Chapter 3 Research design and methodology - UnisaIR Home

[Pages:38]Chapter 3

Research design and methodology

3.1 INTRODUCTION

This chapter covers an overview of methodology used in the study. The discussion in the chapter is structured around the research design, population sampling, data collection and data analysis. Ethical considerations and measures to provide trustworthiness are also discussed.

3.2 DEFINITION OF METHODOLOGY

According to Polit and Hungler (2004:233), methodology refers to ways of obtaining, organising and analysing data. Methodology decisions depend on the nature of the research question. Methodology in research can be considered to be the theory of correct scientific decisions (Karfman as cited in Mouton & Marais 1996:16).

In this study methodology refers to how the research was done and its logical sequence. The main focus of this study was the exploration and description of the experiences of registered nurses involved in the termination of pregnancy, therefore the research approach was qualitative.

Mouton (1996:35) describes methodology as the means or methods of doing something. According to Burns and Grove (2003:488), methodology includes the design, setting, sample, methodological limitations, and the data collection and analysis techniques in a study. Henning (2004:36) describes methodology as coherent group of methods that complement one another and that have the ability to fit to deliver data and findings that will reflect the research question and suit the researcher purpose. According to Holloway (2005:293), methodology means a framework of theories and principles on which methods and procedures are based.

40

Qualitative methodology is dialectic and interpretive. During the interaction between the researcher and the research participants, the participants' world is discovered and interpreted by means of qualitative method (De Vos 2002:360).

In this study the researcher employed phenomenological methodology. Phenomenology is a science whose purpose is to describe particular phenomena, or the appearance of things, as lived experiences (Streubert & Carpenter 2002:56). However, phenomenological research methodology is difficult to explain because it has no clearly defined steps. Phenomenologists are of the opinion that the clear definition of methodology tends to limit researcher's creativity (Burns & Grove 2003:360). The concept of phenomenology is described in section 3.6.

3.3 LITERATURE STUDY

There are different views as to when a literature study should be conducted in a qualitative study (Talbot 1995:430). Qualitative review can be done either before or after data collection. Researchers who feel that the review should be done before data collection, motivate their view by stating that prior literature review justifies the study, puts it into context and also acquaints the researcher with the phenomenon under study. Other researchers feel that the literature review should be done after data collection to avoid the researcher being influenced by prior thoughts on the topic (Polit & Hungler 2004:56).

In this study the researcher submitted a literature review before submitting the proposal, which was a prerequisite for the commencement of the study. The reason was to obtain more background knowledge about the phenomenon under investigation, after which a more detailed review was undertaken to orientate the researcher with respect to the experiences of registered nurses involved in TOP. This data was used to construct and adapt the conceptual phase, and to formulate the criteria for the study.

The literature study sensitised the researcher to the relevant content in the literature. After the research findings have been analysed and interpreted, they can be related to the existing knowledge in the literature about the phenomenon under study (Talbot 1995:430).

41

3.4 ASSUMPTIONS

Assumptions in this study were discussed in detail in chapter 1, section 1.7.

3.5 RESEARCH DESIGN

The present study is an exploratory, descriptive and contextual qualitative study in reproductive health. The researcher employed a phenomenological research design and methodology to achieve the objectives of this study.

3.5.1 Qualitative research

Qualitative research refers to inductive, holistic, emic, subjective and process- oriented methods used to understand, interpret, describe and develop a theory on a phenomena or setting. It is a systematic, subjective approach used to describe life experiences and give them meaning (Burns & Grove 2003:356; Morse & Field 1996:1999). Qualitative research is mostly associated with words, language and experiences rather than measurements, statistics and numerical figures.

Researchers who use qualitative research adapt a person-centred and holistic perspective to understand the human experience, without focusing on specific concepts. The original context of the experience is unique, and rich knowledge and insight can be generated in depth to present a lively picture of the participants' reality and social context. These events and circumstances are important to the researcher (Holloway 2005:4).

Regarding the generation of knowledge, qualitative research is characterised as developmental and dynamic, and does not use formal structured instruments (Holloway 2005:4-6). It involves the systematic collection and analysis of subjective narrative data in an organised and intuitive fashion to identify the characteristics and the significance of human experience (Holloway 2005:47-51).

Qualitative researchers are concerned with the `emic' perspective to explore the ideas and perceptions of the participants. The researcher tries to examine the experience from the participant's point of view in order to interpret his/her words. The researcher

42

therefore becomes involved and immersed in the phenomenon to become familiar with it. The immersion of the researcher helps to provide dense descriptions from the narrative data gathered from the participants, to interpret and portray their experiences, and to generate empathetic and experiential understanding. However, immersion cannot be obtained without a researcher-participant trusting relationship. The relationship is built through basic interviewing and interpersonal skills.

3.5.1.1 Attributes of qualitative research

Qualitative research adopts a person-centred and holistic perspective. It develops an understanding of people's opinions about their lives and the lives of others. It also helps the researcher to generate an in-depth account that will present a lively picture of the research participants' reality (Holloway 2005:5). In qualitative research, the researcher is required to be a good listener, non-judgmental, friendly, honest and flexible. Qualitative research is a form of content analysis covering a spectrum of approaches ranging from empirical phenomenological psychology to hermeneutical-phenomenological psychology, depending on the data source (Van der Wal 1999:55).

When working with the registered nurses, the researcher did not pressurise them to describe how they experience being involved in TOP, but allowed them ample time to respond in a way they felt suitable.

Qualitative data collection methods are flexible and unstructured, capturing verbatim reports or observable characteristics and yielding data that usually do not take numerical form. Words, films, postcards, art and all sensory data are considered qualitative data unless they are transformed into some numerical system (Brink & Wood 1998:5).

Special characteristics of qualitative research are that it:

? uses an inductive form of reasoning: develops concepts, insights and understanding from patterns in the data

? uses the emic perspective of enquiry: derives meaning from the participants' perspective

? is ideographic: aims to understand the meaning that people attach to everyday life ? regards reality as subjective

43

? captures and discovers meaning once the researcher becomes immersed in the data ? uses concepts in the form of themes, motifs and categories ? seeks to understand phenomena ? determines observations by information-richness of settings, and modifies types of

observations to enrich understanding ? presents data in the form of words, quotes from documents and transcripts ? analyses data by extracting themes ? uses a holistic unit of analysis, concentrating on the relationships between elements,

concepts and so on ? uses words as the basis for analysing rather than numerical data ? considers that the whole is always more than the sum (Brink & Wood 1998:246; Burns & Grove 2003:357)

3.5.1.2 Indication for the use of qualitative research

Qualitative research is a tool with which researchers can examine the context of existing gestalt or sedimented views. The concept of gestalt is closely related to holism. The view proposes that knowledge about a particular phenomenon is organised into a cluster of linked ideas or gestalt (Burns & Grove 2003:19; Brink & Wood 1998:339). A theory is a cluster of linked ideas that explain a phenomenon. The purpose of a qualitative research approach is to form new gestalts in order to generate new theories. It is important that the researcher be open to new perceptions (new gestalts) being formed from information received during the research process (Burns & Grove 2003:19). Qualitative research identifies the characteristics and the significance of human experiences as described by participants and interpreted by the researcher at various levels of abstractions. In qualitative research, the researcher's interpretations are inter-subjective; that is, given the researcher's frame of reference, another person can come to similar interpretations. Qualitative data are processed through the researcher's creative abstractions and the participant's descriptions are studied to uncover the meaning of human experiences (such as registered nurses' experiences of being involved in TOP).

Miles and Huberman (1994:4) state that the general reasons for conducting qualitative research are description and hypothesis generation. Description is done when little is known about the phenomenon under study. Little is known about the experiences of registered nurses involved in TOP. Hypothesis generation is done when the researcher's

44

qualitative research does not have a priori hypotheses. Qualitative inquiry might, however, elicit appropriate hypotheses. The present study did not bring a priori hypotheses, only a guiding question (Van der Wal 1999:56).

3.5.1.3 Advantages of qualitative research for this study

Qualitative research has the following advantages:

? Qualitative research is a means to understanding human emotions such as rejection, pain, caring, powerlessness, anger and effort.

? Since human emotions are difficult to quantify (have a numerical value assigned to them), qualitative research appears to be a more effective method of investigating emotional responses than quantitative research.

? In addition, qualitative research focuses on understanding the whole, which is consistent with the philosophy of nursing.

? Abstract thinking processes are used to develop research findings from which meaning and theoretical implications emerge.

? The research design is flexible and unique and involves throughout the research process (Brink & Wood 1998:246; Burns & Grove 2003:374-374).

3.5.1.4 The research phases

There were three phases in the research process for this study. These are described briefly below.

The first phase

The conceptual phase was characterised by formulation of the research question, the objectives and the purpose of the study. Then a literature review was done to become familiar with the content of the literature. In order to clear any preconceived ideas about the phenomenon, the researcher did bracketing.

45

The second phase

This involved the research design and planning of the study. The researcher was the data collection instrument, and the sample was the participants who met the eligibility criteria. A non-probability sampling design and purposive sampling were used.

The third phase

The empirical part of a research study involved the actual data collection, analysis and interpretation of data. The data collection occurred using an unstructured interview with each of the participants. Field notes were made during the interview. Data analysis started as soon as the first interview had been obtained.

3.5.2 Dimensions of the research design

In this study, the researcher used an exploratory, descriptive and contextual qualitative research design.

3.5.2.1 Exploratory research

3.5.2.1.1 Definition

According to Collins Cobuild English Dictionary for Advanced Learners (2001:540), "exploratory actions are done in order to discover something or to learn the truth about something." Burns and Grove (2003:313) define exploratory research as research conducted to gain new insights, discover new ideas and/or increase knowledge of a phenomenon.

3.5.2.1.2 Reason for using exploratory method

In this study, the researcher selected the exploratory method to gain new insights, discover new ideas and/or increase knowledge of experience of being involved in TOP. The researcher therefore entered the research field with curiosity from the point of not knowing and to provide new data regarding the phenomena in the context (Burns & Grove 2003:313; Cresswell 1994:145).

46

3.5.2.2 Descriptive research

3.5.2.2.1 Definition

Descriptive research refers to research studies that have as their main objective the accurate portrayal of the characteristics of persons, situations or groups (Polit & Hungler 2004:716). This approach is used to describe variables rather than to test a predicted relationship between variables. In this study, "descriptive" refers to the descriptive aspect of phenomenology described in section 3.6.4.

3.5.2.2.2 Reason for using the descriptive method

In this study, "descriptive" refers to the experiential meaning of being involved with women in need of termination services. The descriptive approach was adopted for collecting data of experiences of registered nurses involved in TOP at Soshanguve Community Health Centre (SCHC).

3.5.2.2.3 Advantages of descriptive approach for this study

A descriptive approach in data collection in qualitative research gives the ability to collect accurate data on and provide a clear picture of the phenomenon under study (Mouton & Marais 1996:43-44). In the present study, the descriptive approach was particularly appropriate because an accurate and authentic description was required of the experiences of registered nurses involved in TOP at SCHC.

Streubert Speziale and Carpenter (2003:22) state that a descriptive method in data collection in qualitative research is central to open, unstructured qualitative research interview investigations. This means that the researcher facilitated the registered nurses' descriptions of their experiences of being involved in TOPs by applying and intuiting, so that the phenomena under study could unfold without unnecessary hindrances (see sections 3.6.6.1 and 3.6.6.2).

47

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download