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Brigitte S. Cypress. Fundamentals of Qualitative Phenomenological Nursing Research
Table of Contents
List of Tables
List of Illustrations
Guide
Pages
Fundamentals of Qualitative Phenomenological Nursing Research
About the Author
With a contribution from
Foreword
List of Tables and Figures. Tables
Figures
Preface
Acknowledgments
How to Use this Book
I. Framing Qualitative Phenomenological Research
1 The “What,” “Why,” “Who,” and “How” of Qualitative Research: A Snapshot
1.1 Why Do Qualitative Research?
1.2 Who Does Qualitative Research?
1.3 What Are the Characteristics of Qualitative Research?
1.4 What Are the Methods Frequently Used in Qualitative Research?
1.5 What Is the Process of Conceptualizing and Designing a Qualitative Research Inquiry?
1.6 Conclusion
References
2 Exploring the Philosophical, Paradigmatic, and Conceptual Underpinnings of Qualitative Phenomenological Research
2.1 Nature and Design of a Qualitative Phenomenological Study
2.2 Paradigms and Worldviews
2.3 Phenomenology‐as‐Philosophy
2.3.1 Edmund Husserl's Transcendental Philosophy
2.3.1.1 Intentionality
2.3.1.2 Epoché and Eidetic Reduction
2.3.2 Martin Heidegger's Existential Philosophy
2.3.3 Merleau‐Ponty's Existential‐Embodied Philosophy
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
2.3.3.1.1 Prologue
2.3.3.1.2 The Critically Ill Patient and Lived Body (Embodiment)
2.3.3.1.3 The Critically Ill Patient and Lived Space (Spatiality)
2.3.3.1.4 The Critically Ill Patient and Lived Time (Temporality)
2.3.3.1.5 The Critically Ill Patient and Lived Relation (Relationality)
2.3.3.1.6 Afterthoughts
2.3.4 Descriptive or Hermeneutic/Interpretive Phenomenology?
2.4 Phenomenology‐as‐Qualitative Research
2.4.1 Amedeo Giorgi's Descriptive Phenomenology
2.4.1.1 Formulating the Research Question
2.4.1.2 Sampling
2.4.1.3 Data Collection
2.4.1.4 Data Analysis
2.4.1.5 Exemplar: Applying Giorgi's Descriptive Phenomenology
2.4.2 Max van Manen's Descriptive‐Hermeneutic Phenomenology
2.4.2.1 Formulating a Phenomenological Research Question
2.4.2.2 Data Collection
2.4.2.3 Data Analysis
2.4.2.4 On Saturation
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
2.4.2.5.1 Research Design
2.4.2.5.2 Setting and Sample
2.4.2.5.3 Data Collection and Analysis
2.4.2.5.4 Findings
2.4.2.5.5 Afterthoughts
2.4.3 Conceptual versus Theoretical Framework
2.5 Conclusion
References
II. Methods of Phenomen‐ological Data Collection, Reduction, Analysis, Interpretation, and Presentation
3 Collecting, Organizing, Analyzing, and PresentingQualitative Data
3.1 Ethical Considerations
3.2 Data Collection Strategies
3.3 Forms of Data. 3.3.1 Interviewing
3.3.1.1 Phenomenological Interviews
3.3.2 Storytelling
3.3.3 Observation
3.4 Data Recording Procedures
3.5 Data Analysis and Presentation
3.5.1 Coding
3.5.2 Triangulation
3.6 Data Collection, Analysis, and Presentation, Challenges, Tips, and the Importance of a Mentor
3.7 Conclusion
References
4 Data Analysis Software in Qualitative Research
4.1 Brief Historical Overview of the Use of Software in Qualitative Research
4.2 To Use or Not to Use Qualitative Data Analysis Software?
4.3 What Is Qualitative Data Analysis Software?
4.4 Computer‐Assisted Qualitative Data Analysis Software
4.4.1 Advantages. 4.4.1.1 Speed
4.4.1.2 Rigor
4.4.1.3 Team Research
4.4.1.4 Sampling
4.4.2 Disadvantages. 4.4.2.1 Word Processing
4.4.2.2 Narrow Approach to Analysis
4.4.2.3 Small Data Extracts
4.5 Two of the Current Top Mainstream Software Packages
4.5.1 ATLAS.ti
4.5.2 NVivo
4.6 Challenges in the Use of CAQDAS, and the Importance of Training and a Mentor
4.7 Conclusion
References
III. Enhancing the Rigor and Validity of Pheno‐menological Research
5 Rigor or Reliability and Validity in QualitativeResearch: A Reconceptualization
5.1 Rigor versus Trustworthiness
5.2 The Rigor Debates: Trustworthiness or Reliability and Validity?
5.3 Reliability and Validity in QualitativeResearch
5.3.1 Reliability
5.3.2 Validity
5.4 Exemplar: Reliability and Validity as Means of Ensuring the Quality of Findings in a Phenomenological Study in the ICU
5.5 The Rigor Debate Continues: How Do We Move Forward?
5.6 Conclusion
References
IV The Art of Phenomen‐ological Writing, Reporting, and Publishing
6 Qualitative Phenomenological Writing
6.1 Ethical Considerations in Writing
6.2 Approaches in Qualitative Writing. 6.2.1 Getting Started
6.2.2 Reflexivity and Representation
6.2.3 Audience
6.2.4 Encoding
6.2.5 Quotes
6.3 Phenomenological Writing
6.3.1 Strategies
6.3.1.1 Anecdotal or “Story”
6.3.1.2 Use of Metaphor
6.3.1.3 Reflexivity Using Existential Methods
6.3.1.4 Incorporating Visuals
6.3.1.5 Use of Figures, Diagrams, Models, and Tables
6.3.2 Practicing How to Write Phenomenologically
6.4 Writing and Rewriting
6.5 Conclusion
References
7 Publishing Qualitative Phenomenological Research Findings
7.1 Publication of Qualitative Research
7.1.1 Why Publish?
7.2 First Steps: Authorship
7.2.1 Authorship Agreements
7.2.2 Student Authors
7.3 Finding the Right Journal
7.3.1 Personal Goals, Options, and Professional Requirements
7.3.2 Choosing or Selecting a Journal
7.3.3 Solicited Authorship
7.3.4 Predatory Journals and Publishers
7.3.5 Non‐traditional Publishing Formats
7.3.6 Journal Quality and Metrics
7.3.7 Open Access versus Traditional Journals
7.3.8 Editor Query
7.4 Writing, Reviewing, and Revising
7.4.1 Transforming Student Papers
7.4.2 Before Writing Begins: Author Instructions, Resources, Templates, and Guidelines
7.4.3 Types of Publication Guidelines. 7.4.3.1 Journal‐Specific Guidelines
7.4.3.2 Guidelines for Reporting Health Research: The EQUATOR Network and Beyond
7.4.3.3 Qualitative Reporting Guidelines
7.5 Understanding Publishing Contracts
7.6 The Writing Process
7.6.1 Individual Writing Tips
7.6.2 Tips for Specific Sections of the Article
7.6.3 Combating Procrastination, Defeat, Exhaustion, and Other Real‐Life Responsibilities
7.6.4 Things to Remember Before You Submit Your Manuscript
7.7 Submitting the Manuscript
7.8 The Peer Review Process
7.8.1 After Peer Review: A Decision
7.8.2 Revisions and Resubmitting
7.9 The Production Process
7.9.1 Working With Your Editor
7.9.2 How Editors and Publishers Make Decisions
7.10 Dissemination and Marketing
7.11 Conclusion
References
V. Practical Aspects of Qualitative Phenomen-ological Research
8 Challenges and Dilemmas in Phases of Qualitative Research
8.1 Conceptualizing and Starting a New Qualitative Study. 8.1.1 Selecting a Topic
8.1.2 Exploring the Literature
8.1.3 Selecting a Setting and “Getting In”
8.1.4 Ethical Dilemmas
8.1.5 Choosing a Methodology and Research Design
8.1.6 Collecting, Managing, and Analyzing Data
8.2 Combating Dilemmas and the Importance of a Mentor
8.3 Conclusion
References
9 Effective Mentoring Relationships and Teamwork in Qualitative Research
9.1 Mentoring Conceptual Framework
9.2 Defining the Qualities of an Ideal Mentor and Mentee
9.3 What to Expect of a Mentoring Relationship?
9.4 What Is a Successful Mentoring Relationship?
9.5 Exemplar: The Research Mentoring Process
9.5.1 What Type of Qualitative Research Design to Choose?
9.5.2 What are the Questions to Ask?
9.6 Outcomes of the Mentoring Process
9.7 Implications for Research and Formal Mentoring Programs
9.8 Conclusion
References
VI. Phenomenological Outcomes and Applications in Evidence-Based Practice, Policy, and Theory
10 Outcomes of Qualitative Phenomenological Research: Linking Findings to Evidence‐Based Practice, Policy, and Theory. 10.1 Asking “Meaning Questions” in Evidence‐Based Reviews and the Utility of Qualitative Research Findings in Practice
10.1.1 Relevance of Qualitative Evidence‐Based Systematic Reviews
10.1.2 Exemplars: Two Evidenced‐Based Systematic Reviews Using “Meaning Questions”
10.1.2.1 Family Conference in the ICU
10.1.2.2 The Critically Ill Patient and Transfer to the Medical‐Surgical Floor
10.1.3 Other Strategies for Qualitative Research Evidence Synthesis
10.1.4 Utilizing Qualitative Findings
10.1.4.1 Instrumental Utilization
10.1.4.2 Conceptual Utilization
10.1.4.3 Symbolic Utilization
10.1.5 Afterthoughts
10.2 Policy as an Outcome ofPhenomenological Research
10.2.1 Enhancing Health Policy through Qualitative Research
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
10.2.3 Female Adolescent Sexuality and the Place of Qualitative Research in Policy‐Making
10.2.4 Policy on Family Presence as a Recommendation from a Phenomenological Study in the ICU
10.2.4.1 Family Presence Policy in the Intensive Care Unit
Definitions
Procedures
10.3 Phenomenological Research and Knowledge and Theory Development
10.3.1 Function of Theory
10.3.2 Synthesis of Qualitative Research and Knowledge Development
10.3.3 The Cochrane Qualitative & Implementation Methods Group
10.3.4 Approaches to Qualitative Evidence Synthesis
10.3.4.1 Integrative/Aggregative/Summative Synthesis
10.3.4.2 Interpretive and Theory‐Generating Synthesis
10.3.5 Metasynthesis and Theory Construction
10.3.6 Family Presence in the ICU and ED: A Metasynthesis
10.4 Conclusion
References
Index
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