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Qualitative Inquiry (qualitative + inquiry)
Selected AbstractsQualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes, and TheoryHEALTH SERVICES RESEARCH, Issue 4 2007Elizabeth H. Bradley Objective. To provide practical strategies for conducting and evaluating analyses of qualitative data applicable for health services researchers. Data Sources and Design. We draw on extant qualitative methodological literature to describe practical approaches to qualitative data analysis. Approaches to data analysis vary by discipline and analytic tradition; however, we focus on qualitative data analysis that has as a goal the generation of taxonomy, themes, and theory germane to health services research. Principle Findings. We describe an approach to qualitative data analysis that applies the principles of inductive reasoning while also employing predetermined code types to guide data analysis and interpretation. These code types (conceptual, relationship, perspective, participant characteristics, and setting codes) define a structure that is appropriate for generation of taxonomy, themes, and theory. Conceptual codes and subcodes facilitate the development of taxonomies. Relationship and perspective codes facilitate the development of themes and theory. Intersectional analyses with data coded for participant characteristics and setting codes can facilitate comparative analyses. Conclusions. Qualitative inquiry can improve the description and explanation of complex, real-world phenomena pertinent to health services research. Greater understanding of the processes of qualitative data analysis can be helpful for health services researchers as they use these methods themselves or collaborate with qualitative researchers from a wide range of disciplines. [source] Understanding women's experiences of developing an eating disorder and recovering: a life-history approachNURSING INQUIRY, Issue 1 2009Joanna Patching Qualitative inquiry into eating disorders is burgeoning, offering valuable and innovative insights into various aspects of the condition. This study used life-history interviews with 20 women who had recovered from anorexia nervosa, bulimia nervosa or both and who had remained healthy. The interviews focused on the women's narratives and experience rather than a diagnostic therapeutic model. Three themes of control, connectedness and conflict emerged as significant in the development, experience of, and recovery from an eating disorder. The development of the condition was attributed to a lack of control, a sense of non-connectedness to family and peers and extreme conflict with significant others. Recovery occurred when the women re-engaged with life, developed skills necessary for conflict resolution and rediscovered their sense of self. Rather than viewing the development of, and recovery from an eating disorder as separate and discrete events, the data from the life-history interviews suggest they are better viewed as one entity , that is, the journey of an individual attempting to discover and develop their sense of self. This perspective challenges some current constructs of eating disorders; it is not a condition in and of itself but a symptom of deeper issues that if addressed, when the individual is ,ready' to make that choice, will lead to recovery. [source] Contesting the Curriculum: An Examination of Professionalism as Defined and Enacted by Australian History TeachersCURRICULUM INQUIRY, Issue 3 2007FIONA HILFERTY ABSTRACT In this article, I present an analysis of professionalism as defined and enacted by the History Teachers' Association of New South Wales (HTANSW). This analysis was part of a larger doctoral project (2000,2005) in which I employed critical qualitative inquiry to compare and contrast the contribution that two subject teaching associations (science and history) make to the project of teacher professionalism in Australia. My aim for this project was to explore what professionalism means in practice for a unique group of teachers: those who have made an active and fundamental commitment to their subject community by voluntarily serving on the executive committee of their subject-based professional association. In this article, I present findings from the case account of the HTANSW,an organization that operates locally as a professional teacher community and a representative organization for school-based history teachers. This case account details the manoeuvrings of an association that powerfully asserts an expansive role for history teachers as both contributors to, and critical commentators on, curriculum policy. In this article, I conceptualise the actions of this association as an enacted form of teacher professionalism. Drawing on study findings, I explicate my conception of professionalism as an enacted discourse of power and I show how this discourse is enacted in subject-specific ways. [source] Barriers and strategies affecting the utilisation of primary preventive services for people with physical disabilities: a qualitative inquiryHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 4 2006Thilo Kroll PhD Abstract Individuals with physical disabilities are less likely to utilise primary preventive healthcare services than the general population. At the same time they are at greater risk for secondary conditions and as likely as the general population to engage in health risk behaviours. This qualitative exploratory study had two principal objectives: (1) to investigate access barriers to obtaining preventive healthcare services for adults with physical disabilities and (2) to identify strategies to increase access to these services. We conducted five focus group interviews with adults (median age: 46) with various physically disabling conditions. Most participants were male Caucasians residing in Virginia, USA. Study participants reported a variety of barriers that prevented them from receiving the primary preventive services commonly recommended by the US Preventive Services Task Force. We used a health services framework to distinguish structural,environmental (to include inaccessible facilities and examination equipment) or process barriers (to include a lack of disability-related provider knowledge, respect, and skilled assistance during office visits). Participants suggested a range of strategies to address these barriers including disability-specific continuing education for providers, the development of accessible prevention-focused information portals for people with physical disabilities, and consumer self-education, and assertiveness in requesting recommended services. Study findings point to the need for a more responsive healthcare system to effectively meet the primary prevention needs of people with physical disabilities. The authors propose the development of a consumer- and provider-focused resource and information kit that reflects the strategies that were suggested by study participants. [source] Methodological rigour within a qualitative frameworkJOURNAL OF ADVANCED NURSING, Issue 4 2004Gerard A. Tobin BSc MSc RGN RMN RCNT RNT Aim., This paper discusses the literature on establishing rigour in research studies. It describes the methodological trinity of reliability, validity and generalization and explores some of the issues relating to establishing rigour in naturalistic inquiry. Background., Those working within the naturalistic paradigm have questioned the issue of using validity, reliability and generalizability to demonstrate robustness of qualitative research. Triangulation has been used to demonstrate confirmability and completeness and has been one means of ensuring acceptability across paradigms. Emerging criteria such as goodness and trustworthiness can be used to evaluate the robustness of naturalistic inquiry. Discussion., It is argued that the transference of terms across paradigms is inappropriate; however, if we reject the concepts of validity and reliability, we reject the concept of rigour. Rejection of rigour undermines acceptance of qualitative research as a systematic process that can contribute to the advancement of knowledge. Emerging criteria for demonstrating robustness in qualitative inquiry, such as authenticity, trustworthiness and goodness, need to be considered. Goodness, when not seen as a separate construct but as an integral and embedded component of the research process, should be useful in assuring quality of the entire study. Triangulation is a tried and tested means of offering completeness, particularly in mixed-method research. When multiple types of triangulation are used appropriately as the ,triangulation state of mind', they approach the concept of crystallization, which allows for infinite variety of angles of approach. Conclusion., Qualitative researchers need to be explicit about how and why they choose specific legitimizing criteria in ensuring the robustness of their inquiries. A shift from a position of fundamentalism to a more pluralistic approach as a means of legitimizing naturalistic inquiry is advocated. [source] Defining the nature of participation in rural Australian communities: A qualitative approachJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 6 2002Sheridan J. Coakes Within the literature, theories and analyses of social involvement or participation have focussed primarily on the political and formal role of participation within the community or neighborhood. This study illustrates, through qualitative inquiry, that within small rural communities, individuals find it difficult to separate formal and informal participation, when both have an equally important role to play in community life. Fifty-five structured interviews were conducted with women across six rural shires in the southwest region of Western Australia. Qualitative analysis revealed that approximately 50% of women, when asked about their involvement in their community, referred initially to their informal participation within the community, rather than their participation in formal community groups or associations. These results are discussed in relation to life in small rural towns. © 2002 Wiley Periodicals, Inc. [source] Lay food and health worker involvement in community nutrition and dietetics in England: definitions from the fieldJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 3 2008L. A. Kennedy Abstract Background, Community-based food initiatives have developed in recent years with the aim of engaging previously ,hard to reach' groups. Lay workers engaged in community nutrition activities are promoted as a cost-effective mechanism for reaching underserved groups. The primary objective of the study was to explore perceptions and definitions of lay helping within the context of National Health Service (NHS) community nutrition and dietetic services to identify existing terms and definitions and propose an overarching term. Methods, Interpretive qualitative inquiry; semi-structured interviews with lay food and health worker (LFHW) and NHS professionals employed by community-based programmes, serving ,hard-to-reach' neighbourhoods, across England. Results, In total, 29 professionals and 53 LFHWs were interviewed across 15 of the 18 projects identified. Across all the projects, there was a preference for the use of one of two terms, either Community Food Worker or Community Nutrition Assistant, in reference to lay workers. There was no consensus in terms of a unifying term or definition for this new role. Conclusions, Current variation in the terms and definitions used for this role is problematic and is hindering development and effective utilization of lay helping within the broad remit of community food and health and dietetics. The umbrella term ,Lay Food and Health Worker' is proposed based upon definitions and interpretations from the field. [source] Lay food and health worker involvement in community nutrition and dietetics in England: roles, responsibilities and relationship with professionalsJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 3 2008L. A. Kennedy Abstract Background, Community-based food initiatives have developed in recent years with the aim of engaging previously ,hard to reach' groups. Lay workers engaged in community nutrition activities are promoted as a cost-effective mechanism for reaching underserved groups. The main objective of the study was to explore perceptions and definitions of lay food and health worker (LFHW) helping roles within the context of National Health Service (NHS) community nutrition and dietetic services in order to define the conceptual and practical elements of this new role and examine the interface with professional roles. Methods, Interpretive qualitative inquiry; semi-structured interviews with LFHW and NHS professionals employed by community-based programmes, serving ,hard-to-reach' neighbourhoods, across England. A total sampling framework was used to capture all existing and ,fully operational' lay food initiatives in England at the commencement of fieldwork (January 2002). Findings, In total, 29 professionals and 53 LFHWs were interviewed across 15 of the 18 projects identified. Although all 15 projects shared a universal goal, to promote healthy eating, this was achieved through a limited range of approaches, characterized by a narrow, individualistic focus. Lay roles spanned three broad areas: nutrition education; health promotion; and administration and personal development. Narratives from both professionals and LFHWs indicated that the primary role for LFHWs was to encourage dietary change by translating complex messages into credible and culturally appropriate advice. Conclusions, This research confirms the emerging discipline involving lay helping within the NHS and community dietetics. The primary role of LFHWs in the 15 projects involved was to support existing NHS services to promote healthy eating amongst ,hard to reach' communities. The activities undertaken by LFHWs are strongly influenced by professionals and the NHS. Inherent to this is a fairly narrow interpretation of health, resulting in a limited range of practice. [source] Integrating Reform-Oriented Math Instruction in Special Education SettingsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2007Brian A. Bottge This mixed-methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi-experimental pretest,posttest control group design with switching replications was used to measure students' computation and problem-solving skills on EAI compared to control conditions. Scores on the curriculum-aligned and standardized measures showed improved problem-solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day-to-day classroom activities. The findings showed that problem-based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand. [source] "How Come Nobody Told Me?"LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2002Fostering Self-Realization Through a High School English Curriculum Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher's intervention intended to promote self-realization, a fundamental component of self-determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self-advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students' responses, which prompted us to question teachers' and families' responsibilities for engaging young people in dialogue about special education and disability. [source] | ||||||||||