Research Methods 850

Review of Quantitative and Qualitative Designs

2013/14
Daphne Cockwell School of Nursing, Post Diploma
Degree Program, Ryerson University
Loiselle et al. (20 )
All Chapters to date
Prepared by Dr Elaine Sta. Mina

Comparison of Qualitative and
Quantitative Paradigms

Some researchers are purely qualitative and
others are purely quantitative,

neither believing in, nor accepting, the others
paradigm as a valid path to understanding
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Comparison of Qualitative and
Quantitative Paradigms

However, as demonstrated in last weeks class
on multi-method designs there is a growing
body of research embracing both designs
within one study.

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Comparison of Qualitative and
Quantitative Paradigms
There are also differing views on the best
practice for teaching the two research
paradigms: some educators insist they should
be taught separately and others believe they
should be taught in an integrated fashion.

The Loiselle et al (2007) text 2nd ed. was
written from an integrated framework.

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Comparison of Qualitative and
Quantitative Paradigms

This course has taught you about research by
separating the paradigms.

It has built upon what may be most familiar, the
narrative, inherent in qualitative research.

Then it has developed your understanding of the
quantitative approach to lead to statistical analysis.
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Comparison of Qualitative and
Quantitative Paradigms
However

it is important that as nurses and as consumers
of researcher (and possibly as future
researchers) you understand both paradigms,
and can compare and contrast their
methodologies in order to inform your
practice.
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Comparison of Qualitative and
Quantitative Paradigms

So this weeks class will bring both paradigms
together to compare and contrast each step of
the research process, according to each
philosophy.
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Comparison of Qualitative and
Quantitative Paradigms

So this weeks review will bring both
paradigms together to compare and contrast
each step of the research process, according
to each philosophy.
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1) Underlying Philosophy
Qualitative

a holistic approach to
understanding
reality consists of
multiple truths

inductive reasoning

Quantitative

reductionistic approach

truth as objective reality

deductive reasoning



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1) Underlying Philosophy
Qualitative

subjective experience is
valued

the researcher is
integral to the research
process

Quantitative

subjectivity set aside

objective reality valued
the researcher is
separate from the
research process


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2) The Research Question


Qualitative

broadly articulated

phenomenon are
explored,
described

Quantitative

tightly defined

cause and effect
relationship among
independent &
dependent variables



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3) Literature Review
Qualitative

broad focus on
phenomena and
philosophy
phenomena are
searched
may be part of analysis



Quantitative

extensive review of each
variable

review of theory
reviews previous
research

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3) Literature Review
Qualitative

identification of gaps in
research, methodology,
population, conditions
Quantitative

identification of gaps in
research,
methodology,
population,
conditions



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4) Conceptual Framework or Theory
Qualitative

little, if any,
conceptualization of the
phenomena
the ory or conceptual
model
research develops
theory rather than tests
theory


Quantitative

usually well articulated
theory
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5) The Research Problem, Question (s);
Hypothesis (es)
Qualitative

problem is broadly
described

no
hypotheses


Quantitative

problem is clearly
identified from the
literature review
question flows from
problem statement
hypothesis (es) are
stated from the
research question

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6) Design Type
Qualitative

retrospective
prospective
longitudinal
cross-sectional
emergent designs
ethics are critical

Quantitative

retrospective
prospective
longitudinal
cross-sectional
articulated designs
ethics are critical


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6) Design Type
Qualitative

phenomenological
ethnographic
historicism
participant action
critical social

Quantitative

randomized control trial:
the gold standard
experimental
quasi experimental
non-experimental

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7) The Target Population and The Sample
Qualitative

small sample size
sample size determined by
saturation
non-probability
sampling
Quantitative

large sample size
sample size calculation
non-probability
sampling
probability sampling



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8) Methods
Qualitative

ethics approval
informed consent
evolve during process
emergent design


Quantitative

ethics approval
informed consent
tightly articulated
step by step



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8) Methods
Qualitative

collection and analysis
occur simultaneously
may include member
checking

Quantitative

data collection and
analysis occur
separately
findings not validated with
participants, they may
request a copy of the
findings
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9) Data Collection

Qualitative

high obtrusiveness
flexible methods

the unstructured and
structured
Observation


Quantitative

highly structured
low obtrusiveness

levels of measurement
nominal, ordinal, interval,
ratio
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9) Data Collection
Qualitative

researcher as
instrument
narrative accounts


Quantitative

scales: likert, visual
analogue semantic
differential,
bio-physiologic
numeric measures




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9) Data Collection
Qualitative

logs, journals, diaries
tape recordings, audio and
video

Quantitative

structured interview
logs, journals, diaries


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10) Data Analysis
Qualitative

iterative
not standardized
unit of measure is
narrative
goal to synthesize,
interpret,
communicate



Quantitative

Linear
highly standardized
unit of measure is
numeric
goal to establish results
not by chance alone

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10) Data Analysis
Qualitative

template
categories ,editing

immersion /
crystallization


Quantitative

statistical analysis to test
the hypothesis
hypotheses are supported
or refuted based upon
statistical significance




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10) Data Analysis
Qualitative

data quality
trustworthiness
credibility
confirmability
dependability
transferability of
findings
Quantitative

data quality:


reliability
validity
generalizability of findings
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11) The Research Report

Qualitative

includes thick narrative


transferability


Quantitative

includes statistical results

generalizability
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11) The Research Report

Qualitative

includes thick narrative


transferability


Quantitative

includes statistical results

generalizability
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12) Dissemination of the Research Findings
Qualitative

journals, conferences
books


Quantitative

journals, conferences
books
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13) Strengths of the Paradigm
Qualitative

subjective realities are
valued
in-depth meanings
articulated


Quantitative

subjectivity is controlled
cause and effect more
clearly established



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13) Strengths of the Paradigm
Qualitative

develops theory
develops knowledge
about
little known phenomena


Quantitative

supports of refutes theory
supports or refutes
hypotheses
generalizable
reproducible
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14) Limitations of the Paradigm
Qualitative

subjectivity lend itself to
competing
hypotheses

Quantitative

tight control of
extraneous variables
diminishes
generalizability


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14) Limitations of the Paradigm
Qualitative

not generalizable
small sample sizes

Quantitative

feasibility of getting
large samples
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References
Burns, N., Grove, S. K. (2001). The Practice of Nursing Research:
Conduct, Critique, & Utilization 4
th
Edition. Philadelphia: W. B.
Saunders.
Loiselle, C.G., Profetto-McGrath, J., Polit, D., F. & Beck, C. T.
(2007). Canadian Essentials of Nursing Research 2
nd
Edition.
Philadelphia: Lippincott Williams & Wilkins.
Polit, D., F. & Beck, C. T. (2004). Nursing Research: Principles and
Methods 7
th
Edition. Philadelphia: Lippincott Williams &
Wilkins:
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