Phase 2: Section B
Qualitative Research Evidence
(Linked to Lecture 5)
Welcome to Phase 2 Section B
Please read over the aims and objectives of this section and click on your theory to practice link before completing your formative questions and summative assessment. If you have difficulty understanding any of the content of this section, please discuss this with your CILG teacher in your next class.
This eResource has been designed to be used on a university PC using the Google Chrome web browser. It is currently not configured to be used on any mobile device.
COURSE AIMS and LEARNING OUTCOMES
The main aim of this section of the eResource is to introduce students to qualitative research that answers questions related to patient, carer or health professional experiences
By the end of this section you should be able to:-
- To consider the nature of qualitative evidence and appreciate the answers it provides and its limitation
- Describe the key features of qualitative research design (types of sampling and data collection methods)
- Understand the importance of rigour and how qualitative data is analysed and summarised
Linking the Theory to Practice
Dr Carmel Kelly is a former PhD student of the School of Nursing and Midwifery here in QUB. She conducted a qualitative research study as part of her PhD which explored men and women’s experiences of reproductive decision making and pregnancy in the context of a HIV diagnosis. The results of her qualitative study contributed to the development of an e-learning resource to enhance healthcare professionals’ knowledge and awareness of reproductive care for men and women affected by HIV.
Her story is a great example of how nursing research conducted in the School of Nursing and Midwifery is making a real difference to the lives of patients and their families. You can check out the e-learning resource by (clicking here)
SELF DIRECTED ACTIVITY
Data Analysis in Qualitative Research
Step1: Read the following paper by Seers, K (2011) Qualitative Data Analysis. Evidence Based Nursing. 2011;15 p2 (Click here)
Step2: Listen to the podcast below of Dr Carmel Kelly (Nurse Consultant) talking about her experiences of analysing qualitative research data and then consider the main challenges involved in qualitative data analysis.
FORMATIVE QUESTIONS
Following on from the above activity, please attempt to answer the following four formative assessment questions. You can click to receive immediate feedback on your answers. These three formative assessment questions are not marked and will not affect your overall module score. You are strongly encouraged to undertake the formative assessment questions before proceeding and prior to undertaking the summative assessment questions at the end of this section.
Questions Abstract
Please click here to read the article abstract.
Abstract
Objectives
A lack of compassion in UK healthcare settings has received much recent attention. This study explores the experiences of people with dementia in the last year of life and time surrounding death and how the presence and lack of compassion, kindness and humanity influenced the experience of care.
Design
Qualitative in-depth interviews with bereaved informal carers of people with dementia.
Setting
United Kingdom.
Participants
Forty bereaved carers – 31 women and nine men – with an age range of 18–86 years and from wide socioeconomic backgrounds participated.
Main outcome measures
Experiences of carers of care for person with dementia during last year of life.
Results
The interviews highlighted differences and challenges in care settings in providing compassionate, humanistic care and the impact of the care experienced by the person with dementia during the last year of life on informal carers during the bereavement period and beyond. Excellent examples of compassionate care were experienced alongside very poor and inhumane practices.
Conclusion
The concepts of compassion, kindness and humanity in dementia care are discussed within the paper. The ability to deliver care that is compassionate, kind and humanistic exists along a continuum across care settings – examples of excellent care sit alongside examples of very poor care and the reasons for this are explored together with discussion as to how health and social care staff can be trained and supported to deliver compassionate care.
Question 1 - What TWO types of qualitative research were used in this study?
Question 2 - Why was a qualitative approach appropriate to use in this study?
Question 3 - What sampling method was used to recruit participants?
Question 4 - What was the main method of data collection?
SECTION SUMMARY
This section should have introduced you to qualitative research that answers questions related to patient, carer or health professional experiences
You should now be in a position to:
1. Consider the nature of qualitative evidence and appreciate the answers it provides and its limitation.
2. Describe the key features of qualitative research design (types of sampling and data collection methods).
3. Understand the importance of rigour and how qualitative data is analysed and summarised.
Before leaving this section, please ensure that you have achieved the learning outcomes for this section of the course.
SUMMATIVE ASSESSMENT
Only when you have completed all of the above activities should you attempt the summative QuestionMark test. Your QuestionMark username and password are the same as your QOL login details. All assessments can be accessed from the 'Assessment' tab within the NFM1105 Module on Queen Online. To navigate to QOL and log into the summative assessment program 'QuestionMark' and attempt the Phase 2 Section B Test (Click here)
This eResource and the QuestionMark tests have been designed to be used on a university PC using the Google Chrome web browser. It is currently not configured to be used on any mobile devices.
Please ensure that you click the ‘SUBMIT’ button after you complete each test to ensure that your scores are recorded. YOU WILL ONLY GET ONE ATTEMPT TO COMPLETE YOUR ASSESSMENT.
February 2019:
Assessment questions for this section completed
September 2019:
Assessment questions for this section must be completed on or before: Monday - 9th March 2020
If you have any questions related to QuestionMark or the Section Tests, please Contact Paddy Haughian - p.haughian@qub.ac.uk or telephone: 028 9097 2603