Qualitative

Research
Design
Practical Research I
Quarter 4: Week 1 & 2-
Module 1
Lesson Objective:
Choose appropriate
qualitative research
design
Remember!
•Chapter I Introduction
• Background of the Study
• Statement of the Problem
• Scope and Delimitation
• Importance of the Study
• Definition of Terms
 Definition of terms
•This gives your readers an understanding
of the concepts or factors that will be
discussed throughout your study, as well as
contextual information as to how you will
be using those concepts in your study.
•Operational definition (Not a dictionary
definition)
Chapter II Methodology
• Research Design
• Sources of Data
-Locale and Population
-Instrumentation and Data Collection
-Validation
• Data Analysis
• Ethical Considerations
This GIF moment!
(Picture analysis)
Activity
 Questions:
1. What do you think is the
importance of a blueprint in building
a house?
2. What could possibly happen to
house constructed without
blueprints?
Choosing Appropriate
Qualitative Research Design
Lesson 1
DESIGN
• As a logical progression of stages or
tasks, from problem formulation to the
generation of conclusions or theory, that
are necessary in planning or carrying out
a study (Creswell, 1997; Marshall &
Rossman,1999)
Research
Design
Research Design
•It refers to the plan, path, blueprint
and overall strategy utilized to carry
out research through the data
collection, interpretation, analysis
and discussion of data.
 Research Design
•It is the framework of research
methods and techniques chosen
by a researcher.
Kinds of Qualitative
Research Designs
 A. Phenomenology
• It was founded by
Edmund Husserl, a
German philosopher
who is often
considered the father
of phenomenology.
A. Phenomenology
•It examines human experiences
through the descriptions
provided by the people involved.
•These experiences are called
lived experiences.
A. Phenomenology
•The goal of phenomenology is to
describe the meaning that
experiences hold for each subject.
•This type of research is used to study
areas in which there is little
knowledge (Donalek, 2004).
 A. Phenomenology
•Phenomenological research
would ask a question such as,
“What is it like for a mother to
live with a teenage child who is
dying of cancer?”
 A. Phenomenology
•Bracketing is the process in which
qualitative researchers put aside
their own feelings and beliefs
about the phenomena under
consideration to keep from biasing
their observations.
 Phenomenology sample:
• Daly (2005) studied the lived experiences of mothers of
suicidal adolescents. She contended that, unfortunately,
the mother’s experience is often the hidden dimension in
the family.
• Unstructured interviews were conducted with 6 mothers
living with suicidal adolescents.
• Six themes were identified: failure as a good mother, the
ultimate rejection, feeling alone in the struggle,
helplessness and powerlessness in the struggle, cautious
parenting, and keeping an emotional distance.
B. Ethnography
•It involve the collection and analysis
of data about cultural groups.
• Agar (1986) described ethnography
as “encountering alien worlds and
making sense of them” (p. 12).
B. Ethnography
• Cameron (1990) wrote
that ethnography
means “learning from
people” (p. 5).
 B. Ethnography
•According to Leininger (1985), it can be
defined as “the systematic process of
observing, detailing, describing,
documenting, and analyzing the lifeways
or particular patterns of a culture (or
subculture) in order to grasp the lifeways
or patterns of the people in their familiar
environment” (p. 35).
 B. Ethnography
•Ethnographers interview people who
are most knowledgeable about the
culture. These people are called key
informants.
•Data are generally collected through
participant observation and interviews.
Ethnography sample:
• Gance-Cleveland (2004) examined the features,
critical attributes, processes, and benefits of school-
based support groups for adolescents with an
addicted parent. Ethnographic methods were used to
gather data. Participant observations were conducted
weekly at two high schools over one semester.
• Interviews were conducted with program
administrators, school administrators, group co-
facilitators, and participants. School-based support
group participation was found to enhance self-
knowledge and led to self-care and self-healing
 C. Grounded
Theory
• It is a qualitative
research
approach
developed by two
sociologists,
Barney Glaser and
Anselm Strauss
(1967).
C. Grounded Theory
•Grounded theory studies are
studies in which data are
collected and analyzed and
then a theory is developed
that is grounded in the data.
 C. Grounded Theory
•A process called constant
comparison is used, in which data
are constantly compared to data
that have already been gathered.
•Pertinent concepts are identified
and assigned codes.
 Grounded Theory sample:
• The grounded theory qualitative method was used by Williams
and Irurita (2005) to study the personal control and emotional
comfort of hospitalized patients. Interviews were conducted with
40 patients, and 75 hours of field observations were conducted.
The basic psychological process identified by the researchers was
labeled “optimizing personal control to facilitate emotional
comfort.” Personal control referred to the ability of patients to
influence their environment; emotional comfort was defined as a
state of relaxation that affected the physical status of the patient.
Personal control was found to be a central feature of emotional
comfort.
 D. Historical Studies
•Its concern the identification, location,
evaluation, and synthesis of data from the
past.
•It seeks not only to discover the events of
the past but to relate these past
happenings to the present and to the
future.
 D. Historical Studies
•The data for historical research are
usually found in documents or in relics
and artifacts.
•Documents may include a wide range of
printed material. Relics and artifacts are
items of physical evidence.
 D. Historical Studies
Primary sources Secondary sources
•are those that provide •are secondhand
firsthand information or
direct evidence. information (or
• oral histories, written sometimes third
records, diaries,
eyewitnesses, pictorial or fourth hand)
sources, and physical
evidence.
 TWO TYPES OF EVALUATION.
•1. External criticism - is concerned with the
authenticity or genuineness of the data and
should be considered first. It establishes the
validity of the data,
•2. Internal criticism - examines the accuracy
of the data and is considered after the data
are considered to be genuine. It establishes
the reliability of the data.
 Historical Studies sample
• Oral histories were gathered from 8 nurses who were employed
between 1951 and 1965 in a Virginia state hospital (Harmon,2005).These
nurses were now retired and had between 12 and 46 years of psychiatric
nursing experience. The researcher wanted to describe the experiences
of these nurses who practiced in a state mental hospital before and
during the introduction of antipsychotic medications. They expressed
resignation and frustration while trying to provide care despite crowded
wards and inadequate personnel and supplies. The nurses indicated that
they focused on the patient’s body instead of on the patient’s mind. The
camaraderie they experienced with other nurses helped them continue
in their positions, despite what they felt to be a “thankless job.
 E. Case Study
•These are in-depth examinations of people,
groups of people, or institutions.
•Data may be collected in case studies through
various means such as questionnaires,
interviews, observations, or written accounts by
the subjects.
•Case studies are time consuming and may be
quite costly
 E. Case Study
•Content analysis is the term used
to indicate the examination of
communication messages obtained
in case studies, as well as in other
types of qualitative studies.
 Case Study sample
• A case study approach was used to study the roles of
perioperative nurses in Ireland (McGarvey, Chambers, &
Boore, 2004). Data were collected in three different
hospitals during 358 hours of observation and from 35
nurses during 34 hours of interviews. Nurses used a
range of coping mechanisms to manage the dissonance
they felt between what was considered to be ideal and
what could realistically be done in the operating
department. Nursing behavior was “administratively
modeled by the nursing hierarchy and negatively
reinforced by the medical profession” (McGarvey et al.,
2004, p. 1119).
 F. Action Research Studies
• It is a type of qualitative research that
seeks action to improve practice and
study the effects of the action that was
taken (Streubert & Carpenter, 2002).
• In action research, the implementation
of solutions occurs as an actual part of
the research process.
• Kurt Lewin (1946) was influential in
spreading action research.
Participatory action research (PAR)
•It is a special kind of community-based
action research in which there is
collaboration between the study
participants and the researcher in all steps
of the study: determining the problem, the
research methods to use, the analysis of
data, and how the study results will be
used.
Participatory action research (PAR)
•The participants and the researcher are
co-researchers throughout the entire
research study.
•According to Kelly (2005), PAR provides an
opportunity for involving a community “in
the development and assessment of a
health program” (p. 65).
 Action Research Studies Sample
•Action research was used with staff in one hospice
and one nursing home setting in London (Dunckley,
Aspinal,Addington-Hall, Hughes, & Higginson,
2005).The purpose of the study was to identify
facilitators and barriers to the use of the Palliative
Care Outcome Scale (POS). Staff took part in
semistructured interviews,completed diaries,and
participated in monthly meetings to give their
opinions of what they thought were the facilitators
and barriers to the implementation of the POS.
 G. Narrative research
•It is a strategy of inquiry in which the researcher
studies the lives of individuals and asks one or
more individuals to provide stories about their
lives. This information is then often retold or
restoried by the researcher into a narrative
chronology.
•In the end, the narrative combines views from
the participant’s life with those of the
researcher’s life in a collaborative narrative
(Clandinin & Connelly, 2000).
Let Us Determine
Activity
Determine the appropriate research design based
on the following research topics.
1. Cultural practices of the Ilocanos of La Union.
2. A theoretical framework that explained the
social processes of dying, and that was
grounded in the data.
3. The way of life of the Mangyans, their
folkways and mores
4. Fears and anxieties of Gen Z teenagers
5. Agriculture of the pre-historic period
POST - TEST
Activity
1. Which of the following types of studies is
considered a qualitative study?

A. Correlational
B. Ethnographic
C. Comparative
D. Methodological
2. Grounded theory research was developed by
two _________
A. nurses.
B. physicians.
C. psychologists.
D. sociologists.
3. Which of the following statements is true concerning
the examination of historical research?
A. Internal criticism should be considered before
external criticism.
B. External criticism should be considered before
internal criticism.
C. Both internal and external criticism should be
considered simultaneously.
D. None of the above
4. Case studies may concern an in-depth
examination of __________
A. individuals.
B. groups of peoples.
C. institutions.
D. All of the above
5. Consider this title: “The Lived Experience of
Surviving a Tornado.” This title would indicate which
of the following types of qualitative research?
A. Ethnographic
B. Phenomenological
C. Historical
D. Grounded theory
6. Which type of qualitative research approach would be
most appropriate to study nurses’ involvement in
bringing about a change in the type of forms used to
record patient data?
•A. Action
•B. Ethnographic
•C. Phenomenological
•D. Historical
7. IDENTIFICATION
•It is the framework of
research methods and
techniques chosen by a
researcher.
8. Fill in the Blanks
•Ethnographers interview
people who are most
knowledgeable about the
culture. These people are
called ____________.
9.Fill in the Blanks
•It was founded by
_______________________,
a German philosopher who is
often considered the father
of phenomenology.
10. IDENTIFICATION
•It is a special kind of community-
based action research in which
there is collaboration between the
study participants and the
researcher in all steps of the study
Sampling Procedure and
Sample
Lesson 2
Lesson Objective:
•Describe sampling
procedure and
sample
Population
•It refers to the set or
group of all the units on
which the findings of the
research are to be applied.
SAMPLE
•a subset of
individuals from a
larger population
SAMPLE
• A human individual is most
commonly referred to as a
participant (sometimes
‘subject’) in qualitative
research
 Sampling
•means selecting the group
that you will actually
collect data from in your
research.
Types of Sampling
•Sampling in
qualitative research is
non-probability
sampling
Types of Sampling
1)Convenience sampling
2)Purposive sampling
3)Snowball sampling
4)Theoretical sampling
5) Voluntary response sampling
 A. Convenience Sampling
•It is is the most common form of
qualitative sampling and occurs when
people are invited to participate in the
study because they are conveniently
(opportunistically) available with regard
to access, location, time and
willingness.
 A. Convenience Sampling
•Convenience sampling is a
relatively fast and easy way to
achieve the sample size
needed for the study.
A. Convenience Sampling
•For example, Cubit and Lopez
(2011)used a convenience sample
of 44 newly graduated nurses who
had previously practiced as
enrolled nurses to explore their
transition experiences.
B. Purposive (purposeful) sampling
•This is is also a commonly used sampling
strategy, in that participants are recruited
according to pre-selected criteria relevant
to a particular research question.
•Sometimes referred to as ‘judgment
sampling’, it is designed to provide
information-rich cases for in-depth study.
B. Purposive (purposeful) sampling
•. For example, Elmir et al. (2010) used a
purposive sample of four Australian
women to investigate their lived
experience of recovering from breast
cancer. The pre-selection criteria included
those diagnosed with breast cancer that
resulted in breast surgery, under 50 years
of age and able to converse in English
Two Types of Purposive Sampling
1.Quota Sampling
2. Maximum phenomena
variation sampling
1. Quota Sampling
•The researcher decides the number
of participants and which
characteristics they need to possess.
The characteristics may be according
to age, gender, profession, diagnosis,
ethnicity and so forth.
1. Quota Sampling
•For example, Chan et al.(2010) conducted a
study to explore the perceptions of coronary
heart disease (CHD)among Hong Kong
Chinese people.
•The study targeted three sample groups
according to their level of CHD risk factors:
‘low-risk public’, ‘multiple risk public’ and
those with ‘confirmed diagnosis of
myocardial infarction’ (MI).
2. Maximum phenomena variation sampling
• It is sometimes used to ensure that the full
range and extent of the phenomena are
represented.
•When choosing this type of sampling, the
focus could be either on people (e.g. first,
second and third generation migrants), time
periods (e.g. 3, 6,12 months) or context (e.g.
hospital and/or community settings).
2. Maximum phenomena variation sampling
• For example, Holroyd et al.
(2011) conducted audio-taped
interviews to examine the
postnatal practices of two
generations of Chinese women
in Australia.
C. Snowball Sampling
• Also known as ‘chain referral’ or
‘networking’ sampling, it occurs when the
researcher starts gathering information
from one or a few people and then relies
on these people to put the researcher in
touch with others who maybe friends,
relatives, colleagues or other significant
contacts.
C. Snowball Sampling
• This type of sampling is especially useful
where the sample is representative of
marginalized or stigmatized individuals and to
find and recruit‘ hidden populations’, where
individuals are not easily accessible to
researchers through other sampling strategies
(Green & Torogood 2009),such as drug-users,
prostitutes, AIDS/HIV sufferers, etc.
 D. Theoretical sampling
•This form of sampling is mostly used in grounded
theory studies but increasingly being used to gather
data from participants for theory generation.
•In order to identify the similarities and differences
amongst the selected cases, the research starts from
a homogeneous (small) sample and moves to a
heterogeneous (larger)sample (Creswell 2007).
D. Theoretical sampling
• For example, Utriainen et al. (2009) used theoretical
sampling in their grounded theory approach to create a
substantive theory of wellbeing at work among ageing
hospital nurses in Northern Finland.
• The aim was to discover core processes of the
phenomenon based on nurses’ authentic experiences. The
21 subjects of this study were nurses working at a
university hospital, aged 45–55 years with at least 10 years
of hospital work experience and performing three shifts per
week.
E. Voluntary response sampling
•Similar to a convenience sample, it is
mainly based on ease of access. Instead
of the researcher choosing participants
and directly contacting them, people
volunteer themselves (e.g. by
responding to a public online survey).
Sampling criteria
•Identifies the characteristics of
the sample population and
their eligibility to be part of the
study based on pre-selected
inclusion and exclusion
requirements
Inclusion criteria
•are specific characteristics
that the person or
population or elements must
possess, such as a certain
age range or gender.
Inclusion criteria
•For example, Jones et al. (2007)
explored the training
requirements of residential aged-
care personal carers needed in
order to understand and respond
to residents with dementia and
mental illness
Exclusion criteria
•Identifies characteristics that deem a
participant inappropriate for inclusion
in a study, such as any person who is
cognitively-impaired or where the
conducted language of the study is the
participant’s second-language
Exclusion criteria
•For instance, studies related to
maternal care would not normally
include males, unless the studies
wanted to explore expectant fathers’
roles or roles of male health
professionals involved in maternal
services.
Sample size in qualitative research
•Sample size should refer to
the number of groups and
not to the total of
participants in the study
(Carlsen & Glenton 2011).
Sample size in qualitative research
•Regarding the number of
participants in qualitative
studies, a common range is
usually somewhere from 8 to 15
participants
Sample size in qualitative research
•Creswell (2007) recommends 3–5
participants for a case study, 10 for a
phenomenological study and 15–20 for
grounded theory study.
•Morse (1995) suggests a sample size
ranging from 6 participants for a
phenomenological study and 30–50 for an
ethnographic study.
Sample size in qualitative research
•With focus groups, Krueger
and Casey(2009) suggest 5–
10 participants but this can
also range from as few as 4
to as many as 12
Data saturation
•It is the point in a research process
where enough data has been
collected to draw necessary
conclusions, and any further data
collection will not produce value-
added insights.
POST-TEST
1. In sampling, the inclusion criteria indicate:
A) characteristics or properties of the chosen sample
that the researcher would not want them to possess
B) characteristics or properties of the chosen sample
that the researcher would most want them to possess
C) characteristics or properties of the sample that the
researcher would find most attractive
D) characteristics or properties of the chosen sample
that the researcher would find least attractive.
2. Which group of participants below would
represent a judgment sample:
a) all the people working in a hospital
b) specialist nurses recommending other
specialist nurses
c) specialist nurses working in intensive
care
d) all inpatients in a hospital.
3. When sampling methods are applied to data
already collected, this is called:

a)data sampling
b)information sampling
c)theoretical sampling
d)non-theoretical sampling
4. Fill in the Blanks
•Creswell (2007)
recommends
_________ for a
phenomenological
study.
5.Identification
•Also known as ‘chain
referral’ or
‘networking’
sampling
6. Identification
•It is the most
common form of
qualitative
sampling
7. Identification
•Sometimes referred
to as ‘judgment
sampling’
8. Identification
•The researcher decides
the number of
participants and which
characteristics they need
to possess.
9. Fill in the Blanks
•Morse (1995) suggests a
sample size ranging from
_________________
participants for a
phenomenological study
10. True or False
•Regarding the number of
participants in qualitative
studies, a common range is
usually somewhere from 8
to 15 participants