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Assignment 1: Framing qualitative research
1. Choose one of the following topics:
� Families of people with a disability
� Women’s birth choices
� A (hypothetical) health service that has been having difficulties and getting poor feedback from clients/patients. (Specify type of service, specific difficulties and client type.)
� Diabetes management in older people
� Managing a local disaster
� Perioperative patient teaching
NB You may choose another topic with approval of the course convenor, but remember that this is a research methodology and methods course and the purpose of this assessment piece is to gain a deeper understanding of qualitative research methodologies – so you should be discussing methodologies and demonstrating development of your arguments, not spending most of your paper exploring a specific topic. ie. the topic is not as important as your understanding of the methodologies.
2. For the topic, identify three issues or problems that could be explored using three different qualitative research methodologies: two interpretive methodologies and one critical or post-modern methodology.
For each of the issues or problems / methodologies you have identified:
� Generate a problem statement AND a research question/s that could guide research and provide a brief argument as to why such research would be important and useful to health and human services practice (ie. its significance).
� Provide an argument as to why the methodological approach is suitable for answering this particular question/problem.
� Discuss the major theoretical and/or philosophical underpinnings of the methodology and how it would inform the conduct of this research.
� Identify the nature of knowledge that would be produced by answering this question using this methodological approach.
Rationale: In this assignment, students will demonstrate their understanding and application of the theoretical and methodological principles that underpin qualitative research. It requires students to develop researchable questions or problems that can be investigated using three different qualitative research methodologies, and to understand the nature of knowledge produced by qualitative research.
Assignment 1 Criteria
US
S
G
VG
E
Application of qualitative research principles to the chosen topic
The research problems/questions framed are consistent with selected methodologies
Significance for research problems/questions is explained
Demonstrates a thorough understanding of the theoretical underpinings of the described methodologies
Research methodologies are clearly identified, explained and justified
Demonstrates understanding of how methodological principles guide research
Understands the nature of knowledge produced by qualitative methodologies
Draws on a wide range of methodological literature
Arguments and explanations are lucid, logical and supported
All sources are acknowledged and referenced using the current edition of APA
Scholarly presentation of the essy.
Topic 2.1 Qualitative research paradigms 1: Interpretive paradigm
Topic 2.1 Qualitative research paradigms 1: Interpretive paradigm
Introduction
Research using interpretive approaches seeks to explore, understand and interpret people’s experiences of the world. Interpretive methodologies take a range of approaches, with phenomenology exploring the meanings of things; grounded theory focusing on social processes; ethnography having an interest in cultural symbols, interactions and meanings; and historical approaches seeking to uncover the past. All interpretive methodologies seek to describe, explore, understand and interpret some aspect of our social world. There are other interpretive methodologies, but these are the most common.
Phenomenology
Phenomenological research approaches are used when the researcher is inte rested in exploring and understanding individual experiences or humans’ experience of particular phenomena . In health-related research phenomenological research is often used to explore patients’ experiences of illness and heath care. Examples of research that have been carried out using phenomenological methodologies include investigations into being on a respirator in an intensive care unit and explorations of phenomena such as caring, hope and caregiver burden.
Reading 2.1
Holloway & Wheeler (2010), Phenomenology. pp. 213-231.
Todres, L. (2005). Clarifying the life-world: Descriptive phenomenology (pp. 104-124). In I. Holloway. Qualitative research in health care. Berkshire: Open University Press.
Rapport, F. (2005). Hermeneutic phenomenology (pp. 125-146). In I. Holloway. Qualitative research in health care. Berkshire: Open University Press.
Grbich (1999), Phenomenology. pp. 167-171.
Grounded Theory
Grounded theory methodology is based on the idea that it is important to ‘ground’ the development of theory in data ? hence the name grounded theory. Grounded theory has its roots in sociology and uses symbolic interactionism as a theoretical framework to explain how humans interact in the social world. It is used to develop theoretical understanding about social processes. In health research it is useful for exploring the processes used by patients to manage illness. Examples of research using grounded theory methodology include exploration of how people manage chronic pain and recovery after surgery.
Glaser and Strauss1 the researchers who first developed grounded theory approaches and Strauss and Corbin2 developed a detailed approach to data analysis. These methods are often used by researchers using other methods, such ethnographers.
Reading 2.2
Holloway & Wheeler (2010), Grounded theory pp. 173-190.
Bluff, R. (2005). Grounded theory (147-167). In I. Holloway. Qualitative research in health care. Berkshire: Open University Press.
Grbich (1999), Grounded theory. pp. 171-180.
Ethnography
Ethnography has a rich history in anthropology and sociology. More recently ethnographic methodologies have been used in health disciplines. Ethnographies focus on socio-cultural patterns in social life and studies the way groups organise everyday life. They explore the meanings of social processes, rituals, artefacts and interactions of individuals and groups. Rich description from an insider position was the cornerstone of anthropological interpretation in ethnography. It is important to consider the commonalities and differences between evoking and describing, where interpretation is always an act of creating meaning, thus is more than reporting. Ethnographers also take a critical intention toward consciousness raising and change, for example by examining issues of power within cultures. This has given rise to critical ethnography (Also see topic 2.2).
Reading 2.3
Holloway & Wheeler, (2010), Ethnography pp. 153-170.
Sharkey, S., & Larsen, J.A. (2005). Ethnographic exploration: Participation and meaning in everyday life (pp. 168-190). In I. Holloway. Qualitative research in health care. Berkshire: Open University Press.
Grbich (1999), Ethnography. pp. 158-167.
Additional reading
Russel, C. (2004). Ethnography and participant observation. In V. Minichiello, G. Sullivan, K. Greenwood, & R. Axford. Handbook of research methods for nursing and health science (pp. 462-482). (2nd ed.). Frenchs Forrest, NSW: Prentice Hall.
Historical approaches and other methods
All people, groups and individuals have a history. Historical methods seek to describe, examine, analyse and understand past events and experiences in a rigorous and thoughtful way. Historical research is usually interpretive, however, like ethnography, a critical perspective may be taken – which would mean that it would then belong in the critical paradigm (see topic 2.2) In health-related research, historians explore the history of health and disease, together with the history of the social and organisational structures that relate to health and disease. Examples of historical research include histories of public health structures, health institutions and professional organisations. There are also other approaches to undertaking qualitative research, some of which are discussed in this reading.
Reading 2.4
Grbich (1999), Historical methods. pp. 148-151; 180-192.
Glaser, B.G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago : Aldine.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks , California : Sage.
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