These activities include brainstorming activities, further reading, weblinks to external sites, and enable you to examine and relect upon the methods of both real-world studies and the methods chosen by fictional nursing and midwifery students introduced in chapter one.
Activity 6.1: Distinguishing Methodology and Philosophical Assumptions
For more detailed background reading about the debate surrounding paradigms, methodologies and mixed methods studies see:
Mesel, T. (2012) The necessary distinction between methodology and philosophical assumptions in healthcare research. Scandinavian Journal of Caring Sciences 27(3): 750–756.
Activity 6.2: Identifying Types of Mixed Methods Research
Read one or both of the following papers:
Barber, V. Linsell, L. Locock, L. Powell, L. Shakeshaft, C. Lean, K. Colman, J. Juszczak, E. Brocklehurst, P. (2013) Electronic fetal monitoring during labour and anxiety levels in women taking part in a RCT. British Journal of Midwifery 21(6): 394–403.
Cole, M. (2013) Exploring the hand hygiene competence of student nurses: a case of flawed self-assessment. Nurse Education Today 29(1): 380–388.
Which model of mixed methods research was used? Was the use of this method of research justifiable? What did the qualitative and quantitative elements add to the study and the development of new knowledge?
Activity 6.3: To Use Mixed Methods or Not to Use Mixed Methods?
Jasmine and Charles from the class of 2016 are considering the use of a mixed methods approach for their post-registration Masters studies.
Jasmine’s research question is: ‘What factors influence a first time mother’s decision to breastfeed?’
Charles’ research question is: ‘What makes a good practice mentor?’
- What elements could these studies incorporate in a mixed methods?
- Do you think a mixed methods study would be appropriate? Explain your point of view.