Collecting Qualitative Research

It has also been stated that even though these are the preferred methods, if the research is not done correctly, there will not be much value in the data. For example when doing a verbal interview such as I did when going shop to shop and asking my questions. Once the verbal information is obtained, it will need to be placed into a word for and document to be analyzed (Remenyi, 2011). It is also mentioned that it is very important, what questions are asked and how they are asked. The directness of the questions, the exact wording and the order in which they are put. This is all most critical to the way the information is later interpreted and used. It is also important to choose the wording correctly. If the interviewee did not understand the word or words in the question your information will not be correct or usable (Remenyi,

The interviews were recorded on tape this was good method of recording because sometimes when the information is written it can be translated different by the person who is recording the answers as they may interpret it differently. The other drawback that occurred in this study is that the exact design of the questions been asked to the respondents varied, this can affect the results as one person may elaborate more than someone else and therefore has the opportunity to be asked further questions. “The exact format of each individual was determined by the participant, as the individual questions presented to each person varied according to earlier individual responses.” (Appendix 1)

The interviews will be collected using a recorder, with consent of the participant. Then the data will be transcribed narratively, demonstrating important discussion and also

The death penalty is imposed to provide justice as well as deter homicide and bring down the crime rate. However, evidence and research cannot provide any consensus which agrees that the crime rate goes down, or it increases with the imposition or non-imposition of the death penalty (D. Vergano, 2012). Therefore in order to determine the correctness of the gathered research, a study will be dedicated to finding out whether the death penalty deters homicide or not. The relation between the death penalty and the homicide rate is found on several variables and surveys which are analyzed, and data from these are qualitatively and quantitatively collected to form an informed opinion. Using both the forms will put an in-depth analysis to work as

girls’ body image: Gendered ideals and sociocultural influences, Body Image, Volume 10, Issue 4, 2013, Pages 591-598, ISSN 1740-1445, http://dx.doi.org/10.1016/j.bodyim.2013.07.006.

AIM To evaluate the current utilization of the Health Education Systems, Inc. (HESI) examinations in nursing education. BACKGROUND HESI exam results are frequently predictive of NCLEX-RN results in nursing education. METHOD The integrative review method of Whittemore and Knafl was used to search and evaluate the existing evidence to answer the following research questions: a) What is the current utilization of the HESI examinations in baccalaureate nursing education? b) What is the evidence supporting or contraindicating their use in nursing education? c) What is known regarding outcomes related to their use? RESULTS There is a wide variation in the use and outcomes of HESI exams in baccalaureate nursing education. CONCLUSION Despite validity

In chapter eight, DeWalt and DeWalt elaborate on the collection of data from conversations and informal interviewing. The authors state that the type of interviewing associated with participant observation is typically informal. According to the text, the researcher should follow the informant’s lead and occasionally ask questions related to the research question. Interviewing that is associated with research is different from a normal conversation in two ways: (1) the researcher is interested in answering a specific question (or questions) (2) the researcher knows they will be writing notes about the conversation, and this impacts the way they interact with the informant.

Application of appropriate data collection method is important to avoid invalid evaluation results after implementation. As the data collection method plays an important role in impacting evaluation, a qualitative data collection method was chosen for this particular study. It is because; qualitative data provides useful information to understand the process behind the observed process and also helps in understanding nurses and patients perception towards the change management. Qualitative data will also help in generating evaluation hypothesis by strengthening the survey questionnaire and other evaluation findings (University of Wisconsin, n.d). In addition to this, as the evaluation method includes interview, observation and documentation,

Overview: This section explains the research philosophy, the literature survey for this research, data collection technique, data analysis approach and the overall process of the research. It started by gather the general insights that were relevant to the research; derived the information into a research topic; brief explanation about how the research was conducted, how the data was collected through experiment, how the data was analysed and concluded.

All research is meant to fulfill specific purposes, research a problem, or expand the knowledge of those interested. Qualitative research is no different in the same aspect, but goes about the processes in a different way of the quantitative quality. As presented by Plano Clark and Creswell (2010) qualitative data is much broader and focuses on the view of contributors in a greater widesweeping generalization. Applying such to the research article of Mutale, et al. (2013) where the overall research was to understand the link between WHO building blocks within the healthcare system of Zambia, there was a connection between the research processes and the overall presentation of the article. Presented is an overall analysis of the article written by Mutale et al. (2013) as it relates to strong data anlysis and overall reporting. Moreover, the following is a systematically presention of the general concepts of the presentation as it relates to qualitative research evaluations.

For this week’s reading, we read “The Landscape of Qualitative Research---Feminisms and Qualitative Research at and into the Millennium” by Virginia L. Olesen. The author started out by introducing that feminist qualitative research is diverse, active and challenging to the professions, supporters and the judges. This type of research is changeful and emergent. The works done by the feminists help create a base for other researches, movements and guidelines that help exceed and convert. Feminisms involves various fictitious and functional directions. In order to give the readers a better background and concept about the things that feminist scholars are currently debating, the author first introduced the topic “Scope and Topics of Feminist Qualitative Research”.

Executive Summary This guide to using qualitative research methodology is designed to help you think about all the steps you need to take to ensure that you produce a good quality piece of work. The guide starts by telling you what qualitative methodology is and when to use it in the field (understand people’s belief system, perspectives, experiences). It also flags the most important ethical issues that you will encounter (consent and confidentiality). The second part of the guide tackles how you can concretely develop qualitative research designs; starting from clearly

| 1. Use qualitative research methods and approaches in collecting and analyzing data. 2. Conduct qualitative research methods in education. 3. Critical in evaluating research reports. 4. Demonstrate ethical practices in collecting and analyzing data.

This is a qualitative research study. Since the purpose was to discover two groups that experienced the same exposure to a group of adolescents, this may be considered a phenomenological study. The eighth grade teachers were asked about their individual experience in dealing with preparing eighth grade students, and the ninth grade teachers were asked to share their exposure to the product of the former teachers. Questions evolved as details concerning the topic became apparent. The idea for the study became more imperative as colleagues were casually interviewed to assist in narrowing down the topic. Concerns of collecting the data and identifying a need of importance began taking form. To create a manageable study, areas common in both the eighth and nine grade English/Language Arts had to be identified. These areas were assessed to offer restrictive yet comprehensive details as a way to discern gaps between the two grade levels ' expectations. Wording of categories were changed to confirm that both levels of participants would have connotative experience with each as a way to assure purposeful sampling. The research continued to evolve as details of the importance of preparation for high school and the detrimental results of poor transitioning came to the forefront.

(8) For making any corrections that are needed. (John Hopkins Bloomberg, School of Public Health, 2008, p.10)