lectures Flashcards
1
Q
ontology
A
what is reality
2
Q
epistemology
A
what and how can I know reality/knowledge
3
Q
theoretical perspective
A
what approach can we use to get knowledge
4
Q
methodology
A
what procedure can we use to acquire knowledge
5
Q
methods
A
what tools can we use to acquire knowledge
6
Q
sources
A
what data can we collect
7
Q
subjectivism
A
knowledge is merely subjective and there is no external or objective truth, individual experience is truth
8
Q
constructivism and interpretivism
A
aims to understand and explain human and social reality by focusing on interpreting the social life world within cultural context
9
Q
types of methodologies
A
- grounded theory (social processes)
- phenomenology (lived experience)
- ethnography (culture customs)
- action research (action, evaluation, reflection)
10
Q
data collection methods
A
- interviews
- focus groups
- observations
- images
- documents
11
Q
data analysis methods
A
- thematic analysis
- constant comparative analysis
- interpretative phenomenological analysis
- framework analysis
- conversation analysis
- discourse analysis
12
Q
qualitative research questions
A
- cannot be answered using yes or no
- about perspectives and experiences
- start with why or how
13
Q
bias
A
any deviation from the truth in data collection, analysis, interpretation and publication
14
Q
clinical question
A
first step in developing evidence informed practice
15
Q
5 components of a clinical question
A
PICOT
- population
- intervention
- comparison
- outcome
- time
16
Q
research question
A
concise, interrogative statement written in the present tense including 1+ variables/concepts
17
Q
research question criteria
A
- define specific topic area
- review relevant literature
- identify the potential significance to nursing
- reflect the feasibility of studying the question
18
Q
interested in: understanding human experience
A
use phenomenological method
19
Q
interested in: uncovering social processes
A
use grounded theory method
20
Q
interested in: learning cultural patterns
A
use ethnographic method
21
Q
interested in: capturing unique stories
A
use case study method
22
Q
interested in: uncovering the past
A
use historical method
23
Q
interested in: working with people to improve the present
A
use participatory action method
24
Q
sampling procedure
A
(1) identify target population
(2) delineate the accessible population
(3) develop a sampling plan
(4) obtain approval from research ethics board
25
purpose of a sample
sets boundaries in relation to what you will study and collect data on
26
how to set boundaries
inclusion and exclusion criteria allows you to describe who/what will and will not be entered into your study
27
purposeful/purposive sampling
- most frequently used
- is strategic
- considers context of question and most appropriate sample to provide rich data
- certain categories are starting points
28
theoretical sampling
- part of grounded theory
- requires data collection and analysis to occur concurrently
- may start with purposeful sampling then move to a theory driven sample
- continues until each category is saturated
29
maximum variation sampling
- involves looking for outlier cases
- explores how phenomenon is seen among different people in different settings at different times
- requires larger samples
30
within case sampling
- considerations of conditions under which a concept operates
- iterative
31
multiple case sampling
- used to add confidence to findings
- includes a range of different cases
- helps with hypothesis development
32
data saturation
justifies sample size and rigour and occurs when no more new data will change the results of the study
33
qualitative interview
allows for researcher to explore and understand perspectives and experiences from the participants point of view
34
interview approaches
- closed/structured
- semi-structured
- open
35
interview components
- interview guide
- fieldnotes
- audio record if necessary
- consent from participants
36
interview settings
- in person
- at a place of work (theirs or yours)
- participants home
- public space
- over the phone
- online
37
additional considerations for interviews
- language
- children
- cognitive impairment
- the presence of another individual
38
interview ethical considerations
- consent
- privacy and confidentiality
- topic
- distress
- interview capabilities of the participant
39
focus groups
group interaction which understands a group's perspective more so than individual perspective
40
additional considerations for focus groups
- existing or new group
- group composition
- group size
- meeting place
- confidentiality
- recording and transcribing all participants
41
field notes
- first step in analysis
- written up concurrently, prior or immediately after data collection
- include initial reflexive thoughts
42
nuremberg trials
1946
43
nuremberg code
- 1948
- 10 points
- informed, continuous consent
- research for good of society
- benefits outweigh risks
- participant safety and well-being is most important
44
tuskegee syphilis study
1932-1972
45
declaration of helsinki
- 1964
- research with humans should be based on the results from lab and animal experimentation
- research protocols reviewed by independent committee first
- informed consent
- research conducted by appropriate qualified people
- risks should not exceed benefits
46
belmont report
- 1976
- respect for autonomy
- beneficence underlies all research
- injustice to humans in research is ethical transgression
47
1st introduction of ethics board
- 1978
- MRC canada and SSHRC issue guidelines based on belmont report
48
1987 ethics development
MRC revise guidelines, SSHRC remain, NSERC none
49
1995 ethics development
- MRC, SSHRC, NSERC release the tri-council guidlines (updated 2018)
(1) respect for persons
(2) concern for welfare
(3) justice
50
common ethical issues in qualitative research
- recruitment; undue inducement and coercion
- data collection; informed consent, emotional/physical risks, confidentiality, data storage
- dissemination; identifiable information
51
documents needed for research
- protocol
- invitation letter
- participant information leaflet
- consent form
- tri council ethics certificate
52
participants recruitment materials
- make it clear who this is for and what it is about
- posters
- letters; brief and concise
- clear contact details
53
consent form criteria
- what are you asking the participant to consent to?
- address risks
- address voluntary participation and withdrawal
- copy for both parties
54
public engagement strategies
- advisory group; check research ideas against needs of the population
- recruitment process
- analysis/interpretation; data credibility
- dissemination; language and presentation
55
colonisation, indigenous peoples and research history
- engage in research WITH indigenous peoples not FOR them
- decolonize research by formulating it from an indigenous perspective
- base research on indigenous worldviews and knowledge
56
indigenous knowledge and knowing
wholistic view; see the whole person (physical, emotional, spiritual, and intellectual) as interconnected to land and in relationship to others (family. communities, nations)
57
research involving indigenous peoples
- carried out primarily by non-indigenous researchers and these techniques do not reflect indigenous worldviews
- indigenous peoples look at research with apprehension and mistrust
- reciprocal and trusting relationships are important
58
reciprocity
2 way relationship
59
community engagement
process that establishes an interaction between a researcher and the indigenous community that signifies the intent to form a collaborative relationship
60
reflexivity
reflect on your own biases and prioritize getting to know your patients, their families, their stories, their preferences and their beliefs
61
two eyes seeing
- gift of multiple perspectives
- coined by Albert Marshall in 2004
- unifies knowledge systems
- one eye sees indigenous knowledge and ways of knowing, one eyes sees western knowledge and ways of knowing. using both eyes together benefit all
62
5 R's of truth and reconciliation
(1) Respect
(2) Relationship
(3) Relevance
(4) Responsibility
(5) Reciprocity
