Refer to the selected basic qualitative study
Refer to the selected basic qualitative study. Agree or disagree with specific points about the study, give suggestions to the questions, or recommend specific resources for guidance that may support.
information:
Qualitative research “often focuses on generating theory, and it is more commonly used at the initial stages of understanding a phenomenon” (Burkholder et al., 2019, p. 81). The most common qualitative research methods include “phenomenological research, grounded theory research, ethnographical research, and exploratory-descriptive qualitative research” (Gray & Grove, 2021, p. 75). Creswell and Poth (2018) and Patton (2015) identify that phenomenological research describes “the essence of experiences (or phenomena) from the participant’s perspective or, as frequently stated, capture the lived experience” (as cited in Gray & Grove, 2021, p. 80). A grounded theory approach “means that the findings are grounded in the concrete world as experienced by participants and can be linked to the actual data” and the development of a theory (Gray & Grove, 2021, p. 87). “Ethnographical research provides a framework for studying cultures” (Gray & Grove, 2021, p. 91). Gray and Grove (2021) provided another example as exploratory-descriptive qualitative research method. Gray and Grove (2021) state, “Most of the researchers who do not specify a methodology are in the exploratory stage of studying the subject of interest” (p. 94). A qualitative research study will be discussed in the following paragraphs. Â
Alignment
The aim of the study by Solli et al. (2020) is “to explore undergraduate nursing students’ perspectives of the facilitator’s role in briefing” (p. 1). The concepts identified include briefing, the role of the facilitator, and student learning (Solli et al., 2020). The NLN Jeffries Framework for Simulation was used as a guide for the interview. The research design is an exploratory-descriptive quantitative method. Solli et al. (2020) explored the students’ perspective of the facilitator’s role. A quantitative approach was used to help provide meaning through detailed descriptions from the students’ perspectives (Office of Research and Doctoral Services, 2015). Solli et al. (2020) used focus group interviews to gather information about the students’ perspectives.
Solli et al. (2020) clearly explained the exploratory-descriptive quantitative method. The method used is appropriate for this study because the author plans to explore the students’ perspectives by interviewing the students after the simulation. Solli et al. (2020) identified ways to maintain the rigor and validity of the study. Solli et al. (2020) provided detailed information about the design, the study participants, the setting used, the data collection process, and the analysis. Solli et al. (2020) discussed the pilot focus group interview that was conducted. Solli et al. (2020) also identified that the facilitators used were not part of the courses for the students.
Data Collection Method
Focus group interviews were used to gather data. Four focus groups with four facilitators were used (Solli et al., 2020). Solli et al. (2020) explained the participants of the study. Solli et al. (2020) had 30 participants in the focus group interview process. Solli et al. (2020) discussed using facilitators who were not directly connected to any evaluation/exam for courses. The specific interview used was not provided in the study. This would make it difficult for the study to be replicated. The authors did provide information about how information was collected. The authors did not explain what was included in the facilitators’ briefing process or what was included in their training. This would also make the study difficult to replicate.
Method For Data Analysis
Solli et al. (2020) used four focus group interviews for the thirty nursing students after the simulation experience. Solli et al. (2020) discussed using systematic text condensation for qualitative data analysis. Solli et al. (2020) discussed three parts of the data analysis. Part 1, the interviews are read “in an attempt to get an impression of the whole” (Solli et al., 2020, p. 3). Part 2 includes organizing “the data into meaning units” (Solli et al., 2020, p. 3). In part 3, subcategories were identified (Solli et al., 2020). Two main categories and three sub-categories in each category were identified: ” 1) the importance of framing the subsequent scenario, consisting of the three sub-categories providing predictability, providing emotional support, and providing challenges; and 2) the importance of instructing students how to execute nursing actions in the subsequent scenario consisting of the three sub-categories providing information about medical and technical equipment, providing a demonstration of the monitor and providing a demonstration of the manikin” (Solli et al., 2020, p. 5).
Questions
I have run across this in other studies. Solli et al. (2020) identified a limitation of using a purposive sample and only one university.
I question how other researchers can replicate a study if not all the needed information is provided?
Why would researchers not provide the qualitative research method that was used in their studies?  Â
Resources
Burkholder, G. J., Cox, K. A., Crawford, L. M., & Hitchcock, J. H. (2019). Research design and methods: An applied guide for scholar-practitioners. Elsevier
Gray, J. R., & Grove, S. K. (2021). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (9th ed.). Elsevier.
Office of Research and Doctoral Services. (2015, August 13). Overview of qualitative research methods. [Video]. YouTube.https://www.youtube.com/watch?v=IsAUNs-IoSQ&list=PLtJOJ3YVG7Wbe1ZQDZMa0uVWIWxLMp-iQ&index=2Links to an external site.
Solli, H., Haukedal, T. A., Husebo, S. E., & Reierson, I. A. (2020). The art of balancing: The facilitator’s role in briefing in simulation-based learning from the perspective of nursing students-a qualitative study. BMC Nursing, 19(99), 1-12. https://doi.org/10.1186/s12912-020-00493-zLinks to an external site.
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