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Research essentials Explaining mixed-methods research for the children’s nurse and novice researcher

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Mixed methods research Uses a mixture of qualitative and quantitative approaches at one or more stages of the research. 12 June 2015 | Volume 27 | Number 5

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Epistemology Often referred to as ‘the theory of knowledge’, epistemology questions what knowledge is and how it can be attained.

■ Depending on the emphasis of the research, priority may be given to one or both forms of data. ■ The researcher will collect and analyse qualitative and quantitative data, based on the research questions, convincingly and rigorously. Rationale When designing a mixed-methods study, the researcher needs to justify why both methods are necessary, because not all research problems require this approach. The question the researcher aims to answer will determine whether qualitative or quantitative methods alone are most appropriate. Sometimes one data source is insufficient to answer the question, so a mixed approach may address the question more comprehensively. For example, using a validated quantitative tool to assess parents’ anxiety or depression, such as GAD-7 or PHQ-9, will elicit different data than using a qualitative approach to find out about parents’ experiences of going home with their sick child. Parents may not complete the quantitative tool honestly for fear of being labelled as ‘anxious or depressed’, but they may talk about how they feel about going home in an informal interview or focus group setting. In this instance, incorporating a combination of quantitative and qualitative data could provide a more complete understanding of the story than one approach alone. Other reasons for choosing a mixed-methods approach include: a need to explain initial results, to generalise exploratory findings, to enhance a study with a second method, to employ a theoretical stance or to understand a research objective through multiple phases of research (Creswell and Plano Clarke 2011). Benefits The benefits of using mixed methods include the strength of one method outweighing the weaknesses of the other, having more data as evidence than would be provided using one method alone, providing data that can explore as well as explain a research problem, and enabling collaboration between disciplines and different fields of study, thereby including

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MIXED-METHODS RESEARCH means that the researcher will use a mixture of qualitative and quantitative approaches at one or more stages of research. Various arguments have arisen over the past 20-30 years about the definition of mixed-methods research, with individual researchers focusing their definition on different elements of the methods, research processes, philosophy and research design (Greene 2007, Johnson et al 2007, Creswell 2009). It is important to have an understanding of the history behind the development of mixed methods research before designing your study, so that you can decide on your own personal stance and the best approach for your study. Creswell and Plano Clarke (2011) identify core characteristics of mixed-methods research based on multiple perspectives identified through the review of articles, where researchers have used quantitative and qualitative methods. The core characteristics of their definition indicate that: ■ Research should be underpinned by a philosophical world view (epistemology and ontology) and a theoretical standpoint. ■ Mixed methods may be used in a single study or during multiple phases of a larger research project. ■ Techniques are merged into specific research designs to direct the plan for implementing the study. ■ Two forms of data will be combined either concurrently by integrating them, sequentially with one building on the other, or embedding one in the other.

differing philosophical beliefs in a single piece of research (Creswell and Plano Clarke 2011). Using a mixed-methods approach does not mean that the research will be easier. There will be more data and more time will be required not only for data collection, but for analysis. This may require additional funding and the researcher may need to convince others of the value of a dual approach, especially if there is a lack of awareness among colleagues and stakeholders of this relatively new method of inquiry. Additionally, mixed-methods researchers need to have skills in qualitative and quantitative research paradigms, as well as in mixing the two, so the challenges this brings need to be considered before designing the study (Creswell and Plano Clarke 2011). References Creswell JW (2009) Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Third edition. Sage, Thousand Oaks CA. Creswell JW, Plano Clarke VL (2011) Designing and Conducting Mixed Methods Research. Second edition. Sage, London. Greene JC (2007) Mixed Methods in Social Inquiry. Jossey-Bass, San Francisco CA. Johnson RB et al (2007) Toward a definition of mixed method research. Journal of Mixed Method Research. 1, 2, 112-133.

Kerry Gaskin is senior lecturer in children’s nursing, University of Worcester, on behalf of the RCN’s Research in Child Health Community NURSING CHILDREN AND YOUNG PEOPLE

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