Q-Methodology in Nursing Research

Akhtar–Danesh, Noori; Baumann, Andrea; Cordingley, Lis

doi:10.1177/0193945907312979

Cited by 199 publications

(117 citation statements)

References 25 publications

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“…This program performs centroid factor analysis and varimax rotation. This analysis is a 'by-participant' factor analysis, identifying correlations between those who share common and divergent viewpoints [34] . Three discrete viewpoints and one consensus viewpoint were generated.…”

Section: Discussionmentioning

confidence: 99%

“…This method makes evident "those statements that are most representative of, are indifferent to, or most unrepresentative of" [33, p. 175] the topic of inquiry. Based on statistically significant patterns of similarities and differences, sub-groups of attitudes, beliefs, and perceptions are identifiable [29,34] . Q-methodology is described in the nursing literature [30,34,35] .…”

Section: Designmentioning

confidence: 99%

“…Based on statistically significant patterns of similarities and differences, sub-groups of attitudes, beliefs, and perceptions are identifiable [29,34] . Q-methodology is described in the nursing literature [30,34,35] . This method was used to differentiate categories of healthcare students to assist with curriculum development [36] .…”

Section: Designmentioning

confidence: 99%

“…Based on their recommendations and through consensus, the finalized concourse included 43 descriptive statements about impediments to safe clinical learning. These two stages were undertaken for the purposes of establishing content, face and Q-sorting validity as outlined by Akhtar-Danesh and colleagues [34] . The composite reliabilities in this study ranged from 0.97 to 0.99.…”

Section: Data Collectionmentioning

confidence: 99%

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Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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Background: Little is known about novice students' perspectives of safety in clinical learning. This gap prevents a comprehensive understanding of their efforts to demonstrate clinical competence while securing safety for stakeholders in increasing complex practice environments. The purpose of this study was to describe impediments to safe clinical learning as perceived by second year students enrolled in a baccalaureate nursing program.Methods: Q-methodology was used to systematically elicit multiple viewpoints about unsafe clinical learning circumstances. Across two program sites in northern Ontario, Canada, 73 second year students sorted 43 theoretical statement cards identifying unsafe clinical practices and situations. Centroid factor analysis and varimax rotation yielded correlations between participants who held similar and different viewpoints about impediments to safety in clinical learning.Results: Three discrete perspectives and one consensus perspective constituted second year students' description of unsafe clinical circumstances. The discrete viewpoints were unprepared for role enactment, unsupported learning, and breached standards. There was consensus that a failure to demonstrate patient protection compromised clinical safety. The findings characterized unsafe clinical milieus as a combination of student, educator and programmatic accountability issues. Conclusions:The shared perspectives of novice learners call attention to student preparedness, learning support and adherence to disciplinary standards. Educators and clinicians are compelled to address these issues for the development of conscientious novices within a culture of safety.

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Section: Discussionmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Section: Designmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

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Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Montgomery

Mossey

Killam

2013

JNEP

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“…Q-methodology as an integrated research approach uniquely synthesizes the advantage of quantitative and qualitative methods [6].…”

Section: Q-methodologymentioning

confidence: 99%

Subjectivity of Nursing Students Experience of Simulation Based Learning An Application of Q-methodology

Doo¹,

Lee²

2015

Advanced Science and Technology Letters

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Abstract. The purpose of this study is to identify the subjective factors and structures of the nursing students' experience in simulation based leramiby using Q-methodology. 38 statements as a Q-sample are selected from the indepth interview, and P-sample consists of 37 nursing student who experienced simulation based education. The 38 selected Q-statements from each of 35 participants were classified into the shape of a normal distribution using a 9-point scale. The collected data was analyzed using the pc-QUANL program. : Results The collected data was analyzed using the pc-QUANL program. The results revealed two discrete groups of students toward simulation based learning: 'Nursing Competence awareness', 'integrated approach, 'emergency Nursing response training,', and, 'Change of learning type'. Conclusion: The findings revealed that teaching and learning strategies based on the four factors of attitudes could beneficially contribute to the customization of simulationbased learning.

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Play Theory

Caldwell¹

2020

The International Encyclopedia of Media Psychology

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This entry introduces William Stephenson's best‐known exposition of his play theory, The Play Theory of Mass Communication , first published in 1967 and reprinted in 1988. The thesis is that audiences derive “communication‐pleasure” from using mass media such as newspapers, radio, and television. In short, audiences play with media products as opposed to having to work to obtain information from them. Unlike other interpersonal theories of play leaning toward anthropology, Stephenson's is about intrapersonal “subjective play” leaning toward psychology. Newcomers to Stephenson's “play theory” are often put off by the way his discussion is integrated with explanation of Q‐methodology—a form of factor analysis he invented—and his criticism of objectivist paradigms in use in the social sciences. However, without taking into account Stephenson's Q‐method and his criticism of the objectivity bias in the social sciences, one may easily lose sight of what his play theory is all about.

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Q-Methodology in Nursing Research

Cited by 199 publications

References 25 publications

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Views of second year nursing students on impediments to safety in the clinical setting: Q-methodology

Subjectivity of Nursing Students Experience of Simulation Based Learning An Application of Q-methodology

Play Theory

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