Manual Nursing Research Using Phenomenology: Qualitative Designs and Methods in Nursing

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The course will provide students with an introduction to the field of mixed methods research. The course will focus on understanding what constitutes mixed methods research, its fundamental principles, and the main trends, issues, and debates involved in the application of this research approach.

Students will examine the process of mixed methods research, including its definition, rationale for using it, the key characteristics, major design applications, and means of assessing the quality of mixed methods inferences. In addition, students will learn how the mixed methods research process is shaped by personal, interpersonal, and social contexts and how mixed methods intersects with other quantitative and qualitative research approaches and designs.

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Building on the foundation knowledge received in Mixed Methods Research I, the course will provide students with knowledge and skills of designing and conducting mixed methods studies in social and health sciences. The topics will include types of research problems addressed, specification of mixed methods purpose statements and research questions, types of mixed methods designs, data collection and analysis strategies within mixed methods designs, and procedures for reporting and evaluating mixed methods studies.

Students will get applied knowledge of choosing an appropriate mixed methods design, following the steps in designing and conducting a mixed methods study, and visually presenting mixed methods procedures employed in the study. Students will develop a proposal for a mixed methods study with the major emphasis on the study methodology. The course will provide students with a detailed overview of how mixed methods can be applied in designing and conducting community-based action research studies. The topics will include: community-based action research, its purposes and cross-disciplinary utilization; a mixed methods methodological framework for action research; steps in designing and conducting mixed methods action research studies in community settings; specific types of mixed methods action research designs; sampling, data collection, analysis, validation, and evaluation of mixed methods action research projects.

Students will get applied knowledge of choosing an appropriate mixed methods action research design, of applying the steps to designing and conducting a mixed methods action research study, and visually presenting the procedures employed in the study.

Students will develop a proposal for a mixed methods action research study with the major emphasis on the study methodology. Application of Research Design Principles I. Quantitative Measurement in Research. This course includes an overview of the theories, principles and techniques that yield effective operationalization in order to obtain valid and reliable measurements. This course focuses on proposal development to include design, sampling, data collection, and data analysis plans for a focal area of interest.

Ethical and cultural issues related to the conduct of research will be addressed. Foundations of Qualitative Research. The purpose of this course is to examine research traditions that guide the collection and analysis of qualitative data in the development of science. Included are naturalistic, conceptual, interpretive and analytical research methods such as phenomenology, grounded theory, ethnography, descriptive inquiry and narrative inquiry.

USING RESEARCH TO ADVANCE NURSING PRACTICE: Phenomenology: A Qualitative Method

This course will provide students with in-depth knowledge of the historical origins, philosophical and theoretical foundations, methodological principles and applications of a grounded theory qualitative research approach. Students will explore types of research problems addressed, specification of the purpose statement and research questions, sampling, data collection and analysis strategies, establishing credibility and trustworthiness, and procedures for reporting a grounded theory study.

The course will provide a structured field experience of designing and conducting a small-scale grounded theory study. The use of qualitative research software NVivo for data organization, management and analysis will be emphasized. Qualitative Research: Analysis and Interpretation.

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The course will provide students with applied knowledge of data analysis and interpretation in qualitative inquiry. Students will understand the nature of qualitative data and explore different approaches to qualitative data analysis. The course will provide a structured experience of learning how to analyze, interpret, display and report qualitative data and results within five basic approaches to qualitative inquiry narrative, case study, ethnography, grounded theory, and phenomenology.

Students will develop basic skills in using qualitative research software NVivo for data organization, management and analysis. The course will provide students with in-depth knowledge of the historical origins, philosophical and theoretical foundations, methodological principles and applications of case study and ethnographic qualitative research approaches. Students will explore types of research problems addressed, specification of the purpose statement and research questions, sampling data collection and analysis strategies, establishing credibility and trustworthiness, and procedures for reporting a case study and ethnography.

Qualitative Research Designs

The course will provide a structured field experience of designing and conducting a small-scale case study or an ethnographic study. The use of qualitative research software NVivo for date organization, management and analysis will be emphasized. Qualitative Research: A Phenomenological Approach. The course will provide students with an in-depth knowledge of the historical origins, philosophical and theoretical foundations, methodological principles and applications of a phenomenological qualitative research approach. Students will explore types of research problems addressed, specification of the purpose statement and research questions, sampling, data collection and analysis strategies, establishing credibility and trustworthiness, and procedures for reporting a phenomenological study.

The course will provide a structured field experience of designing and conducting a small scale phenomenological study. The purpose of this course is to provide the student the opportunity to participte as a member of an established and funded research team. Research team members will mentor students taking part in relevant research experiences. Students will be expected to participate in various research activities including, but not limited to, research team meetings, consent of study participants, intervention implementation, data collection, data base management, data analysis, and manuscript preparation.

Students will apply concepts and principles from research core courses in their research immersion experience. As part of an established funded research team, students will explore various research team roles and responsibilities. Additionally, students will take the opportunity to learn about and participate in various components of the UAB research enterprise.

He stated that one "sees" a phenomenon only after experiencing perplexity and frustration in the face of the phenomenon and trying to find the proper description for it. Spiegelberg's 4 method of phenomenology involved 3 operations: 1 intuiting, which means living with the phenomenon; 2 analyzing, which means looking at the structure of the phenomenon; and 3 describing, which means presenting what the researcher discovered. Heidegger's 5 major focus was determining the meaning of being.

In works discovered after his death, it was learned that Heidegger spent a great deal of time attempting to understand this phenomenon. For the concept of being to exist , Heidegger proposed 3 aspects of being. Beings were always in the world facticity ; beings were always in advance of themselves existentiality ; and beings were distracted by the insistent claims of everyday moods, interests, and companions forfeiture. Unfortunately, many phenomenologists were critical of Heidegger, saying that he never really developed a set of ideas or system of phenomenology.

Husserl 6 is considered the leader of the German phenomenological movement and founder of modern phenomenology. He proposed that phenomena cannot be separated from experiencing them. He introduced the term bracketing , the attempt to suspend preconceptions, assumptions, and biases, which is still in use today. He believed that bracketing was primary to an outstanding phenomenological inquiry, provided the inquiry with scientific rigor, and offered a condition of personal openness for the phenomenon.

What’s the difference between qualitative and quantitative research?

To analyze the data in a phenomenological inquiry, it is important to transcribe all the participants' recorded statements. Once transcribed, it is much easier to code the statements for specific themes and essences using colored pencils or index cards to find various words that may indicate an essence of the phenomenon. Today, however, there are computer-based programs for analyzing qualitative research that provide broad categorical names based on the data input.

Phenomenology - Qualitative Research Methods - LibGuides at Duquesne University

When writing the final narrative, Munhall 8 states that nurse researchers must impart a story that is relevant to other nurses whether in practice or education. Therefore, writing up a qualitative inquiry provides a great opportunity to exercise creativity. The author may use a variety of presentations, from straight narrative formats to diaries, to present the story to colleagues. Participants' direct quotes are provided as a means to further describe the phenomenon.

Conducting a qualitative phenomenological inquiry takes time and patience, but the outcome may describe a phenomenon that is new to all of us. Give it a try! Creswell J. Morse J, Field P. Qualitative Research Methods for Health Professionals. Merleau-Ponty M.

Phenomenology of Perception [translation]. Spiegelberg H.