Are We There Yet? Data Saturation in Qualitative Research

Fusch, Patricia I; Ness, Lawrence R.

doi:10.46743/2160-3715/2015.2281

Cited by 1,561 publications

(1,296 citation statements)

References 35 publications

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“…This included ensuring that perspectives were heard from participants with a range of ages, gender, ethnicity, and level of interaction with the intervention. The overall sample enabled diverse intervention views and ensured that the data reached the saturation level [31]. In addition to the interviews, at the end of the treatment, all participants were asked to give their overall feedback on the intervention, to which they could provide open-ended responses.…”

Section: Qualitative Data Collectionmentioning

confidence: 99%

Fidelity of Delivery and Contextual Factors Influencing Children’s Level of Engagement: Process Evaluation of the Online Remote Behavioral Intervention for Tics Trial

Khan¹,

Hollis²,

Hall³

et al. 2021

J Med Internet Res

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Background The Online Remote Behavioral Intervention for Tics (ORBIT) study was a multicenter randomized controlled trial of a complex intervention that consisted of a web-based behavioral intervention for children and young people with tic disorders. In the first part of a two-stage process evaluation, we conducted a mixed methods study exploring the reach, dose, and fidelity of the intervention and contextual factors influencing engagement. Objective This study aims to explore the fidelity of delivery and contextual factors underpinning the ORBIT trial. Methods Baseline study data and intervention usage metrics from participants in the intervention arm were used as quantitative implementation data (N=112). The experiences of being in the intervention were explored through semistructured interviews with children (n=20) and parent participants (n=20), therapists (n=4), and referring clinicians (n=6). A principal component analysis was used to create a comprehensive, composite measure of children and young people’s engagement with the intervention. Engagement factor scores reflected relative uptake as assessed by a range of usage indices, including chapters accessed, number of pages visited, and number of log-ins. The engagement factor score was used as the dependent variable in a multiple linear regression analysis with various contextual variables as independent variables to assess if there were any significant predictors of engagement. Results The intervention was implemented with high fidelity, and participants deemed the intervention acceptable and satisfactory. The engagement was high, with child participants completing an average of 7.5 of 10 (SD 2.7) chapters, and 88.4% (99/112) of participants completed the minimum of the first four chapters—the predefined threshold effective dose. Compared with the total population of children with tic disorders, participants in the sample tended to have more educated parents and lived in more economically advantaged areas; however, socioeconomic factors were not related to engagement factor scores. Factors associated with higher engagement factor scores included participants enrolled at the London site versus the Nottingham site (P=.01), self-referred versus clinic referred (P=.04), higher parental engagement as evidenced by the number of parental chapters completed (n=111; ρ=0.73; P<.001), and more therapist time for parents (n=111; ρ=0.46; P<.001). A multiple linear regression indicated that parents’ chapter completion (β=.69; t110=10.18; P<.001) and therapist time for parents (β=.19; t110=2.95; P=.004) were the only significant independent predictors of child engagement factor scores. Conclusions Overall, the intervention had high fidelity of delivery and was evaluated positively by participants, although reach may have been constrained by the nature of the randomized controlled trial. Parental engagement and therapist time for parents were strong predictors of intervention implementation, which has important implications for designing and implementing digital therapeutic interventions in child and adolescent mental health services. International Registered Report Identifier (IRRID) RR2-10.1186/s13063-019-3974-3

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Section: Qualitative Data Collectionmentioning

confidence: 99%

Fidelity of Delivery and Contextual Factors Influencing Children’s Level of Engagement: Process Evaluation of the Online Remote Behavioral Intervention for Tics Trial

Khan¹,

Hollis²,

Hall³

et al. 2021

J Med Internet Res

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“…Participants were recruited using dscout (dscout Inc), an online/mobile qualitative and market research platform. Although small for behavioral science research, this sample size is consistent with research in the field of human-computer interaction [33] and was assumed to be sufficient for achieving saturation [34][35][36]. This size also enabled enrolling a representative sample of target intervention users with diverse perspectives while adhering to sample size constraints in dscout.…”

Section: Participantsmentioning

confidence: 94%

Integrating User-Centered Design and Behavioral Science to Design a Mobile Intervention for Obesity and Binge Eating: Mixed Methods Analysis

Graham¹,

Munson²,

Reddy³

et al. 2021

JMIR Form Res

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Background Accounting for how end users engage with technologies is imperative for designing an efficacious mobile behavioral intervention. Objective This mixed methods analysis examined the translational potential of user-centered design and basic behavioral science to inform the design of a new mobile intervention for obesity and binge eating. Methods A total of 22 adults (7/22, 32% non-Hispanic White; 8/22, 36% male) with self-reported obesity and recurrent binge eating (≥12 episodes in 3 months) who were interested in losing weight and reducing binge eating completed a prototyping design activity over 1 week. Leveraging evidence from behavioral economics on choice architecture, participants chose treatment strategies from 20 options (aligned with treatment targets composing a theoretical model of the relation between binge eating and weight) to demonstrate which strategies and treatment targets are relevant to end users. The process by which participants selected and implemented strategies and their change in outcomes were analyzed. Results Although prompted to select one strategy, participants selected between 1 and 3 strategies, citing perceived achievability, helpfulness, or relevance as selection reasons. Over the week, all practiced a strategy at least once; 82% (18/22) struggled with implementation, and 23% (5/22) added a new strategy. Several themes emerged on successes and challenges with implementation, yielding design implications for supporting users in behavior change. In postexperiment reflections, 82% (18/22) indicated the strategy was helpful, and 86% (19/22) planned to continue use. One-week average within-subject changes in weight (–2.2 [SD –5.0] pounds) and binge eating (–1.6 [SD –1.8] episodes) indicated small clinical improvement. Conclusions Applying user-centered design and basic behavioral science yielded design insights to incorporate personalization through user choice with guidance, which may enhance engagement with and potential efficacy of digital health interventions.

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“…The interview guides helped to provide rigor. The ability to probe further during interviews provided opportunity to expand on some of the issues or themes that were identified from the course evaluations and reflective essays until data saturation was reached (Fusch & Ness, 2015). Interviews were voluntary and interviewees had the option to withdraw their participation at any time.…”

Section: Methodsmentioning

confidence: 99%

The Role of Service-Learning in Information Systems Education

Feyt

Mwalemba

2021

InSITE Conference

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Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 103-119. Click DOWNLOAD PDF to download the published paper.

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Are We There Yet? Data Saturation in Qualitative Research

Cited by 1,561 publications

References 35 publications

Fidelity of Delivery and Contextual Factors Influencing Children’s Level of Engagement: Process Evaluation of the Online Remote Behavioral Intervention for Tics Trial

Fidelity of Delivery and Contextual Factors Influencing Children’s Level of Engagement: Process Evaluation of the Online Remote Behavioral Intervention for Tics Trial

Integrating User-Centered Design and Behavioral Science to Design a Mobile Intervention for Obesity and Binge Eating: Mixed Methods Analysis

The Role of Service-Learning in Information Systems Education

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