Data Collection in Qualitative, Descriptive Studies

Module 4. Data Collection in Qualitative, Descriptive Studies

Essential Questions

  1. What is the primary source of data collection in qualitative, descriptive studies?
  2. What other sources of data can be used to supplement interviews in qualitative, descriptive studies?
  3. What are some examples of instruments used in published qualitative, descriptive studies?

Interviews as the Primary Source of Data Collection in Qualitative, Descriptive Studies

 Qualitative description research studies are those that seek to discover and understand a phenomenon, a process, or the perspectives and worldviews of the people involved (Caelli, Ray, & Mill, 2003; Merriam & Tisdell, 2016). The goal of data collection in a qualitative, descriptive study is to understand and describe a phenomenon from the perspective of those who have experienced it.  Ultimately, goal of data collection is to discover ‘‘the who, what and where of experiences” (Colorafi, & Evans, 2016, p. 18).

 The researcher collects data in the natural setting in order “to produce a rich description and in-depth understanding of the phenomenon of interest, the cultural or lived experience of people in natural settings” (Magilvy & Thomas, 2009, p. 123). The format of data includes text data, narratives, and stories told by people about their experiences recorded digitally, on tape, on film, or in photographs, or in notes taken by the researcher.  

 A survey of literature on the qualitative, descriptive design indicated that a majority of authors concur interviews should be the primary source of data (Magilvy & Thomas, 2009; Kim, Sefcik, & Bradway, 2017; Kahlke 2014; Sandelowski, 2000). Regardless, the data sources must align with the epistemological and ontological inferences of the approach taken (King, 1995, as cited in Caelli, et al, 2003). Most descriptive studies use more than one source of data. Hunt (2009) encouraged triangulation of data through the use of multiple sources, with interviews being the prime source of data. Few of the sources reviewed for this module discussed saturation, but Caelli et al. (2003) advocated that saturation must be evident in the data presentation. Additionally, due to the ambiguous design of descriptive studies, the authors indicated that the researcher should clearly explain how and when saturation was achieved to increase the trustworthiness of findings. 

 Researchers employing a qualitative description approach must clearly articulate their disciplinary connection, what brought them to the question, and the assumptions they make about the topic of interest. The tools used to collect and analyze the data must be congruent with the philosophical, epistemological, and ontological assumptions underpinning the research (van Manen, 1998 as cited in Bradshaw et al., 2017). 

Other Sources of Data used in Qualitative, Descriptive Studies

 Other sources of data for descriptive studies are used to collect data on the behaviors, interactions and activities of participants (Sullivan-Bolyai, Knafl, Tamborlane, & Grey, 2004). 

 These sources can include:

  • Photographs
  • Focus groups
  • Observations
  • Documents
  • Journals

Examples of Instruments used in Published Qualitative, Descriptive Studies

 The table below illustrates the purpose and data collection sources for descriptive studies.

 

Study Purpose

Data Collection

  • The purpose of this qualitative, descriptive study was to mothers’ and fathers’ day-to-day experiences in managing type I diabetes of their young children using CSII” (p. 317).
  • Goal: describe day to day life in managing type I diabetes and how this affected the daily lives of child and other family members. 

 

Citation: Sullivan-Bolyai, S.; Knafl, K, Tamborlane, W. & Grey, M. (2004). Parents' Reflections on Managing Their Children's Diabetes with Insulin Pumps; Journal of Nursing Scholarship, 36 (4), pg. 316-23.

  • Open, in-depth interviews with an interview guide.
  • Field notes of environment, participant observation, context and tone of interviews
  • Observations of mother-child dyads using the insulin pump
  • The goal of the study was to describe the role and responsibilities of ICU research nurses working in intensive care units in 22 New Zealand Hospitals, including perceived importance of the role, nature of the work, and differences between settings. 

 

Citation: Mackle, D. and Nelson, K. (online, 13 November 2018). Research nurses in New Zealand intensive care units: A qualitative descriptive study. Australian Critical Care; Elsevier. https://doi.org/10.1016/j.aucc.2018.03.005. 

 

  • Semi-structured interviews, based on five topics: participant’s background, research accountability and funding, research nurse’s role, processes used in studies and the future of the research nurse’s role.

 

  • “The purpose of this qualitative descriptive study was to explore and understand the current state of the CCE4-H Program. 4-H Program Leaders were asked to describe challenges CCE4-H is currently facing, how they lead a Program well, and what is the current state of the NYS 4-H Program” (p. 8). 

 

Citation: 

 

Tifft, M.E. (2016). A qualitative descriptive study examining the current state of the New York 4-H program from a leader ’s perspective. Fisher Digital Publications; Education Doctoral. Paper 276.

  • In person, semi structured interviews with nine questions.
  • Participants were from a wide range of demographics, districts and had varied years of service. 

References 

 Bradshaw, C., Atkinson, S., & Doody, O. (2017). Employing a qualitative description approach in health care research. Global Qualitative Nursing Research. 4(1), 1-3.

 Kim, Sefcik, & Bradway (2017, November). Characteristics of qualitative descriptive studies: A systematic review. Res Nursing Health. 40(1): 23–42. doi:10.1002/nur.21768.

 Caelli, K, Ray, L., Mill, J. (2003).  'Clear as Mud': Toward Greater Clarity in Generic Qualitative Research. International Journal of Qualitative Methods. 1-13.

 Colorafi, K. & Evans, B. (2016). Qualitative Descriptive Methods in Health Science Research. Health Environments Research & Design Journal. Vol. 9(4) 16-25.

 Khalke R. (2014).  Generic Qualitative Approaches: Pitfalls and Benefits of Methodological Mixology. International Journal of Qualitative Methods. P. 37-52.

 Mackle, D. and Nelson, K. (online, 13 November 2018). Research nurses in New Zealand intensive care units: A qualitative descriptive study. Australian Critical Care; Elsevier. https://doi.org/10.1016/j.aucc.2018.03.005. 

 Magilvy, J. and Thomas, E. (2009). A First Qualitative Project: Qualitative Descriptive Design for Novice Researchers.  JSPN Vol. 14, No. 4.

 Merriam, S. and Tisdell, E. (2016). Qualitative research: A guide to design and implementation, 4th Edition, Jossey-Bass, San Francisco, CA.

 Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing and Health, 23, 334–340. 

 Savin-Baden, M. and Major, C. (2013) Qualitative research: The essential guide to theory and practice. Routledge, London.

 Sullivan-Bolyai, S.; Knafl, K, Tamborlane, W. & Grey, M. (2004). Parents' Reflections on Managing Their Children's Diabetes with Insulin Pumps; Journal of Nursing Scholarship, 36 (4), pg. 316-23.

 Tifft, M.E. (2016). A qualitative descriptive study examining the current state of the New York 4-H program from a leader ’s perspective. Fisher Digital Publications; Education Doctoral

 


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