Sally Thorne, RN, PhD, FAAN, FCAHS University of British … · 2020. 7. 6. · Sally Thorne, RN, PhD, FAAN, FCAHS University of British Columbia School of Nursing @salthorne. Grounded

Sally Thorne, RN, PhD, FAAN, FCAHS

University of British Columbia School of Nursing @salthorne

Grounded Theory Sociology

Phenomenology Philosophy

Ethnography Anthropology

Processual

Evolving

Flexible

Infinitely Adaptive

Knowing the Patient

Patterns and Processes that Inform

Clinical Reasoning

Infinite Variation of Pattern

Pattern Recognition

Theoretical Knowledge

Empirical Knowledge

Health science community

Social scientist colleagues

Grant reviewers/journal editors

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Phenomenology Nursing

Bracketing Preconceptions

Building on DisciplinaryKnowledge

Essential Nature of Lived Phenomena

Human & Contextual Variation

Pure Description Interpretation & Explanation

Grounded Theory Nursing

SymbolicInteraction

Assumptions not Predicated on Interactional

Material

Basic Social Processes

No Presumption of Underlying

Mechanisms

Individual Account as Access to Fundamental

Explanation for Social Behavior

Individual Account as Window into Possibilities in Shared Aspects

Ethnography Nursing

CulturalImmersion

Seeing Familiar Culture in New Ways

Interconnectedness of Whole Cultures

No Preconception of Shared Cultural Understandings

ChallengeSubjective

Understandings with Behavioral

Observation

Invite Interpretation& Explanation

Funding body requirements (e.g. predetermined sample and design; assumptions of relevance)

Social science norms (e.g. theoretical frameworks; saturation)

Journal manuscript length (depth & richness)

Confusion over role of theory

Essentializing claims

Abdication of generalization

Overuse of metaphoric representations

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Derived from NURSING epistemology

Borrows the best of technique from conventional (social science method) without taking along the theoretical the baggage

Uses theory as a tool, not as the ultimate purpose

The core structure of

nursing thought as

philosophical underpinning

• Creativity in the use of data sources and

inquiry approaches

• Knowledge translation built into the initial

design

• Orientation toward a body of more

relevant and useable qualitatively derived

knowledge

Optimal

Directions

Formal

Evidence

Patient

Values &

Expectations

Clinical

Wisdom

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What is known? How is it known?

Tabula Rasa?

Being an Interpretive Descriptionist

Doing Interpretive Description

___

✓ Using an Interpretive Description approach to…

✓Drawing on Interpretive Description

methodology informed by….

✓Adapting a … approach through the use of

Interpretive Description methodology

What is the essential structure of….?

What is the lived experience of….?

What are the basic social processes of….?

How do …. describe/explain/understand/make

sense of their experiences with….?

What can be learned from….?

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and

What it

Obscures

Individual subjective perspective/experience

Beyond Interviews:◦ Non-empirical literature

◦ Documentary sources

◦ Participant observation

◦ Expert opinion

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Pieces to patterns

◦ The tradition of coding

◦ Alternatives to coding

From patterns to relationships

◦ Knowing your data

◦ Applying technique

◦ Documenting analytic thinking

Coding

Themes, patterns, categories

Taxonomies vs findings

What do we find that we expected to find and what was unexpected

What common ideas come up in all or most cases?

What similarities and differences can we see between cases?

What story is emerging from these accounts that needs telling?

Itemized collection of “things”(themes, categories, subcategories)

vs

Coherent narrative

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Sandelowski, M. (2007). Words that should be seen

but not written. Research in Nursing & Health, 30,

129–130.

Formulating Findings for the Application Context

• That which science misses/ misunderstands

• That which defies quantification

• That which behaves in ways that cannot be regularized

• That which changes outside the context of its natural complexity

Understanding

intended

audience from

the outset

Thorne, S. (2016). Interpretive Description: Qualitative

Research for Applied Practice (2nd edn.). New York: Routledge.

Thorne, S., Stephens, J. & Truant, T. (2016). Building

qualitative study design using nursing's disciplinary

epistemology. Journal of Advanced Nursing, 72(2), 451-460.

Thorne, S., Reimer Kirkham, S., & O’Flynn-Magee, K. (2004).

The analytic challenge in interpretive description. International

Journal of Qualitative Methods, 3(1), 1-11.

Thorne, S., Reimer Kirkham, S. & MacDonald-Emes, J. (1997).

Interpretive description: A non-categorical qualitative

alternative for developing nursing knowledge. Research in

Nursing & Health,20(2), 169-177.

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Sally Thorne, UBC School of Nursing

sally.thorne@ubc.ca

@salthorne

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IIQM Blog

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