A methodological review of qualitative longitudinal research in nursing

SmithBattle, Lee; Lorenz, Rebecca; Reangsing, Chuntana; Palmer, Janice L.; Pitroff, Gail

doi:10.1111/nin.12248

Cited by 28 publications

(24 citation statements)

References 52 publications

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“…We collected a high volume of data (over 56 hours) including solicited and unsolicited conceptualisations from 35 health care learners, representing a sample with sufficient information power given our focused study aim, tight sample specificity, strong participant‐researcher dialogue, use of theory for the broader research programme, and cross‐sectional and longitudinal analysis strategy 28,37 . We believe that our robust participant‐researcher dialogue, as well as additional engagement through researchers promptly returning LAD transcripts to participants, contributed to the reasonable retention of participants across the three study phases 28,30,31,36 . Finally, we took a rigorous, systematic and reflexive team‐based approach to cross‐sectional and longitudinal qualitative analyses enabling us to explore patterns in our data and make a novel contribution to existing literature 28,41 …”

Section: Discussionmentioning

confidence: 99%

“…Epistemologically, our research is founded upon social constructionism 27 . Methodologically, we employed longitudinal qualitative research (LQR) 28‐30 . We collected data in three phases: (a) individual and group entrance interviews, (b) longitudinal audio‐diaries (LADs) over a three‐month period and (c) individual and group exit interviews 31‐33 .…”

Section: Methodsmentioning

confidence: 99%

“…Although we planned for attrition by over‐sampling at phase 1, 28 we maximised retention through: (a) maintaining researcher continuity and communication, (b) maximising data collection flexibility and (c) material incentives for participants ($10 vouchers for each study phase) 28,30,36 . We therefore had complete data for 22/35 (63%) participants across all study phases.…”

Section: Methodsmentioning

confidence: 99%

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Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study

et al. 2021

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Introduction Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners’ solicited and unsolicited conceptualisations of P4P over their early graduate transition. Methods We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n = 35), longitudinal audio‐diaries (phase 2: n = 30), and individual and group exit interviews (phase 3: n = 22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross‐sectionally and longitudinally. Results We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3). Discussion This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders’ conceptualisations, and over a duration beyond the early graduate transition.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study

et al. 2021

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“…We obtained verbal consent to audiotape prior to each interview, and followed guidelines for reporting longitudinal qualitative research: ethics and reflexivity, sampling, data collection and management. 31…”

Section: Study Design and Ethicsmentioning

confidence: 99%

Navigating landscapes of practice: A longitudinal qualitative study of physicians in medical education

2021

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Introduction: Despite its widespread application in medical education, belonging to a single community of practice does not reflect the overall experience of physicianeducators. Knowing how physician-educators find their way among different communities of practice (ie their landscape of practice) has implications for professional development but the limited description in the literature. In this longitudinal qualitative research, we explored how physicians who pursue graduate degrees in medical education navigate their landscape of practice.Methods: 11/29 physicians in one cohort of a masters in medical education programme were interviewed annually from 2016 (programme start) to 2020 (2 years post-graduation). We iteratively collected and analysed data, creating inductive codes and categorising coded data by mode of identification (engagement, imagination, alignment) and time. We organised narratives into time-ordered data matrices so that final analysis wove together mode, time and participant.Results: All participants consistently spoke of navigating their landscape of practice, which included the community created in the graduate programme; but that single community 'doesn't define the journey itself'. They shifted engagement from teaching individual learners to translating what they learned in the graduate programme to develop educational projects and produce scholarship. They shifted the imagination from relying on internal and external assessments to experience-inspired versions of their future self. And they shifted alignment from belonging to the graduate programme's community of practice, then belonging to different communities in their landscape of practice and ultimately focussing on communities that mattered most to them. Discussion: Physicians in a graduate programme in medical education navigated their dynamic landscape of practice by shifting how they engaged in medical education, as well as what they imagined and who they aligned with as physician-educators. Our work offers novel insights into how knowledgeability emerges through time as overlapping modes of identification.

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“…In the case of repeated interviews, participants are typically observed over at least two or more regular intervals of months or years. This latter approach is typically used in family research (see Section 2), but is also very frequently applied in youth research that looks at educational aspirations, choices, and future planning (Woodman 2011); and in health research that examines illness or recovery trajectories (Fadyl et al 2016;SmithBattle 2018). Longitudinal video documentaries such as Seven Up, 2 Child of Our Time, 3 and Les bonnes conditions 4 are popular and fascinating series of repeated filmed interviews that have followed youngsters of various social backgrounds across their life course transitions, from childhood, to adolescence, to well into adulthood.…”

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confidence: 99%

Qualitative longitudinal research in family sociology

Bernardi¹

2021

Research Handbook on the Sociology of the Family

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The combination of qualitative interpretative approaches and longitudinal research designs, although not new in the social sciences, is gaining increasing recognition as a useful and even necessary avenue to explore family changes as they occur. Qualitative methods, whether longitudinal or not, emphasise the understanding of meanings, subjective experience, and agency. The use of such methods can improve our comprehension of how people choose a given alternative and reject another, and how they adjust or fail to adjust to their living circumstances. At the core of qualitative investigation is also an interest in understanding the meaning of the experiences of social actors in their social contexts. In family research, numerous one-off studies have investigated how different individuals and groups create, interpret, and negotiate family relationships, roles, and transitions. The longitudinal approach adds to this tradition by focusing on the course of events, as well as on the processes of change, stability, and continuity through time. At the individual level, the combination of qualitative and longitudinal research enables us to capture how individuals create meanings about the turns of their lives and their circumstances as they unfold. For instance, it is indispensable to investigate how processes like those initiated by a chronic disease, a union dissolution, or the experience of social discrimination unfold from specific socio-cultural and biographic perspectives. While one-off qualitative approaches are widely used in family sociology and have often collected retrospective information, until recently, longitudinal prospective methods were more popular in quantitative studies. 1 They are generally used to describe and measure the objective aspects of change, such as personal and social trajectories, like family relations and biographic events associated with educational, employment, and residential careers. While quantification assesses the regularities and the probability of the occurrence of social dynamics, such data are thin when it comes to accounting for the logic of the actions that underlie them. In contrast, by investigating agency and meanings, qualitative longitudinal research (QLR) has the potential to unravel the complexity of changes that are involved in the making and the unmaking of family relationships across the life course. This will not come as a surprise if we think of both agency and meanings as dynamic objects of study: individual agency co-produces the processes through which individuals live and, therefore, their experiences of change. Subjective meanings are shaped by social interactions, and shift in relation to life course events and transitions.QLR has started accumulating rich data on relational practices and multidimensional experiences of family and childhood across the life course, with change and temporality being central to their interpretation. Change can be conceived and qualitatively analysed at levels beyond just that of the individual, including at the couple, group, i...

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A methodological review of qualitative longitudinal research in nursing

Cited by 28 publications

References 52 publications

Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study

Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study

Navigating landscapes of practice: A longitudinal qualitative study of physicians in medical education

Qualitative longitudinal research in family sociology

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