Midterm review questions
Questions
1. How does qualitative data analysis software like NVivo support the research process, and
what are its limitations?
- supports by
 Uses words from the participant’s own language in the codes
 Prioritises participants’ voices
- Limitations
 Having to dig deep into what people are saying and not make the correct
decisions.
 Reliance on coding
2. Why is reflexivity considered a multi-dimensional practice in qualitative research, and
how should it be presented in a study?
- Multi-dimensional
 acknowledges viewpoints, positionality, assumptions and beliefs.
 Has different forms
 Personal introspection
 Intersubjective reflection
 Mutual collaboration
 Social critique
 Discursive deconstruction
- How to present it
 Ways to establish rapport, approachability and cultural credibility:
 Noticing, critiquing, appraising and evaluating how researchers’ (own and
others) subjectivity and positionality impacts on the research process
 Self-recording
 Making explicit the implications of such influence (journalling)
 Reflexivity tools
3. What are the key components of the assent process in pediatric research, and how do they
ensure ethical participation?
4. What is meant by “information power” in qualitative sampling, and how does it differ
from statistical power?
- information power
 the size of the sample does not matter it all depends on the information that
you gather to create better conclusions
 Therefore, it is not the size of the sample that matters but the composition and
amount of indepth data. We generally need less participants than we think
(Hennink et al 2016, Guest et al 2006).
- Statistical power
 The sample size needs to be bigger to create an appropriate statistic
5. What are the three core principles of research ethics in Canada, and how do they guide
ethical decision-making in studies?
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Respect for persons
 Continuity as peoples with distinctive cultures and identities: development of
codes of research practice that are in keeping with their world views.
 Autonomy and informed consent
Concern for welfare
 Consideration of participants and prospective participants in their physical,
social, economic and cultural environments, concern for the community to
which participants belong.
 Minimize harm and maximize benefits
Justice
 May be compromised when a serious imbalance of power prevails between
the researcher and participants
 Fairness in participant selection
6. What does the right to fair treatment mean in the context of participant selection and
involvement in research?
- “The fair treatment and equitable status of all individuals and social groups within a
state or society. The term also is used to refer to social, political, and economic
institutions, laws, or policies that collectively afford such fairness and equity and is
commonly applied to movements that seek fairness, equity, inclusion, selfdetermination, or other goals for currently or historically oppressed, exploited, or
marginalized populations.” (Britannica)
- When selecting participants, you need to treat them fair and equal. No not
discriminate in any way.
7. What steps should a nurse take if they witness coercion during the recruitment of research
participants?
- Stop the process immediately
- Report to the board of ethics
- Advocate for the rights of the participant
8. What elements must be included in an informed consent process to ensure ethical
participation in a research study?
- Explain what will be happening in depth. Ensure to include any risks.
- They must participate voluntarily not forced. Know that they have the right to stop
and not be included at any point in time.
9. How do themes help researchers condense and interpret large volumes of qualitative
data?
- By having themes you can group data together and make it more understandable to
the audience.
10. What makes a study credible in the eyes of participants, and how can researchers ensure
this credibility?
11. Why is auditability important in qualitative research, and how can researchers
demonstrate it in their reports?
12. How do themes reflect both emic (insider) and etic (outsider) perspectives in qualitative
research findings?
13. What does the inclusion of themes in a qualitative report reveal about the participants
shared experiences?
14. Why is Research Ethics Board (REB) approval essential for ensuring ethical standards in
research?
15. Can a researcher ever be completely an insider in a study? Why or why not?
16. What is social desirability bias, and how can it affect the qualitative research findings?
17. How should a researcher respond if a participant becomes emotionally distressed during
an interview?
18. How does subjectivism influence the interpretation of data in qualitative research?
19. How can a researcher determine when data saturation has been reached in a qualitative
study?
20. What makes purposive sampling particularly suitable for qualitative research?
21. What is reflexivity in qualitative research, and how can writing reflective memos support
it? How does a researcher’s reflexivity impact the research process and outcomes in
qualitative studies?
22. Why is assigning pseudonyms to participants important in qualitative research, and how
does it protect confidentiality?
23. What ethical violations occurred in the Tuskegee Syphilis Study, and what lessons can
researchers learn from it today?
24. How does a wholistic worldview influence the way health and well-being are understood
in Indigenous contexts?
25. What does rigor mean in qualitative research, and how do credibility, auditability, and
fittingness contribute to it?
26. How should researchers ethically handle participant compensation when someone
withdraws early from a study?
27. Why are interviews considered the most common source of data in qualitative research?
28. What distinguishes primary data from other types of data in qualitative research?
29. How do researchers ensure that their findings are credible and trustworthy in qualitative
studies?