1 GRADUATE SCHOOL OF NURSING
HOLY ANGEL UNIVERSITY
Master of Science in Nursing
GSQUALRES – Qualitative Research in Nursing
I. VISION STATEMENT
The Graduate School envisions itself to be one of the centers of excellence in graduate education and research in the Asia Pacific Region that will produce graduates who are role model catalysts for countryside development in the fields of business, education, information technology, engineering, and nursing.
II. MISSION STATEMENT
The Graduate School offers accessible quality graduate education and research experiences that transform professionals into persons of conscience,
competence and compassion.
III. CORE VALUES
The core values of the Graduate School are Christ-centeredness, integrity, excellence, community, and societal responsibility.
IV. MSN PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
The MSN graduates are expected to:
1. Utilize their understanding of the context of nursing practice in initiating actions or interventions and in planning and evaluating programs and policies for specific work settings/foci: client care; nursing education;
nursing research; and nursing leadership, governance, and management;
2. Demonstrate critical thinking and effective communication in nursing practice: client care; nursing education; nursing research; and nursing leadership, governance, and management;
2 3. Demonstrate leadership and competence in working with clients in
addressing their health needs and problems, and in collaborating with other members of the health team;
4. Integrate theories (both nursing and ‘borrowed’) and research findings in their performance of different roles and functions related to client care; nursing education; nursing research; and nursing leadership, governance, and management;
5. Practice nursing in accordance with professional standards, ethical principles and relevant laws that affect client care; nursing education;
nursing research; and nursing leadership, governance, and management;
6. Conduct research that enhances the performance of functions related to client care; nursing education; nursing leadership, governance, and management;
7. Maintain and enhance competence as professionals by continuously engaging in self-improvement activities and participating in continuing professional development programs; and,
8. Initiate programs, projects, and activities for staff development.
V. MSN STUDENT LEARNING OUTCOMES (SLOs)
An Angelite MSN student is able to demonstrate and master the ability to:
1. listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to all audiences (Communication);
2. recognize different value systems, including his or her own (Value and Ethical Reasoning);
3. appreciate the moral dimensions of his or her decisions and accept responsibility for them (Value and Ethical Reasoning);
4. use experience, knowledge, reason and belief to form carefully considered judgments (Critical and Creative Thinking);
5. determine what is wrong and how to fix it, working alone or in groups (Critical and Creative Thinking);
3 6. combine or synthesize existing ideas, images, or expertise in original
ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation,
divergent thinking, and risk taking (Critical and Creative Thinking);
7. act with an informed awareness of issues and participate in civic life through volunteer activities and leadership (Civic and Global Learning);
8. appreciate economic, social, and ecological connections that link the world’s nations and people (Civic and Global Learning);
9. integrate theory and practice (Applied and Collaborative Learning);
10. demonstrate and master the ability to elicit other views, mediate
disagreements, and help reach conclusions in group settings (Applied and Collaborative Learning);
11. engage with the arts and draw meaning and value from artistic expression (Aesthetic Engagement); and
12. access, manage, integrate, evaluate, create, and communicate information purposefully, knowledgeably, technically, and ethically (Information and Communication Technology Literacy).
VI. COURSE DESCRIPTION
The course introduces the assumptions, theories, and processes of qualitative inquiry as applied in nursing sciences, practice, and leadership.
The central goal of this course is preparing student researchers to design qualitative methods projects. In class, you will develop research goals, observe data collection and practice interviewing.
A particular emphasis of this course is anticipating and solving problems that may emerge in fieldwork settings. In this course we will develop
fieldwork strategies that prepare us for cross-cultural complexities related to ethnicity, gender, class, culture, age, and power dynamics.
Being attuned to the worldview and philosophical underpinning of the naturalist researcher, we will apply social and cultural awareness to practical methodological training. We will consider approaches to informed consent and intellectual property. By the end of the course you will have a clearly- defined project, you will know what you need to do, and you will be ready to adapt yourself to fieldwork, even with its many unanticipated events.
4 VII. COURSE LEARNING OUTCOMES
1. Formulate research concept paper that explicates extensively the
philosophical and theoretical underpinnings of Qualitative Research Designs and Methodology (Critical and Creative Thinking).
2. Manifests collaborative research output that underscores nurse leadership attributes and dimensions of health care management with emphasis on patient care and health care system transformation (Applied and
Collaborative Learning).
3. Organize a field activity that manifests the students’ expertise and keen concepts on ethical norms and empirical procedures of Qualitative Research.
(Value and ethical reasoning).
4. Critically present and discuss research issues in connection with the
identified exemplars that will bring about a developed and harmonized ideas and concepts in the inquiry-based studies (Communication, Critical and Creative Thinking).
5. Formulate thematic presentations of socio-cultural, environmental, physical, psycho-spiritual essences and eidetic meaning of the phenomena of the identified community (Artistic engagement, civic and global learning).
VIII. COURSE CONTENT
Time Allotment and Expected
Outcomes
Course Content Teaching- Learning Activities
Evaluation
Week 1 1. Philosophy and Theory:
Foundations of Qualitative Research 2. The conduct of
Qualitative Research:
Common Essential Elements
Group Dynamics, Lecture-Discussion, Think-Pair-Share, Video Presentation and Critiquing;
Concept Map Presentation;
Bricolage Making
Rubrics; Portfolio analysis;
Conceptual Memoing
Weeks 2 1. Phenomenology as method 2. Phenomenology
Journal
Presentation and critiquing; Group
Rubrics
5 in Practice,
Education, and Administration 3. Grounded Theory
as Method
4. Grounded Theory in Practice,
Education and Administration 5. Ethnography as
Method
6. Ethnography in Practice,
Education and Administration 7. Historical
Research Method 8. Historical
Research in Practice, Education, and Administration 9. Action Research
Method 10. Action
Research in Practice, Education, and Administration
Dynamics, Collaborative Learning, Roundtable Discussion,
Lecture-Discussion, Video Presentation
Week 3 1. Designing data generation and management strategies.
2. Ethical
Considerations in Qualitative Research
Journal
Presentation and critiquing; Group Dynamics, Collaborative Learning, Roundtable Discussion,
Lecture-Discussion, Video Presentation
Rubrics
Week 4 1. Triangulation as a Qualitative Research Strategy 2. Writing a
Qualitative Research
Journal
Presentation and critiquing; Group Dynamics, Collaborative Learning, Roundtable
Rubrics
6 Proposal Discussion,
Lecture-Discussion, Video Presentation Week 5 1. Research
Prospectus Presentation and Critiquing
Panel Discussion, Research
Colloquium, Panel Critiquing
Rubrics
IX. SUMMATIVE EVALUATION GUIDE
Deliverables:
(Concept Paper) Provide a background of the problem that includes a brief review of the literature studied. Provide yourself four to five empirical references.
Having identified a phenomenon to be studied, articulate why this phenomenon lends itself to qualitative methodology. Then, select a qualitative theoretical tradition from the five references that you have reviewed. State the reasons for using a particular qualitative research tradition. The paper should not exceed three pages and must be submitted as a Word document. (note: this activity requires an intensive library research)
Instructions for the Field Study:
Write a summary of your field study experience. The summary should be likened to a journal, which is characterized by self-reflective accounts of the researcher’s experiences in the field. It must include: (1) statements of the identified phenomena, (2) short justification for the chosen nursing qualitative research tradition, (3) research questions specific to the investigation, (4) the data gathering method(s) that the researcher is proposing to pursue, (5) the proposed procedure for the analysis of data and (6) the quality, credibility, and ethical issues involved in the study.
X. REFERENCES
Berg, B. L., & Lune, H. (2012).Qualitative research methods for the social sciences (8thed.). Harlow, Essex, England: Pearson.
Bourgeault, I, Dingwall, R., & de Vries, R. (2013).The SAGE handbook of qualitative methods in health research. London, UK: SAGE Publications.
7 Creswell, J. W. (2013). Qualitative inquiry and research design choosing among
five approaches (3rded.). Thousand Oaks, CA: SAGE Publications.
Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approaches (4thed.). Thousand Oaks, CA: SAGE Publications.
Maxwell, J. (2013). Qualitative research design: An interactive approach (3rded.).
Thousand Oaks, CA: SAGE Publications.
Miles, M. B., Huberman, A. M., &Saldaña, J. (2014).Qualitative data analysis: A methods sourcebook (3rded.). Thousand Oaks, CA: SAGE Publications.
Munhall, P. L. (2012). Nursing research: A qualitative perspective(5th ed.).
Sudbury, MA: Jones & Bartlett Learning LLC.
Yin, R. K. (2012).Applications of case study research (3rded.). Thousand Oaks, CA: SAGE Publications.
Yin, R. K. (2014).Case study research: Design and methods (5thed.). Thousand Oaks, CA: SAGE Publications.
Electronic Sources:
<http://www.nova.edu/ssss/QR/web.html>The Qualitative Report: An online journal dedicated to qualitative research.
<http://www.aqrp.co.uk/> The Association for Qualitative Research: A recognized and respected organization in the marketing services arena.
<http://kerlins.net/bobbi/research/nudist>A guide to Computer-Aided Qualitative Data Analysis using NUD.IST4 Classic.
<http://www.qualisresearch.com/>Ethnograph – A Qualitative Data Analysis Software
www.proquest.com
Prepared by Aldrin A. Darilag, RMT, RN, PhD
Guest Lecturer
Checked by Al D. Biag, RN, EdD
Program Coordinator Date
