{"product_id":"qualitative-research-in-nursing-and-healthcare-isbn-9781119630609","title":"Qualitative Research in Nursing and Healthcare","description":"\u003cb\u003eQualitative Research in Nursing and Healthcare\u003c\/b\u003e \u003cp\u003e\u003cb\u003eDiscover how to conduct qualitative nursing research with confidence\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eCo-authored by experienced researchers, \u003ci\u003eQualitative Research in Nursing and Healthcare\u003c\/i\u003e offers practical and applied examples for those who carry out  qualitative research in the healthcare arena. With clear explanations of abstract ideas and practical procedures, this updated edition incorporates recent  examples in nursing research and developments in the qualitative field, providing readers with the latest approaches and techniques for gaining insight into people’s attitudes, behaviours, value systems, concerns, motivations, aspirations, culture and lifestyles.  \u003c\/p\u003e\u003cp\u003eFrom ethnographies to action research, readers will find explorations of data collection, sampling and analysis, including discussions of: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eInterviewing and participant observation, strategies, and procedures\u003c\/li\u003e \u003cli\u003eTrustworthiness and validity, and ensuring the credibility of qualitative research\u003c\/li\u003e \u003cli\u003eA variety of approaches in qualitative research, such as grounded theory, phenomenology and narrative inquiry\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eWhether you’re a postgraduate nursing student, a third-year nursing student on a pre-registration nursing programme, or a qualified nursing and healthcare staff member, \u003ci\u003eQualitative Research in Nursing and Healthcare\u003c\/i\u003e is the perfect resource to help you conduct meaningful research with confidence. \u003c\/p\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xv\u003c\/p\u003e \u003cp\u003eAcknowledgement xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One: Introduction to Qualitative Research: Starting Out\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 The Essentials of Qualitative Research 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is qualitative research? 3\u003c\/p\u003e \u003cp\u003eThe characteristics of qualitative research 3\u003c\/p\u003e \u003cp\u003eThe primacy of data 4\u003c\/p\u003e \u003cp\u003eContextualisation 5\u003c\/p\u003e \u003cp\u003eImmersion in the setting 5\u003c\/p\u003e \u003cp\u003eThe ‘emic’ perspective 6\u003c\/p\u003e \u003cp\u003eThick description 7\u003c\/p\u003e \u003cp\u003eThe research relationship 8\u003c\/p\u003e \u003cp\u003eInsider\/outsider research 9\u003c\/p\u003e \u003cp\u003eReflexivity 9\u003c\/p\u003e \u003cp\u003eThe place of theory in qualitative research 11\u003c\/p\u003e \u003cp\u003eThe use of qualitative research in healthcare 11\u003c\/p\u003e \u003cp\u003eChoosing an approach for health research 13\u003c\/p\u003e \u003cp\u003eReferences 14\u003c\/p\u003e \u003cp\u003eFurther Reading 16\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 The Paradigm Debate: The Place of Qualitative Research 17\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTheoretical frameworks and ontological position 17\u003c\/p\u003e \u003cp\u003eThe natural science model: positivism objectivism and value neutrality 18\u003c\/p\u003e \u003cp\u003eThe paradigm debate 19\u003c\/p\u003e \u003cp\u003eThe interpretive\/descriptive approach 21\u003c\/p\u003e \u003cp\u003eFocus on postmodernism and social constructionism 23\u003c\/p\u003e \u003cp\u003eConflicting or complementary perspectives? 24\u003c\/p\u003e \u003cp\u003eFinal comment 25\u003c\/p\u003e \u003cp\u003eReferences 25\u003c\/p\u003e \u003cp\u003eFurther Reading 26\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Initial Steps in the Research Process 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSelecting and formulating the research question 27\u003c\/p\u003e \u003cp\u003ePractical issues 31\u003c\/p\u003e \u003cp\u003eThe research design and choice of approach 31\u003c\/p\u003e \u003cp\u003eThe literature review 32\u003c\/p\u003e \u003cp\u003eWriting a research proposal 35\u003c\/p\u003e \u003cp\u003eAccess and entry to the setting 41\u003c\/p\u003e \u003cp\u003eSummary 44\u003c\/p\u003e \u003cp\u003eReferences 44\u003c\/p\u003e \u003cp\u003eFurther Reading 45\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Ethical Issues 47\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe foundational ethical framework for research 49\u003c\/p\u003e \u003cp\u003eEthics in qualitative research 52\u003c\/p\u003e \u003cp\u003eInterviews and observations 53\u003c\/p\u003e \u003cp\u003eThe participant information sheet 60\u003c\/p\u003e \u003cp\u003eResearching one’s peers 62\u003c\/p\u003e \u003cp\u003eThe research relationship 62\u003c\/p\u003e \u003cp\u003eResearch in the researcher’s workplace 64\u003c\/p\u003e \u003cp\u003eThe role of research ethics committees 64\u003c\/p\u003e \u003cp\u003eReviewing the research project 66\u003c\/p\u003e \u003cp\u003eKey ethical questions: audiotaped interviews 66\u003c\/p\u003e \u003cp\u003eSummary 70\u003c\/p\u003e \u003cp\u003eReferences 70\u003c\/p\u003e \u003cp\u003eFurther Reading 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Supervision of Qualitative Research 73\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe responsibilities of supervisor and student 74\u003c\/p\u003e \u003cp\u003eWriting and relationships 76\u003c\/p\u003e \u003cp\u003ePractical aspects of supervision 78\u003c\/p\u003e \u003cp\u003eSingle or joint supervision 79\u003c\/p\u003e \u003cp\u003eProblems with supervision 80\u003c\/p\u003e \u003cp\u003eAcademic problems 81\u003c\/p\u003e \u003cp\u003eFinal notes 82\u003c\/p\u003e \u003cp\u003eSummary 83\u003c\/p\u003e \u003cp\u003eReferences 83\u003c\/p\u003e \u003cp\u003eFurther Reading 83\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two: Data Collection and Sampling\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Interviewing 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInterviews as sources of data 87\u003c\/p\u003e \u003cp\u003eThe interview process 88\u003c\/p\u003e \u003cp\u003eTypes of interview 89\u003c\/p\u003e \u003cp\u003eContents vii\u003c\/p\u003e \u003cp\u003ePractical considerations 92\u003c\/p\u003e \u003cp\u003eRecording interview data 96\u003c\/p\u003e \u003cp\u003eThe interviewer–participant relationship 98\u003c\/p\u003e \u003cp\u003eProblematic issues and challenges in interviewing 99\u003c\/p\u003e \u003cp\u003eEthical issues in interviewing 103\u003c\/p\u003e \u003cp\u003eSummary 105\u003c\/p\u003e \u003cp\u003eReferences 105\u003c\/p\u003e \u003cp\u003eFurther Reading 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Observation and Documents as Sources of Data 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParticipant observation 107\u003c\/p\u003e \u003cp\u003eThe origins of participant observation 108\u003c\/p\u003e \u003cp\u003eImmersion in culture and setting 108\u003c\/p\u003e \u003cp\u003eTypes of observation 111\u003c\/p\u003e \u003cp\u003eProblems in observation 116\u003c\/p\u003e \u003cp\u003eTechnical procedures and practical hints 117\u003c\/p\u003e \u003cp\u003eDocumentary sources of data 118\u003c\/p\u003e \u003cp\u003eSummary 122\u003c\/p\u003e \u003cp\u003eReferences 122\u003c\/p\u003e \u003cp\u003eFurther Reading 123\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Focus Group Research (FGR) 125\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe nature and features of focus group research 125\u003c\/p\u003e \u003cp\u003eThe origin and purpose of focus groups 127\u003c\/p\u003e \u003cp\u003eFocus group research in healthcare 127\u003c\/p\u003e \u003cp\u003eSample size and composition 128\u003c\/p\u003e \u003cp\u003eConducting focus group discussions 131\u003c\/p\u003e \u003cp\u003eResearch with online or virtual focus groups 133\u003c\/p\u003e \u003cp\u003eRecording analysing and reporting focus group data 134\u003c\/p\u003e \u003cp\u003eCritical comments on focus group research in healthcare 138\u003c\/p\u003e \u003cp\u003eSummary 138\u003c\/p\u003e \u003cp\u003eReferences 139\u003c\/p\u003e \u003cp\u003eFurther Reading 140\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Sampling Strategies 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSampling decisions 141\u003c\/p\u003e \u003cp\u003eA variety of sampling types 145\u003c\/p\u003e \u003cp\u003eInclusion and exclusion criteria 150\u003c\/p\u003e \u003cp\u003eSampling parameters 150\u003c\/p\u003e \u003cp\u003eSample size 151\u003c\/p\u003e \u003cp\u003eSaturation 152\u003c\/p\u003e \u003cp\u003eGiving a label to the participants 153\u003c\/p\u003e \u003cp\u003eSummary 154\u003c\/p\u003e \u003cp\u003eReferences 154\u003c\/p\u003e \u003cp\u003eFurther Reading 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three: Approaches in Qualitative Research\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Ethnography 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe development of ethnography 160\u003c\/p\u003e \u003cp\u003eEthnographic methods 162\u003c\/p\u003e \u003cp\u003eEthnography in healthcare 163\u003c\/p\u003e \u003cp\u003eThe main features of ethnography 165\u003c\/p\u003e \u003cp\u003eFieldwork 169\u003c\/p\u003e \u003cp\u003eDoing and writing ethnography 172\u003c\/p\u003e \u003cp\u003eAnalysis 172\u003c\/p\u003e \u003cp\u003eInterpretation 174\u003c\/p\u003e \u003cp\u003ePitfalls and problems 175\u003c\/p\u003e \u003cp\u003eSummary 176\u003c\/p\u003e \u003cp\u003eReferences 176\u003c\/p\u003e \u003cp\u003eFurther Reading 178\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Grounded Theory Methodology 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistory and origin 180\u003c\/p\u003e \u003cp\u003eSymbolic interactionism 181\u003c\/p\u003e \u003cp\u003eThe main features of grounded theory 181\u003c\/p\u003e \u003cp\u003eData collection theoretical sampling and analysis 183\u003c\/p\u003e \u003cp\u003eThe three main approaches 189\u003c\/p\u003e \u003cp\u003eUsing the literature 190\u003c\/p\u003e \u003cp\u003eIntegration of theory 192\u003c\/p\u003e \u003cp\u003eTheoretical memos and fieldnotes 192\u003c\/p\u003e \u003cp\u003ePitfalls and problems 193\u003c\/p\u003e \u003cp\u003eWhich approach for the health researcher? 196\u003c\/p\u003e \u003cp\u003eSummary 197\u003c\/p\u003e \u003cp\u003eReferences 197\u003c\/p\u003e \u003cp\u003eFurther Reading 199\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Narrative Inquiry 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe nature of narrative and story 201\u003c\/p\u003e \u003cp\u003eNarrative research 202\u003c\/p\u003e \u003cp\u003eNarratives in health research 202\u003c\/p\u003e \u003cp\u003eThe everyday story 206\u003c\/p\u003e \u003cp\u003eAutobiographical and biographical stories 206\u003c\/p\u003e \u003cp\u003eCultural stories 207\u003c\/p\u003e \u003cp\u003eCollective stories 207\u003c\/p\u003e \u003cp\u003eIllness narratives 208\u003c\/p\u003e \u003cp\u003eThe restitution narrative 209\u003c\/p\u003e \u003cp\u003eThe chaos narrative 210\u003c\/p\u003e \u003cp\u003eThe quest narrative 210\u003c\/p\u003e \u003cp\u003eNarrative interviewing 211\u003c\/p\u003e \u003cp\u003eNarrative analysis 212\u003c\/p\u003e \u003cp\u003eContents ix\u003c\/p\u003e \u003cp\u003eThematic and holistic analysis 213\u003c\/p\u003e \u003cp\u003eStructural analysis 214\u003c\/p\u003e \u003cp\u003eDialogic\/performance analysis 215\u003c\/p\u003e \u003cp\u003eVisual analysis 216\u003c\/p\u003e \u003cp\u003eOngoing debates about narrative 216\u003c\/p\u003e \u003cp\u003eSummary 218\u003c\/p\u003e \u003cp\u003eReferences 218\u003c\/p\u003e \u003cp\u003eFurther Reading 220\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Phenomenology 221\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntentionality and the early stages of phenomenology 222\u003c\/p\u003e \u003cp\u003ePhases and history of the movement 223\u003c\/p\u003e \u003cp\u003eThe German phase 224\u003c\/p\u003e \u003cp\u003eThe French phase 226\u003c\/p\u003e \u003cp\u003eSchools of phenomenology 227\u003c\/p\u003e \u003cp\u003eThe phenomenological research process: doing phenomenology 228\u003c\/p\u003e \u003cp\u003eGrounding 228\u003c\/p\u003e \u003cp\u003eReflexivity and positional knowledge 229\u003c\/p\u003e \u003cp\u003eHumanisation and the language of experience 229\u003c\/p\u003e \u003cp\u003ePhenomenology and health research 231\u003c\/p\u003e \u003cp\u003eTopics for phenomenological approaches 232\u003c\/p\u003e \u003cp\u003eChoice of approach: descriptive or interpretive phenomenology 233\u003c\/p\u003e \u003cp\u003eProcedures for data collection and analysis 235\u003c\/p\u003e \u003cp\u003eSummary 238\u003c\/p\u003e \u003cp\u003eReferences 238\u003c\/p\u003e \u003cp\u003eFurther Reading 241\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Action Research 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe origins of action research 244\u003c\/p\u003e \u003cp\u003eCritical social theory 245\u003c\/p\u003e \u003cp\u003eAction research in healthcare 246\u003c\/p\u003e \u003cp\u003eThe main features of action research 247\u003c\/p\u003e \u003cp\u003eThe methodological continuum 248\u003c\/p\u003e \u003cp\u003ePractical steps 250\u003c\/p\u003e \u003cp\u003eTrustworthiness in AR 252\u003c\/p\u003e \u003cp\u003eProblems and critique 253\u003c\/p\u003e \u003cp\u003eSummary 255\u003c\/p\u003e \u003cp\u003eReferences 255\u003c\/p\u003e \u003cp\u003eFurther Reading 256\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Additional Approaches 259\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCase study research 259\u003c\/p\u003e \u003cp\u003eOverview 260\u003c\/p\u003e \u003cp\u003eFeatures and purpose of case study research 260\u003c\/p\u003e \u003cp\u003eConversation analysis 262\u003c\/p\u003e \u003cp\u003eThe origins of conversation analysis 263\u003c\/p\u003e \u003cp\u003eThe use of conversation analysis 263\u003c\/p\u003e \u003cp\u003eDiscourse analysis 265\u003c\/p\u003e \u003cp\u003eCritical discourse analysis (CDA) 267\u003c\/p\u003e \u003cp\u003ePerformative social science 269\u003c\/p\u003e \u003cp\u003ePSS in health research 270\u003c\/p\u003e \u003cp\u003eSummary 271\u003c\/p\u003e \u003cp\u003eReferences 272\u003c\/p\u003e \u003cp\u003eFurther Reading 275\u003c\/p\u003e \u003cp\u003eDiscourse Analysis 275\u003c\/p\u003e \u003cp\u003eFurther Reading 276\u003c\/p\u003e \u003cp\u003ePerformative Social Science 276\u003c\/p\u003e \u003cp\u003eFurther Reading 277\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Four: Data Analysis and Completion\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 Data Analysis: Strategies and Procedures 281\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTranscribing and sorting 283\u003c\/p\u003e \u003cp\u003eTaking notes and writing analytic memos 284\u003c\/p\u003e \u003cp\u003eOrdering and organising the data 285\u003c\/p\u003e \u003cp\u003eAnalytical styles 286\u003c\/p\u003e \u003cp\u003eCoding and categorizing 287\u003c\/p\u003e \u003cp\u003eThematic analysis 288\u003c\/p\u003e \u003cp\u003eMeaning and Gestalt 289\u003c\/p\u003e \u003cp\u003eProblems of QDA 289\u003c\/p\u003e \u003cp\u003eInferential leaps and ‘premature closure’ 289\u003c\/p\u003e \u003cp\u003eCollaboration in the process of analysis and interpretation 290\u003c\/p\u003e \u003cp\u003eComputer- aided analysis of qualitative data 290\u003c\/p\u003e \u003cp\u003eThe reasons for computer use 291\u003c\/p\u003e \u003cp\u003eStoring annotating and retrieving texts 292\u003c\/p\u003e \u003cp\u003eLocating words phrases or segments of data 292\u003c\/p\u003e \u003cp\u003eNaming or labelling 292\u003c\/p\u003e \u003cp\u003eSorting and organising 292\u003c\/p\u003e \u003cp\u003eIdentifying data units 293\u003c\/p\u003e \u003cp\u003ePreparing diagrams 293\u003c\/p\u003e \u003cp\u003eApproaches to qualitative computer analysis 293\u003c\/p\u003e \u003cp\u003eLanguage- oriented 293\u003c\/p\u003e \u003cp\u003eDescriptive\/interpretive approaches 293\u003c\/p\u003e \u003cp\u003eTheory building 294\u003c\/p\u003e \u003cp\u003eThe practicalities of using computer- aided analysis 294\u003c\/p\u003e \u003cp\u003eAdvantages of computer use 295\u003c\/p\u003e \u003cp\u003eProblems and critique of computer analysis 295\u003c\/p\u003e \u003cp\u003eSummary 296\u003c\/p\u003e \u003cp\u003eReferences 297\u003c\/p\u003e \u003cp\u003eFurther Reading 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17 Establishing Quality: Validity and Trustworthiness 299\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuality 299\u003c\/p\u003e \u003cp\u003eConventional criteria 300\u003c\/p\u003e \u003cp\u003eRigour 300\u003c\/p\u003e \u003cp\u003eReliability 300\u003c\/p\u003e \u003cp\u003eValidity 301\u003c\/p\u003e \u003cp\u003eGeneralisability or external validity 302\u003c\/p\u003e \u003cp\u003eObjectivity and subjectivity 303\u003c\/p\u003e \u003cp\u003eThe concept of validity in qualitative research 304\u003c\/p\u003e \u003cp\u003eAn alternative perspective: trustworthiness 305\u003c\/p\u003e \u003cp\u003eDependability 305\u003c\/p\u003e \u003cp\u003eCredibility 305\u003c\/p\u003e \u003cp\u003eTransferability 305\u003c\/p\u003e \u003cp\u003eConfirmability 306\u003c\/p\u003e \u003cp\u003eAuthenticity 306\u003c\/p\u003e \u003cp\u003eStrategies to ensure trustworthiness 307\u003c\/p\u003e \u003cp\u003eMember checking 307\u003c\/p\u003e \u003cp\u003eSearching for negative cases and alternative explanations 309\u003c\/p\u003e \u003cp\u003ePeer review 310\u003c\/p\u003e \u003cp\u003eTriangulation 310\u003c\/p\u003e \u003cp\u003eThe audit or decision trail 311\u003c\/p\u003e \u003cp\u003eThick description 312\u003c\/p\u003e \u003cp\u003eProlonged engagement 312\u003c\/p\u003e \u003cp\u003eReflexivity 313\u003c\/p\u003e \u003cp\u003eQuality and creativity 313\u003c\/p\u003e \u003cp\u003eSummary 314\u003c\/p\u003e \u003cp\u003eReferences 314\u003c\/p\u003e \u003cp\u003eFurther Reading 315\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18 Writing up and Publishing Qualitative Research 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe research account 317\u003c\/p\u003e \u003cp\u003eUse of the first person 318\u003c\/p\u003e \u003cp\u003eThe format of the report 319\u003c\/p\u003e \u003cp\u003eTitle 320\u003c\/p\u003e \u003cp\u003eAbstract 321\u003c\/p\u003e \u003cp\u003eAcknowledgement and dedication 323\u003c\/p\u003e \u003cp\u003eContents 323\u003c\/p\u003e \u003cp\u003eIntroduction 323\u003c\/p\u003e \u003cp\u003eEntry issues and ethical considerations 324\u003c\/p\u003e \u003cp\u003eMethodology and research design 325\u003c\/p\u003e \u003cp\u003eFindings\/results and discussion 326\u003c\/p\u003e \u003cp\u003eConclusion and implications 328\u003c\/p\u003e \u003cp\u003eReferencing 330\u003c\/p\u003e \u003cp\u003eAppendices 330\u003c\/p\u003e \u003cp\u003eCritical assessment and evaluation 331\u003c\/p\u003e \u003cp\u003eGuide to research evaluation 331\u003c\/p\u003e \u003cp\u003ePublishing and presenting the research 332\u003c\/p\u003e \u003cp\u003eBooks 333\u003c\/p\u003e \u003cp\u003eArticles 333\u003c\/p\u003e \u003cp\u003eTypes of article 334\u003c\/p\u003e \u003cp\u003eAlternative forms of presenting or disseminating the research 335\u003c\/p\u003e \u003cp\u003eSummary 336\u003c\/p\u003e \u003cp\u003eReferences 336\u003c\/p\u003e \u003cp\u003eFurther Reading 337\u003c\/p\u003e \u003cp\u003eFinal Note 339\u003c\/p\u003e \u003cp\u003eGlossary 341\u003c\/p\u003e \u003cp\u003eIndex 347\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eImmy Holloway\u003c\/b\u003e is Professor Emerita in the Faculty of Health and Social Sciences at Bournemouth University in the United Kingdom.  \u003c\/p\u003e\u003cp\u003e\u003cb\u003eKathleen Galvin\u003c\/b\u003e is Professor of Nursing Practice in the School of Health Sciences at the University of Brighton, United Kingdom.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eDiscover how to conduct qualitative nursing research with confidence\u003c\/b\u003e  \u003c\/p\u003e\u003cp\u003eCo-authored by experienced researchers, \u003ci\u003eQualitative Research in Nursing and Healthcare\u003c\/i\u003e offers practical and applied examples for those who carry out  qualitative research in the healthcare arena. With clear explanations of abstract ideas and practical procedures, this updated edition incorporates recent  examples in nursing research and developments in the qualitative field, providing readers with the latest approaches and techniques for gaining insight into people’s attitudes, behaviours, value systems, concerns, motivations, aspirations, culture and lifestyles.  \u003c\/p\u003e\u003cp\u003eFrom ethnographies to action research, readers will find explorations of data collection, sampling and analysis, including discussions of: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eInterviewing and participant observation, strategies, and procedures\u003c\/li\u003e \u003cli\u003eTrustworthiness and validity, and ensuring the credibility of qualitative research\u003c\/li\u003e \u003cli\u003eA variety of approaches in qualitative research, such as grounded theory, phenomenology and narrative inquiry\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eWhether you’re a postgraduate nursing student, a third-year nursing student on a pre-registration nursing programme, or a qualified nursing and healthcare staff member, \u003ci\u003eQualitative Research in Nursing and Healthcare\u003c\/i\u003e is the perfect resource to help you conduct meaningful research with confidence.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989893202149,"sku":"NP9781119630609","price":31.5,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119630609.jpg?v=1761785820","url":"https:\/\/k12savings.com\/es\/products\/qualitative-research-in-nursing-and-healthcare-isbn-9781119630609","provider":"K12savings","version":"1.0","type":"link"}