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Journal articles on the topic 'Qualitative evaluation research'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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1

Horsburgh, Dorothy. "Evaluation of qualitative research." Journal of Clinical Nursing 12, no. 2 (May 9, 2003): 307–12. http://dx.doi.org/10.1046/j.1365-2702.2003.00683.x.

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2

Guenther, John, and Ian H. Falk. "Generalising from qualitative evaluation." Evaluation Journal of Australasia 21, no. 1 (March 2021): 7–23. http://dx.doi.org/10.1177/1035719x21993938.

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Evaluations are often focused on assessing merit, value, outcome or some other feature of a programme, project, policy or some other object. Evaluation research is then more concerned with the particular rather than the general – even more so, when qualitative methods are used. But does this mean that evaluations should not be used to generalise? If it is possible to generalise from evaluations, under what circumstances can this be legitimately achieved? The authors of this article have previously argued for generalising from qualitative research (GQR), and in this article, they extrapolate the discussion to the field of evaluation. First, the article begins with a discussion of the definitions of generalisability in research, recapping briefly on our arguments for GQR. Second, the differentiation between research and evaluation is explored with consideration of what literature there is to justify generalisation from qualitative evaluation (GQE). Third, a typology derived from the literature is developed, to sort 54 evaluation projects. Fourth, material from a suite of evaluation projects is drawn from to demonstrate how the typology of generalisation applies in the context of evaluations conducted in several fields of study. Finally, we suggest a model for GQE.
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3

Johnson, Phil. "Evaluating qualitative research: past, present and future." Qualitative Research in Organizations and Management: An International Journal 10, no. 4 (December 7, 2015): 320–24. http://dx.doi.org/10.1108/qrom-07-2015-1303.

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Purpose – The purpose of this paper is to outline certain currents in the assessment of qualitative research management and organizational research and briefly position this journal in relation to these developments. Design/methodology/approach – The argument draws upon contemporary debates about criteriology and its relation to underlying knowledge-constituting philosophical commitments that may be sometimes unnoticed. Findings – The need for a more permissive, pluralistic and reflexive approach to research evaluation that accepts difference and heterogeneity in qualitative research. Practical implications – The need for greater reflexivity on the part of research anyone evaluating research. Originality/value – The paper is of value to those who are engaged in various aspects of qualitative research evaluation either in terms of being evaluated or in terms of undertaking the evaluations.
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4

Machado-da-Silva, Clóvis L. "Qualitative research & evaluation methods." Revista de Administração Contemporânea 7, no. 2 (June 2003): 219. http://dx.doi.org/10.1590/s1415-65552003000200018.

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5

Welch, Jill K., and Michael Quinn Patton. "Qualitative Evaluation and Research Methods." Modern Language Journal 76, no. 4 (1992): 543. http://dx.doi.org/10.2307/330063.

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6

Correa, Fernando Peñaranda. "The Evaluation of Qualitative Research." Qualitative Inquiry 19, no. 3 (February 6, 2013): 209–18. http://dx.doi.org/10.1177/1077800412466225.

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7

Keen, J., and T. Packwood. "Qualitative Research: Case study evaluation." BMJ 311, no. 7002 (August 12, 1995): 444–46. http://dx.doi.org/10.1136/bmj.311.7002.444.

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8

Russell, C. K. "Evaluation of qualitative research studies." Evidence-Based Nursing 6, no. 2 (April 1, 2003): 36–40. http://dx.doi.org/10.1136/ebn.6.2.36.

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9

Boman, Jeanette, and Ronna Jevne. "Ethical Evaluation in Qualitative Research." Qualitative Health Research 10, no. 4 (July 2000): 547–54. http://dx.doi.org/10.1177/104973200129118633.

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10

Rupp, William T. "Qualitative Evaluation and Research Methods." Journal of Business Research 30, no. 2 (June 1994): 197–99. http://dx.doi.org/10.1016/0148-2963(94)90038-8.

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11

Ellis, D. "Qualitative evaluation and research methods." International Journal of Information Management 10, no. 4 (December 1990): 323. http://dx.doi.org/10.1016/0268-4012(90)90041-p.

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12

Donovan, Claire. "The qualitative future of research evaluation." Science and Public Policy 34, no. 8 (October 1, 2007): 585–97. http://dx.doi.org/10.3152/030234207x256538.

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13

Shaw, Ian F. "Ethics in Qualitative Research and Evaluation." Journal of Social Work 3, no. 1 (April 2003): 9–29. http://dx.doi.org/10.1177/1468017303003001002.

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14

Henderson, Stuart, and Eden H. Segal. "Visualizing Qualitative Data in Evaluation Research." New Directions for Evaluation 2013, no. 139 (September 2013): 53–71. http://dx.doi.org/10.1002/ev.20067.

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15

Soilemezi, Dia, and Skaiste Linceviciute. "Synthesizing Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (April 11, 2018): 160940691876801. http://dx.doi.org/10.1177/1609406918768014.

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Systematic synthesis of qualitative studies is widely used in health and social care. Regardless of the topic area, researchers need to consider several decisions when it comes to the planning and implementation of qualitative synthesis. As junior reviewers, we reflect on potential challenges and pitfalls in planning and conducting a synthesis of qualitative evidence. This article aims to elaborate on a number of key issues in order to provide insights and options on how to avoid or minimize these issues, especially for new reviewers and research students. This article examines difficulties in different stages and presents some examples of how intellectual and technical issues can be approached and resolved, including how to ensure effective identification of the relevant research to answer the review question? What are the potential pitfalls during the screening and evaluation process? The implications of different issues are examined and potential directions are discussed.
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16

Lewis, Jane. "Analysing Qualitative Longitudinal Research in Evaluations." Social Policy and Society 6, no. 4 (October 2007): 545–56. http://dx.doi.org/10.1017/s1474746407003880.

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This article describes the processes and objectives of qualitative longitudinal analysis in evaluation research, using a recent evaluation study – the evaluation of the Job Retention and Rehabilitation Pilot – as an example. It describes evaluation research as involving an interplay between four domains of change: individual, service, policy and structural, which makes longitudinal qualitative research a particularly rich data source. It outlines different types of change that may be evident: narrative change, reinterpretation by either participant or researcher, and the absence of change. The article describes how the Framework analysis method was used to analyse longitudinal qualitative research. It examines how the data can be read in different ways to combine cross-sectional and longitudinal analysis, and theme, case and group analysis, and discusses the kind of questions that can be asked of change in longitudinal qualitative evaluation studies.
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17

Achterberg, Cheryl. "Qualitative methods in nutrition education evaluation research." Journal of Nutrition Education 20, no. 5 (September 1988): 244–50. http://dx.doi.org/10.1016/s0022-3182(88)80065-7.

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18

Devitt, Patric. "Qualitative research and evaluation methods (third edition)." Nurse Education Today 23, no. 6 (August 2003): 467. http://dx.doi.org/10.1016/s0260-6917(03)00079-0.

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19

Eisikovits, Rivka A., and Yitzhak Kashti. "Qualitative Research and Evaluation in Group Care:." Child & Youth Services 8, no. 3-4 (February 17, 1987): 1–4. http://dx.doi.org/10.1300/j024v08n03_01.

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20

Hopkins, David, Rob Bollington, and Dave Hewett. "Growing up with qualitative research and evaluation." Evaluation & Research in Education 3, no. 2 (January 1989): 61–80. http://dx.doi.org/10.1080/09500798909533257.

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21

Melnikova, O. T., A. N. Krichevets, A. N. Gusev, D. A. Khoroshilov, F. I. Barskiy, and N. P. Busygina. "Criteria for the evaluation of qualitative research." National Psychological Journal 14, no. 2 (2014): 49–51. http://dx.doi.org/10.11621/npj.2014.0206.

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22

Sharp, Colin A. "Qualitative Research and Evaluation Methods (3rd ed.)." Evaluation Journal of Australasia 3, no. 2 (December 2003): 60–61. http://dx.doi.org/10.1177/1035719x0300300213.

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23

Princeton, Joy C. "Qualitative evaluation and research methods (ed 2)." Journal of Professional Nursing 7, no. 6 (November 1991): 364–65. http://dx.doi.org/10.1016/8755-7223(91)90015-d.

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24

Kostoff, Ronald N. "Quantitative/qualitative federal research impact evaluation practices." Technological Forecasting and Social Change 45, no. 2 (February 1994): 189–205. http://dx.doi.org/10.1016/0040-1625(94)90093-0.

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25

Fossey, Ellie, Carol Harvey, Fiona Mcdermott, and Larry Davidson. "Understanding and Evaluating Qualitative Research." Australian & New Zealand Journal of Psychiatry 36, no. 6 (December 2002): 717–32. http://dx.doi.org/10.1046/j.1440-1614.2002.01100.x.

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Qualitative research aims to address questions concerned with developing an understanding of the meaning and experience dimensions of humans’ lives and social worlds. Central to good qualitative research is whether the research participants’ subjective meanings, actions and social contexts, as understood by them, are illuminated. This paper aims to provide beginning researchers, and those unfamiliar with qualitative research, with an orientation to the principles that inform the evaluation of the design, conduct, findings and interpretation of qualitative research. It orients the reader to two philosophical perspectives, the interpretive and critical research paradigms, which underpin both the qualitative research methodologies most often used in mental health research, and how qualitative research is evaluated. Criteria for evaluating quality are interconnected with standards for ethics in qualitative research. They include principles for good practice in the conduct of qualitative research, and for trustworthiness in the interpretation of qualitative data. The paper reviews these criteria, and discusses how they may be used to evaluate qualitative research presented in research reports. These principles also offer some guidance about the conduct of sound qualitative research for the beginner qualitative researcher.
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26

YATSU, Hiroko. "Perspectives for implementation and evaluation of qualitative research:." Journal of Japan Academy of Midwifery 28, no. 1 (2014): 60–63. http://dx.doi.org/10.3418/jjam.28.60.

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27

Abel, Emily K., and Andrea Sankar. "Introduction: The Uses and Evaluation of Qualitative Research." Research on Aging 17, no. 1 (March 1995): 3–7. http://dx.doi.org/10.1177/0164027595171001.

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28

Smith, Louis M., and Paul F. Kleine. "Qualitative research and evaluation: Triangulation and multimethods reconsidered." New Directions for Program Evaluation 1986, no. 30 (1986): 55–71. http://dx.doi.org/10.1002/ev.1426.

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29

Basson, Ray. "Evaluation Research in Education — Developments in Qualitative Approaches." Education as Change 10, no. 1 (July 2006): 55–70. http://dx.doi.org/10.1080/16823200609487129.

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30

Stige, Brynjulf, Kirsti Malterud, and Torjus Midtgarden. "Toward an Agenda for Evaluation of Qualitative Research." Qualitative Health Research 19, no. 10 (October 2009): 1504–16. http://dx.doi.org/10.1177/1049732309348501.

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31

Adams, Jolene, Angela Schaffer, Simon Lewin, Merrick Zwarenstein, and Hester van der Walt. "Health systems research training enhances workplace research skills: A qualitative evaluation." Journal of Continuing Education in the Health Professions 23, no. 4 (2003): 210–20. http://dx.doi.org/10.1002/chp.1340230504.

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32

Zang, Wen Long. "Research of Information Security Quantitative Evaluation Method." Applied Mechanics and Materials 513-517 (February 2014): 369–72. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.369.

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Information security risk assessment is an important component of information system security engineering. Adopting the combination of qualitative and quantitative to qualitative evaluation method, based on the theory of fuzzy membership, every assessment indicator can be quantized with the method of integration of the qualitative to the quantitative. And adopting the objective method of fuzzy transformation to try to eliminate the initiative judgments, thus to ensure that the information security assessment is truly reflected, and solving such problems as the data collection in the process of information security evaluation, the combination of qualitative and quantitative evaluation, which are both very difficult to deal with. Consequently, the evaluation method is more scientific, comprehensive and maneuverability.
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33

Leys, Mark. "HEALTH TECHNOLOGY ASSESSMENT: THE CONTRIBUTION OF QUALITATIVE RESEARCH." International Journal of Technology Assessment in Health Care 19, no. 2 (April 2003): 317–29. http://dx.doi.org/10.1017/s026646230300028x.

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The pragmatism in health care has made health technology assessment (HTA) restrict its scope to a particular set of problems, c.q. methods. The “multidisciplinary and comprehensive nature” of HTA, as the concept is presented in certain definitions, is lacking. Health care is also dominated by a positivistic-rationalistic approach of evaluation. In contrast, social studies of evaluations learn that a major difference has to be made between scientific research on (potential) impact of a technology and valuing these effects. In this contribution, we will discuss how the positivistic scientific bias of current HTA practice can be made up with other research traditions. More specifically, we focus on the question of how social scientists and particularly how qualitative research can contribute to HTA, complementary to positivistic studies of evidence and efficacy.
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34

Benjumea, Carmen de la Cuesta. "THE QUALITY OF QUALITATIVE RESEARCH: FROM EVALUATION TO ATTAINMENT." Texto & Contexto - Enfermagem 24, no. 3 (September 2015): 883–90. http://dx.doi.org/10.1590/0104-070720150001150015.

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ABSTRACTThe objective of this paper is to emphasize the importance of quality in the research process instead of its valuation afterwards, an issue the literature has given extensive attention to. In addition, it is a reflection on the debate about the quality of qualitative research and presents the assessment of quality as a situated practice. Reflexivity is presented not as a criterion to assess the research quality but as an instrument to achieve it. There are three characteristics of qualitative research that researchers need to pay reflexive attention to. The first is that qualitative studies deal with human experiences; the second that these experiences are subjective; and the third that qualitative knowledge is ideographic and constructed during the study. Beyond these characteristics, issues are signaled that are constantly repeated in the studies and that unknowingly are a threat to their quality are addressed in this paper.
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35

Hannum, Susan M., Sydney M. Dy, Katherine C. Smith, and Arif H. Kamal. "Proposed Criteria for Systematic Evaluation of Qualitative Oncology Research." Journal of Oncology Practice 15, no. 10 (October 2019): 523–29. http://dx.doi.org/10.1200/jop.19.00125.

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Oncology has made significant advances in standardizing how clinical research is conducted and reported. The advancement of such research that improves oncology practice requires an expansion of not only our research questions but also the research methods we deploy to address them. In particular, there is increasing recognition of the value of qualitative research methods to develop more comprehensive understandings of phenomena of interest and to describe and explain underlying motivations and potential causes of specific outcomes. However, qualitative researchers in oncology have lacked guidance to produce and evaluate methodologically rigorous qualitative publications. In this review, we highlight characteristics of high-quality, methodologically rigorous reports of qualitative research, provide criteria for readers and reviewers to appraise such publications critically, and proffer guidance for preparing publications for submission to Journal of Oncology Practice. Namely, the quality of qualitative research in oncology practice is best assessed according to key domains that include fitness of purpose, theoretical framework, methodological rigor, ethical concerns, analytic comprehensives, and the dissemination/application of findings. In particular, determinations of rigor in qualitative research in oncology practice should consider definitions of the appropriateness of qualitative methods for the research objectives against the setting of current literature, use of an appropriate theoretical framework, inclusion of a rigorous and innovative measurement plan, application of appropriate analytic techniques, and clear explanation and dissemination of the research findings.
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36

Baxter, J., and J. Eylest. "Prescription for research practice? Grounded theory in qualitative evaluation." Area 31, no. 2 (June 1999): 179–81. http://dx.doi.org/10.1111/j.1475-4762.1999.tb00183.x.

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37

No authorship indicated. "Review of Qualitative Evaluation and Research Methods (2nd ed.)." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1113. http://dx.doi.org/10.1037/031327.

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38

Lecompte, Margaret D. "Sensible Matchmaking: Qualitative Research Design and theProgram Evaluation Standards." Journal of Experimental Education 63, no. 1 (October 1994): 29–43. http://dx.doi.org/10.1080/00220973.1994.9943824.

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39

Thiem, Alrik. "Conducting Configurational Comparative Research With Qualitative Comparative Analysis." American Journal of Evaluation 38, no. 3 (November 1, 2016): 420–33. http://dx.doi.org/10.1177/1098214016673902.

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The search for necessary and sufficient causes of some outcome of interest, referred to as configurational comparative research, has long been one of the main preoccupations of evaluation scholars and practitioners. However, only the last three decades have witnessed the evolution of a set of formal methods that are sufficiently elaborate for this purpose. In this article, I provide a hands-on tutorial for qualitative comparative analysis (QCA)—currently the most popular configurational comparative method. In drawing on a recent evaluation of patient follow-through effectiveness in Lynch syndrome tumor-screening programs, I explain the search target of QCA, introduce its core concepts, guide readers through the procedural protocol of this method, and alert them to mistakes frequently made in QCA’s use. An annotated replication file for the QCApro extension package for R accompanies this tutorial.
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40

Breitmayer, Bonnie J., Lioness Ayres, and Kathleen A. Knafl. "Triangulation in Qualitative Research: Evaluation of Completeness and Confirmation Purposes." Image: the Journal of Nursing Scholarship 25, no. 3 (September 1993): 237–43. http://dx.doi.org/10.1111/j.1547-5069.1993.tb00788.x.

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41

Colman, S., and T. Miller. "PMC27 PATIENTS' PERSPECTIVES OF TREATMENT SATISFACTION: A QUALITATIVE RESEARCH EVALUATION." Value in Health 8, no. 3 (May 2005): 382. http://dx.doi.org/10.1016/s1098-3015(10)63028-8.

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42

Gooberman-Hill, Rachael, Amanda Burston, Erik Lenguerrand, Emma Clark, and Emma Johnson. "Patient involvement in clinical research: a qualitative evaluation of impact." Trials 14, Suppl 1 (2013): O36. http://dx.doi.org/10.1186/1745-6215-14-s1-o36.

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43

Beck, Cheryl Tatano. "Qualitative Research: The Evaluation of Its Credibility, Fittingness, and Auditability." Western Journal of Nursing Research 15, no. 2 (April 1993): 263–66. http://dx.doi.org/10.1177/019394599301500212.

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44

Flemming, Kate, and Michelle Briggs. "Electronic searching to locate qualitative research: evaluation of three strategies." Journal of Advanced Nursing 57, no. 1 (January 2007): 95–100. http://dx.doi.org/10.1111/j.1365-2648.2006.04083.x.

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45

Dennis, Michael L., David M. Fetterman, and Lee Sechrest. "Integrating qualitative and quantitative evaluation methods in substance abuse research." Evaluation and Program Planning 17, no. 4 (October 1994): 419–27. http://dx.doi.org/10.1016/0149-7189(94)90042-6.

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46

Kinalski, Daniela Dal Forno, Cristiane Cardoso de Paula, Stela Maris de Mello Padoin, Eliane Tatsch Neves, Raquel Einloft Kleinubing, and Laura Ferreira Cortes. "Focus group on qualitative research: experience report." Revista Brasileira de Enfermagem 70, no. 2 (April 2017): 424–29. http://dx.doi.org/10.1590/0034-7167-2016-0091.

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ABSTRACT Objective: to report the experience of applying the focus group technique for production of data in qualitative research. Method: four group sessions were held from May to June 2015, with the participation of professionals from the public sector of PHC and from specialized service. Results: the way focus group was developed is described in steps: planning, recruitment, ambience, group sessions, and evaluation. Conclusion: we highlight that the focus group, as a technique to produce data in collective space, can contribute not only to the construction of knowledge in Nursing, but also to the research approach with the assistance practice.
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47

Ludvigsen, Mette Spliid, Gabriele Meyer, Elisabeth Hall, Liv Fegran, Hanne Aagaard, and Lisbeth Uhrenfeldt. "Development of clinically meaningful complex interventions – The contribution of qualitative research." Pflege 26, no. 3 (June 1, 2013): 207–14. http://dx.doi.org/10.1024/1012-5302/a000292.

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The debate about the “right” methods and designs for nursing research is on-going. According to international surveys, studies on the effectiveness and safety of nursing interventions are rare. Since nursing practice deals daily with interventions, nurses ostensibly expose hospital patients and nursing home residents frequently to unproven therapeutic and preventive nursing interventions. Nursing interventions are predominately of a complex nature, consisting of several components depending on and interacting with each other and their complex contextual factors. Thus, evaluation studies are often challenging and need especially careful development, ambitious designs and systematic evaluations. The UK Medical Research Council (MRC) has proposed a framework, where qualitative and quantitative research rely on each other in order to develop theory-based complex interventions, prepare and conduct their optimal delivery, explain how the interventions work and which conditions contributed in case they did not work. The present essay outlines the points where qualitative research contributes towards the development and evaluation of complex interventions. First, the UK MRC framework is introduced, and secondly it is illustrated where qualitative research should necessarily be located using examples from a handful of qualitative studies. Future clinically meaningful and implementable nursing interventions should best be developed by research groups with both excellent qualitative and quantitative research skills.
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48

Willy Lima and Prof. Enid F. Newell-McLymont. "Qualitative Research Methods: A Critical Analysis." International Journal of Engineering and Management Research 11, no. 2 (April 30, 2021): 189–99. http://dx.doi.org/10.31033/ijemr.11.2.27.

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Creswell (2014) noted that qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The article embodies a critical analysis of chapters one to twelve of Stake (2010). In chapter one, Qualitative research: How things work is seen as qualitative, is based on a comprehensive aim seeking to answer the questions why and how. It analyzes actions and interactions, taking into account the intentions of the actors. An analytic perspective on the interpretation of the Person as an instrument is the thrust of chapter two. Chapter three examines the experiential understanding: Most qualitative study is experiential, in this chapter stake (2010) discusses two common research approaches, qualitative and quantitative methods. Chapter four Stating the Problem: Questioning How This Thing Works. Chapter five deals with the Methods-Gatherings Data, while chapter six illuminates the Review of Literature: Zooming to See the Problem. In chapter seven, the author implores the evidence: Bolstering Judgment and Reconnoitering. Chapter eight propels Analysis and Synthesis: How Things Work. Chapter nine acts as a mirror that invites the researcher to examine their action research and Self-­Evaluation: Finding our Own How our Place Works. Finally, in chapters ten to twelve, the author compels Storytelling: Illustrating How Things Work, Writing the Final Report: An Iterative Convergence, and Advocacy and Ethics: Making Things Work Better. This work is expected to guide future researchers in developing their research in qualitative research.
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49

Burns, Edgar. "Developing Email Interview Practices in Qualitative Research." Sociological Research Online 15, no. 4 (November 2010): 24–35. http://dx.doi.org/10.5153/sro.2232.

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This article describes using email as a kind of interview. In a sociological study of professional career transition into law, on several occasions in that study, interview participants suggested using emails rather than face-to-face interviews. This ‘irregularity’ set off reflection whether email interviews counted as ‘proper’ interviews. Discussing examples of email interviews clarifies differences from other uses of email in research, and assists exploration of advantages and disadvantages of email interviews as a qualitative research method. A preliminary framework is suggested for evaluation the suitability of email interviews. Present-day limitations point to continuing development in this area of social research. Current indications are that emergent media technologies such as email interviews, like other new media innovations, do not diminish older forms, but rather enrich the array of investigatory tools available for social research today.
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50

Abrar, Mukhlash. "A Critical Evaluation of Qualitative Reports and Their Contributions to Educational Research." PAROLE: Journal of Linguistics and Education 6, no. 2 (May 11, 2018): 13. http://dx.doi.org/10.14710/parole.v7i1.13-22.

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This purpose of this article was to critically assert the contribution of qualitative research in education. The article offers a theoretical exploration of qualitative (qualitative historical background, features, methods and qualitative strengths and weaknesses) and a structural critical analysis on qualitative studies (study purpose, literature review, study design, method, results and discussion, and conclusion). Two qualitative education research paper were selected and analysed with a view to arguing that qualitative research gives more contributions than others. The results of the analysis indicated that qualitative research positively contributes to education research in many ways, including the possibility of direct interaction in gathering the data, and providing in-depth and critical interpretation of meanings
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