Pub Date : 2024-01-01DOI: 10.1177/16094069241229777
Muhammad Naeem, Wilson Ozuem, Kerry Howell, S. Ranfagni
The concept of saturation in qualitative research is a widely debated topic. Saturation refers to the point at which no new data or themes are emerging from the data set, which indicates that the data have been fully explored. It is considered an important concept as it helps to ensure that the findings are robust and that the data are being used to their full potential to achieve the research aim. Saturation, or the point at which further observation of data will not lead to the discovery of more information related to the research questions, is an important aspect of qualitative research. However, there is some mystification and semantic debate surrounding the term saturation, and it is not always clear how many rounds of research are needed to reach saturation or what criteria are used to make that determination during the thematic analysis process. This paper focuses on the actualisation of saturation in the context of thematic analysis and develops a systematic approach to using data to justify the contribution of research. Consequently, we introduce a distinct model to help researchers reach saturation through refining or expanding existing quotations, codes, themes and concepts as necessary.
{"title":"Demystification and Actualisation of Data Saturation in Qualitative Research Through Thematic Analysis","authors":"Muhammad Naeem, Wilson Ozuem, Kerry Howell, S. Ranfagni","doi":"10.1177/16094069241229777","DOIUrl":"https://doi.org/10.1177/16094069241229777","url":null,"abstract":"The concept of saturation in qualitative research is a widely debated topic. Saturation refers to the point at which no new data or themes are emerging from the data set, which indicates that the data have been fully explored. It is considered an important concept as it helps to ensure that the findings are robust and that the data are being used to their full potential to achieve the research aim. Saturation, or the point at which further observation of data will not lead to the discovery of more information related to the research questions, is an important aspect of qualitative research. However, there is some mystification and semantic debate surrounding the term saturation, and it is not always clear how many rounds of research are needed to reach saturation or what criteria are used to make that determination during the thematic analysis process. This paper focuses on the actualisation of saturation in the context of thematic analysis and develops a systematic approach to using data to justify the contribution of research. Consequently, we introduce a distinct model to help researchers reach saturation through refining or expanding existing quotations, codes, themes and concepts as necessary.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241244862
María José Mayorga-Fernández, Mª del Pilar Sepúlveda-Ruiz, Elena García-Vila
Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students’ practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge.
{"title":"Reconstructing Practical Knowledge in Initial Training. A Qualitative Study","authors":"María José Mayorga-Fernández, Mª del Pilar Sepúlveda-Ruiz, Elena García-Vila","doi":"10.1177/16094069241244862","DOIUrl":"https://doi.org/10.1177/16094069241244862","url":null,"abstract":"Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students’ practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Participatory Health Research (PHR) has the potential to result in more equitable health interventions and impactful research outcomes, and is an increasingly used paradigm in migrant health research. In the context of intersecting systems of social disadvantage imposed on migrant and refugee women, PHR could offer an opportunity for researchers to challenge unequal power dynamics in academic research by co-creating knowledge to improve these women’s healthcare access and use. However, there is limited information about how PHR has been conducted with migrant women, including the extent of their involvement throughout the research process. This scoping review aimed to describe and summarize current evidence on the research approaches and methods that have been used in PHR with women of migrant and refugee backgrounds living in high-income countries, and the extent of community engagement in PHR with this population. We searched MEDLINE Ovid, CINHAL, Scopus, and Web of Science databases from 1 January 2012 to 31 December 2021 to identify qualitative, quantitative, and mixed method studies adopting a PHR approach with migrant women as participants. We included 91 studies from 12 countries. Health topics of included studies included: knowledge, screening and prevention of HPV, cervical and breast cancer, mental health, nutrition and physical activity, gender-based violence, and health promotion and education. The most common PHR approaches were Community-Based Participatory Research and participatory action research. Overall, community engagement was commonly reported in most stages of research; however, participatory engagement with migrant women was more often done by proxy through community organisations or agents, rather than women themselves. We argue that more rigorous reporting of community engagement is necessary to demonstrate PHR conducted with migrant women is following the principles of equity and inclusion in community-academic partnerships.
{"title":"Participatory Health Research With Women From Refugee, Asylum-Seeker, and Migrant Backgrounds Living in High-Income Countries: A Scoping Review","authors":"Martha Vazquez Corona, Alya Hazfiarini, Cathy Vaughan, Karen Block, Meghan A. Bohren","doi":"10.1177/16094069231225371","DOIUrl":"https://doi.org/10.1177/16094069231225371","url":null,"abstract":"Participatory Health Research (PHR) has the potential to result in more equitable health interventions and impactful research outcomes, and is an increasingly used paradigm in migrant health research. In the context of intersecting systems of social disadvantage imposed on migrant and refugee women, PHR could offer an opportunity for researchers to challenge unequal power dynamics in academic research by co-creating knowledge to improve these women’s healthcare access and use. However, there is limited information about how PHR has been conducted with migrant women, including the extent of their involvement throughout the research process. This scoping review aimed to describe and summarize current evidence on the research approaches and methods that have been used in PHR with women of migrant and refugee backgrounds living in high-income countries, and the extent of community engagement in PHR with this population. We searched MEDLINE Ovid, CINHAL, Scopus, and Web of Science databases from 1 January 2012 to 31 December 2021 to identify qualitative, quantitative, and mixed method studies adopting a PHR approach with migrant women as participants. We included 91 studies from 12 countries. Health topics of included studies included: knowledge, screening and prevention of HPV, cervical and breast cancer, mental health, nutrition and physical activity, gender-based violence, and health promotion and education. The most common PHR approaches were Community-Based Participatory Research and participatory action research. Overall, community engagement was commonly reported in most stages of research; however, participatory engagement with migrant women was more often done by proxy through community organisations or agents, rather than women themselves. We argue that more rigorous reporting of community engagement is necessary to demonstrate PHR conducted with migrant women is following the principles of equity and inclusion in community-academic partnerships.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139455517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069231216607
Kinan Aldamman, Dr. Frédérique Vallières, B. Gilmore
Realist evaluation methodology aims to understand social programmes by revealing what works, for whom, in what circumstances, and how and why. Realist evaluation starts with generating initial programme theories (IPTs), which are subsequently tested and refined systematically using a multi-methods approach. This article describes a case study of the utilisation of vignettes, or short hypothetical stories, as part of the teacher-learner cycles recommended within realist evaluation. First, we explore the methodological alignment between vignettes and realist evaluation. We then present a specific case example of the application of vignettes as a data collection tool and discuss the potential advantages and the challenges of using vignettes within realist evaluation. Finally, we offer recommendations for researchers who wish to employ vignettes as a powerful instrument that can be used to better explain IPTs to participants and, in turn, enrich their participation in theory refinement within the realist evaluation framework.
{"title":"Vignettes to Support Theory Refinement: Methodological Insights From a Realist Evaluation","authors":"Kinan Aldamman, Dr. Frédérique Vallières, B. Gilmore","doi":"10.1177/16094069231216607","DOIUrl":"https://doi.org/10.1177/16094069231216607","url":null,"abstract":"Realist evaluation methodology aims to understand social programmes by revealing what works, for whom, in what circumstances, and how and why. Realist evaluation starts with generating initial programme theories (IPTs), which are subsequently tested and refined systematically using a multi-methods approach. This article describes a case study of the utilisation of vignettes, or short hypothetical stories, as part of the teacher-learner cycles recommended within realist evaluation. First, we explore the methodological alignment between vignettes and realist evaluation. We then present a specific case example of the application of vignettes as a data collection tool and discuss the potential advantages and the challenges of using vignettes within realist evaluation. Finally, we offer recommendations for researchers who wish to employ vignettes as a powerful instrument that can be used to better explain IPTs to participants and, in turn, enrich their participation in theory refinement within the realist evaluation framework.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139456166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069231223926
M. Archibald, Sharifat Makinde, Nicole Tongo
Background: Arts-based research methods and priority setting research both reflect growing commitments towards public and participant involvement in research activities. This has contributed to a growth of these respective methods across research disciplines and sectors, but their intersection has not been explored. Methods: We conducted a scoping review to map the state-of-the-science of arts-based approaches within priority setting research. We conducted an open search of three databases, conducted reference list mining, and hand-searched two journals to identify relevant articles. Of 5457 records retrieved, 11 met our pre-established inclusion criteria and were included in the review. Data were extracted using Microsoft Excel to produce narrative and descriptive summaries. Findings: All articles had some degree of health focus. Areas of priority setting centered on chronic illness, hard to reach populations, cancer survivorship, dental reform, and youth. In terms of artistic approaches, the majority of the articles included visual methods, with some articles utilizing multiple art approaches such as music, drawing, and filmmaking. Qualitative methods were used in all articles alongside the arts-based approaches, encompassing techniques such as interviews, discussions, and storytelling. Priority setting activites were mainly facilitated in group settings. The suggested benefits of arts-based approaches included enhancing participant communication, improving accessible research dissemination, and encouraging dialogues on identified health concerns. Challenges with using arts-based approaches included limitations on time and resources. Conclusion: Arts-based approaches to priority setting is an expanding field, with clear applications across various research contexts and priority focal areas. Further attention to the integration of arts-based approaches within priority setting, their theoretical underpinnings, and concurrent development and evaluation of arts-based priority setting methods are warranted.
背景：以艺术为基础的研究方法和确定优先事项的研究都反映了公众和参与者对参与研究活动的日益增长的承诺。这促进了这些方法在各研究学科和领域的发展，但它们之间的交叉点尚未得到探讨。方法：我们进行了一次范围界定审查，以了解优先事项设定研究中以艺术为基础的方法的科学现状。我们对三个数据库进行了开放式检索，对参考文献列表进行了挖掘，并对两份期刊进行了手工检索，以确定相关文章。在检索到的 5457 条记录中，有 11 条符合我们预先设定的纳入标准，并被纳入综述。我们使用 Microsoft Excel 对数据进行了提取，并制作了叙述性和描述性摘要。研究结果所有文章都在一定程度上关注健康问题。优先考虑的领域集中在慢性病、难以接触的人群、癌症幸存者、牙科改革和青少年。在艺术方法方面，大多数文章都采用了视觉方法，有些文章还采用了多种艺术方法，如音乐、绘画和电影制作。所有文章在使用艺术方法的同时，还使用了定性方法，包括访谈、讨论和讲故事等技巧。确定优先事项的活动主要在小组环境中进行。以艺术为基础的方法所带来的益处包括：加强参与者之间的交流、改善研究成果的传播以及鼓励就已确定的健康问题开展对话。使用艺术方法面临的挑战包括时间和资源的限制。结论以艺术为基础的优先事项确定方法是一个不断扩展的领域，在各种研究背景和优先重点领域都有明确的应用。有必要进一步关注将艺术方法纳入优先事项设定、其理论基础，以及同时开发和评估基于艺术的优先事项设定方法。
{"title":"Arts-Based Approaches to Priority Setting: Current Applications and Future Possibilities","authors":"M. Archibald, Sharifat Makinde, Nicole Tongo","doi":"10.1177/16094069231223926","DOIUrl":"https://doi.org/10.1177/16094069231223926","url":null,"abstract":"Background: Arts-based research methods and priority setting research both reflect growing commitments towards public and participant involvement in research activities. This has contributed to a growth of these respective methods across research disciplines and sectors, but their intersection has not been explored. Methods: We conducted a scoping review to map the state-of-the-science of arts-based approaches within priority setting research. We conducted an open search of three databases, conducted reference list mining, and hand-searched two journals to identify relevant articles. Of 5457 records retrieved, 11 met our pre-established inclusion criteria and were included in the review. Data were extracted using Microsoft Excel to produce narrative and descriptive summaries. Findings: All articles had some degree of health focus. Areas of priority setting centered on chronic illness, hard to reach populations, cancer survivorship, dental reform, and youth. In terms of artistic approaches, the majority of the articles included visual methods, with some articles utilizing multiple art approaches such as music, drawing, and filmmaking. Qualitative methods were used in all articles alongside the arts-based approaches, encompassing techniques such as interviews, discussions, and storytelling. Priority setting activites were mainly facilitated in group settings. The suggested benefits of arts-based approaches included enhancing participant communication, improving accessible research dissemination, and encouraging dialogues on identified health concerns. Challenges with using arts-based approaches included limitations on time and resources. Conclusion: Arts-based approaches to priority setting is an expanding field, with clear applications across various research contexts and priority focal areas. Further attention to the integration of arts-based approaches within priority setting, their theoretical underpinnings, and concurrent development and evaluation of arts-based priority setting methods are warranted.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139458276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241230413
Jessica A. Malloy, Stephanie R. Partridge, Joya A. Kemper, Rajshri Roy
This study protocol discusses the co-design and co-development of a social media health promotion program for young women. The program aims to disseminate evidence-based health information and promote healthy behaviours among young women aged 18–24 years. The evidence-base for social media interventions is explored, with examples of successful health promotion programs using social media platforms for example, Facebook. The social media health promotion program has been developed in four phases, including a literature review, interviews and workshops with young women, dietitians, digital marketers and marketing and nutrition academics, co-design and development of the program, and a feasibility study. The feasibility study will be using a mixed-methods approach, including surveys, focus groups, and social media analytics. Overall, this protocol highlights the potential of social media as a platform for promoting health behaviours among young adults and provides a framework for the co-design and co-development of evidence-based health promotion programs using social media.
{"title":"Co-Designing a Social Media Health Promotion for Young Women: A Study Protocol","authors":"Jessica A. Malloy, Stephanie R. Partridge, Joya A. Kemper, Rajshri Roy","doi":"10.1177/16094069241230413","DOIUrl":"https://doi.org/10.1177/16094069241230413","url":null,"abstract":"This study protocol discusses the co-design and co-development of a social media health promotion program for young women. The program aims to disseminate evidence-based health information and promote healthy behaviours among young women aged 18–24 years. The evidence-base for social media interventions is explored, with examples of successful health promotion programs using social media platforms for example, Facebook. The social media health promotion program has been developed in four phases, including a literature review, interviews and workshops with young women, dietitians, digital marketers and marketing and nutrition academics, co-design and development of the program, and a feasibility study. The feasibility study will be using a mixed-methods approach, including surveys, focus groups, and social media analytics. Overall, this protocol highlights the potential of social media as a platform for promoting health behaviours among young adults and provides a framework for the co-design and co-development of evidence-based health promotion programs using social media.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140522806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241235564
Ranjan Datta, Teena Starlight
In this paper, Indigenous and non-Indigenous scholars used a decolonial conversation framework to build a meaningful bridge between Indigenous and Western worldviews. Our decolonial conversations approach is a unique and transformative space where Indigenous and Western knowledge systems intersect, facilitating a rich exchange of valuable insights for fostering intercultural dialogue and breathing new ways of knowing and acting into Indigenous cultures. The decolonial conversation provides a platform for transmitting Indigenous knowledge and cultural practices across generations by uniting Indigenous land-based knowledge, community members, and Western researchers. Integrating Indigenous and Western knowledge systems in these environments fosters collaboration, dispels stereotypes, and forges partnerships grounded in reciprocity and trust. Through this collaborative process, traditional cultural camps emerge as potent catalysts for instilling cultural pride, fostering community resilience, and co-creating knowledge. This collaborative approach aligns with the broader objectives of decolonization and cultural revitalization. In our exploration following the decolonial learning conversation, we, comprising an Indigenous woman land-based educator and a racialized academic scholar, focused on the transformative potential and synergies realized by integrating these knowledge systems within the context of traditional cultural camps.
{"title":"Building a Meaningful Bridge Between Indigenous and Western Worldviews: Through Decolonial Conversation","authors":"Ranjan Datta, Teena Starlight","doi":"10.1177/16094069241235564","DOIUrl":"https://doi.org/10.1177/16094069241235564","url":null,"abstract":"In this paper, Indigenous and non-Indigenous scholars used a decolonial conversation framework to build a meaningful bridge between Indigenous and Western worldviews. Our decolonial conversations approach is a unique and transformative space where Indigenous and Western knowledge systems intersect, facilitating a rich exchange of valuable insights for fostering intercultural dialogue and breathing new ways of knowing and acting into Indigenous cultures. The decolonial conversation provides a platform for transmitting Indigenous knowledge and cultural practices across generations by uniting Indigenous land-based knowledge, community members, and Western researchers. Integrating Indigenous and Western knowledge systems in these environments fosters collaboration, dispels stereotypes, and forges partnerships grounded in reciprocity and trust. Through this collaborative process, traditional cultural camps emerge as potent catalysts for instilling cultural pride, fostering community resilience, and co-creating knowledge. This collaborative approach aligns with the broader objectives of decolonization and cultural revitalization. In our exploration following the decolonial learning conversation, we, comprising an Indigenous woman land-based educator and a racialized academic scholar, focused on the transformative potential and synergies realized by integrating these knowledge systems within the context of traditional cultural camps.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241243176
Liebenberg L, Sanders J, Webster J, Mercier J
This research project creates and tests sets of resources that support practitioners to build effective change-focused relationships with young people. It does this using a Community of Practice (CoP) approach that brings together researchers, social sector and tangata whenua (indigenous) practitioners and international experts. The research has three steps: (1) Development of prototype resources; (2) Testing the prototype to confirm usability and efficacy; and (3) The creation of kaitiaki (guardianship) processes which will secure the ongoing availability of the resources beyond the end of the research project. This protocol details the origins of the project in community relationships and the methods used to create the resources and the kaitiaki processes.
{"title":"Relational Resources for Change – New Futures for Youth With Complex Needs: A Research Protocol","authors":"Liebenberg L, Sanders J, Webster J, Mercier J","doi":"10.1177/16094069241243176","DOIUrl":"https://doi.org/10.1177/16094069241243176","url":null,"abstract":"This research project creates and tests sets of resources that support practitioners to build effective change-focused relationships with young people. It does this using a Community of Practice (CoP) approach that brings together researchers, social sector and tangata whenua (indigenous) practitioners and international experts. The research has three steps: (1) Development of prototype resources; (2) Testing the prototype to confirm usability and efficacy; and (3) The creation of kaitiaki (guardianship) processes which will secure the ongoing availability of the resources beyond the end of the research project. This protocol details the origins of the project in community relationships and the methods used to create the resources and the kaitiaki processes.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241242264
Steven Hall, Linda Liebenberg
Qualitative description (QD) offers an accessible entry point for master’s-level students and research trainees embarking on a qualitative research learning journey, emphasizing direct, rich descriptions of experiences and events without extensive theorization or abstraction. This method, rooted in naturalistic inquiry, allows for flexibility in theoretical approaches, sampling techniques, and data collection strategies, making it well-suited for a wide range of disciplines, particularly in health research. QD’s strengths lie in its straightforward approach, focusing on participants’ perspectives and staying close to the data. Despite its advantages, QD faces challenges regarding perceived academic credibility and its limited contribution to theoretical development due to its simplicity and focus on low inference interpretation. Nonetheless, QD’s role in fostering critical thinking, analytical skills, and an understanding of qualitative methodologies in novice researchers highlights its significance as a foundational method in qualitative research education.
{"title":"Qualitative Description as an Introductory Method to Qualitative Research for Master’s-Level Students and Research Trainees","authors":"Steven Hall, Linda Liebenberg","doi":"10.1177/16094069241242264","DOIUrl":"https://doi.org/10.1177/16094069241242264","url":null,"abstract":"Qualitative description (QD) offers an accessible entry point for master’s-level students and research trainees embarking on a qualitative research learning journey, emphasizing direct, rich descriptions of experiences and events without extensive theorization or abstraction. This method, rooted in naturalistic inquiry, allows for flexibility in theoretical approaches, sampling techniques, and data collection strategies, making it well-suited for a wide range of disciplines, particularly in health research. QD’s strengths lie in its straightforward approach, focusing on participants’ perspectives and staying close to the data. Despite its advantages, QD faces challenges regarding perceived academic credibility and its limited contribution to theoretical development due to its simplicity and focus on low inference interpretation. Nonetheless, QD’s role in fostering critical thinking, analytical skills, and an understanding of qualitative methodologies in novice researchers highlights its significance as a foundational method in qualitative research education.","PeriodicalId":48220,"journal":{"name":"International Journal of Qualitative Methods","volume":null,"pages":null},"PeriodicalIF":5.4,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1177/16094069241241151
Joanna de Souza, Karen Gillett, Y. Salifu, Catherine Walshe
Qualitative data collection using online focus groups is increasing in popularity. However this may change the way discussion is created and steered by the participants and facilitators in these focus groups and so potentially influence the data collected. In a focus group study exploring end of life family conversations in African and Caribbean heritage communities, two focus groups were held face-to-faqzce and a further three took place online using the online video conference software, Microsoft teams. Sociograms and an interaction questionnaire were used to analyse participant interactions in each group. The study involved 21 participants across the five groups. The use of sociograms showed that direct participant to participant interactions were rarer in the online groups, most interactions went via the facilitator who as a result retained more power over the direction of the conversation. Participants responses analysed using the interaction questionnaire showed that participants were stimulated by the experiences of others in both contexts. The facilitator found it harder to create rapport in the online groups than in the face-to-face groups where conversation between participants seemed to flow more smoothly. The observer notes suggested that non-verbal communication was less evident in the online groups. In larger groups people made more use of turn taking using the hands-up function and chat box than in smaller groups where all participants could see each other more easily on screen. Researchers need to be aware of the impact of different delivery modalities on group interactions and how this may change the power dynamics of who is controlling the narrative and therefore the data generated. Group facilitators may need find it useful to develop skills needed to maximise the conversational element of online forms of data collection.
使用在线焦点小组收集定性数据的做法越来越流行。然而，这可能会改变焦点小组参与者和主持人创建和引导讨论的方式，从而可能影响所收集的数据。在一项探索非洲和加勒比遗产社区生命末期家庭对话的焦点小组研究中，有两个焦点小组是面对面进行的，另外三个焦点小组是使用在线视频会议软件 Microsoft teams 在线进行的。社会图和互动问卷用于分析每个小组中参与者的互动情况。这项研究涉及五个小组的 21 名参与者。社会图的使用表明，在在线小组中，参与者与参与者之间的直接互动比较少见，大多数互动都是通过主持人进行的，因此主持人对谈话的方向有更大的控制权。使用互动问卷对参与者的回答进行的分析表明，在这两种情况下，参与者都会受到他人经验的刺激。主持人发现，与面对面小组相比，在线小组更难建立融洽的关系，而在面对面小组中，参与者之间的对话似乎更加顺畅。观察员的记录表明，在线小组中的非语言交流不太明显。在人数较多的小组中，人们更多地使用举手功能和聊天框来轮流发言，而在人数较少的小组中，所有参与者都能更容易地在屏幕上看到对方。研究人员需要意识到不同的传递方式对小组互动的影响，以及这可能会如何改变由谁控制叙述的权力动态，从而改变所生成的数据。小组主持人可能需要发展必要的技能，以最大限度地利用在线数据收集形式中的对话元素。
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