduct of Qualitative Research: Common
Essential Elements
E
videnced-based practice drives much of our health-related inquiry.As the push for evidence increases, questions surface regarding the “fit”
of qualitative inquiry in the current era of research. The nurse researcher seeking to use qualitative inquiry must clearly understand the motivation for choosing qualitative research methods. Is the researcher selecting the method to address a political agenda, funding priorities, or to some other externally driven foci? It remains primary that nurses focus on develop- ment of nursing knowledge. And because the time and energy required to conduct research are significant, it should be work that nurse researchers are deeply interested in. Therefore, doing qualitative research to advance an important question that has meaning for the researcher is essential.
Volante (2008) offers that there is much complexity in nursing and nurs- ing research and that there has been a shift from focusing on individuals to studying the “in-between of the action and interaction of everyday life” which necessitates that researchers reflect and share both their findings and philosophical propositions in an effort to produce evi- dence (p. 5).
As the conversation regarding best practices and evidence-based inter- ventions continues, it will be important to clearly identify the value of qualitatively derived interventions. Morse (2006) provides six broad
C H A P T E R
2
areas of qualitative inquiry that can be used to identify, apply, and test in- terventions (p. 591). These are offered to assist the researcher in under- standing the value of qualitative research in developing and testing nursing interventions.
1. Qualitative inquiry provides a theoretical foundation for nursing interventions, so that affective interventions are theory driven.
2. Qualitative inquiry provides a means for identifying covert interventions.
3. Qualitative inquiry is a means for making standard interventions more than a mechanical task.
4. Qualitative inquiry enables increasing the scope of practice by identifying the scope of practice.
5. Qualitative theory expands the definition of “interventions” to include theoretical approaches and qualitatively derived theory.
6. Qualitative methods enable the assessment of interventions (Morse, 2006, pp. 591–593).
Nurse researchers spend significant time developing their research questions and clarifying what it is they are planning to study. It is impor- tant that research studies be based on sound rationale and a clear under- standing of the research question. Denzin (2000) suggests that in addition to carefully developing the research question, researchers must also exam- ine the political nature of their work. All research represents a political en- terprise that carries significant implications. The more nurses understand the motivating factors involved in their work, the more explicit they can be about its benefits.
Once the research question is clearly articulated and the researcher has an understanding of the problem and what impact the research activity will have on those studied, the discipline, and those to whom the results may be meaningful, the researcher will need to decide which research paradigm will most appropriately answer the question. This chapter offers the reasons for choosing a qualitative approach to inquiry, describes the common elements of the qualitative research process, and shares with the reader very practical information regarding how to enter the field. Based on this overview of the important aspects of qualitative research, readers will be able to assess whether qualitative inquiry offers an opportunity to explore the questions that arise from their practice.
Undoubtedly, to fully engage in one of the methods discussed in this book, the reader will need a solid understanding of the method and its as- sumptions. In addition, it is essential to engage a research mentor (Morse, 1997). As Morse has offered, one cannot learn to drive a car by reading the manual; hence, the researcher should not assume that one could conduct a qualitative study by reading this or any other qualitative research text. A mentor will make “shifting gears” a more effective process.