An overview of the nature of qualitative research
Prior to conducting any research study, it is always important to understand how the information should be collected in order to fulfill the purpose of the research. However, there are only two broad approaches on how this can be accomplished namely qualitative and quantitative research methods.
All research studies be it qualitative or quantitative, ought to incorporate a methodical, regimented, and unambiguous approach to unavailing things or facts out. In fact, the most suitable method should be used to respond to the study questions.
From study literature, qualitative research has been perceived to entail the development of social phenomena explanations. This implies that the objective of qualitative research study is to assist the research correspondents and information users to comprehend the reasons why things are the way they appear to be and understand the milieu.
Qualitative research focuses on the manner in which groups or individuals may have diverse methods through which they observe a psychological or social reality. The method normally draws on a systematic, emergent, and flexible research study processes (Britten, 2010).
Besides, qualitative research focuses on interpreting and describing data that may result into the assessment of organizational processes or the development of novel theories and concepts. Conversely, qualitative research focuses on study information or reports relating experience that can hardly be expressed numerically (Freshwater, Cahill, Walsh & Muncey, 2010).
This implies that, the method investigates events based on the individuals’ accounts or as they appear within the natural settings, but does not entail manipulating study variables. Finally, qualitative research incorporates the complexities experienced in the actual world framework by integrating various perceptions that are put on board.
When it is appropriate to use qualitative research methods
Qualitative research is concerned with the world societal aspects and aspires to respond to research questions relating to the following:
- The variations amid social clusters
- Why and how cultural practices have evolved over the years
- How events that occur daily affect different groups and individuals
- How individuals and groups form mind-sets and beliefs
- Why individuals tend to behave or act the manner in which they do
From the above outline, it is clear that qualitative research studies are intended to find response to questions instigating with: In what ways?, How?, and why? According to Hancock (1998), it is appropriate to conduct or use qualitative research study methods when:
- The undertaken study incorporates the individuals feeling, experiences, and opinions that generally produce data or information that is subjective.
- The research study intends to clarify any social event or phenomenon as it naturally transpires. That is, the research does not make attempt of manipulating the circumstances being investigated as it is normally done in quantitative experimental research studies.
- The comprehension of a given circumstance is achieved by means of a holistic point of view. This is dissimilar from the quantitative research methods that rely on the capacity to recognize and classify various sets of study variables.
- Study information or data are drawn on when developing theories and concepts, which assist individuals in understanding the communal humanity or world. This appears to be an inductive course of action in the direction of designing investigation premises. Thus, it is unlike quantitative research studies that are usually deductive given that they assess the previously wished-for hypothesis.
- Research data or information for qualitative study are gathered via observation, group interviews, one to one in depth interviews, or direct encounters with study participants. Hence, collecting research data for a qualitative study materializes to be time consuming.
- The time consuming and rigorous data gathering nature requires that undersized samples should be used.
- Qualitative research methods are appropriate when different procedures are utilized to sample research data. The sample procedures in quantitative assessments endeavor to exhibit the exploration results repressiveness via haphazardly picking the investigative themes. However, qualitative study processes are apt since the procedures employed in sampling were concerned with looking for statistics from definite sub-groupings as well as grouping contained in the assessment masses.
The criteria used in qualitative research when assessing study validities and reliabilities are suitable, but significantly vary from those methods utilized in quantitative study. It is important to note that from the numerous qualitative research attributes namely; inductive, naturalistic, descriptive, anti positivist, phenomenological, holistic, and subjective, the methods used have associated weaknesses and strengths depending on the original research purposes.
For instance, the outcomes from the qualitative research methods can hardly be generalized to the larger study population (Hancock, 1998). The techniques used in qualitative research are suitable since they are based on the initial study questions, which may seek to find insights into a particular study populace subgroup.
That is, the original research questions may not require assessing the general study populace given that the population subgroups are different or special compared to the generalized study population, but the specialness appertains to the study focal point.
The sample size may be small yet imperative since there could have been only a few study participants accessible during the research period as observed in the case of patients who suffer from atypical condition or some ethnic group cases (Hancock, Ockleford, & Windridge, 2009).
Comparing and contrasting qualitative methods
The phrase ethnography is commonly correlated to sociology and anthropology. The term is usually applied in qualitative research studies to explain a study field related to a specific population or site that is investigated to easily comprehend the cultural viewpoints of that particular populace.
For example, the term ethnography denotes the people’s portraits and it uses descriptive statics to explain different people and their cultures. In an ethnographic research study, the research correspondents are expected to gather pertinent research information from the study participants through interviews and observations over a given period (Armitage & Hodgson, 2004).
In this study design, the cultural parameters are that individuals being studied or investigated share certain things. Some parameters being studied in ethnography include the following:
- Collective experience
- Ethnicity or tribe
- Spirituality or religion
- Country of origin, region, or geographical
In healthcare situations, the study correspondents could select an ethnographic study design given that the parameters associated with culture are believed to influence the reactions of the populace to treatment or healthcare. For instance, the cultural principles regarding the links amid women and men might enhance the unwillingness of subgroups from the Asian women from accepting cervical tests.
Thus, ethnography assists healthcare experts in the development of cultural sensation and consciousness while enhancing the offering of quality healthcare to all individuals coming from different cultural backgrounds (Hancock, 1998). Ethnographic research studies necessitate that the investigator should take a far-reaching fieldwork.
The research must be collected through observing study participant, continuously interviewing the partakers, or by conducting informal and formal interviews. As result of the techniques used to collect data, ethnography appears to be consuming much time, as it requires the researcher to spend more time conducting fieldwork (Hancock, Ockleford, & Windridge, 2009).
When analyzing data from ethnographic studies, researchers use the ‘emic’ technique. This implies that the collected information and data are interpreted from the study population viewpoints. In fact, the study outcomes are articulated as if the subjects were expressing them themselves by means of restricted terminologies and lingo to illustrate the prevailing events.
For instance, the investigators might study the behaviours that customarily depict psychological ill health as observed in the westernized world of medicine. Under the research populace, the behaviours might not be typified like ill health, save for something else including the assumptions that the person may be gifted or blessed in a way (Armitage & Hodgson, 2004).
When the researchers are not acquainted with the study participants’ lingo or even their societal customs, then ethnographic study could pose some challenges to the investigators. For instance, any interpretation or explanation from a foreigner or ‘etic’ viewpoints could be a misconception that causes disorder (Hancock, Ockleford, & Windridge, 2009). Hence, the researchers are obliged to go back to fieldwork to confirm from the participants if the interpretations are true. In this manner, data is authenticated prior to the presentation as the study findings.
Focus Groups
In qualitative research studies, focus groups tend to be similar to interviews except that their texts may be explored to study the manner through which study partakers interrelate with one another and affect the thoughts they express. This may occur in ethnographic studies, but not in the material interviews.
However, instead of collecting study data from a progression of people, focus groups entail collecting data from groups of individuals (Wright, 2012). Unlike the ethnographic study, focus groups enhance the chances of gathering some kinds of research data when the situation makes it difficult to do so. In the recent past, focus groups have been broadly utilized in market research particularly within the private sector.
When using focus groups method, it is recommended to incorporate between six to ten people in the sample size. If the population size small, it is easier to collect study data. On the other hand, a larger sample makes it complicated to allow each person to interact and equally participate in the research. Besides, the gathered qualitative data enables the researcher to know and utilize the opinions, perceptions, and feelings of the participants.
Similar to ethnography, data analysis and gathering in focus groups method appears to be time consuming (Hancock, 1998). When using this qualitative research method, various focus groups must be used and it is erroneous to depend on the opinions of a single study group. For instance, the chosen group may be exposed to either external or internal issues that the researcher might not be aware of.
To offer sufficient data for the research, a good number of study participants should be used, but even three to four participants are enough to accomplish this (Hancock, Ockleford, & Windridge, 2009). Just as in ethnographic study, every member of a focus group must possess an attribute that is similar to the rest of the group members. However, the universal trait should be relevant to the topic being investigated.
For instance, focus group may be intended to study members of a given team or those within similar profession. The focus group could incorporate long-suffering who get equal cure or individuals experiencing matching wellbeing setbacks or serene at a specified practice. However, the study participants may not be well versed with each other’s conditions (Wright, 2012).
It is nonetheless important that the researcher must have certain skills to use focus groups qualitative method. The skills include the analysis, observation, listening, moderating, as well as facilitation skills.
References
Armitage, G., & Hodgson, I. (2004). Using ethnography (or qualitative methods) to investigate drug errors: A critique of a published study. Nursing Times Research, 9(5), 379-387.
Britten, N. (2010). Qualitative research and the take-up of evidence-based practice. Journal of Research in Nursing, 15 (6), 537-544.
Freshwater, D., Cahill, J., Walsh, E., & Muncey, T. (2010). Qualitative research as evidence: Criteria for rigor and relevance. Journal of Research in Nursing, 15 (6), 497-508.
Hancock, B. (1998). An introduction to qualitative research. Trent Focus for Research and Development in Primary Health Care, 5(1)1-31.
Hancock, B., Ockleford, E., & Windridge, K. (2009). An introduction to qualitative research. The NIHR Research Design Service for Yorkshire & the Humber, 6(1), 2-39.
Wright, N. (2012). The ongoing support needs of people with long-term conditions following attendance at self-management programmes: A qualitative study. Journal of Research in Nursing, 0(0), 1-15.