Social Research Methods

Product Information

Neal S, McLaughlin E. Researching up? Interviews, emotionality and policy-making elites. J Soc Policy. 2009;38(04):689–707. https://doi.org/10.1017/S0047279409990018. In new 'Learn from experience' boxes, recent social science graduates from across the UK and Europe share their experiences of conducting a student research project. These candid accounts will inspire readers and help them to avoid common pitfalls and emulate successful approaches. Extensive digital resources help students grasp key concepts and develop practical research skills. They include multiple choice questions, templates and examples, a 'research process in practice' simulation, videos from the 'Learn from experience' graduates, and screencast tutorials for the main data analysis software programmes (SPSS, Nvivo, R, and Stata). Liamputtong P. Researching the vulnerable: a guide to sensitive research methods. Thousand Oaks: Sage Publications; 2007. Notarnicola, I., Petrucci, C., Rosimar De Jesus Barbosa, M., Giorgi, F., Stievano, A., & Lancia, L. (2016). Clinical Competence in Nursing: A Concept Analysis. Professioni infermieristiche, 69, 181-188.

The e-book offers a mobile experience and convenient access, with learning resources embedded and hyperlinked throughout to offer self-assessment activities and extra support: Berger RJ, Lorenz LS. Disability and qualitative research. In: Berger RJ, Lorenz LS, editors. Disability and qualitative inquiry: methods for rethinking an ableist world (Chapter 1). Hoboken: Taylor & Francis; 2016. Mays N, Pope C. Quality in qualitative health research. In: Pope C, Mays N, editors. Qualitative research in health care. London: BMJ Books; 2000. p. 89–102. Walter M. The nature of social science research. In: Walter M, editor. Social research methods. 3rd ed. Melbourne: Oxford University Press; 2013. p. 3–24.urn:lcp:socialresearchme0000brym_o2i8:lcpdf:0cdd26e0-493a-4b8c-ab61-b3adc922bf56 Foldoutcount 0 Identifier socialresearchme0000brym_o2i8 Identifier-ark ark:/13960/s2g53cfr55n Invoice 1652 Isbn 9780199009787 Malterud K, Siersma VD, Guassora AD. Sample size in qualitative interview studies: guided by information power. Qual Health Res. 2016;26(13):1753–60. Avis M. Do we need methodological theory to do qualitative research? Qual Health Res. 2003;13(7):995–1004. A more straightforward writing style makes the content easier for all students to follow, particularly those for whom English is not a first language. Vocabulary is simpler, jargon and idiomatic phrases have been removed, and complex discussions have been broken into manageable parts.

Through the problem-solving process and the actions taken under the simulation scenarios, the students have reflected and identified factors for patient safety. The students described that they had gained a better insight into what an emergency situation can be like and what is expected of them as nurses. Braun V, Clarke V, Gray D. Collecting qualitative data: a practical guide to textual, media and virtual techniques. Cambridge: Cambridge University Press; 2017. To promote patient safety, students have identified the importance of having a team-leader, maintaining calmness, communicating with their colleagues as well as taking help from them to ensure that the patient receives the best possible care and that patient safety is maintained. Fontana A, Frey JH. The interview: from structured questions to negotiated text. In: Denzin NK, Lincoln YS, editors. Handbook of qualitative research. 2nd ed. Thousand Oaks: Sage; 2000. p. 645–72. Merriam SB, Tisdell EJ. Qualitative research: a guide to design and implementation. 4th ed. San Francisco: Jossey-Bass; 2016.

Lecturer resources

Creswell JW, Poth CN. Qualitative inquiry and research design: choosing among five approaches. 5th ed. Thousand Oaks: Sage; 2018. Denzin NK. The elephant in the living room, or extending the conversation about the politics of evidence. In: Denzin NK, Loncoln YS, editors. The Sage handbook of qualitative research. 5th ed. Thousand Oaks: Sage; 2018. p. 839–53. Davies MB. Doing a successful research project: using qualitative or quantitative methods. New York: Palgrave MacMillan; 2007. Extensively streamlined to provide even more focused coverage of the key aspects of social research, with adjustments made throughout to improve clarity and aid navigation. Liamputtong P. The science of words and the science of numbers. In: Liamputtong P, editor. Research methods in health: foundations for evidence-based practice. 3rd ed. Melbourne: Oxford University Press; 2017. p. 3–28.

Delany, C., & Golding, C. (2014). Teaching Clinical Reasoning by Making Thinking Visible; an Action Research Project with Allied Health Clinical Educators. BMC Medical Education, 14, 20. In the academic reflection, the students expressed that they often forgot including the patient in clinical decisions and nursing care as it was a stressful situation. The students became aware of the importance of informing the patient before nursing actions and using a comprehensible language to the patient. Some students also described that they have communicated well despite the patient being unable to answer.Writing an academic reflection can contribute to learning and professional development (Pelger & Larsson, 2018). A personal reflection often describes events and feelings, while an academic reflection involves a conscious and stated purpose and shows evidence of learning (Moon, 2006). Academic reflection is a complex form of writing which involves different text types; chronological descriptions of events, theoretical reasoning, explanation, analysis as well as a discussion of the importance of their own experience for future practice (Ryan, 2011). This type of purposeful reflection (academic), which is a generally aim in higher education must ultimately reach the critical level for deep, active learning to occur. As an observer, I am impressed by what actions they took which I myself did not thought of. The experiences I take with me are that they were very good at communicating in the team, sharing the work and talking to the patient.” It’ s a great feeling to know I have the knowledge and skill to handle different complex situations so well.” The team worked well because we had identified roles such as a leader and follows. Further, we kept calm in the emergency situation, which made it possible to work more patient safety.”