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"In a mixed-method tradition that privileges the quantitative, leading qualitative researcher Janice Morse breaks new ground by arguing the importance of research designs for which the primary component is qualitative, and contains either a quantitative or a qualitative supplemental strategy. Using a variety of examples and visual prompts, Morse convincingly demonstrates that such designs allow novice researchers to obtain answers more quickly and with more certainty. Her book -provides clear and concise explanations making even complex research designs understandable to the beginning researcher; -argues for the importance of primary qualitative designs due to their theoretical strength; -stresses the importance of using goal-directed actions and analyses that do not violate the assumptions of either qualitative or quantitative inquiry"--

"The leading figure in qualitative health research (QHR), Janice M. Morse, asserts that QHR is its own separate discipline--distinct from both traditional health research and other kinds of qualitative research--and examines the implications of this position for theory, research, and practice. She contends that the health care environments transform many of the traditional norms of qualitative research and shape a new and different kind of research tradition. Similarly, the humanizing ethos of qualitative health research has much to teach traditional researchers and practitioners in health disciplines. She explores how the discipline of QHR can play out in practice, both in the clinic and in the classroom, in North America and around the world. A challenging, thought-provoking call to rethink how to conduct qualitative research in health settings"--

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of Illustrations -- Preface: Roadmap: Before You Read This Book... -- Chapter 1: Mixed Method Design: Who Needs It? -- Chapter 2: The Nuts and Bolts of Mixed Method Design -- Chapter 3: Theoretical Drive -- Chapter 4: Pacing the Components -- Chapter 5: The Point of Interface -- Chapter 6: Sampling for Mixed Method Designs -- Chapter 7: Planning a Mixed Method Project -- Chapter 8: Qualitatively-Driven Mixed Method Designs

"The Third Edition of this popular text offers those new to qualitative inquiry a clear and practical guide to the reasons for doing qualitative research, matching questions to appropriate methods, and the tasks necessary for getting started. In their direct and friendly style, Lyn Richards and Janice M. Morse help researchers reflect on why they are working qualitatively and how to choose an appropriate method, and then approach confidently the tasks of research design, data making, coding, analyzing, and, finally, writing up results."--Publisher's website

Despite the vast amount of literature describing social support, many characteristics and attributes of the concept of social support lose relevance when applied to the critically ill population. From preliminary data, the authors have identified several aspects of social support that are not included in the social support literature, and many areas that are described in-depth but that may not be applicable for the critically ill. The authors conclude that there are unanswered questions and unstated assumptions in the social support literature. These generalities have submerged the essence of support to the extent that the nature and role of social support have been obscuredfor critically ill patients and their families. Detailed qualitative inquiry of social support would bring to theforefront the essential nature of support within this population.

In this article, we report on a web-based survey of 517 qualitative researchers' perceptions of the risks inherent in qualitative unstructured interviews. Although emotions manifest during these qualitative interviews may be viewed as "natural" in the context of the types of losses experienced by the interviewees, the emotional responses cannot be identified in an Institutional Review Board (IRB) review of the proposal. The mitigation of this emotional response is, however, the responsibility of the researcher, and ethics education and short courses must include such instruction. Psychological harm to the researcher, although rare, is a possibility for which researchers must be prepared. The authors conclude by suggesting six principles of ethical conduct for qualitative researchers. These principles should be useful to IRBs and included in ethics and qualitative methods courses.