質性研究方法論

This course critically examines qualitative approaches applied in research. The discussion emphasizes on philosophical bases of qualitative inquiries, whereas the analysis focuses on paradigmatic nature of qualitative approaches in contrast to quantitative approaches. The class presents sampling and a variety of data collection procedures; discusses issues on rigor; explores methods of analysis appropriate to the data; and considers ethical issues associated with each stage of the research. At the completion of the course, the student will be able to: 1. Identify world views of various paradigms. 2. Discuss major concepts in phenomenology, ethnography, grounded theory, feminist participatory action research, and critical reflective inquiry. 3. Formulate research questions with appropriate qualitative approaches. 4. Characterize theoretical saturation in theoretical sampling. 5. Discuss the relationship between researchers and informants 6. Select the appropriate methodology for the research question proposed. a. Define study settings and sampling strategies. b. Utilize appropriate data collection methods. c. Discuss specific issues on rigor for the specified qualitative methodology. d. Organize data with referential adequacy. 7. Determine the strengths and weaknesses of data analysis methods. 8. Evaluate a qualitative nursing research based on specified criteria. 9. Analyze the ethical issues involved in clinical nursing research.

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This course critically examines qualitative approaches applied in research. The discussion emphasizes the philosophical bases of qualitative inquiries, whereas the analysis focuses on the paradigmatic nature of qualitative approaches in contrast to quantitative approaches. The class presents sampling and a variety of data collection procedures; discusses issues on rigor; explores methods of analysis appropriate to the data; and considers ethical issues associated with each stage of the research.

Assessment 1. Class participation 30 Demonstrate your participation in class discussion. Raise critical questions, and good preparation prior to the class by reading the class materials. Successful sessions will be the responsibility of each student. 2. Class presentations of assigned topics; reflective journey 40 Select research topics of interest and engage in a discussion in class. Emphases are on raising issues and generating critical discussion. Outline of the assignment presentation 6 Identify major concepts and perspectives 8 Critically analyse the major arguments and issues 8 Content comprehension 6 Raise critical questions for discussion 6 Closely comply with the time frame 3 Audiovisual aids preparation 3 3. Final (Field reflection) presentation 30 The presentation aims to provide opportunities for self-reflection on one’s research topic and fieldwork experience. Students should select a research topic and collect data using interview or observation guides. The presentation should discuss the rationale for the data collection methods and reflect on one’s fieldwork processes. The focus is the analysis of subjectivity, intersubjectivity and reflexivity. Oral Presentation Criteria: Research Topic, Content, Structure, and Logical Coherence (40%) Methodological Application and Findings (30%) Organisation, Oral Presentation, and Interaction (20%) Educational Applicability and Time Control (10%) Required supporting materials to be submitted with the final presentation: The interview or observation guides Verbatim transcription of your fieldwork data Selection of appropriate excerpts for the presentation Data analysis focusing on subjectivity and intersubjectivity Presentation of the analytic process with logical coherence and reflexivity Total 100

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Creswell, J. W. (2018). Qualitative inquiry and research design: Choosing among five traditions (4th ed.). Thousand Oaks: Sage. Recommended textbooks: DeWalt, K. M. ＆amp; DeWalt, B. P. (2011). Participant observation: A guide for fieldworkers (2nd ed.). Plymouth, UK: The Rowman ＆amp; Littlefield Pub. Denzin, N. K. ＆amp; Lincoln, Y. S. (2013). The SAGE Handbook of Qualitative Research (4th eds.). Thousand Oaks: Sage Pub. Geertz, C. (2000). The interpretation of culture (2nd ed.). New York: Basic Books. Giorgi, A. (1994). Phenomenology and psychological research. Pittsburgh, PA: Duquesne. Glaser, B. G. ＆amp; Strauss, A. L. (1967). The discovery of grounded theory. Strategies for qualitative research. New Jersey: Aldine Transaction a division of Transaction Publishers. Glaser, B. G. (1978). Theoretical sensitivity: Advances in the Methodology of Grounded Theory. Mill Valley, CA: Sociological Press. Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs. Forcing. Mill Valley, CA: Sociology Press. Hammersley, M. ＆amp; Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). New York: Routledge. Lincoln, Y. S. ＆amp; Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Pub. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks: Sage. Strauss, A. ＆amp; Corbin, J. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Newbury Park: Sages Pub. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston. Strauss, A. ＆amp; Corbin, J. (4th. ed.). (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Newbury Park: Sages Pub. Thomas, S. P., ＆amp; Pollio, H. R. (2004). Listening to patients: a phenomenological approach to nursing research and practice. New York: Springer Pub. Co. Wolcott, H. F. (2008). Ethnography: A way of seeing (2nd ed). Walnut Creek: Alta Mira Press.

地點

護理館404辦公室

時間

週五中午、五、六堂 by appointment

聯絡方式

sjsheu@nycu.edu.tw (O): 02-28267271