Qualitative Health Research: Creating a New Discipline
, by Morse,Janice M- ISBN: 9781611320091 | 1611320097
- Cover: Hardcover
- Copyright: 6/15/2012
Preface | p. 11 |
Introducing Qualitative Health Research | p. 17 |
Defining Qualitative Health Research | p. 21 |
Qualitative Health Research has a Distinct Perspective | p. 21 |
Qualitative Health Research has Distinct Methods | p. 22 |
Who Does Qualitative Health Research? | p. 23 |
Background: The Emergence of Qualitative Health Research | p. 24 |
The Evidenced-Based Challenge | p. 25 |
Competing with Quantitative Inquiry | p. 26 |
The Emergence of Mixed Methods | p. 27 |
The Value of the Person | p. 27 |
The Uniqueness of Qualitative Health Research | p. 28 |
The Characteristics of Qualitative Health Researchers | p. 28 |
Qualitative Health Research as a Discipline | p. 30 |
What is Qualitative Health Research? | p. 31 |
What is the Domain of Qualitative Health Research? | p. 33 |
Identification of health care needs or problems | p. 41 |
Examining processes of seeking health care, including barriers and access to care | p. 41 |
Descriptions of the illness experience | p. 42 |
Trajectories of decline or recovery from mental or physical illness | p. 42 |
Behaviors and experiences of professional and lay care providers | p. 43 |
Research that contributes to the examination of health care professions | p. 44 |
Health care evaluation, establishment of evidence, policy and program development | p. 45 |
Development/modification of qualitative methods | p. 46 |
The Why of Qualitative Health Research: Humanizing Health Care | p. 51 |
Todres' Human Dimensions of Illness | p. 53 |
Depersonalization | p. 54 |
What is Humanizing Health Care? | p. 54 |
A Social Justice Agenda for Humanizing Health Research | p. 56 |
The Societal "Push" for Humanistic Qualitative Research | p. 57 |
Humanizing Changes Arising From Qualitative Health Research | p. 57 |
Qualitative Health Research Agendas Enable the Humanization of Health Care | p. 58 |
Qualitative Health Research Descriptions Serve as Sensitizers for Those With a Moral Conscience | p. 59 |
Example: Breastfeeding mothers who are returning to work | p. 59 |
Qualitative health research serves as an advocator or communicator | p. 60 |
Example: Do infants feel pain? | p. 60 |
Qualitative Health Research Contributes a New Perspective to the Development of Health Science | p. 61 |
Example: Caring as a concept and the concept of caring | p. 61 |
Qualitative Health Research Identifies/Documents Critical (Life-Saving) Actions in Care | p. 62 |
Example: Talking through-The Comfort Talk Register (CRT) | p. 62 |
Qualitative Health Research Provides Moral Commentary on Removing Harmful Practices and Creating Humanizing Change | p. 63 |
Example: Un-restraining psychogeriatric patients | p. 63 |
The Pragmatic Goals of Qualitative Health Research | p. 64 |
Elicits meaning and "gives voice" to participants | p. 64 |
Micro-analytically see what is actually going-on | p. 66 |
Interprets from the others perspective | p. 66 |
Describes the experiences and contexts both in present and over time by delineating trajectories | p. 66 |
Identifies and develops relevant concepts and develops theories | p. 67 |
Identifies appropriate interventions and examines the effect and/or impact of those interventions | p. 67 |
What Does Qualitative Health Research Do That Quantitative Methods Cannot? | p. 68 |
The How or the Methodological Challenge of Qualitative Health Research | p. 69 |
Studying "Health" | p. 70 |
Characteristics of participants | p. 71 |
Professional caregivers as participants | p. 72 |
Characteristics of context | p. 72 |
Hospital/institutional research | p. 72 |
Community research | p. 74 |
Methodological Compromise? | p. 75 |
Issues of access | p. 77 |
Nondisclosure | p. 77 |
Consent | p. 78 |
Self-as-participant | p. 79 |
Sample Size and Certainty | p. 79 |
The Goodness! and The Certainty Criteria | p. 79 |
Common Criticisms of Qualitative Health Research | p. 80 |
Premature Submission | p. 80 |
Lack of Theoretical Development | p. 80 |
The Weaknesses Inherent in Qualitative Inquiry Render it Worthless | p. 81 |
The Rigor Debates: What is "Good" Qualitative Inquiry? | p. 81 |
Review Criteria Used by Qualitative Health Research | p. 82 |
Methods Most Frequently Used in Qualitative Health Research | p. 84 |
Ethnography | p. 84 |
Grounded Theory | p. 85 |
Phenomenological Research | p. 86 |
Observational Research | p. 86 |
Focus Groups | p. 87 |
Semi-Structured Interviews | p. 88 |
Qualitatively-Driven Mixed Methods | p. 89 |
What are the Risks When Conducting Qualitative Health Research? | p. 89 |
Principles for the Ethical Conduct of Qualitative Health Research | p. 90 |
Risk may occur throughout the research process, is emergent and on-going; so too risk assessment must be flexible and on-going | p. 90 |
The qualitative researcher must be prepared for the research procedures, be familiar with existing knowledge on the topic, and anticipate its "emotional terrain." | p. 90 |
Risk assessment, avoidance, and alleviation are the ongoing responsibility of the researcher | p. 91 |
Researchers must be cognizant of their own vulnerability and that of the research team | p. 92 |
In the protection of anonymity and confidentiality, the researcher's responsibility is first to the participant and the setting, and second, to the research goals | p. 92 |
The risk to participants includes the risk of publication of the results of the research | p. 92 |
Compelling Evidence: Expanding Criteria of Evidence | p. 95 |
The Misuses of the Cochrane Criteria | p. 95 |
Background of the Cochrane Criteria | p. 96 |
Qualitative Inquiry is Classified as Grade C | p. 96 |
Where Does This Leave Qualitative Health Research? | p. 97 |
Question #1: Does Qualitative Research Save lives? | p. 101 |
Question #2: Can Qualitative Health Research Meet the Cochrane Criteria? | p. 101 |
What Cochrane demands | p. 102 |
An Evidence Base for Qualitative Health Research | p. 103 |
Rigorous Qualitative Inquiry as Evidence | p. 103 |
Building rigor internally is the responsibility of the researcher | p. 103 |
Demonstrating rigor is the responsibility of the reviewer/implemented | p. 103 |
Methods are rarely all interpretive or all descriptive | p. 105 |
Explore and Adapt Alternative Models of Evidence | p. 106 |
Forensic Designs | p. 00 |
Deliberate trial or testing of interventions with N = 1 research | p. 107 |
Establishing causality with observation and precise, microanalytic, observational description | p. 107 |
Data-less inquiry | p. 110 |
Simulation: Participant-less inquiry | p. 110 |
Rules of Evidence for Qualitative Research | p. 110 |
Use Logic and Common Sense as Methodological Tools | p. 111 |
The rule of inclusion: Safe for all | p. 111 |
The rule of minimizing risk | p. 111 |
The rule of respect for common sense, logic, and the possible/probable | p. 111 |
Compelling Evidence | p. 112 |
Developing Compelling Evidence | p. 114 |
The Maturation of Qualitative Health Research | p. 115 |
How Qualitative Research Contributes to Knowledge | p. 118 |
The Accrual of Qualitative Knowledge | p. 118 |
Identification of significant concepts | p. 120 |
Description of concepts | p. 120 |
Studying the concept in different situations | p. 120 |
Exploring the relationship of the concept with other co-occurring concepts | p. 121 |
Synthesizing knowledge | p. 121 |
Model and theory development | p. 122 |
Assessment and measurement | p. 122 |
Clinical application and evaluation of outcomes | p. 123 |
Knowledge Accrues Qualitatively | p. 123 |
Qualitative Description | p. 124 |
Description | p. 124 |
Towards conceptualization and abstraction | p. 125 |
Qualitatively-derived theories | p. 126 |
Difficulties with Clinical Dissemination | p. 128 |
What is the Solution? | p. 129 |
Extending our methods to produce a product for implementation | p. 129 |
Dissemination through education | p. 129 |
Are We Mature Yet? | p. 130 |
Establishing Qualitative Health Research as a Discipline | p. 133 |
Politically Supporting Qualitative Health Research | p. 134 |
Back to the Rigor Debate | p. 134 |
Generalization and Other Nitty-Gritty Problems | p. 135 |
"Qualitative research is not generalizable." | p. 1367 |
"Qualitative research is biased." | p. 136 |
"One investigator cannot code reliably." | p. 137 |
"That study was done 10years ago!" | p. 137 |
Supporting a Mature Qualitative Health Research | p. 137 |
Role of the Federal Government, Foundations, and Donors | p. 139 |
Ideal Model for Qualitative Research Methodological Development | p. 140 |
Preparation of New Researchers | p. 140 |
Support for Research | p. 141 |
Consulting | p. 141 |
A Place in Academia | p. 141 |
Now What? | p. 142 |
Final Words | p. 142 |
Resources: Qualitative Health Research Texts | p. 145 |
The Global Congress for Qualitative Health Research | p. 147 |
Notes | p. 153 |
References | p. 155 |
Index | p. 167 |
About The Author | p. 173 |
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