Evidence-Based Practice for Nurses

In some types of qualitative research, theory development is an expected

outcome. In this case, the researcher must identify concepts and find links or

relationships among them to form a theory. The theory is then shared with

participants to ensure that it reflects or captures what they experienced or felt.

Remember that theories just provide a blueprint or framework from which to

view a phenomenon and that they need to be tested and refined.

Evaluation

Guidelines have been established for evaluating qualitative research. Because

qualitative methods are so different from quantitative methods, terms such as

validity and reliability are not useful.

However, checklists have been developed to help evaluate the results of quali-

tative research (Boeije, van Wesel, & Alisic, 2011; Patton, 2003). Lincoln and

Guba (1985) provided what remains the standard for evaluation of qualitative

research. There are four essential elements of evaluation: credibility, transfer-

ability, dependability, and confirmability. Credibility is the qualitative equivalent

of validity in quantitative research. It refers to the truth or believability of the

findings (Leininger, 1985). Credibility is established through many strategies

that are built into qualitative research. Strategies include persistent observation,

peer debriefing, referential adequacy, and member checks.

Persistent observation means that the researcher has spent a good deal of

quality time with the participants while attempting to describe and capture the

essence of the phenomenon being studied. The nature of qualitative research

requires prolonged engagement. Thus, it is not considered to be a quick form

of research.

Peer debriefing is when the researcher enlists the help of another person who

is educationally prepared at a similar level to the researcher and who would

be considered a peer. Throughout the study the researcher meets on at least

several occasions with the peer debriefer, who has consented to assume this

role. The researcher and peer debriefer discuss the data and findings, as well as

the researcher’s reflections, feelings, and struggles. The peer debriefer provides

another pair of eyes to examine the consistency of the researcher’s interpretation

of the data, thus holding the researcher accountable during this process. This

is an excellent strategy for new researchers, particularly doctoral students, in

that it provides support as well as validation for the student.

Referential adequacy and member checks are additional ways to establish

credibility of qualitative research (Lincoln & Guba, 1985). Referential adequacy

is satisfied when a researcher can refer to other sources of data, such as photos

or journals, for comparison and have the results hold true when referencing

these other data. Member checks involve the researcher going back to study

KEY TERMS

credibility: One

of four criteria

for establishing

a trustworthy

qualitative study;

refers to the truth

or believability of

findings

transferability:

One of four criteria

for a trustworthy

qualitative study

that relates to

whether findings

from one study can

be transferred to

a similar context;

application of

findings to a

different situation

dependability:

One of four criteria

for a trustworthy

qualitative study

that relates to

consistency in the

findings over time;

auditability; findings

are reflective of

data

confirmability:

One of four criteria

for a trustworthy

qualitative study

that relates to the

rigorous attempts

to be objective and

the maintenance

of audit trails to

document the

research process;

findings can be

substantiated by

participants

228 CHAPTER 9 Qualitative Designs: Using Words to Provide Evidence