Content material:
Chapter 1 Qualitative tools in healthiness learn (pages 1–11): Catherine Pope and Nicholas Mays
Chapter 2 Qualitative Interviews (pages 12–20): Nicky Britten
Chapter three concentration teams (pages 21–31): Jenny Kitzinger
Chapter four Observational tools (pages 32–42): Catherine Pope and Nicholas Mays
Chapter five dialog research (pages 43–52): Sarah Collins and Nicky Britten
Chapter 6 moral matters (pages 53–62): sunrise Goodwin
Chapter 7 Analysing Qualitative facts (pages 63–81): Catherine Pope, Sue Ziebland and Nicholas Mays
Chapter eight caliber in Qualitative overall healthiness study (pages 82–101): Nicholas Mays and Catherine Pope
Chapter nine Combining Qualitative and Quantitative tools (pages 102–111): Alicia O'Cathain and Kate Thomas
Chapter 10 Case reviews (pages 112–120): Justin Keen
Chapter eleven motion examine (pages 121–131): Julienne Meyer
Chapter 12 Consensus improvement tools (pages 132–141): Nick Black
Chapter thirteen Synthesising Qualitative examine (pages 142–152): Catherine Pope and Nicholas Mays
Read or Download Qualitative Research in Health Care, Third Edition PDF
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Additional info for Qualitative Research in Health Care, Third Edition
Sample text
Occasionally, access to the setting leads to opportunistic research – Roth [4] happened to have TB when he conducted his research on life in a TB hospital – but few researchers have it this easy (or difficult). Most have to decide on the type of setting they are interested in and negotiate access. The choice of setting is typically purposive; the idea is not to choose a setting to generalise to a whole population (as would be the case in a statistical sample), but to select a group or setting that is likely to demonstrate salient features and events or categories of behaviour relevant to the research question.
48 Chapter 5 The doctor begins by asking the mother how she regards her child’s difficulty (line 1). The mother is thus invited to present her perspective on her child’s problem. In response (in lines 3–7), she reports that her child’s difficulties relate to understanding others and to the unintelligibility of his own speech. The doctor pursues her response by asking the mother for her ideas as to why her child has these difficulties (lines 10–11). The mother replies that she has no idea. The doctor then begins to formulate the clinical diagnosis of the child’s problem (lines 14–29) and shows how this diagnosis aligns with the perspective that the mother has presented (‘we basically in some ways agree with you.
6. Dingwall R & Murray T. Categorisation in accident departments: ‘good’ patients, ‘bad’ patients and children. Sociology of Health and Illness 1983; 5: 127–148. 7. Hughes D. Paper and people: the work of the casualty reception clerk. Sociology of Health and Illness 1989; 11: 382–408. 8. Bloor M. Bishop Berkeley and the adenotonsillectomy enigma: an exploration of the social construction of medical disposals. Sociology 1976; 10: 43–61. 9. Hughes D & Griffiths L. ‘Ruling in’ and ‘ruling out’: two approaches to the microrationing of health care.