ADVANCED QUALITATIVE RESEARCH METHODS 7KNIP041 Level: 7KNIP041 M Credits: 30 Module leader Dr. Janet Anderson Tel: 020 7848 3788 Email: janet.anderson@kcl.ac.uk Teaching staff Dr Sarah Donetto Dr. Trish Grocott Dr. Nicola Mackintosh Dr Jaqualyn Moore Dr Emma Rowland Dr Vicki Tsianakas Dr. Caroline Nicholson Professor Anne Marie Rafferty This handbook must be read in conjunction with module information provided on KEATS, the King s E-Learning and Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Postgraduate Programme Handbook, available on KEATS and via the Student Services Centre. This handbook can also be provided in alternative formats (such as large print) upon request to asc@kcl.ac.uk 1
Contents Module Aims... 3 Learning outcomes... 3 Teaching arrangements... 4 Indicative reading... 4 Preparatory Work... 4 Other Preparatory Work... 5 Module Timetable - provisional... 6 Assessment criteria... 9 Summative assessment... 9 Assignment submission... 10 Submission date:... 10 Presentation of Assignments... 10 Results and re-submissions... 11 Module evaluation... 11 2
Module Aims The aim of this module is to equip students with advanced knowledge and skills to understand, conceptualise, design, conduct and critically appraise qualitative health research. It is suitable for students wishing to develop their knowledge of qualitative research methods in preparation for their own research at master s or doctoral level. The emphasis is on a) Exploring the relationships between a set of techniques designed to gather particular kinds of data and the broader epistemological and theoretical questions underpinning qualitative health research. b) Developing key qualitative research skills (qualitative interviewing, data analysis and writing up) and to reflect on the ethical, theoretical and practical issues that arise in conducting qualitative research in health settings. Issues covered include: epistemological assumptions underpinning qualitative research specific methodological approaches, such as grounded theory, phenomenology and ethnography issues related to specific methods (for example individual and group interviews observational and participatory approaches) using qualitative research in mixed methods health research consideration of what makes for good qualitative research and how do we know the good from the bad? Learning outcomes Students will develop: Skills in conceptualising research questions suitable for qualitative methods Knowledge about designing qualitative health research Practical understanding of the main qualitative research methods Skills to critically appraise qualitative research Skills to analyze qualitative data Knowledge and skills in presenting qualitative research in an academically rigorous way An in-depth understanding of one particular approach to analyzing qualitative data Understanding of how qualitative methods can be used in mixed methods research 3
Learning outcomes for each session are indicated in the outline for each session which can be found on KEATS, the college s e-learning and teaching service. Teaching arrangements The module is taught through lectures given by staff from the Florence Nightingale School of Nursing and Midwifery, and other health schools at King s College London. Most lectures are followed by a seminar or interactive exercise, in which active student participation is required. Together lectures and seminars give the opportunity to consider a specific topic in depth. Students will also generate their own qualitative data, analyse it using a suitable qualitative method and use their findings as the basis of the required summative assessment. Lecturers and seminar leaders will give students an insight into how research questions are formulated in practice, how research projects are designed, how participants become involved in the research, and how findings are written up and disseminated. Indicative reading Reading is required for each session and additional reading will be suggested during the course. Lectures and seminars will proceed on the understanding that students have prepared by doing the reading and considering the issues raised. Some students may find use of a textbook helpful. The following books are recommended: Green J & Thorogood N. (2009) Qualitative methods for health research. London: Sage, 2009. Silverman, D. (2009) Doing Qualitative Research. London: Sage. Mills, J., & Birks, M. Eds. (2014). Qualitative Metholodology. A practical guide. London: Sage. Other reading comes from key papers listed for each session in the Session Outlines, which can be found on KEATS, the e-learning space for the module. In addition, we recommend that you read 15-20 articles that are particularly relevant to your research area. Some of these will be examples of how your chosen qualitative research approach has been used to shape research questions and gather and analyse data. The e-learning space also includes lecture content and other resources. Module notices will be posted using this resource. E-learning can be accessed via OneSpace, the link to which is available on the opening page of the Kings website; a username and password are required to login. Preparatory Work Before the beginning of the course please ensure that you have read the following paper. Reeves S et al. (2008) Why use theories in qualitative research? BMJ 337:a 949, 631-637. 4
http://www.jstor.org/discover/10.2307/20510825?uid=3738032&uid=2&uid=4&sid =21103194959211 In addition, please read at least two or more of the following papers - Potter P, Wolf L, Boxerman S, Grayson D, Sledge J, Dunagan C, et al. (2005). Understanding the cognitive work of nursing in the acute care environment. Journal of Nursing Administration, 35(7-8):327 35. Xiao T, Sanderson P, Clayton S, Venkatesh B. (2010). The ETTO principle and organisational strategies: a field study of ICU bed and staff management. Cognition, Technology & Work, 12(2):143 52. Manias E, Street A. (2001). Nurse-doctor interactions during critical care ward rounds. Journal of Clinical Nursing, 10(4):442 50. Harrod M, Kowalski CP, Saint S, Forman J, Krein SL. (2013). Variations in risk perceptions: a qualitative study of why unnecessary urinary catheter use continues to be problematic. BMC health services research, 13(1):151. and at least one of the following papers Peckover S (2002) Supporting and policing mothers: an analysis of the disciplinary practices of health visiting, Journal of Advanced Nursing, 38, 369 77. Diamond (1986) Social life and everyday life in nursing homes: critical ethnography. Social Science and Medicine, 23 (12), 1287 1295. Come to the first class prepared to discuss your perceptions of the papers you have read. These discussions will form the foundation for the rest of the module. Other Preparatory Work As part of the course you will conduct a short interview with another student on the course about the experience of being a post graduate student. After the session on interview skills on Day 1, you will need to conduct the interview in your own time, transcribe it, and upload the transcription to the module e-learning site. The transcriptions will be the database for all students to use in the data analysis workshops later in the course. You will also analyse these data and write up your findings for your summative assignment. Further instructions will be given throughout the module. 5
Module Timetable provisional Day Time Session Lecturer Room Day 1. 12 th January, 9.30am 11am Session 1. Introduction to qualitative research Dr. Janet Anderson 11-11.30 Break 11.30-1 Session 2. Epistemology and qualitative research Dr. Janet Anderson 2-3.30 Session 3. Interviews in qualitative health research. Key issues in practice Dr. Vicki Tsianakas 3-3.30 Break 4-5 Session 4. Practical skills in interviewing interview each other in threes Dr. Vicki Tsianakas, Dr. Janet Anderson and Dr. Sophie Sarre Additional rooms available from 3-5 FWB 1.65, FWB1.21 Day 2. 19 th January, 9.30-10 Session 5. Reflections on interviews and next steps - transcribing Dr. Janet Anderson 10.30-11 Session 6. Ethics in qualitative research 11-11.30 Break Dr. Janet Anderson 11.30-1 Session 7. Historical research Prof. Anne Marie Rafferty 1-3 Session 8. Data analysis coding and thematic analysis Dr. Sophie Sarre 3-3.30 Break 6
3.30-5 Session 9. Coding practice Dr. Sophie Sarre/Dr. Janet Anderson Day 3. 26 th 9.30-1 Session 10. Grounded theory Dr. Sara Donetto January, 2-5 Session 11. Phenomenology Dr. Jaqualyn Moore Day 4. 2 nd February, 9.30-10.45 Session 12. Observation and ethnography Part 1 Dr. Emma Rowland 10.45-11.45 Off-site ethnographic exercise 11.45-12 Break 12-1 Observation and ethnography Part 2 Dr. Emma Rowland 2-3 Session 13. TBC 3-3.30 Break 3.30-5 Session 14. Framework analysis Dr. Caroline Nicholson Day 5. 16 th February, 9.30-11 Session 15. Mixed methods research 11-11.30 Break Dr. Cath Taylor 11.30-1 Session 16. Reflexivity Dr. Nicola Mackintosh 2-3 Session 17. Quality in qualitative research 3-3.30 Break 7 Dr. Trish Grocott, Dr. Tanya Graham
3.30-5 Practical exercise using quality assessment tools Dr. Trish Grocott, Dr. Tanya Graham Day 6. 23 rd February, 9.30-11 Session 18. Assignment overview and discussion 11-11.30 Break 11.30-1 Session 19. Marking criteria discussion and practice using the marking rubric Dr. Janet Anderson Dr. Janet Anderson 2-3.30 Session 20. Panel discussion Dr. Janet Anderson Dr. Jaqualyn Moore, Dr. Caroline Nicholson, Dr. Sara Donetto, Dr. Nicola Mackintosh, Professor Anne Marie Rafferty Course feedback and close The final timetable will be posted on the module KEATS site, but please note that all sessions will be held in. 8
Assessment criteria Assignments are marked according to a set of specific criteria developed to suit the contents of the course which has been based on the general College marking criteria for taught postgraduate courses. The marking criteria for the module are available on the KEATS site and will be fully discussed during the module. Summative assessment Report of a Qualitative Study (4,000 words excluding tables, figures, references and appendices.) Please note that parts of the assignment which exceed the word limit will not be read by examiners. In the first teaching block we will generate some qualitative interview data (for which you will need to bring an audio recorder). The assignment is to: Identify a research question Analyse the data using an appropriate qualitative method Draw conclusions from your analysis. Write an academic report of the study adhering to academic conventions for the presentation of empirical evidence in this field. Your report should include the following sub sections: 1. Title. Please provide a title that summarises what your study is about. 2. Introduction. A concise account of the background to and rationale for the research, drawing on relevant literature to show why your study is important and how it relates to existing research in the field. 3. Aims. Your research question(s) or aims and objectives. 4. Method. This section should contain sub sections as follows: Methodological approach. Discussion of your methodological approach with reference to the research methods literature. You need to explain and justify your chosen approach and briefly outline the theoretical and epistemological underpinning of this approach. Participants. Who took part in the study? Procedure. What were the steps taken in conducting the study? How was the study carried out? Ethical considerations. A brief account of the ethical issues that emerged in the course of the study and how they were addressed. Analysis. How were the data analysed? 5. Results. An in-depth analysis of some of the data focusing on two or three key themes. It is not necessary to analyse all of the transcripts in depth. You may choose to select parts of the transcripts relevant to your chosen research question/aims and objectives, and/or a sub sample of the transcripts in order to enable you to undertake a detailed, in-depth analysis. You should devote the most space to this 9
section. You should illustrate your presentation of results with short excerpts from the interview transcripts. 6. Discussion and Conclusions. Summarise the results of the study and discuss what was found in the context of the literature. Return to the studies discussed in the introduction. In the conclusion draw out the implications of the findings for the stakeholders, including policy and/or practice implications. Include recommendations for future research in the light of the findings. You should also show an awareness of the limitations of the methodology and design of the study. 7. Appendix. An appendix with an example of your approach to data analysis must be included (e.g. a coded interview together with codes used). The appendix will not count towards the word limit. 8. References. Must be in the required style outlined in the course handbook. References will not count towards the word limit. Assignment submission Course work submission/exam instructions are provided on the KEATS module page. It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with W for the academic year 2015/16, will be available via Student Records on the King s Intranet approximately one month after you enrol. If you are unable to submit your work by the deadline please refer to the information in your programme handbook on mitigating circumstances. Submission date: Assignments must be submitted by 23:59 on 12 th April,. Your module site on KEATS will provide information regarding submission dates and instructions for the uploading course work for online marking. Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. Please note that work submitted after this date or time will constitute a fail grade. Please refer to the information in the Postgraduate Handbook for further important information regarding assignment submissions. Presentation of Assignments It is important that you adhere to the following guidelines when submitting assignments. Unless there are instructions to the contrary in your module handbook and module site all written assignments are submitted electronically via KEATS. The presentation will be considered when the assignment is marked so it is important that it is clear and legible. If the marker cannot read your script or it is poorly presented or it is difficult to understand your arguments you are less likely to be successful. The work must contain a full and correct reference list You must use the author-date referencing system. 10
You must follow the instructions provided on your KEATS module site regarding the submission of assignments. Do not use your name - Your candidate number should be placed on each page of your work Clarity of presentation must always be considered and work must be word processed Double or 1½ line spacing must be used for all typed work You must use at least size 12 font A margin should be allowed on the left hand side of the page All pages should be numbered and contain the candidate number Results and re-submissions With the exception of the dissertation, module course work with feedback and indicative marks may be downloaded from the module KEATS site four weeks following submission. Marks remain provisional until ratification by the Postgraduate Board of Examiners. Students will be able to see final marks in their student record by close of business on the day following the examination board 15 th June,. Dates of the examination boards can be found on the Student Services Centre webpages and on KEATS. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. The marking criteria by which your work is judged are provided in full on your module KEATS site and discussed in detail during the module. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader. The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard. If you do not understand your mark or the feedback you receive please contact the module leader. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to re-submit your work. The resubmission date is 19 th July,. Module evaluation At the end of the module you are requested to complete the short evaluation form which will be provided on the last day. Student evaluations are very important to us and are required by NHS London and other funding bodies. 11