Research in Nursing Qualitative Researches

Question: Discuss about the Research in Nursingfor Qualitative Researches. Answer: Comparing Qualitative with Quantitative Approaches Research Question- Qualitative researches are exploratory in nature as its main purpose is to investigate the rationale behind a research topic. On the other hand, quantitative research focuses more on classifying features and conducting statistical analysis to explain the phenomenon of investigation. The research question for quantitative research differs based on descriptive, comparative or relation-based investigation. Questions are framed in quantitative research by identifying different types of variable in a topic and writing the issue or problem the research is going to investigate in the form of question (Punch, 2013).The qualitative research question determines the degree to which a research clarifies a phenomenon and the research question focus on why and how of any phenomenon (Agee, 2009). The research question for conducting a qualitative research investigating the experience of depression in adolescents is What kind of lived experience of depression is seen in adolescents between 11 and 17 years with mild to severe depression?. Sample Recruitment- In qualitative research, sampling technique can be done by non-probability sampling such as purposive sampling, snow ball sampling and quota sampling. In qualitative research, purposive sampling is used to select participants who represent a wide range of perspective or who meet specific criteria. Hence, the advantage of purposive sampling method is that it target specific population which can give insight about the research topic. However, the weakness of this method of sampling recruitment is that there is chance of biasness as the sample has been selected based on the judgment of researcher and their judgment may not have clear criteria (Palinkas et al., 2015). In contrast to qualitative research, quantitative research sampling is done by probability sampling where sample is systematically selected from a known population and the sample represent a target population. The four type of probability sampling technique include random sampling, stratified random sampling, cluster sampling and systematic sampling. In probability sampling, the population of interest is decided first and probabilistic algorithm is used to select the sample. To obtain the result, the responses from the sample are combined based on selection probabilities. The advantage of probability sampling in research is that it is cost-effective approach and less-time consuming compared to purposive sampling technique. Hence, in non-probability sample, the selection approach is specific whereas in probability sampling the selection approach is random (Denscombe, 2014). For the qualitative research of experience of depression in adolescents, sample will be taken according to purposive sampling technique and participant who been referred to mental health services in London for depression will be taken. The inclusion criteria for sample recruitment will include moderate to severe depression and age between 11-17 years. Data Collection- Qualitative data collection is done by semi-structured or unstructured techniques to uncover thoughts and opinion about a process. This can be done by individual or group interview, focus groups and observation. The strength of qualitative data collection method is that researcher can guide the interview question and evaluate issues in detail. As qualitative research data is gained from human experience, reliable data is obtained compared to quantitative research and the researcher has the feasibility to revise research as soon as new facts emerge. However , the limitation of the qualitative research is that data interpretation process is delayed due to the quantity of date and confidentiality issue also arise during publishing the results of the study (Katz, 2015). As quantitative research tries to quantify attitudes, experience, behavior and other variables in a sample population, the data collection is done by online survey or mobile surveys, telephone interview, face-to-face interview, online polls and longitudinal study. The strength of quantitative data collection method is that it is based on descriptive statistics and it helps to break data based on variance such difference in age groups. Hence, quantitative data collection approach supports easy interpretation of data and statistical significance helps to find real results. The limitation of quantitative research is that too many data cannot be obtained from structured data collection tools and data collected from self-reports may be inaccurate (Rubin Babbie, 2016). To collect data on lived experience of adolescent in depression, a qualitative interview will be done and the semi-structured interview process will explore the following areas related tp depression- What difficulties brought you to mental health services? How they could they understand the difficulty and trouble in life due to depression? How you try to cope with depression? What is your expectation from mental health service? Data Analysis- Qualitative research data can be analyzed by categorization of data based on descriptive account or by interpretive analysis through coding data. The coding process in data analysis is open, axial and selective and common themes begin to emerge by categorizing, tabulating and recombining the themes. Analysis can also be done based on ethnography, phenomenology and grounded theory. Qualitative data analysis is useful in research as it looks deeper into feelings and behavior and provides a rationale regarding why people react in certain ways. However, limitation in analysis is seen because data collection process is time consuming and so small sample size is taken to reduce cost and time for research. Hence, as the sample size is small, it is not possible to generalize the result of the research (Smith et al., 2015). Quantitative data analysis is done to support or contradict research hypothesis and the analysis is influenced by level of measurement such as nominal, ordinal, interval and ratio data. Data analysis is done by data tabulation, disaggregating the data and applying advance analytical procedures such as correlation, regression and analysis of variance. The advantage of quantitative data analysis approach is that it promotes the generalization of result due to large sample size and lead to greater objectivity and accuracy in research. Quantitative method also allows comparison across categories with other similar studies. The limitation is that collection of narrower data set yield better results (Suen Ary, 2014). For research on experience of depression in adolescents, framework data analysis will be used to manage and analyze large number of data. The data will be analyzed by listening to interview and reading transcripts. The data will be organized by systematically coding the data in different categories. The date in each category will then be summarized and mapped to interpret the data (Midgley et al., 2015). Findings and Generalizations- Qualitative research methods are more flexible and results findings may be exploratory, descriptive or explanatory. The validity of the research finding can be determined by the accuracy of representation of the phenomenon and validity is maintained through constant comparison or triangulation strategy. Hence the strength of the finding is that the data obtained is powerful and reliable and there is less chance of missing any complexities in research. The weakness in result arises when the volume of data is too large and quality of research is dependent on individual skills of the researcher (Anderson, 2010). Quantitative research yields numerical data behind a phenomenon and it helps to find relation between dependent and independent variable within a population. The experimental or descriptive research design helps in evaluating causal relationship and generalizing concepts. The presentation of the data through charts and graphs helps in providing clarity regarding research problem. The limitation in finding is that error in hypothesis may yield erroneous findings (Lewis, 2015). In case of qualitative research study on adolescents with depression will give different themes related to results such as misery, despair, social isolation, impact on education and employment and anger and violence (Midgley et al., 2015). Grounded Theory Approach and Qualitative Research Grounded theory is the systematic approach to qualitative research aimed to construct theory based on data analysis. By this approach, researcher collects data, reviews them and tags main concept into different codes. During the data collection and analysis phase, core theoretical concepts are identified by developing linkage with the date and the main concepts. The collection of different codes and categories helps in the development of middle-level theories arising from data analysis. Hence, the logic behind the use of grounded theory in qualitative research is to build a theory on a phenomenon of interest based on data analysis (Morse et al., 2016). The grounded theory design is useful in qualitative analysis because it promotes conceptual analysis of qualitative and legitimizes scientific enquiry process. Grounded theory is used in topic where a broad explanation is needed for a process and existing theories about the phenomenon is not adequate. Hence it helps to study a process or a phenomenon (Lewis, S. (2015). By the constant comparative method, a phenomenon is selected and few local concepts around the phenomenon is identified. To collect data, this form of research begins with theoretical sampling where open-ended sampling strategy such as interviews are done and then it moves to a focused sample group during the iterative process of data collection and analysis. The purpose of theoretical sampling is to achieve theoretical saturation level. Comparison groups are created to understand the relevance of the group in the development of emergent categories of theories (Eisenhardt, Graebner, Sonenshein, 2016). Reference Agee, J. (2009). Developing qualitative research questions: a reflective process.International Journal of Qualitative Studies in Education,22(4), 431-447. Anderson, C. 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