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An Overview of Mixed Methods
An Overview of Mixed Methods
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ORIGINAL PAPER
Journal of Research
in Nursing
2009
SAGE PUBLICATIONS
Los Angeles, London,
New Delhi and Singapore
VOL 14 (2) 175185
DOI: 10.1177/
1744987108093962
Anne-Marie Brady
Lecturer
School of Nursing & Midwifery Studies, Trinity College Dublin,
24 DOlier St, Dublin 2, Ireland
Gobnait Byrne
Lecturer
School of Nursing & Midwifery Studies, Trinity College Dublin,
24 DOlier St, Dublin 2, Ireland
Introduction
Mixed methods research is emerging as a dominant paradigm in health care research
in recent years with an increase in health care researchers using this method.
A review of research commissioned by the Health Research and Development
Programme in the United Kingdom showed that 17% (n = 22) of the studies
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Mixed methods may be defined as research in which the investigator collects and
analyses data, integrates the findings and draws inferences using both qualitative
and quantitative approaches or methods in a single study (Tashakkori and Creswell,
2007:4). Research is not restricted by the use of traditional approaches to data collection but is guided by a foundation of enquiry that underlies the research activity
(Creswell, 1994). A mixed methods study is one that includes a qualitative and
quantitative dimension, but difficulties often arise when the researcher attempts to
articulate how the two elements relate to one another (Tashakkori and Creswell,
2007). There is an inconsistency among researchers about what constitutes mixed
methods research (Sandelowski, 2001; Bryman, 2007; Tashakkori and Creswell,
2007). Some interpretations view mixed methods as the collection and analysis of
quantitative and qualitative data. More contemporary writings in this area had sought
to develop an understanding of the importance of complete integration of the two
approaches (Hanson, et al., 2005; Bryman, 2007; Creswell and Plano Clark, 2007).
Tashakkori and Creswell (2007) argue that as mixed methods research is still evolving, the discussion of what it actually is should be kept open. Similarly, Johnson, et al.
(2007) suggest that the definition of mixed methods research will change over time
as this research approach continues to grow.
Figure 1 Decision tree for mixed methods design (Creswell, et al., 2003; Creswell and
Plano Clark, 2007).
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Figure 2 Creswell and Plano Clark (2007) typology of mixed methods research.
design of the four main research designs, and research teams are often used to implement this form of research design.
The embedded design, first described by Caracelli and Greene (1997), is characterised by having one dominant method, whereas the other data set provides a secondary or supportive role. The embedded experimental model is the most common
variant of the embedded design, and the priority is given to the quantitative methodology, and the qualitative data set is subservient (Creswell and Plano Clark, 2007).
One of the purposes of the qualitative component may be to examine the process of
the intervention. The embedded experimental model has been previously known as
the concurrent nested mixed methods design (Creswell, et al., 2003). The last
variation of the embedded design is the correlational model where the qualitative
data are embedded within a quantitative design to help explain the outcomes of the
correlation model. Within the embedded designs, the methods may be conducted
concurrently or sequentially.
The explanatory design previously described by Creswell, et al., (2003) as sequential explanatory design consists of two phases, beginning with the quantitative phase
and then the qualitative phase, which aims to explain or enhance the quantitative
results. Figure 2 outlines the two variants of the explanatory designthe follow-up
explanatory model and the participant selection model. Within the follow-up explanatory model, the researcher identifies specific quantitative findings, such as unexpected results, outliers or differences between groups that need further exploration
using qualitative methodology. In contrast, the qualitative phase has priority in the
participant selection model, and the purpose of the quantitative phase is to identify
and purposefully select participants. The explanatory design requires a longer implementation time due to the sequential nature but is regarded as the easiest of the four
methods to implement.
The exploratory design is a sequential design where the first phase, qualitative,
helps in the development of the quantitative phase. Creswell, et al. (2003) described
this design as sequential exploratory design. This design (see Figure 2) is used
for developing and testing instruments (Instrument Development Model) or for
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Conclusion
Mixed methods research is now viewed as the third methodological movement and as
an approach that has much to offer health and social science researchs. The purpose
of mixing approaches is to afford opportunity to gain a more complete understanding
of research problems (Creswell and Plano Clark, 2007). Researchers anticipate that
mixing methods will enable them to capture the complexity of human phenomena
(Sandelowski, 2001). Mixed methods research responds to the interests and needs
of diverse stakeholders in research. This is clearly identified by Greene (2005: 209)
who suggests that a mixed method approach offers greater possibilities than a single
method approach for responding to decision makers agenda, as well as to the interests of other legitimate stakeholders. In health care, the selection of mixed methods
as a methodology seeks to provide hard data for the decision makers who seek to
determine health care policy. Mixed method research responds to the pressures for
outcomes in healthcare, but it can also report on the context of those outcomes. Creswell and Plano Clark (2007) have identified that within the nursing discipline, mixed
methods research has been discussed and used extensively. Similarly, Twinn (2003:
553) suggests that there is growing acceptance that the design provides an appropriate methodology to address the complex health problems frequently faced by the
nursing discipline. By building on the strengths, acknowledging and limiting the
weaknesses of mixed methods research, nurse researchers can address these complex
health problems in a creative and imaginative way.
References
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philosophical contemplation of constructivism to the
methodological pragmatics of health service research. J
Adv Nurs 40: 641648.
Bryman, A (2006) Integrating quantitative and qualitative
research: how is it done. Qual Res 6: 97113.
Bryman, A (2007) Barriers to integrating quantitative and
qualitative research. J Mixed Methods Res 1: 822.
Caracelli, VJ, Greene, JC (1997) Crafting mixed-method
evaluation designs. New Dir Program Eval 1997: 1932.
Creswell, JW (1994) Research Design: Qualitative and
Quantitative approaches. Thousand Oaks CA: Sage.
Creswell, JW, Plano Clark, VL (2007) Designing and
Conducting Mixed Methods Research. Thousand Oaks,
CA: Sage.
Creswell, JW, Plano Clark, VL, Gutman, ML, Hanson, WE
(2003) Advanced mixed methods research designs. In:
Tashakkori, A, Teddlie, C (eds), Handbook of Mixed
Methods in Social & Behavioral Research. Thousand
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Firestone, WA (1987) Meaning in method: the rhetoric of
quantitative and qualitative research. Educ Res 16: 1621.
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Louise Doyle (RPN, BNS, RNT, MSc) is a lecturer in mental health nursing at the
School of Nursing and Midwifery Studies, Trinity College Dublin. She is currently
undertaking a mixed methods PhD study of adolescent help-seeking for suicidal
behaviour.
Email: Louise.doyle@tcd.ie
Anne-Marie Brady (RGN, BSN, MSN, PG Dip Clinical Health Sciences Education,
RNT) is a lecturer and Research Fellow at the School of Nursing and Midwifery Studies, Trinity College Dublin. She is undertaking a PhD study exploring transition
experiences and intent to stay of degree graduate nurses, using a mixed methods
approach.
Email: Anne-marie.brady@tcd.ie
Gobnait Byrne (RGN, RNT, BNS, MPH, PG Dip Statistics) is a lecturer in general
nursing at the School of Nursing and Midwifery Studies, Trinity College Dublin. She
is currently undertaking a PhD study of migrant health in Ireland using mixed
methods.
Email: Gobnait.byrne@tcd.ie
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