Trustworthiness Of Qualitative Research Research Articles

Ensuring rigour and trustworthiness of qualitative research in clinical pharmacy.

The use of qualitative research methodology is well established for data generation within healthcare research generally and clinical pharmacy research specifically. In the past, qualitative research methodology has been criticized for lacking rigour, transparency, justification of data collection and analysis methods being used, and hence the integrity of findings. Demonstrating rigour in qualitative studies is essential so that the research findings have the "integrity" to make an impact on practice, policy or both. Unlike other healthcare disciplines, the issue of "quality" of qualitative research has not been discussed much in the clinical pharmacy discipline. The aim of this paper is to highlight the importance of rigour in qualitative research, present different philosophical standpoints on the issue of quality in qualitative research and to discuss briefly strategies to ensure rigour in qualitative research. Finally, a mini review of recent research is presented to illustrate the strategies reported by clinical pharmacy researchers to ensure rigour in their qualitative research studies.

Combatting Challenges to Establishing Trustworthiness in Qualitative Research

Member checks are widely utilized in qualitative research for soliciting participant insight on research findings. Although they are appraised as the gold standard for establishing trustworthiness, limited description and detail exist regarding how to actually conduct member checks. In light of this gap in the literature, this paper introduces a novel set of concrete strategies to increase the utility of member checks as a viable technique for researchers in establishing trustworthiness. These strategies include: (a) understanding the population, (b) conveying the data analysis process, (c) reconstructing data collection memories and being open to change, (d) comparing themes, and (e) incorporating member checks into the data analysis process. I illustrate each step with an example from a research project that solicited member checks from students. This procedure can be used with a number of different populations, and with a variety of qualitative data.

Methods and Meanings: Credibility and Trustworthiness of Qualitative Research

Historically, qualitative research has been viewed as "soft" science and criticized for lacking scientific rigor compared to quantitative research, which uses experimental, objective methods (Mays & Pope, 1995). Common criticisms are that qualitative research is subjective, anecdotal, subject to researcher bias, and lacking generalizability by producing large quantities of detailed information about a single, unique phenomenon or setting (Koch & Harrington, 1998). However, qualitative research is not inferior research, but a different approach in studying humans. Qualitative research emphasizes exploring individual experiences, describing phenomenon, and developing theory (Vishnevsky & Beanlands, 2004).

Progressive Focusing and Trustworthiness in Qualitative Research

The business and management community increasingly recognises that qualitative research is a ‘messy’, non-linear and often unpredictable undertaking. Yet, a considerable proportion of the qualitative research published in top journals is still presented as the result of a linear, predictable research process, thus wrongly suggesting deductive reasoning. In this paper, we focus on a particular type of ‘messiness’ where during fieldwork, the research context is revealed to be more complex than anticipated, forcing the researcher to gradually refine/shift their focus to reflect ‘what really matters’. We adopt Stake’s notion of progressive focusing for this gradual approach. Progressive focusing is well-suited to qualitative research in international business requiring complex iteration between theory and data, and the truthful yet coherent presentation of the research process. We propose that this dual challenge of complexity and trustworthiness may be addressed by using computer-assisted qualitative data analysis software (CAQDAS). We present conceptual considerations and guidelines and offer a view on a ‘messy’, non-linear doctoral research project conducted using a progressive focusing approach, to demonstrate how CAQDAS can help to develop and re-negotiate insights from theory and interview data, as well as enhance trustworthiness, transparency and publication potential.

Achieving trustworthiness in qualitative research: A pan-paradigmatic perspective

In this article, as two researchers from different traditions in qualitative research (consensual qualitative research and grounded theory), the authors present their shared views on the critical elements of trustworthiness in qualitative data. In addition to making specific recommendations about the integrity of data, the balance between participant meaning and researcher interpretation, and clear communication and application of the findings, they identify ways in which these issues are difficult to negotiate within and across different qualitative approaches. The authors present examples from various qualitative studies, emphasize the need for a shared language to reduce confusion between qualitative traditions and with researchers from a more strictly quantitative orientation, and recommend particular approaches to establishing trustworthiness in qualitative research.

Establishing Trustworthiness in Qualitative Research in Social Work

As the use of qualitative inquiry increases within the field of social work, researchers must consider the issue of establishing rigor in qualitative research. This article presents research procedures used in a study of autoethnographies that were written regarding the experience of being Jewish. In this project, the researchers utilized reflexivity, audit trail, triangulation by observer, peer debriefing, member check and prolonged engagement in order to manage the threats to trustworthiness as discussed by Padgett (1998). Implications of the project suggest that research procedures utilized by qualitative researchers to establish rigor are an important way to increase our confidence that the voice of the participants is heard, therefore fitting the mission of the social work profession.

Quality and trustworthiness in qualitative research in counseling psychology.

This article examines concepts of the trustworthiness, or credibility, of qualitative research. Following a “researcher-as-instrument,” or self-reflective, statement, the paradigmatic underpinnings of various criteria for judging the quality of qualitative research are explored, setting the stage for a discussion of more transcendent standards (those not associated with specific paradigms) for conducting quality research: social validity, subjectivity and reflexivity, adequacy of data, and adequacy of interpretation. Finally, current guidelines for writing and publishing qualitative research are reviewed, and strategies for conducting and writing qualitative research reports are suggested. Qualitative research, ensuing from a variety of disciplines, paradigms, and epistemologies, embraces multiple standards of quality, known variously as validity, credibility, rigor ,o rtrustworthiness. In addition to some standards that may be thought of as somewhat universal across disciplines and paradigms, the “goodness” (Morrow & Smith, 2000) of qualitative inquiry is assessed on the basis of the paradigmatic underpinnings of the research and the standards of the discipline. Thus, a grounded theory study or a consensual qualitative research investigation in counseling psychology that is rooted in a postpositivist or constructivist/interpretivist paradigm will look quite different from a critical ethnography in education; and the standards appropriate for evaluating these studies will vary accordingly. I begin this article by addressing the paradigmatic underpinnings of trustworthiness or rigor in qualitative research. Next, I discuss central topics related to trustworthiness or validity that span paradigms and may be thought of as relevant across most research designs. I then provide an overview of guidelines that have been suggested for evaluating qualitative research, particularly in psychology. Finally, I offer recommendations for enhancing the quality of qualitative research in counseling psychology and suggest strategies for writing and publishing. First, however, in keeping with the standard of reflexivity as a way for researchers to inform their audiences about their perspectives as well as to manage their subjectivities, I describe my own assumptions about qualitative research methodology and quality.

Strategies for Establishing Trustworthiness in Qualitative Research

Strategies for Establishing Trustworthiness in Qualitative Research

"Outing" the researcher: the provenance, process, and practice of reflexivity.

To increase the integrity and trustworthiness of qualitative research, researchers need to evaluate how intersubjective elements influence data collection and analysis. Reflexivity--where researchers engage in explicit, self-aware analysis of their own role--offers one tool for such evaluation. The process of engaging in reflexive analysis, however, is difficult, and its subjective, ambiguous nature is contested. In the face of challenges, researchers might retreat from engaging in the process. In this article, the author seeks to "out" the researcher's presence by exploring the theory and practice of reflexivity. Examples from research illustrate its problematic potential.

Regimes of Trustworthiness in Qualitative Research: The Rigors of Reciprocity

In this article, the authors explore the relationships between trustworthiness and reciprocity in qualitative research: What new questions about trustworthiness arise when we view qualitative research through the lens of reciprocity? Every stage of the research process relies on our negotiating complex social situations. Participants are active in this process, and reciprocity occurs at many different levels. In this article, the authors problematize the relationship between trustworthiness and reciprocity in relation to the researcher, the research process, and the write-up. The authors consider the possibilities and the demands and obligations of reciprocity as they explore framing questions, access and rapport, insider-outsider status, passionate participation, data production, data analysis, and authorizing accounts. The authors’ experiences and interpretations and tales from and of the field shape and are shaped by our understandings of reciprocity.

Students' perceptions on skills training in simulation

The University of Pretoria implemented a problem-orientedundergraduate medical curriculum that emphasizesexperiential learning and the mastering of practical skills.Students' experiences with acquiring practical skills in a skillslaboratory and the impact that acquiring these skills has on theirclinical practice were explored and described. A qualitative,investigative, descriptive and contextual design was used. Datawere collected at focus-group discussions and analysed usingTesch's methodology. A literature control was conducted to identifysimilarities of and uniqueness in the research findings.Trustworthiness was established by utilizing Guba's model forthe trustworthiness of qualitative research (Lincoln & Guba,1981). The findings were that attitudes, knowledge and skillsare interrelated and contribute to an enhanced process oflearning. The interrelated learning process has a positive effectwhen students progress from the skills laboratory to clinical practice.Students made valuable recommendations that shouldcontribute to the optimal use of the skills laboratory.

The experience of mothers caring for their teenage daughters' young children

The purpose of this study was firstly to explore and describe the experiences of mothers who are looking after their teenage daughters' young children. Secondly, to formulate guidelines (based on the results obtained) for psychiatric nurses in assisting these mothers to mobilise resources in order to promote, maintain and restore their mental health as an integral part of health. An exploratory, descriptive, contextual and qualitative design was used and Guba's model for ensuring trustworthiness in qualitative research was applied. The phenomenological approach was used to collect and analyse data from a sample of seven respondents who were purposively selected. Three independent themes emerged from the analysis of results: Meaning of the parenting role, life-style changes and support systems. The results further show that for these mothers the problem of teenage pregnancy and parenthood ends up being their problem. Their experiences in looking after these babies, although sometimes fulfilling and meaningful, are most of the time stressful. This has implications on their mental health. Guidelines are recommended in order to facilitate these mothers to mobilise their resources for mental health.

Avoiding common pitfalls in qualitative data collection and transcription.

The subjective nature of qualitative research necessitates scrupulous scientific methods to ensure valid results. Although qualitative methods such as grounded theory, phenomenology, and ethnography yield rich data, consumers of research need to be able to trust the findings reported in such studies. Researchers are responsible for establishing the trustworthiness of qualitative research through a variety of ways. Specific challenges faced in the field can seriously threaten the dependability of the data. However, by minimizing potential errors that can occur when doing fieldwork, researchers can increase the trustworthiness of the study. The purpose of this article is to present three of the pitfalls that can occur in qualitative research during data collection and transcription: equipment failure, environmental hazards, and transcription errors. Specific strategies to minimize the risk for avoidable errors will be discussed.

Adolescent interpersonal communication patterns.

Adolescents are admitted to psychiatric wards presenting with psychiatric problems which are essentially secondary to problematic interpersonal relationships. Successful interpersonal relationships however depend on effective interpersonal communication. Therefore the aim of research on adolescent interpersonal communication was to explore and describe the interpersonal communication patterns of adolescents and to develop an interpersonal communication skills approach to facilitate adolescent interpersonal communication skills within a training programme for adolescents. In this article however attention will be given to the description of the interpersonal communication patterns of adolescents. The target population of the research was 17 year old adolescents. The research consisted of a pre-phase where two contextual scenarios were formulated within group discussions with adolescents. During phase one of the research these scenarios were used to obtain video taped role plays from pairs of adolescents of the target population which were transcribed for data gathering purposes. Written dialogues were also obtained from each pair of adolescents on the same scenarios used for triangulation purposes. During phase two of the research the data was analysed according to Tesch's method and a literature control was done to verify the results. Guba's model for the trustworthiness of qualitative research was used. Four recurrent interpersonal communication patterns were identified, namely: Recurrent patterns of defocusing and externalizing the topic under discussion; Recurrent patterns of struggling for power; Recurrent patterns of not listening; and Recurrent patterns of focusing only on cognitive contents of messages and not on feelings. The research showed that adolescents have ineffective interpersonal communication patterns. Recommendations were made to facilitate adolescent interpersonal communication within an interpersonal communication skills approach.

The Utility of In-Depth Interviews for Studying the Meaning of Environmental Risk

This paper explores the utility of in-depth interviews for understanding how individuals and communities socially construct the risks (degree of threat) from environmental hazards (phenomena which threaten), and describes some challenges for guarding against threats to trustworthiness (qualitative rigor). The paper involves the interface between a case study of the social construction of environmental risk (Baxter 1997), and a critical appraisal of criteria for establishing trustworthiness in qualitative research (Baxter and Eyles 1997). The review highlights challenges for the application of the criteria and the use of popular design and analysis strategies such as member checking and researcher triangulation. While such practices are problematic, this need not undermine the utility of these practices and the criteria they are meant to address. A critical appraisal of qualitative work must go beyond the mere mention of various strategies that are used to guard against threats to rigor.

The qualitative research paradigm: an introductory workshop

This workshop explored the basic tenets of the qualitative paradigm, initially by asking group members to put forward terms which they would associate with this methodological approach. This was followed by the use of a number of qualitative research papers from which members were asked to identify language, processes and research problems indicative of the method. A relevant research problem was identified by the group and a lively discussion centred on how this issue could be investigated by the qualitative paradigm. Using this research question as a focus for further debate, the workshop leader then addressed the key principles of deciding on the most appropriate methodological approach, process and methods of data collection and analysis, and the issue of trustworthiness in qualitative research. The concluding discussion centred on the place of both the qualitative and quantitative paradigms in health-care research.