untitled

1.Credibility:Refers to direct evidence from the
people and the environmental context as truths
to the people.
2.Confirmability:Refers to documented verbatim
evidence from the people who can firmly and
knowingly confirm the data or findings.
3.Meaning-in-context:Refers to meaningful or un-
derstandable findings that are known and rele-
vant to the people within their familiar and
natural living environmental contexts.
4.Recurrent patterning:Refers to documented evi-
dence of repeated patterns, themes, and acts
over time, reflecting consistency in lifeways or
patterned behaviors.
5.Saturation:Refers to in-depth evidence of taking
in all that can be known or understood about
phenomena or a domain of inquiry under study
by the informants.
6.Transferability:Refers to whether the findings
from the study will have similar (not identical)
meanings and relevance in a similar situation or
context (Leininger, 1997, p. 88).
Each of these criteria needs to be used thought-
fully and explicitly in a systematic and continuous
process while obtaining data or observing inform-
ants over periods of time.

Four Phases of Ethnonursing
Analysis for Qualitative Data

Leininger (2002) has developed the phases of
ethnonursing qualitative data analysis (Table
20–3). The four phases provide for systematic on-
going data analysis, which occurs from the begin-
ning of data collection until completion of the final
analysis and written report of the research findings.
The QSR NUD*IST 4(Qualitative Solutions and
Research, 1997) computer analysis software pro-
gram or similar ones can be used to assist the re-
searcher with large-volume data analysis. The first
two phases of data analysis are focused on obtain-
ing raw data and beginning indicators of the phe-
nomena under study. The third phase of data
analysis requires that the researcher identify recur-
rent patterns. The fourth phase focuses on develop-
ing and synthesizing major themes derived from
the previous sequential three phases. A research
mentor skilled in the ethnonursing method can
help the researcher reflect on the major phases and
meet the qualitative evaluation criteria. Themes

must be clearly stated to provide guidance to assist

nurses in providing culturally congruent and rele-

vant care for people from diverse cultures or sub-

cultures. Themes are the dominant finding from

the analysis, and thematic statements require much

critical and analytic thinking to accurately reflect

the emic and etic raw data and holistic findings.

The Steps in the Ethnonursing

Research Process

The general research process of conducting an

ethnonursing study is presented as a guide. The

process may be modified to fit with the research

setting or context. The research process needs to be

flexible so the researcher can move with the people

and be open to make allowances or change plans in

accord with naturalistic developments. As the re-

searcher moves from stranger to friend in collecting

and processing research data, modifications in the

research plan often become necessary. The phases

of the ethnonursing research method developed by

Leininger (1991b, p. 105) are as follows:

1. Identify the general intent or purpose(s) of your
   study with a focus on the domain(s) of inquiry
   phenomenon under study, area of inquiry, or re-
   search questions being addressed.


2. Identify the potential significance of the study to
   advance nursing knowledge and practice.


3. Review available literature on the domain or
   phenomena being studied.


4. Conceptualize a research plan from the begin-
   ning to the end with the following general
   phases or sequence of factors in mind:
   a. Consider the research site, community, and
   people to study the phenomena.
   b. Deal with the informed consent expectations.
   c. Explore and gradually gain entry (with essen-
   tial permissions and/or informed consent) to
   the community, hospital, or country where
   the study is being done.
   d. Anticipate potential barriers and facilitators
   related to gatekeepers’ expectations, language,
   political leaders, location, and other factors.
   e. Select and appropriately use the ethnonurs-
   ing enablers with the research process; for ex-
   ample, Leininger’s stranger to trusted friend
   guide, observation participation reflection
   guide, and others. The researcher may also
   develop enablers as guides for their study.

326 SECTION III Nursing Theory in Nursing Practice, Education, Research, and Administration