Compare the differences and similarities between two of the three types of qualitative studies and give an example of each NRS 433

Compare the differences and similarities between two of the three types of qualitative studies and give an example of each NRS 433

Compare the differences and similarities between two of the three types of qualitative studies and give an example of each NRS 433

The three types of qualitative research are phenomenological, grounded theory, and ethnographic research. Compare the differences and similarities between two of the three types of qualitative studies and give an example of each

Replies

The purpose of qualitative research is to understand individuals lives and figure out what the central meaning is (Renjith 2021). To analyze different phenomena in this context, researchers gather many different views from different individuals to see how the phenomenon effects their life (Maxwell 2020). An example of this would be mothers with children who have leukemia (Renjith 2021). The research would surround every life aspect, from wearing a mask everywhere to staying home on lock down basically to keep infection minimum during treatments (Renjith 2021). Grounded theory is to discovery in the context of the social process being studied. This theory uses comparative analysis, theoretical sampling, theoretical coding, and theoretical saturation. An example of this would be an analysis of the relationship between women and anorexia. The study analysis showed a development of a theoretical framework on the nature of the relationship between the self and anorexia nervosa (Renjith 2021). Ethnographic research studies the anthropology of culture specific areas. Knowledge and behaviors are used in this type of study (Renjith 2021). An example of this type of research study would be “The aim of the ethnographic study by LeBaron et al. was to explore the barriers to opioid availability and cancer pain management in India. The researchers collected data from fifty-nine participants using in-depth semi-structured interviews, participant observation, and document review. The researchers identified significant barriers by open coding and thematic analysis of the formal interview” (Renjith 2021).

The difference between grounded theory and phenomenological theory is the use of comparative analysis, theoretical sampling, and theoretical coding and theoretical saturation. These are unique features to grounded theory research (Renjith 2021). The similarities lie in the fact that they are both qualitative research and so they analyze a little bit differently but do give us some proper research pertaining to the subject.

 

References:

 

Renjith V, Yesodharan R, Noronha JA, Ladd E, George A. Qualitative methods in health care research. Int J Prev Med [serial online] 2021 [cited 2022 Feb 12];12:20. Available from: https://www.ijpvmjournal.net/text.asp?2021/12/1/20/310141

 

Maxwell, J. A. (2020). The Value of Qualitative Inquiry for Public Policy. Qualitative Inquiry, 26(2), 177–186. https://doi.org/10.1177/1077800419857093

  Replies

it is true grounded theory makes use of the coding system. As it implies, the coding plays a major role in research that ahs to do with a grounded theory. In coding the researcher at first explore the open coding, in which the researcher is trying to understand the various identified data, not have a clear comprehension of the information at hand. After then, the researcher dives into axial coding, and also relating codes to one another takes place. Sometimes they attempt to find relationship. Finally, the researchers engages in another type of coding called selective coding. At this point, the researcher has a better understanding of the data collected. He then tries to connect all the information to a core element so they can form a story at the end.

References

Admin. (2015, June 10). Difference between grounded theory and phenomenology. Compare the Difference Between Similar Terms. Retrieved February 13, 2022, from https://www.differencebetween.com/difference-between-grounded-theory-and-vs-phenomenology/

  Replies

Great comparison on the differences and similarities between two of the three types of qualitative studies. Great example of each, it can be confusing in research to to keep these differences distinct.

Replies

Hi Shana! Nice examples you used regarding the types of research you chose. You applied the examples to the everyday lives of some people. There is also something they both have in common. They both seek to explore individuals’ experiences in the part of the worlds in which they live. However, Grounded theory nor phenomenological theory will suit all studies. It is solely up to the researcher to decide which method is best.

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Replies to Shana Fogelman

Ethnographic research focuses on cultures and the behaviors in those cultures and how they affect health and wellness (Green & Johnson, 2018). Ethnography gives the researcher a greater understanding of people who are different from their own belief systems and values. This form of research is invaluable to nursing because it allows nurses to seek a greater understanding of others and applies it to health care in a respectful way. Phenomenological research is focused on a smaller group of people and their experiences rather than an entire culture (Green & Johnson, 2018). This type of research is focused on an experience and how it affects individuals, and the researcher performs extensive interviews, instead of being immersed in a culture (Green & Johnson, 2018).

An example of Ethnographic research is the research done in West Africa during the Ebola outbreak to better understand the burial practices and how they affected the spread of the virus. Having a better understanding of this cultural behavior researchers could respectfully educate people in this culture on how to change some of the practices to prevent the spread of the virus (Wolf et al., 2016).

 

An example of Phenomenological research is a study done about patients with chronic illness and their caregivers at home. In this study, the researcher interviewed 7 nursing students who have chronically ill family members at home and then organized the information into five main themes, physical problems, social problems, economic problems, psychological problems, and treatment-related problems (Ceylan et al., 2019). This study really struck a heartstring for me because I cared for my grandfather while I was in nursing school, and I can relate to the problems these families experienced. Qualitative research is relatable because it is subjective, and emotions are involved.

 

References:

 

Green, S., and Johnson, J. (2018). Research Ethics and Evaluation of Qualitative Research. In Grand Canyon University (Ed.) Nursing Research Understanding Methods for Best Practice (1st ed.). Ch. 2 https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1

 

Wolff, B., Mahoney, F., Lohiniva, A., and Corkum, M. (2018). Collecting and Analyzing Qualitative Data. Centers for Disease Control and Prevention. https://www.cdc.gov/eis/field-epi-manual/chapters/Qualitative-Data.html

 

Ceylan, E., Eskiyurt, R., Koc, A. (2021). Determination of the Problems Experienced by Patients with Chronic Diseases and Their Caregivers During Home Care Process from Nursing Students’ Perspectives: A Phenomenological Study. Eurasian Journal of Family Medicine 10 (3) 141-150. https://doaj.org/article/1c4a1f4e472a4486be200dcae993da3b

 

  Replies to Lee Ann Coffer

Great comparison on the differences and similarities between two of the three types of qualitative studies. Great example of each, it can be confusing in research to to keep these differences distinct.

  Omolara Ogundare

replied toLee Ann Coffer

Feb 12, 2022, 9:22 PM

  Replies to Lee Ann Coffer

Hi Lee Ann,

Compare the differences and similarities between two of the three types of qualitative studies and give an example of each NRS 433

Ethnography is one of the most popular methods of qualitative research, it involves the researcher embedding himself or herself into the daily life and routine of the subject or subjects. Either as an active participant or an observer, the researcher experiences their customs, traditions, mannerisms, reactions to situations and the likes first-hand, and sometimes for years. Geographical constraints could pose as a hindrance for the researcher when using this method of qualitative data.

 

Reference

Sixth Factor. (2019). 5 Types of Qualitative Research Methods. Retrieved from https://sixthfactor.com/5-types-qualitative-research-methods/

 

  Dhanya Poulose

replied toLee Ann Coffer

Feb 13, 2022, 11:15 PM

  Replies to Lee Ann Coffer

Hi Lee,

You are absolutely right , the ethnographic research method is vital not just in nursing but in health care world as it attempts to focus on narrating and interpreting the health behaviors of a culture-sharing group (Renjith et al,2021).  Good example of the case of ebola breakout – The association between an disease outbreak and cultural practice was investigated and analyzed  through ethnographic study and disease prevention through health education was the focus to control the disease outbreak. . Phenomenological research is focused on a smaller group of people and their experiences rather than an entire culture and the study focus of similar experience . Again great example for the phenomenological research exploring the shared experiences of nursing students who were care givers to family members with chronic illness. Structured interviews will enable the researcher to identify the key elements of the shared experince

 

Green, S., & Johnson, J. (2018). Research Ethics and Evaluation of Qualitative Research. Retrieved from Nursing Research: Understanding Methods for Best Practice: https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/home

Renjith, V., Yesodharan, R., Noronha, J. A., Ladd, E., & George, A. (2021). Qualitative Methods in Health Care Research. International Journal of Preventive Medicine, 12(2), 1–7. https://doi-org.lopes.idm.oclc.org/10.4103/ijpvm.IJPVM_321_19

  Shinu Saju

replied toLee Ann Coffer

Feb 14, 2022, 8:56 AM

  • Replies to Lee Ann Coffer

Together with the expansion of qualitative research strategies, the tools of the data group have also considerably developed. Observation along with an interview helps investigators to comprehend the participants’ experiences in more depth. The observation means applying eyes more than ears and tongue through the data collection process. It is also a practice for better understanding of the facts and their relationship to each other, which is achieved by the use of all five senses (Fathi, 2016).

Fathi Najafi, T., Latifnejad Roudsari, R., Ebrahimipour, H., & Bahri, N. (2016). Observation in Grounded Theory and Ethnography: What are the Differences? Iranian Red Crescent Medical Journal, 18(11). https://doi.org/10.5812/ircmj.40786

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

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  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
   16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

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Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points    6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted       5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
        Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost         5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

        Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.