Graduate Department of Nursing University of Toronto. NUR1024: Foundations of Qualitative Inquiry Fall 2008, Tuesday 1:30 4:30 pm

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1 Graduate Department of Nursing University of Toronto Course Outline NUR1024: Foundations of Qualitative Inquiry Fall 2008, Tuesday 1:30 4:30 pm Course Instructor Dr. Denise Gastaldo (Health Sciences Building, 155 College Street, phone , Pre-requisites To be a PhD student developing a health-related research. Course Context The history of qualitative research is one of confrontations between essential paradigmatic differences. Early preoccupation with a polemic bifurcation between qualitative/interpretive and quantitative/positivistic approaches to inquiry has given way to debates that denote powerful tensions within the field of qualitative research itself. The cross-disciplinary nature of current qualitative research has added distinctive elements to the academic debate and consensus on many issues is not forthcoming. Despite these tensions, qualitative research thrives, as evidenced by an abundance of books, journals and articles dealing with a vast range of themes and approaches to scientific inquiry. Course Description This course examines the paradigmatic bases of qualitative research. In a series of seminars, instructor and students will explore the ontological and epistemological underpinnings of specific frameworks and consider the methodological implications that emanate from these foundations. Specific debates related to theories employed in the field of health, research questions, designs, the positionality of the researcher, epistemological rigour, and ethics will be discussed. This course addresses current debates which are relevant to students in all health science disciplines and includes examples of qualitative research developed in many countries. Course Objectives To introduce the theoretical frameworks currently employed in qualitative research To critically analyse the paradigms and theoretical foundations that inform qualitative studies To illustrate the influence of distinct theoretical frameworks on methodological choices To explore qualitative strategies that address students research interests To examine some well-established and some innovative qualitative designs in the field of health To discuss key elements for rigour and ethics in qualitative research

2 Teaching and Learning Strategies This course will involve lectures, seminars and group discussion. Learning will take place both inside and outside the classroom. Students are expected to come to class prepared to participate and contribute to the development of topics. Assignments are to be submitted on the specified dates; extensions must be negotiated with the course instructor one week prior to the due date. Written work should adhere to a particular bibliographic format (e.g. Vancouver, APA, etc) and the specified page length. Each student will be responsible for the work assigned in the following areas: 1. Class Seminar Each student will plan and lead one presentation and group discussion that elaborates on one facet of the topic in a given week. This one and a half-hour discussion should be based on a critical analysis of a research article selected by the student and the discussion of class readings. The student leading the seminar should make the suggested article available to class members at least one week before the class and provide a brief outline of the topic including objectives and plan for discussion. If more than one student leads the seminar, this presentation will be assigned a group grade. 2. Major Paper Outline In order to meet the School of Graduate Studies requirements that students receive a part of their grade before the course drop date of October 31, 2008, an outline of the major paper is due October 21, The outline should contain an introduction to the topic of the paper, a brief literature review, the objective, central argument and key issues to be discussed, and a list of the most important references to the paper. The outline should be 4 pages long (references on additional pages, double spaced, font 11 or larger, Times New Roman font). 3. Major Paper One major paper is required for the course. This paper will be on a specific area of qualitative health inquiry that is of interest to the student. Students should choose a particular paradigm and theoretical framework and discuss their methodological implications or facets of a particular methodological issue within this framework. The paper should include a critical discussion of the literature related to the topic. If a particular position is chosen, a clear argument should be provided to explain this choice. The paper should be 12 pages long (references on additional pages, double spaced, font 11 or larger, Times New Roman font), it is due on December 9, 2008 and should be submitted by . Grading The criteria for evaluation in all three assignments include: argument or objective is stated; status of information is clearly addressed; theoretical orientation is explored; key concepts/ themes are introduced and contextualized; critiques to the topic under study are raised; presentation is clear and stimulating or document is well-written; and, references go beyond course material. Grading of assignments will follow the School of Graduate Studies grading and evaluation policy (A+ to B- or FZ). The grading plan for the course is: Class Seminar 25% Paper Outline 20% Final paper 55%

3 Graduate Department of Nursing University of Toronto NUR1024H: Foundations of Qualitative Inquiry Class Schedule Fall 2008, Tuesday 1:30 4:30 pm, Room 715, Health Sciences Building September 09 Introduction to the course & documentary Window of the Soul. Discussion of documentary as a metaphor for research. Part I: Foundations 16 Paradigms for knowledge production: What are the major approaches? What is qualitative research? Presentation on paradigms for knowledge production and discussions on students paradigm choices and definitions of qualitative research (students should apply for their class seminars) 23 Critical-social approaches: Which are feminist, emancipatory agendas and methodologies? (Group discussion: Research employing feminist and critical orientations in the health sciences) 30 Critical-social approaches: Is there a poststructuralist/postmodern methodology? (Group discussion: Research employing postmodern theory in the health sciences) October 07 Interpretivist approaches: Is phenomenology a theory and/or a methodology? (Group discussion: Research employing interpretivist orientations in the health sciences) 14 No class 21 Will this be a qualitative study? Creating a research question and developing a proposal (Group discussion: Analysing some research projects and their questions) Part II: Methodological and Design Issues 28 Qualitative designs 1: Guidance or constrain? (Group discussion: Examining health studies with and without a particular design) November 04 Qualitative designs 2: Well-established traditions (Group discussion: Traditional designs such as ethnography, case study, and grounded theory in health research) 11 Qualitative designs 3: Innovative approaches (Group discussion: Emerging trends such as community-based research, visual methodologies, and knowledge translation strategies in health research) 18 Epistemological and methodological rigour: Reflexivity, positionality and the quality qualitative research (Group discussion: The researcher as the main research tool) 25 Ethics as process (Group discussion: Thinking ethics from diverse theoretical perspectives) December 02 Revisiting research paradigms & course evaluation

4 Required Readings Sept 16 Paradigms for knowledge production: What are the major approaches? What is qualitative research? 1. Denzin, N.K. & Lincoln, Y.S. (2005). Introduction The discipline and practice of qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (3 rd ed.). Thousand Oaks: Sage (p.1-32). 2. Guba, E.G. & Lincoln, Y.S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. N.K. Denzin & Y.S. Lincoln (Eds.), Handbook of qualitative research (3 rd ed.). Thousand Oaks: Sage (p ). 3. Green, J. & Thorogood, N. (2007). Qualitative methods for health research. Sage: Los Angeles (chapter 1, p. 3-26) 4. Optional: For a general overview of social theory and qualitative research see: Prasad, P. (2005). Crafting qualitative research working in the postpositivist traditions. New York: M.E. Sharpe Inc. Sept 23 Critical-social approaches: Which are feminist emancipatory agendas and methodologies? 1. Ramazanoglu, C. with Holland, J. (2002). Introduction. Feminist methodology challenges and choices. London: Sage (p.1-16). 2. Olesen, V. (2005). Feminisms and qualitative research at and into the millennium. In N.K. Denzin & Y.S. Lincoln (Eds.). Handbook of qualitative research (3rd ed.). Thousand Oaks: Sage (chapter 10). 3. Optional: Strega, S. (2005). The view from the poststructural margins: Epistemology and methodology reconsidered. In L. Brown & S. Strega (Eds.). Research as resistance. Toronto: Canadian Scholar Press. Sept 30 Critical-social approaches: Is there a poststructuralist/postmodern methodology? 1. Cheek, J. (2000). Situating postmodern thought. In Postmodern and poststructural approaches to nursing research. London: Sage (p.17-36). 2. Kendall, G. & Wickham, G. (2004). The Foucauldian framework. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.). Qualitative research practice. Thousand Oaks: Sage (p ). 3. Optional: Kincheloe, J. and McLaren, P. (2005). Rethinking critical theory and qualitative research. In N.K. Denzin & Y.S. Lincoln (Eds.). Handbook of qualitative research (3rd ed.). Thousand Oaks: Sage (chapter 12). Oct 07 Interpretivist approaches: Is phenomenology a theory and/or a methodology? 1. Giorgi, A. (2005). The phenomenological movement and research in the human sciences. Nursing Science Quarterly, 18(1): * available online 2. Rapport, F. & Wainwright, P. (2006). Phenomenology as a paradigm of movement. Nursing Inquiry, 13 (3): * available online 3. Optional: Caelli, K. (2001). Engaging with phenomenology: Is it more of a challenge than it

5 needs to be? Qualitative Health Research, 11(2): Oct 14 No class Oct 21 Will this be a qualitative study? Creating a research question and developing a proposal 1. Sandelowski, M. and Barroso, J. (2003). Writing the proposal for a qualitative research methodology project. Qualitative Health Research, 13 (6): Morse, J.M. (2004). Preparing and evaluating qualitative research proposals. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.). Qualitative research practice. Thousand Oaks: Sage (p ). 3. Green, J. & Thorogood, N. (2007). Developing qualitative research designs (chapter 2). Qualitative methods for health research. Los Angeles: Sage. Oct 28 Qualitative designs 1: Guidance or constrain? 1. Select two designs of your interest from N. Denzin & Y. Lincoln (Eds.) (2005). Handbook of qualitative research (3rd ed.). Thousand Oaks: Sage OR from C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.) (2004). Qualitative research practice. Thousand Oaks: Sage. 2. Optional: Janesick, V. (2000). The choreography of qualitative research design - minuets, improvisations, and crystallization, In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2 nd ed.). Thousand Oaks: Sage Publications (p ). Nov 04 Qualitative designs 2: Well-established traditions (Ethnography, case study, and grounded theory) 1. Lecompte, M. (2002). The transformation of ethnographic practice: past and current challenges. Qualitative Research, 2 (3): *available as e-journal. 2. Flyvbjerg, B. (2004). Five misunderstandings about case-study research. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.). Qualitative research practice. Thousand Oaks: Sage (p ). 3. Dey, I. (2004). Grounded Theory. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.) (2004). Qualitative research practice. Thousand Oaks: Sage (p ). Nov 11 Qualitative designs 3: Innovative approaches (Community-based research, visual methodologies, and knowledge translation) 1. Gray, R. & Sinding, C. (2002). Social science meets performance. Standing ovation performing social science research about cancer. Walnut Creek: Altamira Press (p.11-21). 2. Liamputtong, P. (2007).Innovative and alternative research methods in consideration. Researching the vulnerable. Thousand Oaks: Sage 3. Ladkin, D. (2004). Action research. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.). Qualitative research practice. Thousand Oaks: Sage.

6 Nov 18 Epistemological and methodological rigour: Reflexivity, positionality and the quality qualitative research 1. Finlay, L. (2002). Outing the researcher: The provenance, process, and practice of reflexivity. Qualitative Health Research, 12 (4): * available as e-journal.\ 2. Morrow, S. (2005). Quality and trustworthiness in qualitative research in counselling psychology. Journal of Counselling Psychology, 52 (2): * available as e-journal. 3. Carter, S. M. & Little, M. (2007). Justifying knowledge, justifying method, taking action: Epistemologies, methodologies, and methods in qualitative research. Qualitative Health Research, 17 (10): Optional: Tuhiwai-Smith, L. Choosing the margins: The role of research in indigenous struggles for social justice (2006). In N. K. Denzin & M. D. Giardina (Eds.) Qualitative inquiry and the conservative challenge. Walnut Creek: Left Coast Press. Nov 25 Ethics as process 1. Ramcharan, P. and Cutcliffe, J. (2001). Judging the ethics of qualitative research: considering ethics as process model. Health and Social Care in the Community, 9 (6): * available as e-journal. 2. Morse, J., Niehaus, L., Varnhagen, S., Austin, W. & McIntosh, M. (2008). Qualitative reserachers cnceptualizations of the risk inherent in qualitative interviews. In N. K. Denzin & M.D. Giardina. (Eds.) Qualitative inquiry and the politics of evidence. Walnut Creek: Left Coast Press. 3. Guillemin, M. & Gillam, L. (2004). Ethics, reflexivity and ethically important moments in research. Qualitative Inquiry, 10 (2): * available as e-journal. Optional: Ryen, A. (2004). Ethical Issues. In C. Seale, G. Gobo, J.F. Gubrium & D. Silverman (Eds.). Qualitative research practice. Thousand Oaks: Sage (p ).