What we said and what I wish we said: Regret during final conversations
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Research indicates that final conversations with dying loved ones are significant but challenging relational events for survivors. Using a qualitative theme analysis, the present study documented survivors’ (N = 44) retrospective reports of experiences of regret during final conversations. The analysis revealed experiences of validation regret, intersubjective regret, and encumbrance regret, and the use of regret management techniques. This knowledge is useful because it points to the impetus of regret experienced during final conversations and implicates communication patterns that could negatively impact bereavement.Keywords:
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Qualitative analysis
This article explored issues arising from secondary analysis of qualitative data and analyzed the results of qualitative secondary analysis studies published in English, focusing on the methodological aspects.A total of 29 studies were identified as qualitative secondary analysis studies, retrieving from the CINAHL database from 1982 to 3rd week of April 2003. These studies were analyzed by publication year, research method, and type of approach to secondary analysis.The year that the qualitative secondary analysis study first published was 1992 and the number of the studies using secondary analysis has increased after the middle of 1990s. Grounded theory was the one the most frequently used(n=11, 37.9%) and phenomenological study the second most(n=6, 20.7%). In terms of types of approach, fifteen studies(51.7%) focused on the specific concepts that were not explored in the primary studies. Nine(31.0%) focused on the specific types of participants. Six were aimed to integrate contexts or perspectives to generate more general and abstract analysis of qualitative data.The results of this article will stimulate methodological discussion of qualitative secondary analysis and activate qualitative studies using secondary analysis.
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Abstract This article focuses on the presentation of qualitative meta-analysis as a method for reviewing qualitative studies. Qualitative meta-analysis is an attempt to conduct a rigorous secondary qualitative analysis of primary qualitative findings. Its purpose—to provide a more comprehensive description of a phenomenon and an assessment of the influence of the method of investigation on findings—is discussed. The distinctive features of conducting meta-analysis approaches are presented. Several considerations important for conducting qualitative meta-analysis are also discussed. The author uses examples of the first experiences attempted with qualitative meta-analysis in the field of psychotherapy research. ABSTRACT Dieser Artikel konzentriert sich auf die Darstellung qualitativer Meta-Analysen als eine Methode um qualitative Studien zu überprüfen. Qualitative Meta-Analysen sind ein Versuch eine strenge sekundäre qualitative Analyse von primären qualitativen Ergebnissen durchzuführen. Die Zielsetzung, eine umfassendere Beschreibung eines Phänomens und Beurteilung des Einflusses der Untersuchungsmethode auf die Ergebnisse, wird diskutiert. Die charakteristischen Merkmale der Durchführung von Meta-Analyse-Ansätzen werden präsentiert. Verschiedene Gesichtspunkte, die für die Durchführung einer qualitativen Meta-Analyse wichtig sind, werden ebenso diskutiert. Die Autoren bedienen sich Beispielen, um erste Erfahrungen mit Meta-Analysen im Bereich der Psychotherapieforschung zu beschreiben. RÉSUMÉ Cet article se focalise sur la présentation de la méta-analyse qualitative comme méthode pour faire le point sur les études qualitatives. La méta-analyse qualitative est un essai pour conduire une analyse secondaire rigoureuse des résultats primaires qualitatifs. Son but—fournir une description complète d'un phénomène et une évaluation de l'influence de la méthode d'investigation et des résultats—est discutée. Les caractéristiques distinctives de la conduite d'une approche méta-analytique qualitative sont présentées. Plusieurs considérations importantes pour conduire une méta-analyse qualitative sont également discutées. Les auteurs se basent sur les exemples des premières expériences faites avec la méta-analyse qualitative dans le champ de la recherche en psychothérapie. Resumo Este artigo foca-se na apresentação de uma meta-análise qualitativa como método para revisão de estudos qualitativos. A meta-análise qualitativa representa uma tentativa de conduzir uma análise secundária rigorosa de resultados qualitativos primários. O propósito – fornecer uma descrição mais compreensiva de um fenómeno e uma avaliação da influência do método de investigação nos resultados – é discutido. As características particulares na condução de abordagens meta-analíticas são apresentadas. Várias considerações importantes para conduzir meta-análises qualitativas também são discutidas. Os autores usam exemplos de primeiras experiências tentadas com meta-análises qualitativas no campo da investigação em psicoterapia. ABSTRACT Questo articolo è incentrato sulla presentazione di una meta-analisi qualitativa come metodo per la revisione di studi qualitativi. E'un tentativo di condurre una rigorosa analisi qualitativa secondaria rispetto ad una serie di risultati qualitativi primari. Lo scopo è fornire una più completa descrizione di un fenomeno e una valutazione della influenza del metodo d'indagine sui risultati, tutto questo sarà discusso di seguito nel lavoro. Sono state presentate, inoltre, le caratteristiche distintive su come condurre approcci meta-analitici e le diverse modalità su come svolgere e discutere una meta-analisi qualitativa. L'autore utilizza esempi di esperienze con meta-analisi qualitativa nel campo della ricerca in psicoterapia. Keywords: experiential/existential/humanistic psychotherapyanxietydepressionemotion in therapyintegrative treatment modelsoutcome researchprocess researchqualitative research methods Acknowledgements I thank Dr. Mary Creaner and Dr. Michael Guilfoyle for helpful comments on an earlier version of this article.
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Counting codes makes qualitative content analysis a controversial approach to analyzing textual data. Several decades ago, mainstream content analysis rejected qualitative content analysis on the grounds that it was not sufficiently quantitative; today, it is often charged with not being sufficiently qualitative. This article argues that qualitative content analysis is distinctively qualitative in both its approach to coding and its interpretations of counts from codes. Rather than argue over whether to do qualitative content analysis, researchers must make informed decisions about when to use it in analyzing qualitative data.
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Content & Focus As the body of qualitative research is growing qualitative meta-analyses are becoming necessary as a means to synthesise existing knowledge and extract evidence to inform theory, practice and policy development. While each qualitative meta-analytic study is unique in its endeavour, some basic principles inform this systematic procedure and a number of epistemological and methodological factors need to be taken into account when undertaking a qualitative meta-analysis. The purpose of this paper is to provide a brief overview of the authors’ experiences of conducting qualitative meta-analysis and their reflections on the meta-analytic process. The challenges inherent in conducting such studies are discussed in light of the authors’ experiences regarding some of the issues they have encountered in conducting meta-analyses. An account of the limitations of the qualitative meta-analysis approach is given, and the authors provide illustrative examples from qualitative meta-analyses they have undertaken. It is hoped that this paper will provide points of reflection and guidance to other researchers who wish to undertake qualitative meta-analysis and to practitioners who seek to evaluate and utilise the findings from qualitative meta-analyses.
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Grade 10 students in Singapore find qualitative analysis one of the more difficult topics in their external examinations. Fifty-one grade 10 students (15-17 years old) from three schools were interviewed to investigate their perceptions about learning qualitative analysis and the aspects of qualitative analysis they found difficult. The results showed that students found qualitative analysis tedious, difficult to understand and found the practical sessions unrelated to what they learned in class. They also believed that learning qualitative analysis required a great amount of memory work. It is proposed that their difficulties may arise from not knowing explicitly what is required in qualitative analysis, the content of qualitative analysis, the lack of motivation to understand qualitative analysis, cognitive overloading, and the lack of mastery of the required process skills.
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The application of qualitative techniques is increasing and acceptable among the researchers. However, majority of the researchers and postgraduate students did not consider the importance of giving detailed procedures in qualitative data analysis for better understanding of the qualitative results. There is a need to uncover step by step approach in qualitative analysis for better application of qualitative techniques. This article presented a detailed step-by-step approach for qualitative analysis with the aid of a pragmatic illustration. The analytic process presented employed the example of qualitative data transcribed into narrative data to develop basic themes. The employment of Domain Analysis and Thematic Network analysis in the example given helped basic themes to converge to higher order themes. The article submitted that this approach in qualitative analysis will aid thorough understanding of qualitative data interpretation. This is extremely thoughtful approach for the systematic presentation of qualitative analysis.
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Both authors work at the University of Texas at Austin, and neither has a background in healthcare research. The stated aim of their text is to: ‘help students unscramble the mysteries of qualitative data collection, coding and analysis…’ And they propose using a ‘systematic, qualitative technique: interactive qualitative analysis (IQA)’. There is a hint here that perhaps other approaches to qualitative analysis are not systematic, and that this is not a good thing.
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