The text opens with a general introduction to qualitative research and its components, followed by detailed description of the philosophical, paradigmatic, and conceptual aspects of phenomenological inquiry. Subsequent sections address topics including the practical aspects of phenomenological investigations, the concepts of rigor and validity in qualitative studies, and the methods of phenomenological data, collection, reduction, analysis, interpretation, and presentation. Throughout the book, author Brigitte S. Cypress offers expert guidance and real-world tips regarding the challenges researchers encounter when conducting a qualitative study. - Provides simple, straightforward descriptions of qualitative research methods with actual phenomenological examples - Features numerous in-depth exemplars of the philosophical and paradigmatic aspects of qualitative research from the author’s own studies - Includes practical advice on teamwork, mentoring relationships, data organization, and reporting phenomenological studies - Presents approaches for dealing with ethical issues, methods for collecting, recording, and storing data, and techniques for analyzing and interpreting findings - Examines the role of computer-assisted qualitative data analysis software
Fundamentals of Qualitative Phenomenological Nursing Research is a must-have guide for qualitative researchers from any discipline, academics and faculty members, and undergraduate and graduate nursing students wanting to learn more about phenomenology as a research approach.
Table of Contents
About the Author xv
With a contribution from xvii
Foreword xviii
List of Tables and Figures xix
Preface xx
Acknowledgments xxiv
How to Use this Book xxvi
Part I Framing Qualitative Phenomenological Research 1
1 The “What,” “Why,” “Who,” and “How” of Qualitative Research: A Snapshot 3
1.1 Why Do Qualitative Research? 3
1.2 Who Does Qualitative Research? 4
1.3 What Are the Characteristics of Qualitative Research? 5
1.4 What Are the Methods Frequently Used in Qualitative Research? 5
1.5 What Is the Process of Conceptualizing and Designing a Qualitative Research Inquiry? 8
1.6 Conclusion 10
References 10
2 Exploring the Philosophical, Paradigmatic, and Conceptual Underpinnings of Qualitative Phenomenological Research 12
2.1 Nature and Design of a Qualitative Phenomenological Study 13
2.2 Paradigms and Worldviews 14
2.3 Phenomenology-as-Philosophy 15
2.3.1 Edmund Husserl’s Transcendental Philosophy 17
2.3.1.1 Intentionality 18
2.3.1.2 Epoché and Eidetic Reduction 18
2.3.2 Martin Heidegger’s Existential Philosophy 19
2.3.3 Merleau-Ponty’s Existential-Embodied Philosophy 20
2.3.3.1 Exemplar: Using Merleau-Ponty’s Phenomenological Philosophy in Understanding the Lived Experiences of Patients, Family Members, and their Nurses During Critical Illness in the Intensive Care Unit 21
2.3.4 Descriptive or Hermeneutic/Interpretive Phenomenology? 31
2.4 Phenomenology-as-Qualitative Research 32
2.4.1 Amedeo Giorgi’s Descriptive Phenomenology 34
2.4.1.1 Formulating the Research Question 35
2.4.1.2 Sampling 36
2.4.1.3 Data Collection 36
2.4.1.4 Data Analysis 36
2.4.1.5 Exemplar: Applying Giorgi’s Descriptive Phenomenology 37
2.4.2 Max van Manen’s Descriptive-Hermeneutic Phenomenology 39
2.4.2.1 Formulating a Phenomenological Research Question 40
2.4.2.2 Data Collection 40
2.4.2.3 Data Analysis 40
2.4.2.4 On Saturation 41
2.4.2.5 Exemplar: Applying van Manen’s Approach to the Lived Critical Care Experiences of Patients, Family Members, and Nurses in the Emergency Department 42
2.4.3 Conceptual versus Theoretical Framework 44
2.5 Conclusion 46
References 47
Part II Methods of Phenomenological Data Collection, Reduction, Analysis, Interpretation, and Presentation 51
3 Collecting, Organizing, Analyzing, and Presenting Qualitative Data 53
3.1 Ethical Considerations 54
3.2 Data Collection Strategies 55
3.3 Forms of Data 56
3.3.1 Interviewing 56
3.3.1.1 Phenomenological Interviews 57
3.3.2 Storytelling 59
3.3.3 Observation 59
3.4 Data Recording Procedures 60
3.5 Data Analysis and Presentation 60
3.5.1 Coding 61
3.5.2 Triangulation 62
3.6 Data Collection, Analysis, and Presentation, Challenges, Tips, and the Importance of a Mentor 64
3.7 Conclusion 65
References 65
4 Data Analysis Software in Qualitative Research 67
4.1 Brief Historical Overview of the Use of Software in Qualitative Research 67
4.2 To Use or Not to Use Qualitative Data Analysis Software? 68
4.3 What Is Qualitative Data Analysis Software? 69
4.4 Computer-Assisted Qualitative Data Analysis Software 69
4.4.1 Advantages 69
4.4.1.1 Speed 69
4.4.1.2 Rigor 69
4.4.1.3 Team Research 71
4.4.1.4 Sampling 71
4.4.2 Disadvantages 71
4.4.2.1 Word Processing 71
4.4.2.2 Narrow Approach to Analysis 71
4.4.2.3 Small Data Extracts 72
4.5 Two of the Current Top Mainstream Software Packages 73
4.5.1 ATLAS.ti 73
4.5.2 NVivo 74
4.6 Challenges in the Use of CAQDAS, and the Importance of Training and a Mentor 75
4.7 Conclusion 77
References 77
Part III Enhancing the Rigor and Validity of Phenomenological Research 79
5 Rigor or Reliability and Validity in Qualitative Research: A Reconceptualization 81
5.1 Rigor versus Trustworthiness 82
5.2 The Rigor Debates: Trustworthiness or Reliability and Validity? 83
5.3 Reliability and Validity in Qualitative Research 85
5.3.1 Reliability 85
5.3.2 Validity 86
5.4 Exemplar: Reliability and Validity as Means of Ensuring the Quality of Findings in a Phenomenological Study in the ICU 90
5.5 The Rigor Debate Continues: How Do We Move Forward? 94
5.6 Conclusion 97
References 97
Part IV The Art of Phenomenological Writing, Reporting, and Publishing 101
6 Qualitative Phenomenological Writing 103
6.1 Ethical Considerations in Writing 104
6.2 Approaches in Qualitative Writing 105
6.2.1 Getting Started 105
6.2.2 Reflexivity and Representation 105
6.2.3 Audience 106
6.2.4 Encoding 107
6.2.5 Quotes 107
6.3 Phenomenological Writing 107
6.3.1 Strategies 108
6.3.1.1 Anecdotal or “Story” 108
6.3.1.2 Use of Metaphor 109
6.3.1.3 Reflexivity Using Existential Methods 109
6.3.1.4 Incorporating Visuals 110
6.3.1.5 Use of Figures, Diagrams, Models, and Tables 110
6.3.2 Practicing How to Write Phenomenologically 111
6.4 Writing and Rewriting 112
6.5 Conclusion 112
References 113
7 Publishing Qualitative Phenomenological Research Findings 114
Kathleen Ahern Gould
7.1 Publication of Qualitative Research 114
7.1.1 Why Publish? 115
7.2 First Steps: Authorship 116
7.2.1 Authorship Agreements 116
7.2.2 Student Authors 117
7.3 Finding the Right Journal 117
7.3.1 Personal Goals, Options, and Professional Requirements 118
7.3.2 Choosing or Selecting a Journal 118
7.3.3 Solicited Authorship 119
7.3.4 Predatory Journals and Publishers 119
7.3.5 Non-traditional Publishing Formats 120
7.3.6 Journal Quality and Metrics 120
7.3.7 Open Access versus Traditional Journals 121
7.3.8 Editor Query 121
7.4 Writing, Reviewing, and Revising 122
7.4.1 Transforming Student Papers 123
7.4.2 Before Writing Begins: Author Instructions, Resources, Templates, and Guidelines 123
7.4.3 Types of Publication Guidelines 124
7.4.3.1 Journal-Specific Guidelines 124
7.4.3.2 Guidelines for Reporting Health Research: The EQUATOR Network and Beyond 124
7.4.3.3 Qualitative Reporting Guidelines 124
7.5 Understanding Publishing Contracts 125
7.6 The Writing Process 126
7.6.1 Individual Writing Tips 127
7.6.2 Tips for Specific Sections of the Article 128
7.6.3 Combating Procrastination, Defeat, Exhaustion, and Other Real-Life Responsibilities 129
7.6.4 Things to Remember Before You Submit Your Manuscript 129
7.7 Submitting the Manuscript 130
7.8 The Peer Review Process 130
7.8.1 After Peer Review: A Decision 130
7.8.2 Revisions and Resubmitting 131
7.9 The Production Process 131
7.9.1 Working With Your Editor 132
7.9.2 How Editors and Publishers Make Decisions 132
7.10 Dissemination and Marketing 132
7.11 Conclusion 133
References 133
Part V Practical Aspects of Qualitative Phenomenological Research 137
8 Challenges and Dilemmas in Phases of Qualitative Research 139
8.1 Conceptualizing and Starting a New Qualitative Study 139
8.1.1 Selecting a Topic 139
8.1.2 Exploring the Literature 140
8.1.3 Selecting a Setting and “Getting In” 141
8.1.4 Ethical Dilemmas 142
8.1.5 Choosing a Methodology and Research Design 143
8.1.6 Collecting, Managing, and Analyzing Data 145
8.2 Combating Dilemmas and the Importance of a Mentor 147
8.3 Conclusion 147
References 148
9 Effective Mentoring Relationships and Teamwork in Qualitative Research 149
9.1 Mentoring Conceptual Framework 150
9.2 Defining the Qualities of an Ideal Mentor and Mentee 151
9.3 What to Expect of a Mentoring Relationship? 152
9.4 What Is a Successful Mentoring Relationship? 153
9.5 Exemplar: The Research Mentoring Process 154
9.5.1 What Type of Qualitative Research Design to Choose? 155
9.5.2 What are the Questions to Ask? 155
9.6 Outcomes of the Mentoring Process 156
9.7 Implications for Research and Formal Mentoring Programs 156
9.8 Conclusion 157
References 157
Part VI Phenomenological Outcomes and Applications in Evidence-Based Practice, Policy, and Theory 159
10 Outcomes of Qualitative Phenomenological Research: Linking Findings to Evidence-Based Practice, Policy, and Theory 161
10.1 Asking “Meaning Questions” in Evidence-Based Reviews and the Utility of Qualitative Research Findings in Practice 161
10.1.1 Relevance of Qualitative Evidence-Based Systematic Reviews 162
10.1.2 Exemplars: Two Evidenced-Based Systematic Reviews Using “Meaning Questions” 163
10.1.2.1 Family Conference in the ICU 164
10.1.2.2 The Critically Ill Patient and Transfer to the Medical-Surgical Floor 166
10.1.3 Other Strategies for Qualitative Research Evidence Synthesis 170
10.1.4 Utilizing Qualitative Findings 170
10.1.4.1 Instrumental Utilization 172
10.1.4.2 Conceptual Utilization 172
10.1.4.3 Symbolic Utilization 173
10.1.5 Afterthoughts 173
10.2 Policy as an Outcome of Phenomenological Research 174
10.2.1 Enhancing Health Policy through Qualitative Research 174
10.2.2 Use of Participatory Action Research in the Development of a Clinical Pharmacy Support Model for Nurses and their Clients in an Australian Home Nursing Service 175
10.2.3 Female Adolescent Sexuality and the Place of Qualitative Research in Policy-Making 176
10.2.4 Policy on Family Presence as a Recommendation from a Phenomenological Study in the ICU 177
10.2.4.1 Family Presence Policy in the Intensive Care Unit 177
10.3 Phenomenological Research and Knowledge and Theory Development 179
10.3.1 Function of Theory 179
10.3.2 Synthesis of Qualitative Research and Knowledge Development 180
10.3.3 The Cochrane Qualitative & Implementation Methods Group 180
10.3.4 Approaches to Qualitative Evidence Synthesis 181
10.3.4.1 Integrative/Aggregative/Summative Synthesis 181
10.3.4.2 Interpretive and Theory-Generating Synthesis 181
10.3.5 Metasynthesis and Theory Construction 182
10.3.6 Family Presence in the ICU and ED: A Metasynthesis 183
10.4 Conclusion 184
References 184
Index 188
