Experience Of Qualitative Research Research Articles

Qualitative research: Defining features and guiding principles

In the present age and time, there has been a research explosion, thus, a huge diversity in research and methods. Defining, characterizing, specializing, and isolating major and minor research and methodology diversity is very significant. Qualitative research, for example, is one the two major research approaches. However, what makes qualitative research qualitative or what is qualitative in qualitative research is a crucial question for understanding qualitative research. This is especially true for novices in the field of qualitative research who depart with this fundamental question. Scholarly attention is, therefore, needed to address this question. Noticeably, there is scanty literature on a substantial overview that captures the unique features of qualitative research. This paper aims to present a literature survey of the defining characteristics and guiding principles of qualitative research. The authors have extensive experience in qualitative research. Based on their review, the paper outlines the commonly shared characteristics of qualitative research. In the current landscape of resulting research diversity, the highlights on the overview of qualitative research in the present paper is particularly pertinent especially for novice researchers entering the field.

Integrating qualitative research within a clinical trials unit: developing strategies and understanding their implementation in contexts

Background/aimsThe value of using qualitative methods within clinical trials is widely recognised. How qualitative research is integrated within trials units to achieve this is less clear. This paper describes the process through which qualitative research has been integrated within Cardiff University’s Centre for Trials Research (CTR) in Wales, UK. We highlight facilitators of, and challenges to, integration.MethodsWe held group discussions on the work of the Qualitative Research Group (QRG) within CTR. The content of these discussions, materials for a presentation in CTR, and documents relating to the development of the QRG were interpreted at a workshop attended by group members. Normalisation Process Theory (NPT) was used to structure analysis. A writing group prepared a document for input from members of CTR, forming the basis of this paper.ResultsActions to integrate qualitative research comprised: its inclusion in Centre strategies; formation of a QRG with dedicated funding/roles; embedding of qualitative research within operating systems; capacity building/training; monitoring opportunities to include qualitative methods in studies; maximising the quality of qualitative research and developing methodological innovation. Facilitators of these actions included: the influence of the broader methodological landscape within trial/study design and its promotion of the value of qualitative research; and close physical proximity of CTR qualitative staff/students allowing sharing of methodological approaches. Introduction of innovative qualitative methods generated interest among other staff groups. Challenges included: pressure to under-resource qualitative components of research, preference for a statistical stance historically in some research areas and funding structures, and difficulties faced by qualitative researchers carving out individual academic profiles when working across trials/studies.ConclusionsGiven that CTUs are pivotal to the design and conduct of RCTs and related study types across multiple disciplines, integrating qualitative research into trials units is crucial if its contribution is to be fully realised. We have made explicit one trials unit’s experience of embedding qualitative research and present this to open dialogue on ways to operationalise and optimise qualitative research in trials. NPT provides a valuable framework with which to theorise these processes, including the importance of sense-making and legitimisation when introducing new practices within organisations.

Understanding the Epistemic Diversity and Essential Components of the Grounded Theory Method: Empowering Human Resource Development Researchers

This article addresses the challenges faced by HRD researchers in selecting a qualitative approach, particularly Grounded Theory Method (GTM), which is underrepresented in the field. The author discusses the epistemological foundations of the four major GTM versions and outlines the six essential elements. The article emphasizes GTM’s flexible yet structured nature and explains differences among Glaserian, Straussian, Charmazian, and Clarkean methods. It also summarizes common GTM features like concurrent data collection, constant comparison, theoretical sampling, phased coding, memoing, and theoretical saturation. The article concludes by providing suggestions to promote GTM’s adoption and popularization. In essence, this article offers guidelines to assist HRD researchers, especially newcomers or those with limited qualitative research experience, in understanding and effectively using GTM.

Rapid Group Analysis Process (Rap-GAP): A Novel Approach to Expedite Qualitative Health Research Data Analysis

To contribute to healthcare improvements, qualitative health research must adapt to the demanding pace of constantly changing healthcare practices and policies. To meet this challenge, researchers need methods for rigorous and rapid data analysis. This article introduces the Rapid Group Analysis Process (Rap-GAP), a new approach for rapid qualitative data analysis. This method is more efficient than other rapid qualitative analysis methods. It allows for the direct involvement of diverse participants in the analysis process, including patients or healthcare decision-makers with limited qualitative research experience, while keeping the analysis grounded in the primary data (e.g., transcripts). These attributes make Rap-GAP a unique and valuable alternative to traditional qualitative analysis. This article describes the 5-step Rap-GAP process and 3 case studies that demonstrate how to use the method and adapt it for different analytical goals. Future research will evaluate and describe the outcomes of Rap-GAP compared to traditional qualitative analysis.

초심자의 질적연구 입문 경험

The purpose of this study is to explore the beginner’s introductory qualitative research experience to understand the meaning of internal and external experiences experienced by researchers in the process of conducting qualitative research. In particular, I would like to explore what kind of experiences researchers form in relation to their identity as qualitative researchers in the process of conducting their research. For this purpose, a research puzzle called ‘What kind of experience did I form in the process of conducting qualitative research as a beginner of qualitative research and what is the meaning of the experience?’ was formed, and the researcher’s own qualitative research experience was analyzed according to the narrative inquiry method of Clandinin and Connelly (2000) and the meaning of the experience was formed. The meaning of the researcher’s introductory qualitative research experience, which was reconstructed and solved with five narrative topics, is as follows. First, “the point where I stopped, come back there,” second, “grope the way for lack of sight,” third, “I get lost in the ups and downs of fear, shame, and overwhelming emotions,” and fourth, “moving forward while making a path, fifth, still on the road: living as a qualitative researcher.” This study deals with my qualitative research experience as a beginner, and it may be meaningful to expand and share empirical understanding of the process of conducting qualitative research and the process of forming identity as a qualitative researcher to beginners who start qualitative research vividly in my own voice.

Exploring Barriers and Facilitators to Reducing the Environmental Impact of the Operating Room

IntroductionThe operating room (OR) is a major contributor to greenhouse gas emissions both nationally and globally. Successful implementation of quality improvement initiatives requires understanding of key stakeholders' perspectives of the issues at hand. Our aim was to explore surgical, anesthesia, and OR staff member perspectives on barriers and facilitators to reducing OR waste. Materials and methodsIdentified stakeholders from a single academic medical center were interviewed to identify important barriers and facilitators to reducing surgical waste. Two team members with qualitative research experience used deductive logic guided by the Theoretical Domains Framework of behavior change to identify themes within transcripts. ResultsNineteen participants including surgeons (n = 3, 15.8%), surgical residents (n = 5, 26.3%), an anesthesiologist (n = 1, 5.3%), anesthesia residents (n = 2, 10.5%), nurse anesthetists (n = 2, 10.5%), nurses (n = 5, 26.3%), and a surgical technologist (n = 1, 5.3%) were interviewed. Twelve of the 14 themes within the Theoretical Domains Framework were discovered in transcripts. Barriers within these themes included lack of resources to pursue environmental sustainability in the OR and the necessity of maintaining sterility for patient safety. Facilitators included emphasizing surgeon leadership within the OR to reduce unused supplies and spreading awareness of the environmental and economic impact of surgical waste. ConclusionsInterviewed stakeholders were able to identify areas where improvements around surgical waste reduction and management could be made at the institution by describing barriers and facilitators to sustainability-driven interventions. Future surgical waste reduction initiatives at this institution will be guided by these important perspectives.

질적교육연구방법론 수업을 수강한 어느 대학원생의 학습 경험에 대한 자문화기술지 연구

The purpose of this study is to autoethnographically explore a Graduate Student’s Learning Experience and Meaning in the Qualitative Education Research Methodology Seminar. To this end, I reviewed a reflective journal from March to June 2022, observed class participation, and conducted another insider interview. As results of the study, the experience of introducing qualitative research was found to be ‘participating in learning’, ‘building a learning relationship’, and ‘organizing learning’. Students enter the world of qualitative research through classes guided by advisors and textbooks suitable for beginners in qualitative research. However, beginners of qualitative research soon have difficulty in qualitative analysis and interpretation. This is because the process of qualitative analysis and interpretation is a practice that can only be learned by doing. Therefore, for beginners, feedback based on positive interdependence plays an important role in advancing to the next stage of research growth. It was also found that beginners of qualitative research seek various solutions when performing project tasks. The meaning of the introductory experience of qualitative research was found to be ‘learning about learning’, ‘learning in the research field’, and ‘learning about myself as a researcher’. Introductory experiences with a qualitative research lens are qualitative experiences of new ways of thinking and research methods. Given the nature of autoethnographical study that can be buried in their own world in the field of research, it is necessary to supplement them with rich and diverse data, especially for qualitative research beginner. In addition, beginner of qualitative research hope to become better qualitative researcher using the experience of qualitative research classes as a stepping stone. In the end, the researcher sought self-transformation by reflecting on the process of learning through participation in qualitative research classes. As a researcher and research participant, I looked back on the process of learning and seeking self-transformation. This study is expected to share experiences with beginners in qualitative research and help them understand preliminary research.

Tensions and dilemmas: a narrative inquiry account of a teacher-researcher

ABSTRACT This article reports on a teacher-researcher's efforts to understand tensions and dilemmas encountered during a doctoral narrative inquiry research project with eight children in an urban, multidenominational primary school in the east of Ireland. Using a narrative inquiry framework and focusing on the teacher-researcher's experiences, this article makes visible how tensions and dilemmas shaped the teacher-researcher's ongoing identity formation, the inquiry and offers insight to others so they may learn from these experiences. This article conceptualises tension as the bumping of lives [Clandinin, D. Jean, and Michael F. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. 1st ed. San Francisco: Jossey-Bass Publishers] and the irresolvable desire to have one's story told [Cavarero, Adriana. 2000. Relating Narratives: Storytelling and Selfhood. Florence: Routledge. https://doi.org/10.4324/9781315824574]. The narratives contained in this article were gathered across several arts-based workshops and include dialogue vignettes between children and the teacher-researcher, segments from the teacher-researcher’s fieldnotes and personal research journal. The article has implications for teachers who transition into doctoral studies and become teacher-researchers. Findings support the idea that problematic encounters faced while engaging in school-based research can be considered sites where new possibilities of understanding and knowing may emerge.

Socio-Economic Effects of HIV Stigmatization: Experience of Qualitative Research

The phenomenon of stigmatization as well as its mechanisms are being discussed in this article. The author has discovered how the stigmatization of HIV-positive people affects both the economic and social spheres in the society. A sociological study was conducted by the method of in-depth interviews from March to May 2022. With the usage of qualitative analysis, the following stigmatizing attitudes amongst students and professors of Russian universities have been detected based on the typology of Yu. S. Smirnova. The analysis regarding the estimate of the acceptable social distance between the respondents and HIV-positive persons is also provided in this paper. A causal relationship between the stigmatization of HIV persons by the respondents and how knowledgeable they were on the topic of HIV is found.

Making meanings out of me: Reading researchers’ and participants’ bodies through poetry

This article offers autoethnographic reflections on the experience of qualitative research that account for the embodied subjectivity of interviewing as a research practice and the embodied practice of research outside of a traditional ‘field’. The article reflects on the ways in which the author was underprepared for the shifting power relations and shared vulnerabilities within research interactions to be experienced in an embodied way. This article then reflects on the process of experiencing research in the body during the writing-up process. The article draws on data collection experiences and fieldwork notes from a research project on trans and intersex activist relationships undertaken by a trans researcher with a history of LGBTI+ and trans activism. Furthermore, this research project was undertaken by a disabled scholar who had to negotiate a complex web of access needs and decisions over in/visibilising disabilities in order to complete the research. This early career scholar experienced a lack of research methods teaching and training on the complexities of in-community/insider research for those who may be members of communities made vulnerable by society and a lack of training on the expectations of embodied fieldwork practice. This article does not offer teaching or support suggestions to fill this gap although those are illustrated in detail by Pearce’s (2020) ‘methodology for the marginalised’. Instead, the article invites early career scholars, and those teaching research methods, to imagine research and imagine fieldwork with embodied researchers in mind. The article uses poetry to take readers on a journey of the embodied research of one trans and disabled scholar in the hopes it may speak to other scholars with a range of diverse identities and experiences who may be made vulnerable by society and those who have the privilege of teaching them. The article uses poetry as a means to express these embodied reflections drawing on Richardson’s (1999, 2002) creative analytic practice of ethnographic poetry and Anderson’s (2001) embodied writing. The poetic reflections are offered as an interruption to the body of the text with an embodied poetry to touch the reader in a different way. Although these poems deliberately interrupt the body of the text, they can be read in their locations as reflections on their closest sections or a collection of poetic reflections after reading the article.

Patient Preferences for Attributes that Characterise Alternative Models of Care in Gastroenterology: A Discrete Choice Experiment.

Increased demand for gastroenterology services has resulted in growing waitlists, with patients at risk of exceeding clinically recommended wait-times. Given limited healthcare resources, expanded scope models of care are an option to help address this demand, but little is known about patient preferences for these models of care. Low-risk gastroenterology patients (n = 1198) referred to an outpatient tertiary service in Australia over a 2-year period were invited to participate in an unlabelled discrete choice experiment with seven attributes: primary healthcare professional, wait-time, continuity of care, consultation length, manner and communication skills, reassurance, and cost. These were developed using qualitative research, literature review, and stakeholders' experiences. A d-efficient fractional design was used to construct four blocks of 12 choice sets, with two alternatives. A 13th choice set was included as a data and quality check. Latent class and mixed logit regression were used for analysis. The resulting preference parameters for individual attributes were then used to calculate willingness to pay and willingness to wait. Overall, the model based on the 347 respondents suggested no strong preference for professional background. All other attributes were statistically significant predictors of preference (p < 0.001), with respondents willing to make significant trade-offs (time and cost) before accepting deterioration in attributes. There was strong emphasis on manner and communication skills, with a clinician who listens and provides good explanations overwhelmingly the most important attribute. Latent class analysis identified two patient segments who differed in their preference for the primary treating healthcare professional (doctor or dietitian) based on exposure to either traditional medical or non-medical professional role substitution model. Patients have strong but varied preferences for gastroenterology services based on whether they have been exposed to expanded scope models of care. Design and implementation of new models of care need to consider strategies to overcome any perceived loss in utility or deterioration in healthcare quality for those unfamiliar with professional role substitution.

Conducting Peer Research: Learning From the Evaluation of a Parenting Support Intervention

Peer research has the potential to increase community engagement in research and improve understanding of the data co-produced. However, there is a dearth of research on how to effectively conduct peer research with parents. The current study aimed to collect the views and experiences of parents who were peer researchers in the evaluation of a parenting support intervention. Four parents participated in semi-structured interviews. Data were analysed via thematic analysis. Results indicated that peer research tasks were perceived as becoming easier with practice. Benefits of peer research included increased awareness of the organisation’s work, enjoyment of the process, exposure to learning new things, and continued networks among peer researchers. Facilitating factors for peer research included availability and accessibility of the organisation’s support, and opportunities for knowledge and information sharing among peer researchers. Main challenges experienced related to the training provided, previous experience in qualitative research, coding difficulties, and procedures regarding the organisation of the peer research process. Parents also shared ways of improving the peer research process in the future regarding structures to support the coordinating researcher and continued involvement of the same pool of peer researchers, given the acquired experience. Studying the peer research process has the potential to increase the understanding of peer researchers’ needs, preferences, and resources, and to inform research aimed at supporting families.

National Security Law Education in Hong Kong: Qualitative Evaluation Based on the Perspective of the Students.

In this paper, we adopted a qualitative evaluation approach to understand the subjective views of the students on a program on law abidance leadership education covering the Hong Kong National Security Law. The program involves a 3 h lecture and 7 h of self-study on topics surrounding national security. To evaluate the program, we adopted a general qualitative research design to collect data via focus groups using a semi-structured interview guide. Researchers with a doctoral degree and qualitative research experiences conducted six focus groups involving 52 randomly selected students, with 6 to 12 participants per group. Results showed high inter-rater reliability in the thematic analyses. With reference to the questions in the semi-structured interviews, several observations could be highlighted. First, students had different views on different aspects of the lecture, including content, arrangement, lecture notes and assessment. Second, students generally had positive views of teachers' interaction with students and their teaching performance. Third, students had positive learning experiences and they perceived benefits and value of the program. Fourth, despite the positive comments of the students, some students proposed suggestions for improvement. Finally, the program was not seen as brainwashing by the students. Together with evaluation findings based on four other evaluation studies, the triangulated findings suggest that this program promoted the knowledge about law abidance leadership in the students and nurtured their positive attitudes towards law abidance.

More Than “Crumbs”: Emotional Entanglements and Situated Ethical Strategies in Qualitative Research

Emotional entanglements developing between researchers and participants are an unavoidable experience in qualitative research, whose methods largely rely on emotions, intimacy, and relationships. Despite urged to exercise reflexivity, researchers rarely have the opportunity to deconstruct the emotional aspects of their investigations, which are often perceived as problems rather than as resources. Drawing on feminist methodology, this article argues that emotional entanglements should be considered neither as methodological “troubles” that must be avoided at all costs nor as strategies to gain richer data, but as important ethical moments that can help researchers reconsider, re-adjust, and update the tools they employ to collect and disseminate data. Using “confessional tales” written during qualitative studies I have conducted with young people involved in a variety of subcultural practices, I explore strategies for dealing with emotional entanglements in a meaningful and ethical way. In so doing, this article aims to add to the literature on the tensions between formal ethics and ethics in the field.

Novel approaches to communication skills development: The untapped potential of qualitative research immersion

Participation in qualitative research, particularly analysis of recorded medical dialogue, offers real-time, longitudinal immersion that can strengthen clinical trainee communication skills. The study objective was to explore how qualitative research participation impacts clinical trainees’ self-perceived communication skills development and practice. In this study, a 17-member multidisciplinary working group of child life specialists, advanced practice providers, undergraduate/medical students, residents, fellows, attending physicians, social scientists, and career researchers with recent qualitative and communication research experience assembled to discuss this topic using a structured discussion guide. Content analysis was used to identify concepts and themes. Three key themes characterizing the impact of qualitative research participation on aspiring clinicians’ communication skills development and practice arose – the 3Cs: (1) C onnection, therapeutic alliance, and accompaniment; (2) C larity and prognostic communication; (3) C ompassion, empathy, and understanding. Participants emphasized that qualitative research learning improved their understanding of patient/family lived experiences, preparing them for future clinical encounters, strengthening their emotional intelligence, and promoting self-care, resilience, and professional affirmation. Immersion in clinical communication through participation in qualitative research is an under-utilized resource for supporting clinical trainees in communication skills development. The process of collaborative knowledge production through the collective exploration of an a priori question related to group members’ collective experiences is methodologically innovative. Further, re-thinking qualitative research participation as an underutilized educational opportunity is pedagogically novel, and leaders in medical education and qualitative research should collaborate to realize the potential of this teaching tool. • Qualitative research participation offers immersion in clinical communication. • Participation impact characterized by the 3 C’s: 1) Connection, 2) Clarity, 3) Compassion. • This is an under-utilized medical education resource for communication skills development. • Medical education and qualitative research leaders should collaborate.

Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects

Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn.” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research.

특수체육 전공 초임 교사가 교직에서 경험하는 어려움과 대응 전략

Objectives This study aims to analyze the difficulties experienced by novice teachers who majored in adapted physical education in the teaching profession, and to explore what response strategies they take to adapt to the teaching profession. Methods As a case study to achieve the purpose of this study, three novice teachers majoring in adapted physical education for less than three years were selected as research participants, and inductive category analysis was performed through in-depth interviews and document data collection for about six months. The analyzed data were written while trying to find the hidden pattern (Bogdan &amp; Biklen, 2007). A total of three meetings were conducted with one professor of sports pedagogy with extensive qualitative research experience and four PhDs in sports pedagogy. Results The difficulties of novice teachers majoring in adapted physical education were poor environment to teach physical education in educational practice, teaching different from learning, swamp of applying behavioral intervention, and unprofessional work allotment. As a result, each teacher developed different strategy according to the environmental context. First, teachers working in an environment unsupportive of their major temporarily gave up on adapted physical education. Second, teachers working in a supportive environment for their majors tried to form a belief in adapted physical education and establish their identity as adapted physical education majors, and they were endeavoring to teach their subject in any environment Conclusions Based on the results of the study, this study presented a plan to provide inclusive conditions that match life and teaching for teachers majoring in adapted physical education and a more comprehensive plan for adapting to teaching through the study of teachers who majored in adapted physical education with teaching experience.&#x0D;

“Euphoria”: Trans children and experiences of prepubertal social transition

AbstractObjectiveThis research explored experiences of prepubertal social transition, listening to trans children who were affirmed in childhood, as well as hearing from their parents.BackgroundDespite being a topic of significant importance, there is limited qualitative literature on parents' or indeed children's experiences of prepubertal social transition and little qualitative research on how childhood rejection or affirmation influences well‐being.MethodThis study examines qualitative data from 30 parents with experience supporting a trans child to socially transition at average age 7 years (range 3–10 years), alongside data from 10 of the trans children. Data were analyzed through inductive reflexive thematic analysis.ResultsThe first major theme explored experiences pretransition, with subthemes on children correcting assumptions, becoming distressed, struggling alone, reaching crisis, or growing withdrawn and frustrated. The second major theme examined experiences posttransition, with subthemes on a weight being lifted, validation at school, and well‐being.ConclusionThis qualitative research complements existing quantitative evidence on the importance of social transition, with childhood affirmation critical to the happiness and well‐being of trans children.ImplicationsThe research has significant relevance for parents of trans children, professionals working with families, and policymakers and legislators influencing policy and practice toward trans children and their families.

‘I was young, I wanted to return to sport, and re-ruptured my ACL’ – young active female patients’ voices on the experience of sustaining an ACL re-rupture, a qualitative study

BackgroundDespite anterior cruciate ligament (ACL) re-ruptures being common, research on patient experiences after knee trauma has primarily focused on the time after primary ACL reconstruction. Integrating qualitative research and patient experiences can facilitate researchers and clinicians in understanding the burden of an ACL re-rupture. The aim of the study was to explore the experiences of an ACL re-rupture journey in young active females aiming to return to knee-strenuous sports after primary ACL reconstruction.MethodFifteen young (19[range 16–23] years old) active females who suffered an ACL re-rupture were interviewed with semi-structured interviews. Qualitative content analysis using deductive approach based on Wiese-Bjornstal’s ‘integrated model of response to sport injury’ was used.ResultsThe results are presented in two timelines 1) from first ACL injury to ACL re-rupture, and 2) from ACL re-rupture to present day, and further stratified according to the domains of the ‘integrated model of psychological response to injury’. Results in the first timeline are summarised into seven categories: Finding hope for the journey; Accepting my ACL injury; I succeeded; What matters now? Who am I?; Where will this end? What is going to happen? In the second timeline, eight categories were identified: Fighting spirit; A helping hand; Working hard; I am a new me; I am destroyed; Loneliness; Painful changes; and, I could have made it to the pro´s.ConclusionYoung active females who suffered an ACL re-rupture did not express any positive experience following their first ACL injury, however, in contrast, expressed positive experiences and personal growth after going through the ACL re-rupture journey, characterized by a lot of struggling, and ultimately led to the experience of becoming a new, stronger person.

Exploring barriers and facilitators to pharmacist-provided diabetes self-management education and support

BackgroundPharmacists have the necessary clinical experience and medication knowledge to effectively provide diabetes self-management education and support (DSMES); however, barriers exist to DSMES implementation by community pharmacists. ObjectiveThe aim of this study is to explore DSMES from the community pharmacists’ perspectives, identify barriers and facilitators to pharmacist DSMES implementation, and guide development of pharmacist-provided DSMES programs in Idaho. MethodsImplementation climate, the theoretical framework for this project, is focused on how community pharmacists in Idaho perceive they will be supported by patients, health care providers, and insurers in DSMES implementation. Pharmacist investigators with qualitative research experience conducted semistructured interviews with 6 licensed community pharmacists from Idaho via Zoom between March and June 2020. Recordings were transcribed verbatim and analyzed using HyperRESEARCH 4.5.1. Themes, patterns, and dominant concepts that emerged from respondents’ about DSMES were explored, labeled, and categorized into modifiable and nonmodifiable barriers and facilitators. This study was granted expedited approval by the Idaho State University Investigational Review Board. ResultsRelevant themes included current scope of practice, barriers, and facilitators. Subthemes related to the current scope of pharmacy practice included unclear roles and responsibilities and legislative constraints to practice. For barriers, subthemes included cost of set-up, billing and coding education, and the sustainability of services based on current reimbursement models. For facilitators, subthemes included the need for additional collaborations (external and internal), technology access, and trained pharmacy staff. ConclusionPharmacists are underutilized health care providers, capable of providing DSMES services if provided the necessary resources. This work identifies barriers and facilitators to pharmacist-led DSMES that can be considered by others when implementing DSMES or other disease management services.