University of Toronto Lawrence S. Bloomberg Faculty of Nursing

Transcription

1 1 University of Toronto Lawrence S. Bloomberg Faculty of Nursing NUR 1028 Introduction to Qualitative Research: Methodologies, Appraisal and Knowledge Translation Fall 2009 Faculty: Denise Gastaldo, PhD Location: Health Sciences Building, 155 College Street, Room 258 Telephone: Office Hours: 12-1PM prior to every seminar or by appointment Teaching Assistant: Bianca Seaton, PhD (C) Office Hours: by appointment Day and Time: Thursdays, 1-4pm Class Meeting Place: Fitzgerald Building, room 139 Website: (to log in use your UTORid and password) Course Weighting: 0.5 Total Lecture/Seminar Hours: 39 Course Description: Increasingly, qualitative modes of inquiry are used in nursing research, and in social science research that focuses on health, illness and health care systems. This course is designed to provide students with a strong base in the philosophical foundations, theories, approaches and methods associated with qualitative health research, and to acquaint students with critical issues and debates among qualitative researchers. This course will enhance students capacities to understand and evaluate qualitative research in nursing and health sciences, and will contribute to their development as advanced practice nurses. Course Objectives: Upon completion of this course, students will be able to: Differentiate between various major qualitative methodologies in relation to: o philosophical or theoretical foundations o principles of sampling o fieldwork approaches o analytic strategies, and

2 2 o presentation of findings Understand basic techniques of qualitative data collection Critically read and evaluate qualitative research articles Discuss key issues in qualitative research Complete an interpretive review of the qualitative literature in a selected problem area Competencies: This course contributes to your development as an advanced practice nurse. The Canadian Nurses Association has identified competencies required of advanced practice nurses in the document 'Advanced Nursing Practice: A National Framework' (2002). Please see following website: This course specifically furthers development of your knowledge, skill, and judgment related to the CNA category of research competencies. Central to the competencies of nurses in advanced practice is evidence-based practice. This course will contribute to development of the following Advanced Nursing Practice competencies: 1. Identifies and initiates research relevant to practice as a collaborator with other members of the health care team or community; 2. Disseminates and facilitates the implementation of recent innovations and research findings relevant to nursing practice and client outcomes; 3. Applies a broad range of theories and relevant research to clinical practice; 4. Evaluates present practice at the individual and system levels in light of current research findings; 5. Interprets research findings and shares relevance to clinical practice. Teaching/Learning Methods: A variety of teaching/learning techniques will be employed to help students meet the goals of the course. The major teaching strategy will consist of large group lecture and discussions of the issues highlighted in the lectures. Students who do not complete all required readings weekly will have difficulty following the course because lectures and discussions are designed to go beyond the readings basic content. Course readings and large group sessions will introduce students to the major traditions and debates of qualitative inquiry. Some themes will recur throughout the course reflexivity, ethics, data generation and analysis, critical appraisal but they will also be specifically addressed in dedicated sections of the content. Evaluation Methods: The final grade for the course will be based on 3 components. The written components are to be submitted to the instructor at the beginning of class on or prior to the due dates identified in the course schedule. All assignments must be double-spaced, with one inch margins, 12 point font, Times New Roman. In-text citations and reference lists should be formatted according to guidelines in the Publication Manual of the American Psychological Association (5th ed.) (see for summary of these guidelines). Paper 1: Critical Summary of a Qualitative Paper (15%)

3 Students are required to describe a qualitative research paper, while analyzing its strengths and limitations and addressing the relationship between theory, methodology and research findings. The purpose of this paper is to introduce students to qualitative research publications appraisal. The assignment should be no longer than 3 pages in length. Paper 2: Critique of a Qualitative Paper (30%) Students are required to evaluate a qualitative research paper using criteria discussed in class and course readings. The purpose of this paper is to foster learning about issues related to judging the quality of qualitative research. The assignment will be no longer than 6 pages in length and will consist of a critical appraisal of the article assigned on week 7 using the guidelines suggested by Russell and Gregory (2003). Paper 3: Critical Interpretive Literature Review (55%) This final paper will require students to conduct an interpretive literature review that is guided by a research topic/question of their interest. This assignment will demonstrate synthesis of learning throughout the course. Using three self-selected published studies, students will critique each study using the guidelines outlined below. The selected articles must be primary source research reports and should be attached as appendices to the hard copy version of the submitted paper. The paper should be written in the student s own words, with very limited or no use of direct quotations from the research studies; 12 pages maximum. Grading of Written Papers: All written assignments are subject to the grading regulations as outlined in the Faculty of Nursing Calendar under Guidelines for the Submission of Written Assignments. Late assignments are subject to a penalty of 2% deducted per day. In case of exceptional circumstances, students can request, in writing, an extension prior to the due date. Extensions granted will identify a new due date. Papers should be placed in the drop-box during regular office hours outside the Student Services offices (1 st floor HSB). Course Communication: Please ensure that you have an active your.name@utoronto.ca address as this is the only one to which faculty will respond. If your contact information changes, please notify the Faculty immediately. Blackboard will be used to post the course syllabus, class outlines, lecture notes, and important announcements. You are also encouraged to make use of the bulletin board feature of Blackboard so that you can discuss issues and collaborate with your fellow students. Please check the Blackboard site for this course frequently. Plagiarism & Academic Honesty: Students agree that by taking this course all required papers will be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. The terms that apply to the University's use of the Turnitin.com service are described on the Turnitin.com web site. On the due date, please submit an electronic copy to the Turnitin.com website and to the 3

4 Assignment Box before class (1pm). The name of the course is NUR1028. The course number is: The password is: research. 4 AccessAbility: Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please contact the AccessAbility Services Office as soon as possible. The St. George Campus AccessAbility Services staff (located in the Robarts Library, first floor) are available by appointment to assess specific needs, provide referrals and arrange appropriate accommodations (416) or disability.services@utoronto.ca Course Schedule and Timetable: Class Date Topic Method or Application 1 Sept 17 - Introduction to Course - The Quantitative-Qualitative Divide 2 Sept 24 - Paradigms in Qualitative Research 3 Oct 01 - Research Problem, Questions and Qualitative Process - Paper for Assignment 1 to be distributed Sampling 4 Oct 08 - Ethnographic Approaches Participant observation 5 Oct 15 - Phenomenological Approaches Interview 6 Oct 22 - Grounded Theory Approaches - Assignment 1 due 7 Oct 29 - Critical Appraisal and Research Quality - Paper for Assignment 2 to be distributed Focus group Criteria for evaluation 8 Nov 05 - Participatory Approaches Document analysis 9 Nov 12 - Visual and Arts-based Studies Photovoice - Knowledge Translation and Exchange - Assignment 2 due 10 Nov 19 - Reflexivity, Power and Ethical Issues in Research Consent forms 11 Nov 26 - Data Analysis Content analysis 12 Dec 03 - Mixed Methods Research - Q & A Final assignment 13 Dec 10 - Summary of Course Content - Final Assignment due

5 5 Required Text Book: (available at University of Toronto Bookstore) Munhall, P.L. (2007). Nursing Research: A qualitative perspective (4 th ed.). Boston: Jones and Bartlett Publishers. Other Suggested References: Denzin, N.K., & Lincoln, Y.S. (2005). Handbook of qualitative research (3 rd ed.). Thousand Oaks: Sage Publications. Liamputtong, P. & Ezzy, D. (2005). Qualitative research methods (2 nd ed.). Victoria, Australia: Oxford University Press. Green, J. & Thorogood, N. (2007). Qualitative methods for health research. Los Angeles: Sage Publications. Useful Links: 1. Turnitin.com: 2. University of Toronto Library System: 3. Writing Centre: 4. Information on plagiarism: 5. Blackboard Portal: 6. School of Graduate Studies: Useful Qualitative Links and Online Journals: 1. Centre for Critical Qualitative Health Research, University of Toronto: 2. International Institute for Qualitative Methodology: 3. The Qualitative Report: 4. FQS: Online International Journal: Journals that publish qualitative research: Critical Public Health Health: An Interdisciplinary Journal for the Social Study of Health, Illness and Medicine Journal of Advanced Nursing Journal of Contemporary Ethnography Nursing Inquiry Research in Nursing and Health Qualitative Health Research Qualitative Inquiry Qualitative Research Social Science and Medicine Sociology of Health and Illness

6 6 Weekly Readings Week 1 The Quantitative Qualitative Divide Munhall Chapter 1 Pope, C. & Mays, N. (1995). Qualitative research: Reaching the parts other methods cannot reach: an introduction to qualitative methods in health and health services research. British Medical Journal, 311: Week 2 Paradigms in Qualitative Research Munhall Chapters 2, 3 &5 Week 3 Research Problem, Questions and Qualitative Process Munhall Chapter 23 Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in Nursing & Health, 23 (4), Week 4 Ethnographic Approaches (Participant Observation) Munhall Chapter 10 Albertin-Carbo, P.; Domingo Salvany, A. & Hatnoll, R. (2001). Psychosocial considerations for the prevention of HIV infection in injecting drug users. Qualitative Health Research, 11, Munhall, A. (2003). In the field: notes on observation in qualitative research. Journal of Advanced Nursing, 41(3), Week 5 Phenomenological Approaches (Interview) Munhall Chapters 6 Rapport, F. & Wainwright, P. (2006). Phenomenology as a paradigm of movement. Nursing Inquiry, 13 (3), Hermanowicz, J. (2002). The great interview: 25 strategies for studying people in bed. Qualitative Sociology, 25 (4), Week 6 Grounded Theory Approaches (Focus Groups) Munhall Chapters 8 & 9 Côté-Arsenault, D. & Morrison-Beedy, D. (2005). Maintaining your focus in focus groups: avoiding common mistakes. Research in Nursing & Health, 28 (2), Week 7 Critical Appraisal and Research Quality (Criteria for Evaluation) Munhall Chapter 25 Access Critical Appraisal Skills Program (CASP). Ten questions to help you make sense of qualitative research Russell, C.K. & Gregory, D.M. (2003). Evaluation of qualitative research studies. Evidence Based

7 7 Nursing, 6, Eakin, J.M. Mykhalovskiy, E. (2003). Reframing the evaluation of qualitative health research: reflections on a review of appraisal guidelines in the health sciences. Journal of Evaluation in Clinical Practice, 9 (2), Week 8 Participatory Approaches (Document Analysis) Munhall Chapters 18 Schulz, A. et al. (2003). Engaging women in community based participatory research in health. In M. Minkler & N. Wallerstein (Eds). Community Based Participatory Research for Health. San Francisco: Jossey-Bass, p Freundebberg, N. et al. (2005). Policy analysis and advocacy. In B. Israel, E. Eng, A. Schulz & E. Parker (Eds). Methods in Community-Based Participatory Research for Health. San Francisco: Jossey-Bass, p Week 9 Visual and Arts Based Methods and Knowledge Translation and Exchange (Photovoice) Munhall Chapter 20 Sandelowski, M. (2004). Using qualitative research. Qualitative Health Research, 14 (10), Rossiter, K., Kontos, P., Colantonio, A., Gilbert, J., Gray, J. & Keightly, M. (2008). Staging data: Theatre as a tool for analysis and knowledge transfer in health research. Social Science & Medicine,66 (1), Wang, CC & Burris MA (1997).Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment. Health Education and Behavior, 24 (3), Week 10 Reflexivity, Power and Ethical Issues in Research (Consent Forms) Munhall Chapter 21 Finlay, L. (2002). Outing the researcher: The provenance, process and practice of reflexivity. Qualitative Health Research, 12 (4), Sinding, C. & Aronson, J. (2003). Exposing failures, unsettling accommodations: tensions in interview practice. Qualitative Research, 3 (1), Flicker, S. (2004). Ask Me No Secrets, I ll Tell You No Lies : What Happens When a Respondent s Story Makes No Sense. The Qualitative Report, 9 (3), Week 11 Qualitative Analysis Thorne, Sally, et al. (2004). The Analytic Challenge in Interpretive Description, International Journal of Qualitative Methods, 3(1), Thorne, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3,

8 8 Mauthner, N. & Doucette, A. (2003). Reflexive accounts and accounts of reflexivity in qualitative data analysis. Sociology, 37 (3), Week 12 Mixed Method Studies Munhall Chapter 24 Stewart, M., Makwarimba, E., Barnfather, A., Letourneau, N.& Neufeld, A. (2008) Researching reducing health disparities: Mixed-methods approaches. Social Science & Medicine, 66 (6),