This document provides an overview of qualitative research and its applications in continuing education for healthcare professionals (CEHP). It discusses the qualitative approach, data collection methods like interviews, analysis techniques including coding, and reporting results. Qualitative research explores experiences and perceptions through open-ended questions to provide deep insights. It is well-suited for needs assessments, intervention development, and evaluation across CEHP phases. The document reviews online data collection tools, question types, interviewer behavior, and software to assist with coding, organization, and visualization of results.
Here are the answers to your questions:
1. FINER criteria of a good research question are: Feasible, Interesting, Novel, Ethical, Relevant.
2. A null hypothesis is a statistical hypothesis that predicts that no relationship exists between two variables.
3. The types of relationships that may exist between two variables are: positive, negative, or no relationship.
4. Read around comes first before read into. Read around gives a broad overview of the topic area, while read into involves an in-depth review.
5. The literature review is often called the "mother of the research" as it helps identify gaps and formulate the research question.
6. If we
This document discusses assumptions in research. It defines assumptions as statements taken as true without proof, and distinguishes them from hypotheses by saying assumptions are beliefs while hypotheses are testable predictions. It outlines several types of assumptions researchers may have, including universal assumptions, those based on theories, and those needed to conduct a study. Examples of assumptions in nursing research are provided, such as people wanting control of their health or health professionals viewing care differently than patients. The document also discusses limitations of research, such as theoretical limitations from specific concepts or methodological limitations from weak designs.
This document discusses key aspects of developing a research study such as determining research questions, purpose statements, hypotheses, and types of research questions. It provides guidance on formulating feasible, interesting, novel, ethical, and relevant research topics using the FINER criteria. Descriptive, relational, and causal questions are defined. Steps for constructing a research question and hypothesis are outlined. Finally, tips for structuring a research report are provided.
This document discusses defining research questions and the key components of developing good research questions. It begins by explaining that well-crafted research questions guide systematic research planning and enable the design of studies that can effectively answer the questions. There are three main types of research questions: descriptive questions that seek to describe phenomena, relationship questions that investigate associations between variables, and difference questions that make comparisons between groups. The document emphasizes that good research questions should be clearly linked to research goals, guide appropriate data collection and analysis, and be feasible, interesting, novel, relevant and ethical. It provides examples of each type of research question and discusses problem distillation and writing a clear problem statement.
1. The document discusses the attributes and qualities of an effective researcher. It notes that researchers must have intellectual curiosity, be honest, and think critically.
2. Key qualities of a good researcher include being research-oriented, efficient, scientific, effective, analytic, responsive, creative, and honest. Researchers must also have an analytical mind, strong communication skills, and be able to stay calm under pressure.
3. The document emphasizes that good researchers are curious, quick thinkers who are committed to their work and pay close attention to detail. They understand basic statistics and can work well in a team environment.
This document provides an overview of qualitative research and its applications in continuing education for healthcare professionals (CEHP). It discusses the qualitative approach, data collection methods like interviews, analysis techniques including coding, and reporting results. Qualitative research explores experiences and perceptions through open-ended questions to provide deep insights. It is well-suited for needs assessments, intervention development, and evaluation across CEHP phases. The document reviews online data collection tools, question types, interviewer behavior, and software to assist with coding, organization, and visualization of results.
Here are the answers to your questions:
1. FINER criteria of a good research question are: Feasible, Interesting, Novel, Ethical, Relevant.
2. A null hypothesis is a statistical hypothesis that predicts that no relationship exists between two variables.
3. The types of relationships that may exist between two variables are: positive, negative, or no relationship.
4. Read around comes first before read into. Read around gives a broad overview of the topic area, while read into involves an in-depth review.
5. The literature review is often called the "mother of the research" as it helps identify gaps and formulate the research question.
6. If we
This document discusses assumptions in research. It defines assumptions as statements taken as true without proof, and distinguishes them from hypotheses by saying assumptions are beliefs while hypotheses are testable predictions. It outlines several types of assumptions researchers may have, including universal assumptions, those based on theories, and those needed to conduct a study. Examples of assumptions in nursing research are provided, such as people wanting control of their health or health professionals viewing care differently than patients. The document also discusses limitations of research, such as theoretical limitations from specific concepts or methodological limitations from weak designs.
This document discusses key aspects of developing a research study such as determining research questions, purpose statements, hypotheses, and types of research questions. It provides guidance on formulating feasible, interesting, novel, ethical, and relevant research topics using the FINER criteria. Descriptive, relational, and causal questions are defined. Steps for constructing a research question and hypothesis are outlined. Finally, tips for structuring a research report are provided.
This document discusses defining research questions and the key components of developing good research questions. It begins by explaining that well-crafted research questions guide systematic research planning and enable the design of studies that can effectively answer the questions. There are three main types of research questions: descriptive questions that seek to describe phenomena, relationship questions that investigate associations between variables, and difference questions that make comparisons between groups. The document emphasizes that good research questions should be clearly linked to research goals, guide appropriate data collection and analysis, and be feasible, interesting, novel, relevant and ethical. It provides examples of each type of research question and discusses problem distillation and writing a clear problem statement.
1. The document discusses the attributes and qualities of an effective researcher. It notes that researchers must have intellectual curiosity, be honest, and think critically.
2. Key qualities of a good researcher include being research-oriented, efficient, scientific, effective, analytic, responsive, creative, and honest. Researchers must also have an analytical mind, strong communication skills, and be able to stay calm under pressure.
3. The document emphasizes that good researchers are curious, quick thinkers who are committed to their work and pay close attention to detail. They understand basic statistics and can work well in a team environment.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
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This document describes a comparative analysis project that evaluated whether a rapid qualitative analysis approach could deliver findings more quickly than a traditional in-depth analysis method. The rapid analysis used summary templates to analyze data within a short timeframe, while the in-depth analysis used coding and the Framework method. The results found that rapid analysis was much faster for data management but took longer for interpretation. Both methods produced similar key issues and recommendations, but the in-depth analysis provided more specific, context-informed findings. The document reflects on the applications and limitations of rapid qualitative analysis approaches.
This document provides definitions and explanations of key concepts in research such as research, research questions, hypotheses, and the FINER criteria for developing good research questions. It defines research as a systematic investigative process to increase knowledge. It explains that a research question focuses the study and determines the methodology. Hypotheses make testable predictions about the relationship between variables. The FINER criteria (Feasible, Interesting, Novel, Ethical, Relevant) provide a framework for formulating strong research questions.
This document outlines 15 criteria for selecting a good research problem: 1) significance to the discipline, 2) originality, 3) feasibility, 4) administrative support, 5) peer support, 6) availability of subjects, 7) researcher's competency, 8) ethical considerations, 9) being solvable, 10) being current, 11) being interesting, 12) being clear and unambiguous, 13) being empirical and verifiable, 14) relevance, and 15) being systematic. It emphasizes that a good research problem contributes new knowledge to a field, can be completed given constraints, and generates useful results.
This document discusses research methodology and the concept of hypotheses. It defines a hypothesis as a tentative statement about a problem's solution that can be empirically tested. The document outlines the key characteristics of hypotheses, including that they are conceptual, declarative statements that reference empirical variables and have a future orientation toward verification. Hypotheses are important as they focus research, guide the investigator, and prevent blind searches for data. Different types of hypotheses are discussed, including question, declarative statement, directional statement, and null forms.
The document discusses problem statements in research. It defines a problem statement as a well-structured formulation of what the problem is, what is not well understood, and what needs to be discovered to solve the problem. A good problem statement includes the relevance of the study, objectives, variables defined operationally, and delimitations. It also discusses selecting a research area, reviewing literature, delimiting the topic, evaluating significance and feasibility, and formulating a clear, precise statement of the research problem in declarative or interrogative format. An example problem statement on nosocomial infections among ICU patients is provided to demonstrate key components.
This document discusses how to generate a research problem and formulate a research question. It explains that the research question is the most important part of a research proposal as it defines the research and guides the inquiry. The document provides guidance on developing a good research question, including that it should be feasible, interesting, novel, ethical, and relevant. It also describes different types of research questions such as those asking about existence, description, relationships, causality, and comparisons. Overall, the key aspects covered are identifying a research problem and narrowing it down to a specific research question.
This document discusses elements of research design, including:
1. The purpose of a study can be exploratory, descriptive, or for hypothesis testing. Exploratory studies investigate unknown phenomena, descriptive studies characterize variables, and hypothesis testing examines relationships.
2. Types of investigation include causal studies that establish cause-and-effect and correlational studies that identify associated factors.
3. The extent of researcher interference ranges from minimal in correlational studies to manipulation and control in causal studies.
Characteristics of a good researcher - am i a researcher?Dr. Mazlan Abbas
Presentation to IIUM - Industry Talk
March 15, 2013 @ 3.00pm
Auditorium B, E2-Level 2,
Kulliyyah of Engineering
International Islamic University Malaysia (IIUM),
Gombak, Malaysia
conceptualisation leads to better clarity while doing research . It provides road map to progress and verify the outcome of research . Research questions , objectives , gaps and hypothesis can be mapped on the conceptual framework . It also helps in operationalisation of the variables.
- A hypothesis is a tentative statement about the relationship between variables that can be tested. The null hypothesis predicts no relationship, while alternative hypotheses predict a relationship or difference.
- Good hypotheses are testable, specific, and empirically referenced. They should specify the variables and describe a single relationship. Difficulties in formulation may arise from a lack of theoretical framework or ability to phrase the hypothesis strongly.
- Hypotheses can come from various sources like past research, discussions, or personal experiences. While some argue hypotheses can bias research, others believe they are necessary for guiding different types of studies.
This proposal outlines the key components and guidelines for writing an effective research proposal. It discusses including: an introduction that establishes the problem, significance and purpose; a literature review to define concepts and gaps; hypotheses or research questions linked to a theoretical framework; methodology detailing design, sample, data collection and analysis; and consideration of resources and ethics. The proposal emphasizes developing ideas logically, following guidelines, and avoiding common criticisms like an unfocused or unoriginal project. The goal is to communicate a well-planned, significant study that generates support and demonstrates the researcher's qualifications.
This document discusses key concepts in research methods. It defines what constitutes a science, including being based on empirical evidence, being objective and falsifiable. It also discusses peer review which ensures research quality, and some of its limitations. Different research designs are examined like experiments, observations and surveys. Ethical issues in research and ways to address them are outlined. The document also covers reliability and validity, important considerations in research quality. Sampling methods and their pros and cons are defined. Finally, it provides guidance on how to structure answers when discussing research methods concepts or studies.
Methods for developing assessment instruments to generate useful data in t…Pat Barlow
The authors developed assessment instruments to evaluate graduate medical residents' knowledge of clinical research skills in the presence of vague course objectives. They used 5 practical tips: 1) understand the learning and work environment; 2) clarify the assessment purpose; 3) leverage existing resources; 4) design instruments fitting the purpose; and 5) obtain ongoing feedback through iterative testing and revision. Assessment results improved the curriculum and instruments by identifying gaps and refining objectives and content.
This document discusses concepts and measurement in research. It defines key terms like concept, measurement, scale, and index. It explains that a concept needs to be both conceptualized and operationalized for measurement. Conceptualization involves developing a theoretical definition, while operationalization links this to specific measurement procedures through dimensions and elements. An example is provided on operationalizing job satisfaction, including potential dimensions like work, pay, promotion opportunities, and developing survey statements to measure elements of each dimension. Different types of scales are outlined, including nominal, ordinal, interval, and ratio scales. Finally, the document distinguishes between a scale, which arranges responses on a continuum, and an index, which combines multiple indicators into a single score.
Assumptions and delimitations (Nursing research)Aquiflal KM
This document discusses assumptions and delimitations in research. It defines assumptions as statements taken as true without proof, such as beliefs about a phenomenon. Assumptions provide a foundation for research but are not proven. The document outlines different types of assumptions and how they are used in research. Delimitations define the boundaries or limits set by the researcher to control the scope of a study, such as the population, location, or methodology. Delimitations are used to make a study feasible and avoid ambiguities. Examples of delimitations include limiting the sample, geographic area, or tools used in a study.
Qualitative research differs from quantitative research in its goals and methods. Qualitative research aims to understand human experiences holistically rather than test hypotheses. It relies on subjective data like words rather than numbers. Small, non-random samples are used. Data comes from observations, interviews and documents. The researcher interacts closely with participants. Analysis looks for themes rather than statistics. Validity relies on rigorously applying the chosen qualitative method.
I’m a young Pakistani Blogger, Academic Writer, Freelancer, Quaidian & MPhil Scholar, Quote Lover, Co-Founder at Essar Student Fund & Blueprism Academia, belonging from Mehdiabad, Skardu, Gilgit Baltistan, Pakistan.
I am an academic writer & freelancer! I can work on Research Paper, Thesis Writing, Academic Research, Research Project, Proposals, Assignments, Business Plans, and Case study research.
Expertise:
Management Sciences, Business Management, Marketing, HRM, Banking, Business Marketing, Corporate Finance, International Business Management
For Order Online:
Whatsapp: +923452502478
Portfolio Link: https://blueprismacademia.wordpress.com/
Email: arguni.hasnain@gmail.com
Follow Me:
Linkedin: arguni_hasnain
Instagram : arguni.hasnain
Facebook: arguni.hasnain
This document describes a comparative analysis project that evaluated whether a rapid qualitative analysis approach could deliver findings more quickly than a traditional in-depth analysis method. The rapid analysis used summary templates to analyze data within a short timeframe, while the in-depth analysis used coding and the Framework method. The results found that rapid analysis was much faster for data management but took longer for interpretation. Both methods produced similar key issues and recommendations, but the in-depth analysis provided more specific, context-informed findings. The document reflects on the applications and limitations of rapid qualitative analysis approaches.
This document provides definitions and explanations of key concepts in research such as research, research questions, hypotheses, and the FINER criteria for developing good research questions. It defines research as a systematic investigative process to increase knowledge. It explains that a research question focuses the study and determines the methodology. Hypotheses make testable predictions about the relationship between variables. The FINER criteria (Feasible, Interesting, Novel, Ethical, Relevant) provide a framework for formulating strong research questions.
This document outlines 15 criteria for selecting a good research problem: 1) significance to the discipline, 2) originality, 3) feasibility, 4) administrative support, 5) peer support, 6) availability of subjects, 7) researcher's competency, 8) ethical considerations, 9) being solvable, 10) being current, 11) being interesting, 12) being clear and unambiguous, 13) being empirical and verifiable, 14) relevance, and 15) being systematic. It emphasizes that a good research problem contributes new knowledge to a field, can be completed given constraints, and generates useful results.
This document discusses research methodology and the concept of hypotheses. It defines a hypothesis as a tentative statement about a problem's solution that can be empirically tested. The document outlines the key characteristics of hypotheses, including that they are conceptual, declarative statements that reference empirical variables and have a future orientation toward verification. Hypotheses are important as they focus research, guide the investigator, and prevent blind searches for data. Different types of hypotheses are discussed, including question, declarative statement, directional statement, and null forms.
The document discusses problem statements in research. It defines a problem statement as a well-structured formulation of what the problem is, what is not well understood, and what needs to be discovered to solve the problem. A good problem statement includes the relevance of the study, objectives, variables defined operationally, and delimitations. It also discusses selecting a research area, reviewing literature, delimiting the topic, evaluating significance and feasibility, and formulating a clear, precise statement of the research problem in declarative or interrogative format. An example problem statement on nosocomial infections among ICU patients is provided to demonstrate key components.
This document discusses how to generate a research problem and formulate a research question. It explains that the research question is the most important part of a research proposal as it defines the research and guides the inquiry. The document provides guidance on developing a good research question, including that it should be feasible, interesting, novel, ethical, and relevant. It also describes different types of research questions such as those asking about existence, description, relationships, causality, and comparisons. Overall, the key aspects covered are identifying a research problem and narrowing it down to a specific research question.
This document discusses elements of research design, including:
1. The purpose of a study can be exploratory, descriptive, or for hypothesis testing. Exploratory studies investigate unknown phenomena, descriptive studies characterize variables, and hypothesis testing examines relationships.
2. Types of investigation include causal studies that establish cause-and-effect and correlational studies that identify associated factors.
3. The extent of researcher interference ranges from minimal in correlational studies to manipulation and control in causal studies.
Characteristics of a good researcher - am i a researcher?Dr. Mazlan Abbas
Presentation to IIUM - Industry Talk
March 15, 2013 @ 3.00pm
Auditorium B, E2-Level 2,
Kulliyyah of Engineering
International Islamic University Malaysia (IIUM),
Gombak, Malaysia
conceptualisation leads to better clarity while doing research . It provides road map to progress and verify the outcome of research . Research questions , objectives , gaps and hypothesis can be mapped on the conceptual framework . It also helps in operationalisation of the variables.
- A hypothesis is a tentative statement about the relationship between variables that can be tested. The null hypothesis predicts no relationship, while alternative hypotheses predict a relationship or difference.
- Good hypotheses are testable, specific, and empirically referenced. They should specify the variables and describe a single relationship. Difficulties in formulation may arise from a lack of theoretical framework or ability to phrase the hypothesis strongly.
- Hypotheses can come from various sources like past research, discussions, or personal experiences. While some argue hypotheses can bias research, others believe they are necessary for guiding different types of studies.
This proposal outlines the key components and guidelines for writing an effective research proposal. It discusses including: an introduction that establishes the problem, significance and purpose; a literature review to define concepts and gaps; hypotheses or research questions linked to a theoretical framework; methodology detailing design, sample, data collection and analysis; and consideration of resources and ethics. The proposal emphasizes developing ideas logically, following guidelines, and avoiding common criticisms like an unfocused or unoriginal project. The goal is to communicate a well-planned, significant study that generates support and demonstrates the researcher's qualifications.
This document discusses key concepts in research methods. It defines what constitutes a science, including being based on empirical evidence, being objective and falsifiable. It also discusses peer review which ensures research quality, and some of its limitations. Different research designs are examined like experiments, observations and surveys. Ethical issues in research and ways to address them are outlined. The document also covers reliability and validity, important considerations in research quality. Sampling methods and their pros and cons are defined. Finally, it provides guidance on how to structure answers when discussing research methods concepts or studies.
Methods for developing assessment instruments to generate useful data in t…Pat Barlow
The authors developed assessment instruments to evaluate graduate medical residents' knowledge of clinical research skills in the presence of vague course objectives. They used 5 practical tips: 1) understand the learning and work environment; 2) clarify the assessment purpose; 3) leverage existing resources; 4) design instruments fitting the purpose; and 5) obtain ongoing feedback through iterative testing and revision. Assessment results improved the curriculum and instruments by identifying gaps and refining objectives and content.
This document discusses concepts and measurement in research. It defines key terms like concept, measurement, scale, and index. It explains that a concept needs to be both conceptualized and operationalized for measurement. Conceptualization involves developing a theoretical definition, while operationalization links this to specific measurement procedures through dimensions and elements. An example is provided on operationalizing job satisfaction, including potential dimensions like work, pay, promotion opportunities, and developing survey statements to measure elements of each dimension. Different types of scales are outlined, including nominal, ordinal, interval, and ratio scales. Finally, the document distinguishes between a scale, which arranges responses on a continuum, and an index, which combines multiple indicators into a single score.
Assumptions and delimitations (Nursing research)Aquiflal KM
This document discusses assumptions and delimitations in research. It defines assumptions as statements taken as true without proof, such as beliefs about a phenomenon. Assumptions provide a foundation for research but are not proven. The document outlines different types of assumptions and how they are used in research. Delimitations define the boundaries or limits set by the researcher to control the scope of a study, such as the population, location, or methodology. Delimitations are used to make a study feasible and avoid ambiguities. Examples of delimitations include limiting the sample, geographic area, or tools used in a study.
Qualitative research differs from quantitative research in its goals and methods. Qualitative research aims to understand human experiences holistically rather than test hypotheses. It relies on subjective data like words rather than numbers. Small, non-random samples are used. Data comes from observations, interviews and documents. The researcher interacts closely with participants. Analysis looks for themes rather than statistics. Validity relies on rigorously applying the chosen qualitative method.
This document provides an overview of qualitative research methods in social science. It defines qualitative research as an exploratory approach that examines social problems through an analysis of words and detailed reports from informants in natural settings. The key characteristics include an emergent design, data collection in natural environments, and an emphasis on the researcher as the instrument of analysis. Common qualitative methods involve in-depth interviews, observations, and reviews of documents and photographs. Approaches include case studies, ethnography, grounded theory, and phenomenology. The process involves generating research questions, collecting and interpreting data, refining questions and collecting more data, and reporting findings. Qualitative research contrasts with quantitative methods in its emphasis on words over numbers and rich context over generaliz
This document provides an overview of qualitative research methods. It discusses what qualitative research is, how to get the right sample, important aspects of qualitative research design such as research questions and comparisons. It also covers organizing a qualitative study, ethics, and designing for different qualitative methods like interviews, focus groups, and ethnography. Key considerations for each method are outlined.
Grounded theory is a qualitative research method that involves collecting and analyzing data to generate a theory. It has several advantages, including allowing researchers to become immersed in the data, requiring systematic analysis, and encouraging interplay between data collection and analysis. Some disadvantages are that it can be difficult to gain funding and it is not designed to test hypotheses. The research process involves developing an initial research question, collecting data through methods like interviews, analyzing the data through coding and memoing, and integrating the analysis to develop theories. Recent research has explored different approaches to grounded theory and its applications.
This document discusses various quality criteria and methods for qualitative research. It covers reliability, validity, objectivity, alternative criteria for evaluating theories, and challenges in quality assessment. It also discusses triangulation, analytic induction, generalization, constant comparative method, and process evaluation. Different approaches to quality criteria are examined, including reformulating traditional criteria, evaluating grounded theory studies, and using triangulation within and between methods. Combining qualitative and quantitative research through continuous data collection is also proposed.
This document discusses qualitative research methods, focusing on interviews. It defines qualitative research methodology as suitable for investigating new fields of study or identifying important issues. The most common qualitative methods are interviews and observation, which allow for an in-depth understanding of issues through textual interpretation. Interviews are described as semi-structured, unstructured, or structured. Semi-structured interviews use a standard set of questions but also allow for additional clarifying questions. The advantages of interviews include feedback, clarification, and probing complex answers, while the disadvantages include costs, scheduling challenges, and potential lack of anonymity or influence of interviewer style.
This document discusses key concepts related to research quality and methodology. It begins by defining research as a disciplined attempt to address questions or solve problems through collecting and analyzing primary data. Educational research is distinctive in that it focuses on understanding learning and teaching quality.
The document outlines several features of quality in educational research, including rigor of the research process, trustworthiness, usefulness of implications, and originality. It also discusses the role of values and the researcher in research. Different research approaches like quantitative, qualitative, and mixed methods are examined, along with related issues around generalizability, validity, and reliability. Philosophies of research and the influences on social research are also addressed.
This document provides an overview of business research methods. It defines business research as obtaining and analyzing data to better manage a company. The objectives of business research are to gain insights, describe phenomena, and study relationships. The business research process involves identifying problems, reviewing literature, formulating hypotheses, collecting and analyzing data, and reporting findings. Both primary and secondary data collection methods are discussed.
This document provides an overview of research methods, including qualitative and quantitative approaches. It discusses key aspects of developing a literature review, such as beginning with a broad topic and focusing on specific research questions. The document also compares different types of research (e.g. basic vs. applied), research paradigms (e.g. quantitative vs. qualitative), and study designs (e.g. experimental vs. case study). Fundamental questions about the nature of knowledge and how to choose an appropriate research method are explored.
This document provides an overview of survey research methods. It discusses what survey research is, advantages and disadvantages, research methods like questionnaires and interviews, designing survey tools including content planning, question design, and piloting. It also discusses reliability and validity, including different types like test-retest reliability and construct validity. Specific examples are provided like using Survey Monkey to create and analyze surveys. The document outlines a survey project conducted, discusses grounded theory methodology, provides sample research questions, and lists next steps and references.
ندوة قمت بإدارتها في سبتمبر 2014
تجارب مميزة في البحث النوعي وتطبيقاته
شكرا لـ:
د. سليمان الثويني
د. عبدالرحمن القحطاني
د. يزيد الفاخري
د. فيصل السويدي
د. أحمد عجينه
Braun, Clake & Hayfield Foundations of Qualitative Research 1 Part 1Victoria Clarke
This is the first of a three-part lecture on the foundations of qualitative research. This lecture provides an accessible introduction to qualitative research for those new to qualitative research. A key distinction is made between an understanding of qualitative research as comprising tools and techniques for collecting and analysing qualitative data and an understanding of qualitative research as involving both qualitative tools and techniques, and research values or philosophy. The lecture then considers some of the distinctive characteristics of a qualitative philosophy includes a focus on meaning in context. This lecture is followed by Foundations of Qualitative Research 2, also in three parts, which introduces some of the concepts (and more complex terminology) associated with qualitative research.
The document provides guidance on critically appraising research articles. It defines critical appraisal as carefully analyzing research methodology to assess validity, results, and relevance. The process examines bias and evaluates internal/external validity. Critical appraisal is important for literature reviews, program evaluation, policymaking, and more. It involves reading the abstract, introduction, methodology, results, and discussion sections to evaluate study design, measures, sample size, analysis, conclusions, and comparison to prior research. The example shows how to appraise a cohort study by assessing exposure and outcome definitions, follow up time, measurement methods, attrition, confounding, results, and applicability.
Class 6 research quality in qualitative methods rev may 2014tjcarter
This document provides an overview of key concepts in qualitative research methods, including assumptions, characteristics, and techniques for ensuring rigor. It discusses the researcher's role, data collection steps, interviewing, focus groups, coding, and strategies for establishing trustworthiness and credibility. Specific qualitative approaches covered include narrative inquiry, ethnography, case studies, phenomenology, and grounded theory. Examples are provided for each approach. The document concludes with guidance on coding qualitative data and establishing inter-rater reliability among coding teams.
The document provides guidance on how to critically appraise research studies and articles. It discusses evaluating key aspects of research such as the problem statement, objectives, hypotheses, conceptual framework, literature review, research design, sampling, data collection methods, and ethical considerations. Criteria are provided to assess each component, such as whether the problem is clearly defined, objectives are measurable, sampling and data collection methods are appropriate, and participant rights are protected. Recommended sources on nursing research and critiques are also listed.
This document provides guidance on critiquing research studies. It defines a research critique as an analysis that focuses on a study's strengths and limitations. The purpose is to determine a study's usefulness. Key aspects of a critique examine the study's purpose, methodology, outcomes, conclusions, and overall quality. Both quantitative and qualitative research methodologies are discussed. The document outlines essential questions to consider for critiquing different parts of a study, such as the literature review, methodology, results, and discussion. Critiquing helps evaluate the scientific soundness and validity of published research.
This document provides an introduction to critical appraisal of research evidence. It discusses the importance of critically appraising research in order to determine the validity, relevance and applicability of findings to clinical practice. Both quantitative and qualitative research methodologies are covered. Key steps in critically appraising systematic reviews, randomized controlled trials and qualitative research studies are outlined. These include assessing the appropriateness of the research question, methodology, analysis and applicability of results. Conducting effective critical appraisal workshops is also addressed.
This document provides an introduction to educational research for teachers. It discusses why teachers should engage in research to continually improve practice, outlines key research concepts like different types of knowledge and validity and reliability, and introduces action research as a practical approach for teachers. The document emphasizes that research does not require teachers to be experts, but rather encourages an inquisitive approach to better understand how to enhance teaching and learning.
Qualitative Research Basic Introduction.pptxdhruvibagaria
Qualitative research aims to understand complex human and social processes through naturalistic and interpretive methods like interviews and focus groups. It explores issues in depth to understand psychological and social factors behind health and illness. Some key strengths are that it provides an in-depth and holistic understanding of issues from an insider's perspective, and is flexible and versatile. However, it typically requires more time, the findings cannot be generalized, and it is not intended to test hypotheses. Qualitative research uses emergent design and inductive analysis to understand issues that are new or not well understood.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Enhancing the quality of a GT project through interviewing the self - a methodological development
1. Enhancing the quality of a GT project through
interviewing the self
A methodological development
2. Background
• Research focuses on how course leaders in a small-
specialist HEI experience using evidence in their role.
• Limited evidence currently exists (van Veggel & Howlett (2018))
• Building evidence-base from scratch → grounded
theory
3. Researcher position
• Employed at Writtle University College
• Course leader / senior lecturer
• Evidence-based Vet. Med. methodologist
• Insider researcher
• Interviewing colleagues in similar roles
• Colleagues with more and less experience
• Deliver EBP staff development for colleagues
• Outsider researcher
• EdD from external institution
• Only qualitative researcher in institution
4. Let’s focus on the following
• What does quality mean in qualitative research?
• What does quality mean in a grounded theory context?
• How is quality affected in GT research?
• How is interviewing-the-self useful?
• How does one interview-the-self?
5. Quality in qualitative research?
• Quality determined by trustworthiness and rigour
(Gasson, 2004)
Trustworthiness is the conceptual soundness which
allows evaluation of value of research
Credibility → Does the data reflect the findings? (also
covers researcher influence)
Transferability → How well does your theory transfer to
another context
Dependability → Can the process be confirmed
Confirmability → Can someone else get similar outcomes
when given your dataset?
6. Rigour in GT
• Glaser (1992): Fit, work, relevance, modifiability,
parsimony and scope
• Gasson (2004): Confirmability, dependability, authenticity
and transferability
• Cooney (2011): Credibility, auditability, fittingness
7. Rigour in GT
• Amalgamating these criteria into a set of questions to be
asked of a GT study (van Veggel, 2021)
8. Criticisms of grounded theory
• Is the theory really grounded?
• Can GT really be objective?
• What about researcher preconception?
• Does being an insider researcher make this different?
9. Insider bias/preconception
• As an insider-researcher you are a source of bias
• Biased research justification
• Biased research design
• Biased data collection
• Biased data analysis
• Biased outcome reporting
… as long as it is addressed appropriately.
In GT, this bias is a form of preconception...
this is not a
bad thing…
10. Reflexivity in insider research
• Reflexivity is the examination of one’s own beliefs, judgements and
practices during the research process and their influence on the
research
• Reflexive research practice develops transparency (Engward & Davis 2015)
• As an insider, how do you as a source of bias affect the process and the
project?
• Reflexive practice can enhance credibility (Hall and Callery (2001
• Once recognised, how do you acknowledge this explicitly?
• Normally, this is done in a narrative, somewhat disconnected way
11. Tension between reflexivity and GT
• Not all GT is the same (Levers, 2013)
• Role of the researcher in GT
• Researcher must remain open to patterns
identified and of the impact of their own
preconceptions
• Process managed differently (O’Connor et al., 2018)
• Charmaz and Corbyn & Strauss advocate
reflexivity
• Glaser says reflexivity is not necessary as GT
process deals with this
12. Purpose & practice of self-interview
• Asking yourself the same questions you ask your participants will
allow you to analyse your answers through a reflexive lens
• This process will allow a critical analysis of researcher bias,
directly linked to the research process, and make it explicitly
clear how this bias has affected the research
• Interviewing-the-self is currently not used in qualitative research
for this purpose
• I am developing it as a contribution to grounded theory methodology
13. Purpose & practice of self-interview
• Ask an experienced interviewer to use your interview
schedule to interview you.
• Experienced: better data, make interview their own
• External interviewer: prevents prediction → variations in style
• Analyse your answers to questions through a reflexive
lens
• Use the analysis to explain your researcher bias
14. Examples
• I found that having to explain my thoughts made it easier
to analyse them reflexively and consider them purposively
• I realised through reflexively analysis I was more sensitive
to negative aspects of participants roles which resonated
with me
Easier to develop codes and concepts
• My insiderness led to assumptions of how participants
experience course leadership and projected this onto
them
15. Contribution to knowledge
• Pragmatically, process to address the role of the researcher should be somewhere
inbetween
• How to be reflexive in GT is not clear (Engward & Davis, 2015)
• Critical analysis of self interview allows reflexivity and acknowledgement of
bias/preconception (Charmaz 2014)
• Self-interview is “just another source of data” (Glaser, 2007)
• It is an explicit method to increase research transparency, which leads to better
research practice, which leads to increased credibility.
16. Acknowledgements
This work is part-funded through a Writtle University College Learning and
Development Fund Grant
I’d like to thank Dr Sally Goldspink for supporting the self-
interview process and the constructive methodological
discussions.
18. References
• Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis (2nd edition). Thousand Oaks, CA: Sage.
• Cooney, A. (2011) Rigour and grounded theory. Nurse Researcher. 18(4), 17–22.
• Edgware, H. & Davis, G. (2015) Being reflexive in qualitative grounded theory. Journal of Advanced Nursing. 71(7), 1530-1538. DOI:
10.1111/jan.12653.
• Engward, H., Davis, G. (2015) Being reflexive in qualitative grounded theory: discussion and application of a model of reflexivity. Journal of Advanced
Nursing. 71(7), 1530–1538.
• Gasson, S. (2004) Rigor in grounded theory research: An interpretive perspective on generating theory from qualitative field studies. In M. E.
Whitman & A. B. Woszczynski, eds. The handbook of information systems research. London: Idea Group Publishing, pp. 79–102.
• Glaser, B.G. (1992) Basics of grounded theory analysis: emergence vs. forcing. Mill Valley: Sociology Press.
• Glaser, B.G. (2007) All Is Data. Grounded Theory Review. 6(2).
• Hall, W.A., Callery, P. (2001) Enhancing the rigor of grounded theory: Incorporating reflexivity and relationality. Qualitative health research. 11(2),
257–272.
• Levers M-J.D. (2013) Philosophical paradigms, grounded theory, and perspectives on emergence. Sage Open 3,4. DOI: 10.1177/2158244013517243.
• O’Connor et al. (2018) An exploration of key issues in the debate between classic and constructivist grounded theory. Grounded Theory Review.
17(1).b
• van Veggel, N. and Howlett, P. (2018) Course leadership in small-specialist UK higher education - a review. International Journal of Educational
Management, 32, 7, 1174–1183.
• van Veggel, N. (2021) Using Grounded Theory to Investigate Evidence Use by Course Leaders in Small-Specialist UK HEIs. Preprints, in press.