Journal articles: 'Synthesis of qualitative research'

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Lockwood, Craig, Zachary Munn, and Kylie Porritt. "Qualitative research synthesis." International Journal of Evidence-Based Healthcare 13, no. 3 (2015): 179–87. http://dx.doi.org/10.1097/xeb.0000000000000062.

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Hansen, Helle Ploug, Eva Draborg, and Finn Børlum Kristensen. "Exploring Qualitative Research Synthesis." Patient: Patient-Centered Outcomes Research 4, no. 3 (2011): 143–52. http://dx.doi.org/10.2165/11539880-000000000-00000.

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Soilemezi, Dia, and Skaiste Linceviciute. "Synthesizing Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (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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Suri, Harsh. "Purposeful Sampling in Qualitative Research Synthesis." Qualitative Research Journal 11, no. 2 (2011): 63–75. http://dx.doi.org/10.3316/qrj1102063.

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Beck, Cheryl Tatano. "A Meta-Synthesis of Qualitative Research." MCN, The American Journal of Maternal/Child Nursing 27, no. 4 (2002): 214–21. http://dx.doi.org/10.1097/00005721-200207000-00004.

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Drisko, James W. "Qualitative research synthesis: An appreciative and critical introduction." Qualitative Social Work 19, no. 4 (2019): 736–53. http://dx.doi.org/10.1177/1473325019848808.

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This paper introduces models and techniques for synthesizing multiple qualitative studies on a topic. Qualitative research synthesis is a diverse set of methods for combining the data or the results of multiple studies on a topic to generate new knowledge, theory and applications. Use of qualitative research synthesis is rapidly expanding across disciplines. Aggregative and interpretive models of qualitative research synthesis are defined and distinguished. Several interpretive models are detailed. Their strengths are identified, and their limitations and areas of methodological ambiguity are critically examined. The steps of qualitative research synthesis are discussed and challenges specific to doing qualitative synthesis are identified and explored.

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Lee, Seung Ho, Junghun Hwang, and Daekwon Park. "A Research Trends Analysis on Qualitative Meta-synthesis in Educational Research." Korean Educational Research Association 62, no. 4 (2024): 27–62. http://dx.doi.org/10.30916/kera.62.4.27.

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Based on recognition of the utility of qualitative meta-synthesis in educational research, this study examined the qualitative meta-synthesis research trend in published journal articles over the past decade, analyzing 66 works across three domains: basic characteristics, analyzed literature, and research results. Key findings include several implications. Almost 50 percent o fthe studies lacked a validation process, indicating methodological rigor issues. Validation processes, such as cross-verification among researchers, were needed. Around one-third did not use direct quotations in their findings, though it is considered important to consider direct quotations in qualitative meta-synthesis. Fewer than half reached a “new structuring level through schematization,” suggesting a need to enhance reporting to discover new insights. Lastly, the literature subject to qualitative meta-analysis showed instances of publication bias; however, this bias was rarely addressed.

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Hott, Brittany L., and Rebecca Anne Dibbs. "A Qualitative Synthesis of Algebra Intervention Research." International Journal of Research in Education and Science 6, no. 1 (2019): 34. http://dx.doi.org/10.46328/ijres.v6i1.454.

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Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did –or did not- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies. The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework. The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication.

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McNaughton, Diane B. "A Synthesis of Qualitative Home Visiting Research." Public Health Nursing 17, no. 6 (2000): 405–14. http://dx.doi.org/10.1046/j.1525-1446.2000.00405.x.

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Flemming, Kate, and Jane Noyes. "Qualitative Evidence Synthesis: Where Are We at?" International Journal of Qualitative Methods 20 (January 1, 2021): 160940692199327. http://dx.doi.org/10.1177/1609406921993276.

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Qualitative evidence syntheses (QES) have increased in prominence and profile over the last decade as a discrete set of methodologies to undertake systematic reviews of primary qualitative research in health and social care and in education. The findings from a qualitative evidence synthesis can enable a richer interpretation of a particular phenomenon, set of circumstances, or experiences than single primary qualitative research studies can achieve. Qualitative evidence synthesis methods were developed in response to an increasing demand from health and social professionals, policy makers, guideline developers and educationalists for review evidence that goes beyond “what works” afforded by systematic reviews of effectiveness. The increasing interest in the synthesis of qualitative research has led to methodological developments documented across a plethora of texts and journal articles. This “State of the Method” paper aims to bring together these methodological developments in one place, contextualizing advances in methods with exemplars to support readers in making choices in approach to a synthesis and aid understanding. The paper clarifies what a “qualitative evidence synthesis” is and explores its role, purpose and development. It details the kind of questions a QES can explore, the processes associated with a QES, including the methods for synthesis. The rational and methods for integrating a QES with systematic reviews of effectiveness are also detailed. Finally approaches reporting and recognition of what a “good” or rigorous QES look like are provided.

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Nevedal, Andrea L., Liat Ayalon, and Sherylyn H. Briller. "A Qualitative Evidence Synthesis Review of Longitudinal Qualitative Research in Gerontology." Gerontologist 59, no. 6 (2018): e791-e801. http://dx.doi.org/10.1093/geront/gny134.

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Abstract Background and Objectives Gerontologists have long been interested in longitudinal qualitative research (LQR), yet ambiguity remains about best practices. The purpose of this review was to conduct a qualitative evidence synthesis to identify strengths and limitations in existing gerontological LQR. Research Design and Methods We searched for studies published in English before September 2017, using longitudinal qualitative methods and focusing on gerontology. We searched the following databases: PubMed and ProQuest. This was followed up by a snowball search to identify additional LQR articles that were not gerontologically focused but provided conceptual or methodological information to enhance gerontological LQR. Article titles and abstracts were reviewed, and selected articles were independently evaluated by all authors and summarized in a descriptive matrix based on design, analysis, and strengths and limitations. Results Our literature search resulted in 225 articles, which was then narrowed to 71 articles from 47 different journals based on our inclusion/exclusion criteria. LQR in gerontology varies considerably by study design and analysis approach. LQR design considerations involve number of time points and duration; rapport and retention; and consistent or different sampling, data collection, and measures. LQR analysis considerations involve synchronic and diachronic approaches, consistent or evolving coding, and individual- or group-level analysis. Gerontological LQR articles vary in the extent to which they address special aging considerations. Discussion and Implications This review indicates that there are areas where gerontological LQR can be strengthened going forward. We provide researchers with strategies to improve LQR rigor in our field and beyond.

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Gupta, Vishal K., Gizem Atav, and Dev K. Dutta. "Market orientation research: a qualitative synthesis and future research agenda." Review of Managerial Science 13, no. 4 (2017): 649–70. http://dx.doi.org/10.1007/s11846-017-0262-z.

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Majid, Umair, and Meredith Vanstone. "Appraising Qualitative Research for Evidence Syntheses: A Compendium of Quality Appraisal Tools." Qualitative Health Research 28, no. 13 (2018): 2115–31. http://dx.doi.org/10.1177/1049732318785358.

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As the movement toward evidence-based health policy continues to emphasize the importance of including patient and public perspectives, syntheses of qualitative health research are becoming more common. In response to the focus on independent assessments of rigor in these knowledge products, over 100 appraisal tools for assessing the quality of qualitative research have been developed. The variety of appraisal tools exhibit diverse methods and purposes, reflecting the lack of consensus as to what constitutes appropriate quality criteria for qualitative research. It is a daunting task for those without deep familiarity of the field to choose the best appraisal tool for their purpose. This article provides a description of the structure, content, and objectives of existing appraisal tools for those wanting to evaluate primary qualitative research for a qualitative evidence synthesis. We then discuss common features of appraisal tools and examine their implications for evidence synthesis.

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Jensen, Louise A., and Marion N. Allen. "A Synthesis of Qualitative Research on Wellness-Illness." Qualitative Health Research 4, no. 4 (1994): 349–69. http://dx.doi.org/10.1177/104973239400400402.

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Beech, Ian. "Qualitative and quantitative research: a question of synthesis?" Journal of Psychiatric and Mental Health Nursing 7, no. 4 (2000): 367–68. http://dx.doi.org/10.1046/j.1365-2850.2000.311.4.x.

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Flemming, Kate. "Synthesis of qualitative research and evidence-based nursing." British Journal of Nursing 16, no. 10 (2007): 616–20. http://dx.doi.org/10.12968/bjon.2007.16.10.23510.

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Skinner, Richard J., R. Ryan Nelson, and Wynne Chin. "Synthesizing Qualitative Evidence: A Roadmap for Information Systems Research." Journal of the Association for Information Systems 23, no. 3 (2022): 639–77. http://dx.doi.org/10.17705/1jais.00741.

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Qualitative synthesis research is an approach that consolidates the output of different qualitative studies to create new subject knowledge. Such work can help reveal more powerful explanations than that seen in a single study, thereby generating increased levels of understanding of a given phenomenon and greater research finding generalizability. Based on a review of the literature and a survey of qualitative researchers, we found that the information systems (IS) domain lacks a clear understanding of qualitative synthesis methods and, as a result, has largely failed to take advantage of this powerful, high-potential methodological opportunity. To address this shortcoming, this paper is the first to provide a rigorous overview of the full suite of 35 qualitative synthesis methods, as well as guidelines that include a three-tiered selection framework. By using the guidelines and framework in tandem, IS researchers are able to select the qualitative synthesis method most appropriate for a given research study, particularly when the research objective involves knowledge integration/aggregation, interpretation/theory development, and/or informing IS practice.

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Britten, Nicky, Rona Campbell, Catherine Pope, Jenny Donovan, Myfanwy Morgan, and Roisin Pill. "Using meta ethnography to synthesise qualitative research: a worked example." Journal of Health Services Research & Policy 7, no. 4 (2002): 209–15. http://dx.doi.org/10.1258/135581902320432732.

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Objectives: To demonstrate the benefits of applying meta ethnography to the synthesis of qualitative research, by means of a worked example. Methods: Four papers about lay meanings of medicines were arbitrarily chosen. Noblit and Hare's seven-step process for conducting a meta ethnography was employed: getting started; deciding what is relevant to the initial interest; reading the studies; determining how the studies are related; translating the studies into one another; synthesising translations; and expressing the synthesis. Results: Six key concepts were identified: adherence/compliance; self-regulation; aversion; alternative coping strategies; sanctions; and selective disclosure. Four second-order interpretations (derived from the chosen papers) were identified, on the basis of which four third-order interpretations (based on the key concepts and second-order interpretations) were constructed. These were all linked together in a line of argument that accounts for patients' medicine-taking behaviour and communication with health professionals in different settings. Third-order interpretations were developed which were not only consistent with the original results but also extended beyond them. Conclusions: It is possible to use meta ethnography to synthesise the results of qualitative research. The worked example has produced middle-range theories in the form of hypotheses that could be tested by other researchers.

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Wagner, Claire, Barbara Kawulich, and Mark Garner. "A Mixed Research Synthesis of Literature on Teaching Qualitative Research Methods." SAGE Open 9, no. 3 (2019): 215824401986148. http://dx.doi.org/10.1177/2158244019861488.

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This article surveys the literature from 1999 to 2013 on teaching qualitative research methods. One hundred thirteen articles fitted the inclusion criteria; 79 of these were by academics in the United States and Canada. Only 39 of the 113 were based on empirical research: from these, seven descriptive themes were distilled, of which the dominant ones are experiential learning and practice-based materials and workshops. The literature portrayed teaching qualitative research as providing experiential and practice-based learning opportunities for students that revealed its desirable pedagogical features. It further reported that when students engaged in learning experiences, they underwent paradigm shifts about qualitative research as well as personal transformations. Our study confirmed that there is a lack of a research-based approach to teaching qualitative methods and we recommend that more be done to contribute to its pedagogical culture particularly concerning methods used to evaluate instruction, innovative instructional methods, and approaches to assessment.

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Lekan, Deborah A., Susan K. Collins, and Audai A. Hayajneh. "Definitions of Frailty in Qualitative Research: A Qualitative Systematic Review." Journal of Aging Research 2021 (June 2, 2021): 1–20. http://dx.doi.org/10.1155/2021/6285058.

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The purpose of this qualitative systematic review was to examine how frailty was conceptually and operationally defined for participant inclusion in qualitative research focused on the lived experience of frailty in community-living frail older adults. Search of six electronic databases, 1994–2019, yielded 25 studies. Data collection involved extracting the definition of frailty from the study aim, background, literature review, methods, and sampling strategy in each research study. Quality appraisal indicated that 13 studies (52%) demonstrated potential researcher bias based on insufficient information about participant recruitment, sampling, and relationship between the researcher and participant. Content analysis and concept mapping were applied for data synthesis. Although frailty was generally defined as a multidimensional, biopsychosocial construct with loss of resilience and vulnerability to adverse outcomes, most studies defined the study population based on older age and physical impairments derived from subjective assessment by the researcher, a healthcare professional, or a family member. However, 13 studies (52%) used objective or performance-based quantitative measures to classify participant frailty. There was no consistency across studies in standardized measures or objective assessment of frailty. Synthesis of the findings yielded four themes: Time, Vulnerability, Loss, and Relationships. The predominance of older age and physical limitations as defining characteristics of frailty raises questions about whether participants were frail, since many older adults at advanced age and with physical limitations are not frail. Lack of clear criteria to classify frailty and reliance on subjective assessment introduces the risk for bias, threatens the validity and interpretation of findings, and hinders transferability of findings to other contexts. Clear frailty inclusion and exclusion criteria and a standardized approach in the reporting of how frailty is conceptually and operationally defined in study abstracts and the methodology used is necessary to facilitate dissemination and development of metasynthesis studies that aggregate qualitative research findings that can be used to inform future research and applications in clinical practice to improve healthcare.

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Flemming, Kate, Andrew Booth, Ruth Garside, Özge Tunçalp, and Jane Noyes. "Qualitative evidence synthesis for complex interventions and guideline development: clarification of the purpose, designs and relevant methods." BMJ Global Health 4, Suppl 1 (2019): e000882. http://dx.doi.org/10.1136/bmjgh-2018-000882.

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This paper is one of a series exploring the implications of complexity for systematic reviews and guideline development, commissioned by the WHO. The paper specifically explores the role of qualitative evidence synthesis. Qualitative evidence synthesis is the broad term for the group of methods used to undertake systematic reviews of qualitative research evidence. As an approach, qualitative evidence synthesis is increasingly recognised as having a key role to play in addressing questions relating to intervention or system complexity, and guideline development processes. This is due to the unique role qualitative research can play in establishing the relative importance of outcomes, the acceptability, fidelity and reach of interventions, their feasibility in different settings and potential consequences on equity across populations. This paper outlines the purpose of qualitative evidence synthesis, provides detail of how qualitative evidence syntheses can help establish understanding and explanation of the complexity that can occur in relation to both interventions and systems, and how qualitative evidence syntheses can contribute to evidence to decision frameworks. It provides guidance for the choice of qualitative evidence synthesis methods in the context of guideline development for complex interventions, giving ‘real life’ examples of where this has occurred. Information to support decision-making around choice qualitative evidence synthesis methods in the context of guideline development is provided. Approaches for reporting qualitative evidence syntheses are discussed alongside mechanisms for assessing confidence in the findings of a review.

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Herber, Oliver Rudolf, and Julie Barroso. "Lessons learned from applying Sandelowski and Barroso’s approach for synthesising qualitative research." Qualitative Research 20, no. 4 (2019): 414–31. http://dx.doi.org/10.1177/1468794119862440.

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Despite the proliferation of differing methods for synthesising qualitative research, Sandelowski and Barroso’s approach stands out because it is a stimulus to thinking and creativity. Yet, when applying the approach within our qualitative meta-summary and meta-synthesis project, we encountered some methodological challenges. Key aspects of the approach are outlined and juxtaposed with how we handled them in practical terms thereby entering into a methodological discussion based on the existing international research synthesis literature. For example, we encountered challenges pertaining to the researchers’ underlying epistemological assumptions, the composition of the research team, the construction of a feasible research question, the application of critical appraisal tools and the determination of an appropriate cut-off point for effect sizes to create a more parsimonious theory. From that reflective process, we draw out lessons learned for each aspect to provide neophyte researchers with valuable information that can increase the validity of future meta-syntheses projects.

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Ring, Nicola, Ruth Jepson, and Karen Ritchie. "Methods of synthesizing qualitative research studies for health technology assessment." International Journal of Technology Assessment in Health Care 27, no. 4 (2011): 384–90. http://dx.doi.org/10.1017/s0266462311000389.

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Objectives: Synthesizing qualitative research is an important means of ensuring the needs, preferences, and experiences of patients are taken into account by service providers and policy makers, but the range of methods available can appear confusing. This study presents the methods for synthesizing qualitative research most used in health research to-date and, specifically those with a potential role in health technology assessment.Methods: To identify reviews conducted using the eight main methods for synthesizing qualitative studies, nine electronic databases were searched using key terms including meta-ethnography and synthesis. A summary table groups the identified reviews by their use of the eight methods, highlighting the methods used most generally and specifically in relation to health technology assessment topics.Results: Although there is debate about how best to identify and quality appraise qualitative research for synthesis, 107 reviews were identified using one of the eight main methods. Four methods (meta-ethnography, meta-study, meta-summary, and thematic synthesis) have been most widely used and have a role within health technology assessment. Meta-ethnography is the leading method for synthesizing qualitative health research. Thematic synthesis is also useful for integrating qualitative and quantitative findings. Four other methods (critical interpretive synthesis, grounded theory synthesis, meta-interpretation, and cross-case analysis) have been under-used in health research and their potential in health technology assessments is currently under-developed.Conclusions: Synthesizing individual qualitative studies has becoming increasingly common in recent years. Although this is still an emerging research discipline such an approach is one means of promoting the patient-centeredness of health technology assessments.

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Wa-Mbaleka, Safary. "Practical strategies in conducting a qualitative meta-synthesis." International Forum Journal 23, no. 1 (2020): 43. https://doi.org/10.63201/jrjb5908.

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As qualitative research production continues to increase worldwide, it is important to synthesize it. Although there have been some attempts to structure the best ways to synthesize qualitative research, steps provided so far in the literature may not be user-friendly for novice qualitative researchers. This paper defines meta-synthesis, the qualitative research design used to systematically synthesize an existing body of research. The paper provides different orientations of meta-synthesis, as well as a step-by-step guide in conducting a meta-synthesis. This paper is meant to generate more interest and discussion on this less-used and yet much needed qualitative research design. The discussion generated should help improve the practice of meta-synthesis in general. With this knowledge, more qualitative research may be systematically synthesized to help orient new directions of inconclusive research. Expertise in meta-synthesis can also help generate more informed practical guidelines needed by different policymakers and practitioners in their respective fields. Such a contribution would take the relevance of qualitative research one step higher. Last, more systematic synthesis of primary qualitative research studies can help generate new theories or strengthen existing ones.

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Flemming, Kate. "Synthesis of quantitative and qualitative research: an example using Critical Interpretive Synthesis." Journal of Advanced Nursing 66, no. 1 (2009): 201–17. http://dx.doi.org/10.1111/j.1365-2648.2009.05173.x.

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Bartoș, Sebastian E., and Darren Langdridge. "LGBQ resilience: a thematic meta-synthesis of qualitative research." Psychology & Sexuality 10, no. 3 (2019): 234–47. http://dx.doi.org/10.1080/19419899.2019.1596973.

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Flemming, K. "The synthesis of qualitative research and evidence-based nursing." Evidence-Based Nursing 10, no. 3 (2007): 68–71. http://dx.doi.org/10.1136/ebn.10.3.68.

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Walsh, Denis, and Soo Downe. "Meta-synthesis method for qualitative research: a literature review." Journal of Advanced Nursing 50, no. 2 (2005): 204–11. http://dx.doi.org/10.1111/j.1365-2648.2005.03380.x.

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Briggs, Michelle, and Kate Flemming. "Living with leg ulceration: a synthesis of qualitative research." Journal of Advanced Nursing 59, no. 4 (2007): 319–28. http://dx.doi.org/10.1111/j.1365-2648.2007.04348.x.

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Andrews, Jean F., and Ye Wang. "The Qualitative Similarity Hypothesis: Research Synthesis and Future Directions." American Annals of the Deaf 159, no. 5 (2015): 468–83. http://dx.doi.org/10.1353/aad.2015.0005.

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Majid, Umair, and Meredith Vanstone. "OP119 Appraising Qualitative Research For Qualitative Evidence Syntheses." International Journal of Technology Assessment in Health Care 34, S1 (2018): 44–45. http://dx.doi.org/10.1017/s0266462318001435.

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Introduction:The growth of the evidence-based policy movement sought to determine how to better assess and incorporate qualitative evidence in clinical practice and policy development. The question engendered was not whether qualitative research is valuable but how researchers can enhance its rigor. From this discussion arose over one hundred appraisal tools for the quality appraisal process of qualitative studies. For those without a deep familiarity with the qualitative research paradigm, navigating through the breadth of tools to find the most suitable tool for the task is a cumbersome process. This presentation will review the descriptive characteristics of available quality appraisal tools for assessing the quality of primary qualitative studies in qualitative evidence syntheses (QES). This presentation will also offer a critical discussion on the use of reflexivity as a de facto quality criterion, and how methodological reporting may influence the application of quality criteria in QES.Methods:We conducted a systematic search to identify quality appraisal tools of qualitative research designed for use in QES. This search built upon the work of Santiago-Delefosse and colleagues by extending their search to 2016.Results:We identified eight appraisal tools intended for use in the quality appraisal process of a QES. We provide a description of the structure, content, objectives, and philosophies of tools followed by considerations concerning their historical antecedents, common patterns regarding structure, content, and purpose, and the implications of these patterns on the QES process.Conclusions:Quality appraisal of qualitative research is an important step in QES, and there have been a proliferation of tools for this purpose. By providing an overview of available tools detailing their intent and strengths, this presentation will assist those engaging in QES to choose an appropriate tool for their work.

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Booth, Andrew. "Harnessing Energies, Resolving Tensions: Acknowledging a Dual Heritage for Qualitative Evidence Synthesis." Qualitative Health Research 29, no. 1 (2018): 18–31. http://dx.doi.org/10.1177/1049732318808247.

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Qualitative evidence synthesis (QES) encompasses more than 20 methods for synthesizing qualitative accounts of research phenomena documenting real-life contexts. However, tensions frequently arise from the different heritages that shape QES methodology: namely, systematic reviews of effectiveness and primary qualitative research. Methodological innovations either derive from each heritage or are stimulated when both are in juxtaposition; it is important to broker a rapprochement. This article draws on practical experience from a range of syntheses and methodological development work conducted with the Cochrane Qualitative and Implementation Methods Group. The legacy of both heritages is briefly characterized. Three stages of the QES process offer exemplars: searching/sampling, quality assessment, and data synthesis. Rather than an antagonistic clash of research paradigms, this dual heritage offers an opportunity to harness the collective energies of both paradigms. Future methodological research is needed to identify further applications by which this dual heritage might be optimally harnessed.

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Jansem, Anchalee. "‘Professionalism’ in Second and Foreign Language Teaching: A qualitative research synthesis." International Education Studies 11, no. 1 (2017): 141. http://dx.doi.org/10.5539/ies.v11n1p141.

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This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed’s processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.

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Hanline, Mary Frances, Jennifer Nicole Eldridge, and Audrey Robbins. "Meta-Synthesis of Qualitative Studies." Infants & Young Children 37, no. 4 (2024): 294–315. http://dx.doi.org/10.1097/iyc.0000000000000274.

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The purpose of this meta-synthesis was to integrate findings from qualitative research studying the experiences and outcomes of children when they participate in inclusive early childhood (EC) classrooms. The goal was to promote a broader understanding of practices and outcomes in inclusive EC programs. Eight primary studies were included in the meta-synthesis. Evaluation of the eight qualitative studies indicated that all utilized methods to establish trustworthiness and ensure rigorous methodology for the type of data collected, indicating high-quality of the studies. Three themes resulted from the systematic coding of the results of the primary studies. These themes related to the outcomes of children’s access to and full participation in inclusive EC programs, the formation of positive relationships and friendships between the children with and without disabilities as a result of interactions over time, and the children’s autonomy in social interactions as reflected in when, how, and with whom the children chose to interact. The results support that EC inclusion can result in positive outcomes for children and should be expanded as a service delivery model. Implications for future research and the provision of services are discussed.

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Bosó Pérez, Raquel, Ruth Lewis, Jennifer Littlejohn, Malachi Willis, and Kirstin R. Mitchell. "Young People’s Sexual Wellbeing: A Qualitative Evidence Synthesis Protocol." International Journal of Qualitative Methods 21 (January 2022): 160940692211236. http://dx.doi.org/10.1177/16094069221123674.

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Sexual wellbeing is an integral part of a person’s overall sense of wellbeing. It is closely linked to physical, sexual, and mental health. Despite this, sexual wellbeing remains underexplored, including among young people (aged 16–24). This review aims to gain a greater understanding of young people’s experiences of sexual wellbeing. We will include qualitative research on young people’s lived experiences related to sexual wellbeing. We will search PROSPERO, Medline, CINAHL, PsycINFO, and SocINDEX utilising an iterative search approach. If the volume of eligible studies for inclusion is too large to permit in-depth analysis, the team will purposively sample studies to prioritise heterogeneity and richness. The lead author will assess the eligibility of studies, carry out data extraction, and assess the methodological quality of all studies. The wider research team will independently screen papers’ title and abstract, extract data, and conduct methodological quality assessments of a subset of papers. Two reviewers will independently assess inclusion of all papers at full text. We will draw on the QuART tool to assess the methodological quality of included studies. We will utilise a thematic synthesis approach to synthesise the data and produce analytical statements. We will apply GRADE-CERQual to evaluate our confidence in each of the synthesis’ analytical statements. The team will adopt a reflexive approach throughout all stages of the qualitative evidence synthesis (QES). Research will be written up in line with ENTREQ and PRISMA-S standards. The protocol for this QES was prospectively published in the International Prospective Register of Systematic Reviews (PROPERO) database under registration number CRD42022315593.

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Norris, John M., and Lourdes Ortega. "Research synthesis." Language Teaching 43, no. 4 (2010): 461–79. http://dx.doi.org/10.1017/s0261444810000200.

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When in the late 1990s we set out to review the accumulated research on second language (L2) instructional effectiveness, it was with a sense – though no certainty – that a journey into the uncharted territory of systematic research synthesis would eventually prove worth the effort. In order to find a fitting methodology, and in the absence of any guidance within applied linguistics, we willingly delved into challenging techniques and debates from other disciplines. A few years later, we had to search long and hard to find enough synthesists working on language learning and teaching issues to warrant a book, but we did, and we saw that new effort as an important, if initial, step towards the adoption and adaptation of research synthesis, and particularly the subset of methods known as meta-analysis, to the problems of applied linguistics. Now, some ten years after our first publication on the topic, applications of meta-analysis have increased dramatically in the field, as this Timeline clearly shows. For some topics (e.g. interaction, corrective feedback), we have even seen several studies replicating and building on each other. We are pleased with these developments and welcome the efforts of the field to engage in rigorous and meaningful reviews of L2 research, with an eye towards cumulative explanation of key phenomena. At the same time, we also hope that researchers will avail themselves of the full potential of systematic research synthesis, which considerably transcends the narrower domain of meta-analysis and includes other quantitative as well as qualitative methods that more fully enable the task of synthesizing accumulated knowledge in the increasingly diverse research landscape of applied linguistics.

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Sherwood,, Gwen. "Meta-Synthesis: Merging Qualitative Studies to Develop Nursing Knowledge." International Journal of Human Caring 3, no. 1 (1999): 37–42. http://dx.doi.org/10.20467/1091-5710.3.1.37.

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As the numbers of qualitative studies on a specific topic multiply, synthesis of the merged results helps to clarify the state of the field based on the research analysis. By apprehending and re-presenting findings from studies on a related topic through meta-synthesis, findings from single qualitative studies become more meaningful. The purpose of a meta-synthesis is to identify the extant qualitative research on a given topic and to translate the findings into a single representation offering a fuller understanding of the phenomenon. Synthesis of the commonalties emerging from the results of individual studies enables research on specific interventions to test their usefulness in nursing. The importance of systematic, integrative, synthesized results of non-experimental studies is underscored by the IAHC’s 1998 Synthesis Challenge. Meta-synthesis provides a needed model for conceptualizing a systematically derived research synthesis to guide development of individualized care interventions with predictable therapeutic outcomes.

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Chianchana, Chaiwichit. "Research Synthesis on Educational Models." GATR Global Journal of Business Social Sciences Review 8, no. 3 (2020): 181–90. http://dx.doi.org/10.35609/gjbssr.2020.8.3(5).

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Objective - The purpose of this research is to evaluate research on educational models, to study the effect of the research characteristics on educational models, and to synthesize the research methods and presentations about educational models through qualitative synthesis by content analysis. Methodology/Technique – The sample was research on educational models on the type of thesis at the graduate level from 2013 to present. The research instruments took three forms. The data analysis method used was the ATLAS.ti program using content analysis, frequency, and percentage. Finding - The results show that: 1) The research evaluation on educational models the most of the research used to synthesize research at a very good level, 2) The most research characteristics: research issue was personality traits, research problem presentation was the characteristic of the research problem presentation reflecting the importance of the study, setting research objectives was the study the composition/indicators, develop the model and study the use of the model, and research conceptual framework was the bringing each concept/component together, 3) The most common research methodology applied in the research was research and development (method), focus group discussion (technique), an expert (sample), purposive sampling (sampling), interviews (tool), mean and standard deviation (data analysis), one-group pre-test/post-test design (research design), and 4) there were 8 types of research result presentations on educational models which were descriptive characteristics, causal relationship, the proposed process steps as objective, design characteristics on standard/indicators/factors of model. Novelty - The qualitative characteristics, system approach characteristics, experimental characteristics, and mixed-method between quantitative and qualitative methods. Type of Paper: Empirical. JEL Classification: A20, A39. Keywords: Research Synthesis; Educational Model; Evaluative Research; Research Characteristics; Research Methodology; Research Result Presentation. Reference to this paper should be made as follows: Chianchana, C. 2020. Research Synthesis on Educational Model, Global J. Bus. Soc. Sci. Review 8(3): 181 – 190. https://doi.org/10.35609/gjbssr.2020.8.3(5)

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Kane, G. A., V. A. Wood, and J. Barlow. "Parenting programmes: a systematic review and synthesis of qualitative research." Child: Care, Health and Development 33, no. 6 (2007): 784–93. http://dx.doi.org/10.1111/j.1365-2214.2007.00750.x.

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Webber, Martin. "Systematic synthesis of qualitative research, Michael Saini and Aron Schlonsky." Qualitative Social Work 13, no. 2 (2014): 321–24. http://dx.doi.org/10.1177/1473325014521334a.

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Aguirre, Regina TP, and Kristin Whitehill Bolton. "Qualitative interpretive meta-synthesis in social work research: Uncharted territory." Journal of Social Work 14, no. 3 (2013): 279–94. http://dx.doi.org/10.1177/1468017313476797.

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Vallido, Tamara, Lesley Wilkes, Bernie Carter, and Debra Jackson. "Mothering disrupted by illness: a narrative synthesis of qualitative research." Journal of Advanced Nursing 66, no. 7 (2010): 1435–45. http://dx.doi.org/10.1111/j.1365-2648.2010.05350.x.

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Denyer, David, and David Tranfield. "Using qualitative research synthesis to build an actionable knowledge base." Management Decision 44, no. 2 (2006): 213–27. http://dx.doi.org/10.1108/00251740610650201.

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Small, Sandra P. "Reflections on critical appraisal of research for qualitative evidence synthesis." JBI Evidence Synthesis 21, no. 6 (2023): 1064–65. http://dx.doi.org/10.11124/jbies-23-00198.

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Traeger, Adrian C., Benjamin J. Reed, Denise A. O’Connor, et al. "Clinician, patient and general public beliefs about diagnostic imaging for low back pain: protocol for a qualitative evidence synthesis." BMJ Open 8, no. 2 (2018): e019470. http://dx.doi.org/10.1136/bmjopen-2017-019470.

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IntroductionLittle is known about how to reduce unnecessary imaging for low back pain. Understanding clinician, patient and general public beliefs about imaging is critical to developing strategies to reduce overuse.ObjectiveTo synthesise qualitative research that has explored clinician, patient or general public beliefs about diagnostic imaging for low back pain.Methods and analysisWe will perform a qualitative evidence synthesis of relevant qualitative research exploring clinician, patient and general public beliefs about diagnostic imaging for low back pain. Exclusions will be studies not using qualitative methods and studies not published in English. Studies will be identified using sensitive search strategies in MEDLINE, EMBASE, CINAHL, AMED and PsycINFO. Two reviewers will independently apply inclusion and exclusion criteria, extract data, and use the Critical Appraisal Skills Programme quality assessment tool to assess the quality of included studies. To synthesise the data we will use a narrative synthesis approach that involves developing a theoretical model, conducting a preliminary synthesis, exploring relations in the data, and providing a structured summary. We will code the data using NVivo. At least two reviewers will independently apply the thematic framework to extracted data. Confidence in synthesis findings will be evaluated using the GRADE Confidence in the Evidence from Reviews of Qualitative Research tool.Ethics and disseminationEthical approval is not required to conduct this review. We will publish the results in a peer-reviewed journal.PROSPERO registration numberCRD42017076047.

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Frankel, Katherine K., Maneka Deanna Brooks, and Julie E. Learned. "A Meta-Synthesis of Qualitative Research on Reading Intervention Classes in Secondary Schools." Teachers College Record: The Voice of Scholarship in Education 123, no. 8 (2021): 31–58. http://dx.doi.org/10.1177/01614681211048624.

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Background/Context: In the past two decades there have been at least 10 quantitative reviews, syntheses, or meta-analyses focused on literacy interventions in secondary schools. To date, much of this research has focused on quantifiable outcomes such as reading test scores, and few efforts have been made to synthesize studies of adolescent literacy interventions that attend to how students themselves experience those interventions and what mediates their experiences, which previous adolescent literacy research suggests should be considered alongside other outcomes. Purpose/Objective/Research Question/Focus of Study: This meta-synthesis of qualitative research highlights additional factors that are overlooked when evidence of effectiveness is defined predominantly through assessment outcomes. It contributes insights from two decades of research on reading intervention classes (RICs), which are a long-standing approach to adolescent literacy intervention. We define RICs as compulsory, yearlong courses that supplement content-area classes with the goal of improving adolescents’ reading. Grounded in sociocultural theories of literacy and learning, our research question was: How do students experience and perceive RICs? Research Design: We conducted a qualitative meta-synthesis of 21 studies published between 2000 and 2020 that (1) focused on secondary (grades 6–12) RICs in the United States and (2) included data related to students’ experiences and perspectives. Data Collection and Analysis: We followed best practices in qualitative meta-synthesis, including assembling an author team composed of researchers with expertise in RICs, identifying a research meta-question, conducting a comprehensive search, selecting and appraising relevant studies, and coding and presenting findings using qualitative techniques. Findings/Results: We found that youth’s own diverse understandings of themselves as readers and writers, combined with the extent to which they viewed their RICs as relevant, agentive, and facilitative of relationships, mediated students’ experiences and perceptions of their RICs. In addition, students across studies described placement policies and practices as confusing, frustrating, and embarrassing. Conclusions/Recommendations: By providing a perspective that extends beyond test scores, the findings highlight some of the consequences of intervention placement policies and practices for adolescents. They also address the need for educational stakeholders to expand definitions of what counts as evidence of effectiveness to inform the future development of re-mediated literacy learning opportunities for adolescents that (1) rethink curriculum and instruction to affirm students’ literacy identities, histories, and capacities, and (2) reposition youth as literacy knowers and doers.

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Willy Lima and Prof. Enid F. Newell-McLymont. "Qualitative Research Methods: A Critical Analysis." International Journal of Engineering and Management Research 11, no. 2 (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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Keane, Sinéad, Aoife Ryan, Niamh Adams, and Maura Dowling. "Palliative care nurses' experiences of clinical supervision: a qualitative evidence synthesis." International Journal of Palliative Nursing 26, no. 8 (2020): 413–23. http://dx.doi.org/10.12968/ijpn.2020.26.8.413.

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Background: Clinical supervision provides support and facilitates professional and personal development. Aim: To identify and synthesise all available qualitative research on palliative care nurses' experiences of clinical supervision. Methods: Guided by the ‘enhancing transparency in reporting the synthesis of qualitative research’ (ENTREQ) statement, eight databases were searched using a systematic search strategy (Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, PsycINFO, Medline, Web of Science, ProQuest, Embase, Psychological and Behavioural Sciences). The findings of all included studies were analysed guided by Thomas and Harden's approach. Confidence in the review findings was determined guided by Confidence in the Evidence from Reviews of Qualitative research (GRADE-CERQual). Findings: Nine qualitative studies were included in this synthesis and four analytic themes were identified: negative experiences and misunderstandings of clinical supervision; clinical supervision needs structure and clarity; supervisor needs to be a conductor and a producer; finding your ‘inner supervisor’. Conclusion: The review illuminates the benefits of clinical supervision as a renewal process for palliative care (PC) nurses, but also highlights the challenges in its provision. Organisations should provide designated time and opportunities for PC nurses to attend clinical supervision sessions during working hours.

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Kpokiri, Eneyi Edith, Clarisse Sri-Pathmanathan, Priyanka Shrestha, et al. "Crowdfunding for health research: a qualitative evidence synthesis and a pilot programme." BMJ Global Health 7, no. 7 (2022): e009110. http://dx.doi.org/10.1136/bmjgh-2022-009110.

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BackgroundMany low-income and middle-income country (LMIC) researchers have disadvantages when applying for research grants. Crowdfunding may help LMIC researchers to fund their research. Crowdfunding organises large groups of people to make small contributions to support a research study. This manuscript synthesises global qualitative evidence and describes a Special Programme for Research and Training in Tropical Diseases (TDR) crowdfunding pilot for LMIC researchers.MethodsOur global systematic review and qualitative evidence synthesis searched six databases for qualitative data. We used a thematic synthesis approach and assessed our findings using the GRADE-CERQual approach. Building on the review findings, we organised a crowdfunding pilot to support LMIC researchers and use crowdfunding. The pilot provided an opportunity to assess the feasibility of crowdfunding for infectious diseases of poverty research in resource-constrained settings.ResultsNine studies were included in the qualitative evidence synthesis. We identified seven findings which we organised into three broad domains: public engagement strategies, correlates of crowdfunding success and risks and mitigation strategies. Our pilot data suggest that crowdfunding is feasible in diverse LMIC settings. Three researchers launched crowdfunding campaigns, met their goals and received substantial monetary (raising a total of US$26 546 across all three campaigns) and non-monetary contributions. Two researchers are still preparing for the campaign launch due to COVID-19-related difficulties.ConclusionPublic engagement provides a foundation for effective crowdfunding for health research. Our evidence synthesis and pilot data provide practical strategies for LMIC researchers to engage the public and use crowdfunding. A practical guide was created to facilitate these activities across multiple settings.

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Afshari, Poorandokht, and Shahram Yazdani. "Meta-Ethnography, a Method for the Synthesis of Qualitative Research: A Narrative Review." Journal of Qualitative Research in Health Sciences 13, no. 2 (2024): 111–17. http://dx.doi.org/10.34172/jqr.2024.16.

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Background: Synthesis studies are used for the retrieval, review, synthesis, analysis, and integration of the findings of original studies. The purpose of this review was to shed more light on how meta-ethnography works as a method of inductive and interpretative knowledge synthesis, and on its application and implementation in medical sciences. Methods: This was a narrative review study and the statistical population included all scholarly publications on the synthesis of qualitative studies and meta-ethnography published from 1998 to 2022. The search in international and domestic databases led to the extraction of 118 books and articles. After reviewing the titles, abstracts, and full texts of these publications, we included 2 books and 8 articles in the review. Results: Meta-ethnography is used for synthesizing the knowledge obtained from qualitative studies to re-conceptualize their findings. There are seven phases in the process of meta-ethnography: Getting started; Deciding on what is of initial interest; Reading the studies; Determining how the studies are related; Translating the studies to each other; Synthesizing the translations; and expressing the synthesis. The number of studies required to perform meta-ethnography has been recently suggested to be 40. Strategies for updating meta-ethnography include repeating the previous strategy and reformulating the strategy according to a new objective, a revised review question, or new inclusion criteria. Conclusion: Noblit and Hare introduced meta-ethnography in 1988 as a qualitative research method for the synthesis of educational ethnographies. Today, it is widely used in healthcare research.

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Journal articles on the topic 'Synthesis of qualitative research'

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