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Research essentials HAVING DEVELOPED your research question, the next step is to consider which methodology is most suited to your study. If you are investigating the effect of a new dressing on wound healing you might consider using a traditional scientific approach – known as quantitative – that compares the effect of the dressing in one group of children with a control group using the usual method. However, if you are interested in studying parents’ or children’s views about the effect of that dressing on quality of life, a qualitative approach is more appropriate (Maltby et al 2010). Qualitative Begin by determining the most appropriate underpinning qualitative methodology for your study, namely a phenomenological, grounded theory or constructivist methodology or approach (Thomas 2013). Explore qualitative methodologies and identify which one reflects your own beliefs about the project and the research question. The skill is to ensure that your study is designed well before beginning to think about how the design will inform the data collection method. You can then decide on interviews, focus groups, participant observation or case studies, but you then need to develop the skills necessary to collect the data. How to equip yourself to interview participants will vary depending on whether you are conducting structured, semi-structured or unstructured interviews, and whether they are
Geek speak
Hypothesis A proposed explanation of a phenomenon. In quantitative research, it is a prediction that can be tested through research. 12 May 2014 | Volume 26 | Number 4
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Reflexivity Recognising the effect of your personal stance, as well as the personal stances of the participants and other researchers, on the research and its process.
face to face or through another medium such as the telephone, video, teleconferencing, or online software. As a nurse you may find focusing on listening skills during interviews can be difficult because you are used to providing support and education to patients and families. Improving interview technique takes time and practice, and piloting can help (Maltby et al 2010). Additionally audio or video recording during piloting enables skill acquisition through retrospective review and can assist in identifying changes required to the schedule, tool, style of communication, interpersonal skills and delivery mode. Once the data are collected, you can focus on analysis and interpretation. Deciding on the method of data handling, for example by hand or using a computer-based data analysis tool, and the method of data analysis, will help to identify areas where you need to obtain expertise through an iterative process or by accessing available resources. Reflexivity – the effect of the researcher on what is being investigated – is important. Try to understand how people perceive themselves and how these perspectives shape the environment in which they live or work, and in which the research has been undertaken (Savin-Baden 2004). Keeping a reflective diary throughout the project can help. Quantitative Quantitative research is about numbers. The researcher asks a specific question, collects data in number form, then analyses it to try to prove whether their idea or hypothesis is likely to be true. Most quantitative research aims to collect data on a relatively small group of people or ‘things’ and then generalises the findings to a wider group. The research may involve measuring or counting people or things directly, such as the number of children attending an emergency department with a head injury in summer rather than winter. However, not everything in nursing is measured using numbers, so researchers often use or develop a tool to collect data. For example, if you are interested in newly qualified nurses’ views on preceptorship, you might design a survey asking whether they strongly agree, agree, disagree or
Alamy
Qualitative and quantitative research methodology, their uses and the skills you need to use them
strongly disagree with certain statements. The questionnaire needs to be designed well and validated (Boynton and Greenhalgh 2004). Some understanding of mathematics is helpful, but it is more important to choose the right research design and data collection instrument for your question. Most researchers use computer software to ‘number-crunch’ the data. However, you still have to decide the most appropriate type of analysis to undertake. Help from an experienced quantitative researcher or statistician can help, and this is best done at the design stage before you start collecting data. Key messages ■■ Developing reflexivity in qualitative research can have positive implications for children’s nursing because it is a transferable skill. ■■ Involving a statistician early on can ensure you collect the right data in the right way and analyse it using the right technique. References Boynton PM, Greenhalgh T (2004) Selecting, designing, and developing your questionnaire. BMJ. 328, 7451, 1312-1315. Maltby J et al (2010) Research Methods for Nursing and Healthcare. Pearson, Harlow. Savin-Baden M (2004) Achieving reflexivity: moving researchers from analysis to interpretation in collaborative inquiry. Journal of Social Work Practice. 18, 3, 365-378. Thomas G (2013) How To Do Your Research Project. Second edition. Sage, London.
Kerry Gaskin is senior lecturer in children’s nursing, University of Worcester. Sue Chapman is nurse consultant (honorary), Great Ormond Street Hospital for Children NHS Foundation Trust, London and a member of the editorial advisory board of Nursing Children and Young People NURSING CHILDREN AND YOUNG PEOPLE
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Research essentials HAVING DEVELOPED your research question, the next step is to consider which methodology is most suited to your study. If you are investigating the effect of a new dressing on wound healing you might consider using a traditional scientific approach – known as quantitative – that compares the effect of the dressing in one group of children with a control group using the usual method. However, if you are interested in studying parents’ or children’s views about the effect of that dressing on quality of life, a qualitative approach is more appropriate (Maltby et al 2010). Qualitative Begin by determining the most appropriate underpinning qualitative methodology for your study, namely a phenomenological, grounded theory or constructivist methodology or approach (Thomas 2013). Explore qualitative methodologies and identify which one reflects your own beliefs about the project and the research question. The skill is to ensure that your study is designed well before beginning to think about how the design will inform the data collection method. You can then decide on interviews, focus groups, participant observation or case studies, but you then need to develop the skills necessary to collect the data. How to equip yourself to interview participants will vary depending on whether you are conducting structured, semi-structured or unstructured interviews, and whether they are
Geek speak
Hypothesis A proposed explanation of a phenomenon. In quantitative research, it is a prediction that can be tested through research. 12 May 2014 | Volume 26 | Number 4
iStock
Reflexivity Recognising the effect of your personal stance, as well as the personal stances of the participants and other researchers, on the research and its process.
face to face or through another medium such as the telephone, video, teleconferencing, or online software. As a nurse you may find focusing on listening skills during interviews can be difficult because you are used to providing support and education to patients and families. Improving interview technique takes time and practice, and piloting can help (Maltby et al 2010). Additionally audio or video recording during piloting enables skill acquisition through retrospective review and can assist in identifying changes required to the schedule, tool, style of communication, interpersonal skills and delivery mode. Once the data are collected, you can focus on analysis and interpretation. Deciding on the method of data handling, for example by hand or using a computer-based data analysis tool, and the method of data analysis, will help to identify areas where you need to obtain expertise through an iterative process or by accessing available resources. Reflexivity – the effect of the researcher on what is being investigated – is important. Try to understand how people perceive themselves and how these perspectives shape the environment in which they live or work, and in which the research has been undertaken (Savin-Baden 2004). Keeping a reflective diary throughout the project can help. Quantitative Quantitative research is about numbers. The researcher asks a specific question, collects data in number form, then analyses it to try to prove whether their idea or hypothesis is likely to be true. Most quantitative research aims to collect data on a relatively small group of people or ‘things’ and then generalises the findings to a wider group. The research may involve measuring or counting people or things directly, such as the number of children attending an emergency department with a head injury in summer rather than winter. However, not everything in nursing is measured using numbers, so researchers often use or develop a tool to collect data. For example, if you are interested in newly qualified nurses’ views on preceptorship, you might design a survey asking whether they strongly agree, agree, disagree or
Alamy
Qualitative and quantitative research methodology, their uses and the skills you need to use them
strongly disagree with certain statements. The questionnaire needs to be designed well and validated (Boynton and Greenhalgh 2004). Some understanding of mathematics is helpful, but it is more important to choose the right research design and data collection instrument for your question. Most researchers use computer software to ‘number-crunch’ the data. However, you still have to decide the most appropriate type of analysis to undertake. Help from an experienced quantitative researcher or statistician can help, and this is best done at the design stage before you start collecting data. Key messages ■■ Developing reflexivity in qualitative research can have positive implications for children’s nursing because it is a transferable skill. ■■ Involving a statistician early on can ensure you collect the right data in the right way and analyse it using the right technique. References Boynton PM, Greenhalgh T (2004) Selecting, designing, and developing your questionnaire. BMJ. 328, 7451, 1312-1315. Maltby J et al (2010) Research Methods for Nursing and Healthcare. Pearson, Harlow. Savin-Baden M (2004) Achieving reflexivity: moving researchers from analysis to interpretation in collaborative inquiry. Journal of Social Work Practice. 18, 3, 365-378. Thomas G (2013) How To Do Your Research Project. Second edition. Sage, London.
Kerry Gaskin is senior lecturer in children’s nursing, University of Worcester. Sue Chapman is nurse consultant (honorary), Great Ormond Street Hospital for Children NHS Foundation Trust, London and a member of the editorial advisory board of Nursing Children and Young People NURSING CHILDREN AND YOUNG PEOPLE
Downloaded from RCNi.com by ${individualUser.displayName} on Feb 04, 2016. For personal use only. No other uses without permission. Copyright © 2016 RCNi Ltd. All rights reserved.
