Constructivist Grounded Theory Methodology Research Articles

Leadership and retention in early childhood education

Global early childhood education workforce shortages have highlighted the importance of recruitment and retention. The development of effective leadership has not been a retention policy focus even though effective leadership has been identified as an important driver for improving working conditions and supporting educator retention. The aim of this research was to investigate what factors affect retention focussing on retention challenges for leaders in an under researched context. Participants were 34 early childhood educators in the Northern Territory of Australia. A constructivist grounded theory methodology framed the research and the data analysis, and a constant comparative method was used to generate categories. The lack of learning on leadership, coupled with competing priorities, were identified as critical factors that contribute to increased attrition. However, informal mentoring was found to support both the positional and emerging leaders, increasing the probability of their retention regardless of their access to leadership development.

Transforming personally and professionally through global cultural experience: A grounded theory study

Participation in international educational programs during nurses' and midwives' preregistration education provides an opportunity to experience healthcare in different cultures. Short-term outcomes of participation have been reported; however, little has been published regarding long-term outcomes and theoretical processes for nurses and midwives who participate in such programs. To provide in-depth understandings through a theoretical model of long-term outcomes and impacts for nurses and midwives who participate in international educational programs during their preregistration education. Constructivist grounded theory methodology was employed in this study. Thirteen general nurses, two mental health nurses, three midwives, and four dual-qualified nurse/midwives from eight different countries were interviewed. The substantive theory, "Transforming personally and professionally through global cultural experience," presents an explanation of processes and long-term impacts for those who participated in international programs during their preregistration education.

Grandparent couples’ experiences of family leisure

Guided by the life course approach and the Ecology of Family Experience (EFE) framework, this qualitative study demonstrates how grandparent couples engaged in family leisure with their grandchildren. Through constructivist grounded theory methodology, this study explored the impacts of life course dimensions on grandparent couples’ experiences with family leisure. Semi-structured interviews with 20 individuals (60–75 years of age) from 10 grandparent couples were analyzed at the couple level. Grandparent couples shared how life course dimensions, including chronological age, sociocultural time, and family timing factors, impacted their family leisure experiences. This study supports the relevance of the EFE framework by focusing on similar dimensions with a precision on the role of life course factors on choosing family leisure experiences.

Key aspects in the development of gender identity and sexual orientation according to trans and gender diverse people: a qualitative approach.

For decades, the sexuality of trans and gender diverse people has been researched from a pathologising and medical perspective. This approach makes assumptions about the experiences of trans people, limiting concern for unique and individual experiences, especially for those with non-binary or gender diverse identities. A growing number of articles however are beginning to take the viewpoints of trans people seriously, taking into consideration their unique experiences and insights within the context of sexual and romantic relationships. This study examines the development of gender identity and sexual orientation of a group of trans individuals in Spain. Thirteen self-identified trans participants were interviewed about their sexual orientation, gender identity and the interplay between both those aspects. A constructivist grounded theory methodology was employed to analyse the data. Five major categories were identified: reinterpreting experiences through identification with gender identity and sexual orientation; questioning gender identity and sexual orientation norms; understanding the interplay between gender identity and sexual orientation; developing as a couple; and building a community. Findings highlight the dynamic and relational nature of gender identity and sexual orientation and provide further insight into the interaction of these aspects in the development of trans and gender diverse identities.

Exploring a learning model for knowledge integration and the development of critical thinking among nursing students with previous learning: a qualitative study protocol

Students often struggle to apply their knowledge of bioscience to their care practice. Such knowledge is generally learned through remembering and understanding, but retention quickly fades. They also experience difficulty progressing to higher-order cognitive skills such as applying, analyzing, evaluating, and even creating, which are necessary to develop soft skills, such as critical thinking, in the care profession. In order to improve existing programs, there is a need to better understand students' prior learning experiences and processes. The proposed study will explore the previous learning experiences of nurses enrolled in a two-year nursing program at a Taiwan university and identify the challenges they face in integrating multidisciplinary knowledge and developing critical thinking competency. The study will adopt a constructivist grounded theory methodology to collect interview data. The findings are expected to improve higher cognitive learning performance and inform the revision of the two-year nursing curriculum.

The Creative Awareness Theory: A Grounded Theory Study of Inherent Self-Regulation in Attention Deficit Hyperactivity Disorder

Objectives: The aim of this study was to determine why and how adults with attention deficit hyperactivity disorder (ADHD) experience variable impairment and identify the processes and strategies adults with ADHD use to develop positive self-regulation skills. Methods: A mixed cohort of 11 participants (6 female and 5 male) from a university, an adult ADHD clinic and an ADHD support group in the UK were interviewed online between September 2021 and February 2022. Data were collected and analysed simultaneously, inspired by a constructivist grounded theory methodology. Results: Participants described a “polar awareness of difference” from others in terms of engagement and ADHD characteristics, and a “polar awareness of consciousness” experienced as the states of chaotic attention and hyperfocus, both of which impact core perceptions of self. Using an infinity paradigm, the results demonstrate unskilled attempts to self-regulate within and between these states using self-absorption or self-transcendence strategies, including their inherent challenges and energetic cost. Our results further indicate that at the centre of this dynamic paradigm, creative awareness strategies exist, which exemplify polarity awareness and the regulation of that awareness supported by an authentic inner compass (AIC). Conclusions: This paper presents the empirical foundation for the ADHD Creative Awareness Theory (CAT)—a new theory for understanding the experience of ADHD consciousness and environmental engagement. Practical implications are explored, and recommendations include use of the CAT as a framework for understanding and development of inherent self-regulation skills for adults with ADHD.

The Geo‐Socio‐Personal Model: Mapping Complex Information Ecosystems for Research‐related Information Behaviors

ABSTRACTCreating international collaborative teams is common to address complex research problems in low‐income countries. Teams involve experts from low‐ and high‐income countries who must share information and communicate across interpersonal, organizational, and national contingencies and geographic and temporal borders. Effective information sharing between people and across institutions requires nuanced understandings of various information ecosystems, including the relationships between attitudes, values, and behaviors of individuals and organizations. This paper reports on an evidence‐based model developed from a qualitative study of research teams operating in two countries (Lao People's Democratic Republic and Australia), using constructivist grounded theory methodology. The resulting Geo‐Socio‐Personal (GSP) Model for Complex Information Ecosystems reflects multicultural relationships at four levels: geo‐structural, geo‐social, organizational, and inter−/intra‐personal. The model examines contingencies affecting information behaviors across all four levels, including interpersonal, organizational, and international relations, and the economic, political, and structural levels that posit these relations.

“We are on the outside but it’s okay”: A grounded theory of cooperation between parents, coaches, and administrators in professional youth soccer academies

ObjectiveParents need to cooperate with professional organizations to support their children’s development and health. In sports, knowledge on how parents, coaches, and organizations can successfully coordinate their behavior and work together for a common cause is lacking. This study was designed to identify a grounded theory of cooperation as a social process between parents and organizational stakeholders in youth soccer academies. Design and methodIntensive interviews were conducted with parents (n = 9), coaches (n = 11), and administrators (n = 14) across 14 youth soccer academies in Germany. Data were analyzed using initial coding, focused coding, and theoretical integration following constructivist grounded theory methodology. Results and conclusionThe grounded theory produced comprises several processes aimed at building, maintaining, and reinforcing effective cooperation between parents, coaches, and administrators. Acknowledging parents as part of the academy, providing a thorough onboarding, and defining parental roles are essential for cooperation to evolve. Cooperation was viewed as a responsive, dynamic, and iterative process impacted by person and context factors. Findings are interpreted through a systems lens highlighting nuanced dependencies between cognitive, emotional, and behavioral patterns. The grounded theory provides implications for future research targeting the intersection of persons and contexts in youth sport. For practitioners, we propose an evidence-based program on developing cooperation.

Korean transgender and nonbinary workers' development of critical consciousness through interpersonal relationships at work: A grounded theory.

Research on the experiences of transgender and nonbinary (TNB) individuals in counseling psychology is expanding, but studies focusing on their work experiences remain limited and primarily address workplace discrimination. This study aimed to develop a grounded theory on Korean TNB workers' interpersonal experiences at work, exploring not only their challenges but also their growth through workplace relationships. Using constructivist grounded theory methodology, the authors interviewed 16 Korean TNB workers from diverse professions and industries. The resulting theory demonstrates how TNB workers develop critical consciousness of gender, self, and society through significant changes in workplace social interactions and status. This heightened awareness enables TNB workers to balance their authentic selves with others' expectations and to engage in social advocacy. The study concludes with implications for strength-based counseling practices, advocacy needs, and directions for future research. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Healthcare Provider Experiences With Unvaccinated COVID-19 Patients: A Qualitative Study.

In the setting of an active pandemic the impact of public vaccine hesitancy on healthcare workers has not yet been explored. There is currently a paucity of literature that examines how patient resistance to disease prevention in general impacts practitioners. The COVID-19 pandemic created unprecedented healthcare challenges with impacts on healthcare workers' wellbeing. Vaccine hesitancy added complexity to providing care for unvaccinated patients. Our study qualitatively explored experiences of healthcare providers caring for unvaccinated patients with severe COVID-19 infection in the intensive care setting. We used interview-based constructivist grounded theory methodology to explore experiences of healthcare providers with critically ill unvaccinated COVID-19 patients. Healthcare providers who cared for unvaccinated patients with severe COVID-19 respiratory failure following availability of severe acute respiratory syndrome coronavirus 2 vaccines were recruited from seven ICUs located within two large academic centers and one community-based hospital. We interviewed 24 participants, consisting of eight attending physicians, seven registered nurses, six critical care fellows, one respiratory therapist, one physiotherapist, and one social worker between March 2022 and September 2022 (approximately 1.5 yr after the availability of COVID-19 vaccines in Canada). Interviews were recorded, transcribed, de-identified, and coded to identify emerging themes. The final data was analyzed to generate the thematic framework. Reflexivity was employed to reflect upon and discuss individual pre-conceptions and opinions that may impact collection and interpretation of the data. Healthcare providers maintained dedication toward professionalism during provision of care, at the cost of suffering emotional turmoil from the pandemic and COVID-19 vaccine hesitancy. Evolving sources of stress associated with vaccine hesitancy included ongoing high volumes of critically ill patients, resource shortages, and visitation restrictions, which contributed to perceived emotional distress, empathy loss, and professional dissatisfaction. As a result, there were profound personal and professional consequences for healthcare professionals, with perceived impacts on patient care. Our study highlights struggles of healthcare providers in fulfilling professional duties while navigating emotional stressors unique to vaccine hesitancy. System-based interventions should be explored to help providers navigate biases and moral distress, and to foster resilience for the next major healthcare system strain.

Black male college athletes’ self-schemata and (Un)critical consciousness

ABSTRACT Extant literature on the experiences of Black male college athletes focuses on outcomes, such as their college engagement (academic, athletic, and social), graduation rates, and post-college transitions. However, there is a lack of focus on the antecedents of these outcomes. This article offers empirical findings from a study of 16 Black male college athletes’ developmental experiences at Division I historically white institutions. The study employed a constructivist grounded theory methodology and incorporated a three-stage coding analysis to make sense of data. A key finding from this study is the identification of the (Sub)Conscious Decision-Making Filter, which is comprised of the following four components: (a) Self-Schemata; (b) Critical Racial Consciousness; (c) Social Associations Related to Racial, Athletic, and Student Identities; and (d) Internal Conflict. Data analysis offers insights into the meaning-making processes of Black male college athletes as they exist in majority white spaces, which is vital for sport administrators who seek to support the optimal holistic development of this important stakeholder group.

The Lived Experiences of Interracial Couples: Racialized Experiences, Reconciling Differences, and Engendered Strengths

This study explored the lived experiences of heterosexual, Racialized-White couples with regards to issues of race and culture as couples crossed socially constructed racial and cultural boundaries. A constructivist grounded theory methodology was implemented, revealing three core themes that summarized the lived experiences where couples’ diverse races, ethnicities and cultures intersected. They included racialized experiences and emotions, managing and reconciling differences and challenges, and engendered strengths and opportunities. These findings were contextualized through an intersectional lens and discourses of coloniality, white supremacy, heteropatriarchy, and endogamy.

Simulation psychological safety ecosystem: using constructivist grounded theory to explore nurses’ experiences with prelicensure simulation

Introduction Learning through simulation requires psychological safety where participants feel comfortable engaging to their fullest extent, speaking up or asking questions without fear of embarrassment. While professional simulation organizations provide recommendations on fostering psychological safety, anecdotal stories from newly graduated nurses demonstrated variability in their experiences. The study explored nurses’ experience with psychological safety in their prelicensure curricula. Methods Using constructivist grounded theory methodology, the researchers conducted 17 semi-structured interviews with nurses who had experienced simulation in their prelicensure curriculum. They collected and analysed data iteratively using constant comparison to identify categories and explore their relationships. They used theoretical sampling in later stages until data sufficiency was achieved. Results The constructed theory, Simulation Psychological Safety Ecosystem, expresses the variability of nurses’ experiences. Psychological safety is a dynamic, complex process with a spectrum of outcomes from feeling psychologically safe to suffering psychological harm. Factors that influence this outcome include clarification of Expectations, Facilitation from the instructor during scenarios, experience with Observation, and structure and quality of Debriefing/Feedback. Psychological safety is also influenced by nurses’ existing relationships with faculty and peers, and their desire to achieve meaningful clinical learning. Discussion Implications for nursing education reinforce clarifying expectations for equipment and roles, instructor presence, and observation. The findings suggest the benefits of establishing peer and faculty relationships prior to simulation-based education implementation and providing guidelines for faculty and peer feedback. Potential areas for future research include clarifying the ecosystem model and exploring the impact of faculty and peer relationships on psychological safety.

Role of emotions in change and change management in an emergency department: a qualitative study

BackgroundChanges in emergency departments are frequently implemented to improve efficiency and reduce costs. However, staff acceptance and adoption are crucial for the intended success of changes.ObjectivesThis study explored staff perceptions...

Does Grounded Theory Have a Place in Graduate Research?

<i>The purpose of this paper is to examine the practical use of the social constructivist grounded theory methodology in graduate studies and provide clarity on how this methodology can be used within graduate studies in a way that does not distort or change the social constructivist grounded theory assumptions and 21st century grounded theory principles. The framework for social constructivist grounded theory provided by Charmaz (2014) outlines a thorough research process graduate students can use with fidelity if given the opportunity. However, using social constructivist grounded theory is considered “the road less traveled” by most graduate students and their advisors. Professors can support students when using constructivist grounded theory in a way that does not distort the methodology if they are well versed in it. While this research process takes a different approach than most traditional thesis and dissertation studies, it can still be a meaningful and rich experience for graduate students.</i>

The Taxonomy of Predict-Observe-Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders

Predict-observe-explain (POE) is a strategy being used during scientific investigations and experiments. However, POE-related studies mainly focused on its validity and reliability as a teaching strategy in classrooms. Thus, this paper extends the context of POE discussion not only as a teaching strategy but also as science process skills, and as cognitive thinking skills in performing experiments and answering scientific inquiries among chemistry stakeholders: students, teachers, and chemists. The study sees POE as a way to develop critical thinking and builds the skills needed for further academic and professional endeavors in the different fields of science. Through a constructivist grounded theory methodology using focus group discussions for students and in-depth interviews with the teachers and chemists, the study: described how students, teachers, and chemists exemplified POE strategy in terms of its process, and identified mutual patterns of POE process from the chemistry stakeholders. The study revealed that: student POE taxonomy is focused on basic processes and structures of POE; teacher POE taxonomy is a guide in their lesson planning; and chemist POE taxonomy is based on local and international compliance during experimentation. Therefore, POE is a science process skill for chemistry stakeholders where the POE taxonomy used by the chemistry stakeholders are different based on experiences, needs, and context.

"This whole journey was sacred": Latter-day Saint parents' process in coming to accept a transgender child.

This constructivist grounded theory (CGT) study examines Latter-day Saint (LDS) parents' process in coming to accept a transgender or gender diverse (TGD) child and the factors that impact acceptance. Data come from interviews with 38 LDS parents of TGD children and 130 Facebook posts from the same population. Data were analyzed using CGT methodology in coding and theory construction. A model of LDS parents' process in accepting a TGD child and the factors that impact that process are presented. The results indicate that coming to accept a TGD child tends to engage LDS parents cognitively, emotionally, socially, and spiritually, and is a developmental process. We identified four stages of parents' process: assimilation of new information, deconstruction and disequilibrium, reconstruction and accommodation, and acceptance; as well as typical emotional responses in each stage. We found that factors thatimpacted parents' process included parents' pre-process characteristics and contexts, religiously defined meaning making, social embeddedness, external resources, community building, and spiritual autonomy. Additionally, we found that parents' commitment to their child's wellbeing and connection with their child (i.e., attachment) motivates their process and that their personal spiritual experiences tend to guide it. Parents in the study who reached a state of acceptance expressed that their process had been both deeply challenging and profoundly, personally meaningful. This study strengthens the case for using attachment-based therapies with this population and indicates the value of incorporating spirituality into the therapeutic work.

Being different: what it means to be a person with albinism in Nigeria

Persons with albinism experience visual impairments and have unusually white hair and skin colour. In Nigeria, they face social disadvantages due to misconceptions about albinism, which create barriers to equal participation in education, employment, and society. This study explored the life stories of persons with albinism in Nigeria to understand the meanings they ascribe to their experiences. Using a Constructivist Grounded Theory methodology, forty-two interviews were conducted with eleven persons with albinism. ‘Being Different’ emerged as the main theme representing the life experiences of persons with albinism in Nigeria from childhood to adulthood. Participants expressed ‘Being Different’ through subthemes such as ‘being in a tug of war’, ‘disadvantaging schooling system’, and ‘suffering double tragedy’. The study concludes that strongly enforcing anti-discrimination laws, promoting inclusive education, and regularly educating the public about albinism can significantly reduce the negative effects of ‘Being Different’ in Nigeria.

Afghan immigrants' perceptions of integration policies in Iran

AbstractIn the contemporary global context, the challenge of integrating immigrants into host societies has gained prominence. This paper delves into the perceptions and experiences of Afghan immigrants in Iran regarding immigration policies and laws. Employing a constructivist grounded theory methodology, the study aims to uncover participants' interpretations and the meanings attributed to immigration policies and laws. Grounded theory analysis, involving initial, focused, and theoretical coding, was employed to collect data. The results reveal that current immigration laws and policies in Iran have led to economic disparities, limited educational opportunities, social isolation, and identity challenges for Afghan immigrants. Iran's integration policies lean towards exclusion. Consequently, Afghan immigrants experience a weakened sense of belonging in the country. Therefore, our study suggests the importance of implementing integration theories and policies instead of those promoting disintegration. Such policies not only hinder immigrants' assimilation but also impede the overall progress of the host nation, thus undermining social cohesion.

Embedding Public Involvement in a PhD Research Project With People Affected by Advanced Liver Disease.

Liver disease is an increasing cause of morbidity and mortality in the United Kingdom and can be challenging to live with in the advanced stages. There has been little research exploring the healthcare experiences of UK individuals with decompensated disease when the liver cannot carry out its functions properly. A PhD research project was developed with people who have liver disease to explore care experiences in decompensated advanced liver disease. Public involvement (PI) is an essential aspect of meaningful health research, and this paper reports on the progression of our PI approach in this ongoing study. To embed PI throughout the research project to ensure that the study is meaningful to individuals with liver disease and the people who support them. The research adopts a Constructivist Grounded Theory methodology to develop a theory of care experience. Various PI approaches were considered in developing the PI strategy for this qualitative study. Initially, Embedded consultation was the preferred model, which has evolved to include aspects of collaboration and coproduction. A PI group was set up to oversee the project through the national public engagement website VOICE, and reflections on PI from three members of the group are included in this paper to illuminate the PI process. Six individuals with liver disease and three carers from across the United Kingdom are part of an ongoing PI group. Their role includes commenting on the findings of the systematic literature review for this project and contributing to decisions about recruitment, data collection and data analysis. Additionally, they had a direct impact on changing the focus of the research. The PI group will continue involvement until the completion of the project. Successfully embedding PI into doctoral research, as demonstrated in this project, requires commitment, planning and dedication to reciprocal working for the benefit of PI contributors as well as the research. This approach could be adopted by other postgraduate researchers. This project is overseen by the PI group, whose contribution is described throughout, including reflections from three PI group members.