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Introduction To Qualitative Methods: Different Approaches For Different Contexts Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU

Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

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Page 1: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

Introduction To Qualitative Methods: Different Approaches For Different Contexts

Jois Stansfield, Maxine Holt, Nigel Cox, Suzanne Gough, Juliet Goldbart, MMU

Page 2: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

WHAT IS QUALITATIVE RESEARCH? An inquiry process of understanding based on distinct methodological traditions.

Research questions address understanding, exploring or meaning in a social or human issue.

Data collection is in a natural setting,

Data analysis is inductive and establishes patterns or themes.

The output includes the voices of the participants, the reflexivity of the researcher and a complex description and interpretation of the problem.

(adapted from Cresswell, 2007, p.37)

Page 3: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

WHY QUALITATIVE RESEARCH? Good for how and why questions.

No experimental controls or manipulations.

Sampling is often non-random or “purposive.”

Multiple means of data collection can be used.

Aims are usually hypothesis development rather than hypothesis testing.

Researcher has an active, integrative role.

Has its own approaches to ensuring rigour.

Page 4: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

METHODOLOGICAL OPTIONS INCLUDE: ALSO:

Ethnography (e.g. Atkinson et al, 2001)

Thematic Analysis including Thematic Network Analysis (e.g. Braun & Clarke, 2006; Attride-Stirling, 2001)

Framework Analysis (e.g. Ritchie & Spencer, 1994)

Grounded Theory (e.g. Charmaz, 1995; Glaser & Strauss, 1967; Strauss & Corbin, 1990)

Phenomenological including IPA (e.g. Smith & Osborne, 2003)

Lifestory and some Narrative methods (e.g. Murray, 2003)

Page 5: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

YOUR RESEARCH QUESTION

A WHY or HOW question

A SOCIAL or HUMAN issue

Data can be collected in a naturalistic context

Participant voices will be evident

e.g. why do more women than men apply for speech and language therapy programmes?

e.g. how can we make our service more patient/service user–led?

Page 6: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

THEMATIC NETWORKS: AN ANALYTIC TOOL FORQUALITATIVE RESEARCHDetails a technique for conducting thematic analysis of qualitative material, presenting a step-by-step guide of the analytical process.

Applying thematic networks is simply a way of organizing a thematic analysis of qualitative data.

What thematic networks offers is the web-like network of themes.

The networks are only a tool in analysis, not the analysis itself.

A thematic network is developed starting from the Basic Themes, then that of Organising Themes and working inwards toward a Global Theme (the underlying story they are telling).

(Attride-Stirling, 2001)

Page 7: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

OUR APPROACH Our qualitative study explored Student Perceptions of a Healthy University (Holt, Monk, Powell, Dooris 2015).

Our approach to network analysis was a rather rudimentary version of Attride-Stirling but was useful when working with a ‘new researcher’

A priori themes (key themes, which arise from, previously agreed definitions, literature and constructs) were used as the Organising Themes.

Dissected the text to identify the Basic Themes

The Global Theme or what the story told us about Aspects of a Healthy University

Page 8: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

Basic Themes

Organising Themes

Global Theme

Page 9: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

FRAMEWORK ANALYSIS

A content analysis approach involving summarising and classifying data within a thematic framework.

A priori codes can be used to construct the framework but others are added as the data are explored.

Unlike most approaches, the integrity of individual respondents’ accounts is preserved.

Often used in research relating to social or health policy

A helpful 5 step process. (See Ritchie & Spencer, 1994)

Page 10: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

AN INITIAL THEMATIC FRAMEWORK1. Environmental influences

a) Familyi. Mother

ii. Siblings/other children

iii. Other family

b) Home resources

c) External resources

d) Activities

2. Things to assessa)Relationships /Closeness

b)Play

c) Home

3. Interventiona)Teaching

b)Partnership

Page 11: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

5 STAGES IN USING FRAMEWORK ANALYSIS

Familiarisation

Identifying a thematic framework

Indexing

Charting

Mapping and interpretation

(Ritchie and Spencer 1994)

Page 12: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

GROUNDED THEORY Aims to develop conceptual categories or theories about social processes.

Data collection and analysis occur concurrently in a cyclical process.

Sampling is typically “purposive” or “theoretical.”

Analysis involves three steps:

•Open coding - reading transcripts line by line and coding the concepts found in the data.

•Axial coding - organising the concepts and making them more abstract.

•Selective coding - focusing on the main ideas, developing the story and building the GT.

Page 13: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

Time limited and cost

effective: need to translate

quickly and easily into an

analytical design

Busy, non-academic field-

based researchers, so

needs to be practical and

relevant

Must address funder-

specific

indicators/outcomes and

sector/theoretical

constructs

Must add value to the

design, promote ongoing

(post-evaluation)

collaboration

Design challenges in a bespoke

qualitative evaluation

Example: a mixed-method evaluation of a voluntary

sector service that also required demonstration of

UK Gov. Cabinet Office outcomes

Dr Nigel Cox, HPSC, Manchester Metropolitan University

[email protected]

Page 14: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

Design built from the

ground-up to meet software

needs (Nvivo, matrix

analysis)

PG Research Assistant

inexperienced with

Qualitative Research add

pedagogic value

Stakeholder consultation –

needs of the client/service

user group (YP, 16+)

Bespoke theory questions

(TQ) translated into

stakeholder-agreed

interview questions

Cabinet office outcomes

address explicitly

ONS Social Capital definitions

mapped

Multiple outcomes translate

to bespoke theory questions

Insertion of a theory-

question (TQ) stage in the

research design to generate a

deeper dataset

Post-evaluation, ongoing

plans to re-analyse dataset

(permission to do this)

Design solution

A bespoke qualitative design that responded to

evaluation goals, funder’s priorities and

opportunities ongoing 3rd sector/HEI

collaboration

Dr Nigel Cox, HPSC, Manchester Metropolitan

University [email protected]

Page 15: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

e.g. TQ5 (resilience)IQ5.1: “Did anything

during the project make you stretch your talents

to their limit?”

Theory cluster

s

Multiple outcome clusters

Analysis & mapping matrix

Dr Nigel Cox, HPSC, Manchester Metropolitan University [email protected]

Page 16: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

The combination of video-ethnography and video-reflexivity methods (known as video-reflexive ethnography, VRE) is becoming increasingly popular in healthcare research (Carrol, 2009; Iedema, et al., 2011).

Video-reflexivity has been described as a process whereby the participants replay ethnographic video footage for review and discussion (Carroll, 2009).

VRE has also been used by researchers in the quest to improve patient safety in healthcare (Carrol, 2009; Iedema, et al., 2011; Iedema, Mesman and Carroll, 2013).

VIDEO-REFLEXIVE ETHNOGRAPHY

Page 17: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

METHODOLOGICAL APPLICATION (Gough,

2015)

Ontology

• Multiplicity

• Complexity

Epistemology

• Social constructivism (aligned with an interpretivist approach)

Methodology

• Video-reflexive ethnography

Methods

• Video observation (Immersive emergency on-call physiotherapy simulation scenario)

• Video-reflexive interviews

Page 18: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

CASE STUDY: KEY FINDINGS LINKED TO

THE METHODOLOGYThe use of VRE in this study illuminated the multi-

layered impact of personal experiences, ethics and

behaviours on their practices, clinical reasoning, clinical

decisions, dynamics, and the complexities and

interconnectivity of participants’ to the simulated

learning environment (SLE).Findings of this study, have demonstrated that the

combination of SBE and video-reflexivity has the

potential to optimize learning and enhance both

professional practice, patient safety and organisational

change. Additional benefits of using video-reflexivity included

the potential to provide an in-depth exploration of

‘learning’ and the impact of objects and artefacts

embodied within the scenario and SLE, by drawing on

complexity and cultural-historical activity theories.

Page 19: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

WHAT’S THE BEST METHOD FOR MY QUESTION?

There is no simple flowchart, but:

Will my data be (mainly) video, photographic, text?

Do I have “a priori” themes to consider?

Is there much known about my topic?

Can I collect and analyse my data simultaneously?

What kind of output do I need?

Page 20: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

ENSURING QUALITY

Challenges in getting qualitative research accepted in fields like psychology and medicine –and through Ethics committees!

Tools developed for critical appraisal e.g. CASP (Public Health Resource Unit, 2006) and COREQ (Tong et al., 2007)

Member-checking / respondent validation

Thick description

Peer review and consensus of coding procedures

External audit / peer debriefing

Page 21: Let's Talk Research 2015 -Juliet Goldbart - Introduction To Qualitative Methods: Different Approaches For Different Contexts

NEXT STEPS

Any questions?

Reference list available on request to [email protected]

North West Qualitative Research Group in Health – based at MMU. Contact Julie Marshall [email protected]