Essential Questions:

1. What are the steps for designing a qualitative, descriptive study?
2. What types of sampling are used in qualitative, descriptive studies and why?
3. What sample size is appropriate for a qualitative, descriptive study?

 Designing a Qualitative, Descriptive Study

A research design includes the entire research process, including identification the problem, collecting data, analysis of data, interpretation of findings and dissemination of results (Magilvy & Thomas, 2009). Some qualitative designs, such as phenomenology, grounded theory, or ethnography, can be daunting for novice researchers. One qualitative design is well-suited to produce a positive and successful experience, in addition to gaining popularity in the social sciences. That design is qualitative descriptive (also called interpretive, basic, or generic qualitative) in prior modules. This module will outline the process for designing a qualitative descriptive study. Sampling strategies and sizes will also be discussed.

Several general steps can be defined to allow a researcher to envision how a qualitative, descriptive study is designed and executed. Based on literature and the contents of prior modules, the following steps summarize the general method:

1. Identify and conceptualize the problem. 
2. Picture the phenomenon in general terms.
3. Identify and state researcher’s philosophic assumptions.
4. Identify a theoretical or conceptual framework to guide study.
5. Write the research questions. 
6. Identify the sample
7. Design instruments
8. Recruit participants conveniently and purposefully selected. 
9. Collect data
10. Analyze data
11. Present findings
12. Disseminate results. 

 Types of Sampling used in Qualitative Descriptive Studies

A variety of sampling techniques are used in generic, descriptive qualitative studies. The ultimate goal of data collection is to describe, through obtain broad insights and rich information (Neergaard, Olesen, Andersen, & Sondergaard, 2009), how people understand and make meaning from their daily experiences (Merriam and Tisdell, 2016). Most researchers indicate that non-probability sampling is used, which consists of either convenience or purposeful sampling, or a combination of both. The sample will be purposefully chosen rather than random or representative. Non-probability sampling simply means that participants are not randomly selected. Convenience sampling allows the researcher to select individuals who are readily accessible or available. Purposive sampling is sampling with a purpose in mind. While purposive sampling often includes participants who are readily available, the strategy also selects individuals whose qualitative or experiences are necessary for participation in the study (Bradshaw, Atkinson, & Doody, 2017). The researcher usually has predetermined groups or individuals in mind, who are recruited based on a set of criteria or because they have expertise or experience with the phenomenon under study. There are several different types of purposive sampling such as maximum variation, homogeneous, typical case, or criterion, which include more specific techniques. Again, videos on qualitative sampling are available on YouTube. In summary, participants in descriptive qualitative studies usually have specific qualifications: 

1. They have experience with the phenomenon identified for the study
2. they must be able to communicate with the researcher
3.  they are willing to tell their stories (usually audio recorded) to a researcher interested in learning about their experiences (Magilvy & Thomas, 2009).

 Sample Sizes in Descriptive, Qualitative Studies

Sample sizes also vary in descriptive qualitative studies. As with other qualitative designs, the sample size is small, due to a focus on intensive contact with participants. The goal is not to provide generalizable results (Bradshaw, et al., 2007).  According to Magilvy and Thomas (2009), the normal sample size can be as few as 3-4 people up to 20 participants. Focus groups usually contain 4-6 people. However, novice and seasoned researchers should over recruit to account for attrition and variance in participants’ responses to interview questions. 

 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.

 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.

 Neergaard, M. A., Olesen, F., Andersen, R. S., & Sondergaard, J. (2009). Qualitative description – the poor cousin of health research? BMC Medical Research Methodology, 9(1), 52–56. doi:10.1186/1471-2288-9-52