After reading the article you should be able to: 30 l Understand the nature and purpose of qualitative research; l Know the role of critiquing frameworks; l Understand what these frameworks aim to achieve; l Be familiar with how qualitative research can help practitioners. Commonly used research frameworks l Benton and Cormack (2000) l Bray and Rees (1995) l nhs.uk/casp/approaches (methodologies).
After reading the article you should be able to: 30 l Understand the nature and purpose of qualitative research; l Know the role of critiquing frameworks; l Understand what these frameworks aim to achieve; l Be familiar with how qualitative research can help practitioners. Commonly used research frameworks l Benton and Cormack (2000) l Bray and Rees (1995) l nhs.uk/casp/approaches (methodologies).These may be more easily understood by returning to the example used in the first article of the series.
Dec 19, 2015 - Figure 2: outlining generic categories and emergent categories. tutorial, a colleague asked, how does this relate to assessment? Understanding qualitative research Some of the terminology that relates to qualitative and quantitative research and how these relate to different worldviews (paradigms) was introduced in the first article in this series.
This can also be done electronically using NVivo, whereas some ..... Qualitative researchers justify this approach by suggesting that it is not possible to separate the context or setting in which the phenomenon occurs from the phenomenon itself (Morse and Field, 1996).
It would not be possible to use the quantitative paradigm and collect numerical data for this.
Was the research design appropriate to address the aims of the research?
Some research questions are best addressed by qualitative enquiry and others by quantitative enquiry.
Returning to the example of hypertension, a researcher who chooses to ask patients about their experiences of receiving different treatments for hypertension is clearly seeking to use a qualitative paradigm, as the patients’ thoughts and feelings are being considered, so qualitative (non-numerical) data will be collected.The intended aim(s) of the research should therefore be stated and the questions the research seeks to address should be identified.NT 18 July 2006 Vol 102 No 29 Author Polly Lee, MSc, BA, RSCN, RGN, RM, Dip N, ILTM, is lecturer in child health nursing, City University, London. (2006) Understanding and critiquing qualitative research papers. This article, the last in a series on research, examines the steps involved in qualitative research before introducing more terminology regarding the different approaches to qualitative studies.The research approach normally influences its design.That is, the research design tells readers how the researcher actually implemented the research approach.Is there a clear statement of the aims of the research?Qualitative research needs to answer questions set by the researcher (there is no hypothesis).This article focuses on one framework designed for critiquing research.The Critical Appraisal Skills Programme (CASP) framework has been chosen as it has separate frameworks for qualitative and quantitative research.In Evidence Based Practice, you critically analyse research to evaluate the design of a study and its findings.These tools are used to help you to systematically work through different kinds of research papers step-by-step, assessing their quality and results.