Using Naturally Occurring Data in Qualitative Health Research: A Practical Guide

ISBN-13: 9783319948386 / Angielski / Twarda / 2018 / 348 str.

Nikki Kiyimba; Jessica Nina Lester

Opis

This highly practical resource brings new dimensions to the utility of qualitative data in health research by focusing on naturally occurring data. It examines how naturally occurring data complement interviews and other sources of researcher-generated health data, and takes readers through the steps of identifying, collecting, analyzing, and disseminating these findings in ethical research with real-world relevance. The authors acknowledge the critical importance of evidence-based practice in today's healthcare landscape and argue for naturally occurring data as a form of practice-based evidence making valued contributions to the field. And chapters evaluate frequently overlooked avenues for naturally occurring data, including media and social media sources, health policy and forensic health contexts, and digital communications.Included in the coverage:· Exploring the benefits and limitations of using naturally occurring data in health research· Considering qualitative approaches that may benefit from using naturally occurring data· Utilizing computer-mediated communications and social media in health· Using naturally occurring data to research vulnerable groups· Reviewing empirical examples of health research using naturally occurring dataUsing Naturally Occurring Data in Qualitative Health Research makes concepts, methods, and rationales accessible and applicable for readers in the health and mental health fields, among them health administrators, professionals in research methodology, psychology researchers, and practicing and trainee clinicians.

Recenzje

"The authors aim the book at "a wide range of audiences, including those from clinical, social and academic backgrounds," such as clinical practitioners, graduate students, trainee clinicians, academic scholars, and undergraduate/postgraduate students with an interest in qualitative research. ... it is a practical book with examples and resources (suggested readings)." (Lynne M. Kuhl, Doody's Book Reviews, June 21, 2019)

Spis treści

Preface

The preface of the book will set the stage for the reader, while offering some context and direction for the book. It will discuss the general issues that are presented throughout the book, define key terms, and illustrate why and how the book is a useful resource for students, practitioners, and academic scholars who do or are interested in qualitative research. The preface will introduce the structure of the book and highlight key, pedagogical features utilised throughout. 

Chapter 1: Naturally occurring data in qualitative health research 

This chapter will open with a general introduction to qualitative health research and highlight some of the key debates about the value of qualitative work in the field of health. The main focus of this chapter will be to introduce the reader to key definitions around data sources/types and show what does and does not constitute naturally occurring data. Typically naturally occurring data is contrasted with researcher-generated data and the distinction will thus be clarified within this chapter, with multiple examples included throughout. Further, there are some key debates around data types in the research field, as well as some tensions, and thus these will be laid out in the chapter. Examples will be used throughout to help the reader in differentiating between the various types of data. Thus, the chapter will be structured broadly as follows: 

• Introduction to qualitative health research
  
• Why health research needs process data
  
• What is naturally occurring data?
  
• What is researcher-generated data? 

Pedagogical features 

In addition to the general pedagogical features included in all of the chapters, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. For example, an activity designed to challenge their understanding of what naturally occurring data is will be featured, with examples of research that are and are not naturally occurring. The reader will be required to thus differentiate and thereby apply their knowledge. 

Chapter 2: Evidence-based practice and practice based evidence 

The use of naturally occurring data for research purposes fits more broadly with the issues of the use of qualitative research as evidence for practice, which is a central tenet of health research of any kind. For context, this chapter will introduce the reader to some of the general debates about evidence, and illustrate how qualitative evidence is beneficial, as well as how it is generally defined. Further, the chapter will focus on illuminating how naturally occurring data constitutes a form of evidence for the field of health. Thus the chapter will be structured broadly as follows: 

• What is evidence-based practice?
  
• What is practice-based evidence?
  
• What is the role of qualitative evidence and the evidence hierarchy? 
  
• How can examining practice naturally generate usable evidence?

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. For example, this chapter will include an ‘interview box’ with a health researcher who uses naturally occurring data as ‘qualitative evidence’ and also has learned to navigate the challenges of positioning qualitative research as legitimate in relation to the evidence hierarchy. 

Chapter 3: Benefits and limitations of naturally occurring data in qualitative health research

The focus for this chapter will be to illustrate the value and limitations of using naturally occurring data for health research. The main focus of the chapter will be on showing examples from the field to convey the advantages of using data that is naturally occurring to examine a range of health issues. This will be balanced with some critical discussion of the limitations of the approach. Thus the chapter will be structured broadly as follows:

• Benefits of using naturally occurring data in health research 
• - Benefits in physical health research
• - Benefits in mental health research
  
• Limitations of using naturally occurring data in health research 
  
• - Limitations in physical health research
  
• - Limitations in mental health research
  
• Responding to the limitations

Pedagogical features

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. We will encourage the reader to be reflective in this chapter and relate their own research projects or proposals to some of the advice given in the chapter. We will do this with a series of reflective questions. 

Chapter 4: Qualitative approaches and their use of naturally occurring data

It is recognised in the literature that some qualitative approaches favour naturally occurring data over researcher-generated and this has led to some healthy debates within the qualitative community. While we outline the approaches that favour this type of data, we also illustrate how it can be beneficial for a range of different qualitative perspectives. The chapter will contain practical advice, as well as a general overview of the common qualitative perspectives in relation to the use of naturally occurring data. Thus the chapter will be structured broadly and include a discussion of the following methodologies:

• Conversation analysis
  
• Discourse analysis 
  
• Thematic analysis
  
• Grounded theory 
  
• IPA 
  
• Ethnography 

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. For instance, this chapter will include illustrates examples from each of the methodologies discussed, highlighted how they may (or may not) incorporate naturally occurring data and the benefit of doing so. 

Chapter 5: Ethical principles in data collection 

Ethics are a crucial aspect of any research project and qualitative research invokes some ethical considerations in different ways to quantitative research projects. Also, health research by its nature can be more ethically challenging. The chapter will open with a discussion of some of the general ethical tensions that exist in qualitative health research, and will then move to the more specific ethical arguments related to using naturally occurring data, its collection, analysis and dissemination. Thus the chapter will be structured broadly and include the following:

• Qualitative research: An introduction to ethics (consent, confidentiality, and so on)
  
• Qualitative health research: Ethical issues pertinent to health fields (e.g., vulnerability, dual roles, power and coercion) 
  
• The specific characteristics of qualitative research ethics (e.g. depth, iterative process, visibility, deductive disclosure) 
  
• Ethics of naturally occurring data (e.g., gatekeepers, trust, researcher involvement, potential imposition or distortion of clinical practice, dissemination issues) 
  
• The role of the ethics committee and the process of convincing external health audiences of the value of naturally occurring data
  

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. In this chapter, we will include a vignette of a particularly poorly planned piece of research in terms of ethics and ask the reader to highlight the ethical problems with it. 

Chapter 6: Media and text-based sources 

An often underestimated valuable source of naturally occurring data is that of media sources, such as television programmes, documentaries, newspapers and magazines. The ways in which health issues are presented through the press can be of interest to analysts.  This chapter will focus on the use of natural diaries, policy documents, medical notes, health guidelines, and Hansard documents, as well as other areas such as police transcripts, court transcripts and social care reports whereby health is invoked, to illustrate the value of analysing texts that occur naturally in the field of health. The focus of this chapter will be on the use of this kind of data. Thus the chapter will be structured broadly and include the following:

• The use of the media in qualitative health research 
  
• Television 
  
• Documentaries
  
• News interviews 
  
• Newspapers and magazines 
  
• Natural diaries 
  
• Policy documents
  
• Medical notes 

Pedagogical features 

In addition to the general pedagogical features such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. In this chapter, we will use real media examples to illustrate our points and provide a vignette to challenge the reader to think about the value and limitations of this type of data. 

Chapter 7: Computer mediated communication and social media 

In a modern world, there is a growing reliance of computer mediated communication and social media sources. The focus of this chapter will be those particular naturally occurring communications and will seek to illustrate the value of Internet sources, such as discussion forums, and social media, such as Facebook, for the study of health related issues. Additionally, some email conversations, text message, and instant message conversations can be classed as naturally occurring and be a useful source of data. As such, these types of data will also be considered. Thus the chapter will be structured broadly and include the following:

• Social media and computer-mediated communication as data 
  
• Synchronous and asynchronous communication forms (to be discussed in greater detail in Chapter 8)
  
• Video data (e.g., YouTube)
  
• Social media (e.g., Facebook, Twitter) 
  
• Email, instant messenger, and text message
  

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. Computer mediated communication data presents the researcher with a unique set of ethical considerations, particularly as much of this data is often consider ‘public’. As such, in this chapter we will present the reader with a series of ethical dilemmas related to the collection of this type of data and encourage them to 1) reflect and 2) ‘solve’ the dilemma. 

Chapter 8: Computer-mediated health services and online forums  

In the modern health environment, there are now a range of health services delivered online such as e-counselling or online therapy. Additionally, there is a range of physical health advice, as well as health forums and discussion boards. While much of this counts as health services, or psycho-education in health, there are a range of different online forums and discussion boards which are more problematic, for example the pro-ana sites. These are all potentially useful sources of naturally occurring data. Thus the chapter will be structured broadly and include the following:

• Ethical concerns specific to computer mediated health services
  
• The uses of E-counselling and online therapy for health research
  
• The uses of online doctors and health advice for health research
  
• Considering when online health is problematic - e.g. pro ana sites – self-harm sites 

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. Specifically, in this chapter, a real life example from child mental health in the UK will illuminate some of the issues inherent to collecting naturally occurring data. A box of research tips will also be included here as well. 

Chapter 9:  Using naturally occurring data to research vulnerable groups 

A particular concern for health research is those groups of individuals typically considered vulnerable, such as children, individuals who identify as disabled, individuals who are mentally ill, individuals who are incarcerated, and the elderly. In this chapter, we consider each of these groups in terms of the challenges and benefits of using naturally occurring data to help make recommendations for practice. Thus the chapter will be structured broadly and include a focus on the following:

• The value and challenges of using naturally occurring data to research vulnerable populations
  
• - Defining 'vulnerable populations' in health research 
  
• Using naturally occurring data to engage in research with children 
  
• Using naturally occurring data to engage in research with prisoners
  
• Using naturally occurring data to engage in research with individuals with physical disabilities
  
• Using naturally occurring data to engage in research with individuals with mental health difficulties
  
• Using naturally occurring data to engage in research with the elderly 
  

Pedagogical features 

In addition to the general pedagogical features included throughout the book, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. In this chapter, we will challenge the reader with a series of vignette scenarios that consider practical and ethical dilemmas inherent to collecting naturally occurring data from vulnerable groups. 

Chapter 10: Applications and conclusions 

Making recommendations to practitioners to help improve policy or practice, quality issues and dissemination are all central to the value of naturally occurring data and its application in practice. Thus, this chapter will discuss the ways in which naturally occurring data can be used in applied research to inform everyday practice and policymaking. Specifically, we will discuss how naturally occurring data can be positioned as a valuable data source to add to the good quality of evidence in practice-based settings. In this chapter, we synthesize some of the key debates from the book and give advice on how to disseminate research that uses naturally occurring data. We conclude the chapter by discussing key principles for collecting naturally occurring data and engaging in research that uses it as a central for of evidence. Thus the chapter will be structured broadly and include the following:

• The uses of naturally occurring data to inform everyday practice
  
• The uses of naturally occurring data to inform policy and policymaking
  
• Naturally occurring data as legitimate ‘evidence’ for applied research
  
• Synthesis of key ideas from the text
  
• Key considerations for engaging in research using naturally occurring data

Pedagogical features 

In addition to the general pedagogical features, such as the 'notable point’ boxes and the recommended reading lists, this chapter will have a small number of features designed to consolidate and challenge the reader’s learning. Specifically, in this chapter we will include three vignettes that highlight the practical uses of naturally occurring data for 1) improving practice, 2) developing policy, and 3) making sense of the effects of policy implementation. 

The book will be completed with a glossary of all the key terms utilised for quick reference and a list of all referenced sources employed in the writing. 

O autorze

Nikki Kiyimba, DClinPsy, PhD, is a Consultant Clinical Psychologist and the Director of Clinical Services for a specialist trauma centre. She works clinically with both adults and children. Nikki is also a senior lecturer at the University of Chester and works as the Programme Leader for the MSc in Therapeutic Practice for Psychological Trauma. Her research interests are in qualitative research and in using discourse and conversation analysis to study therapeutic interactions. Specifically, she has research interests in child and adolescent mental health and trauma, and in mental health assessments. She has published several articles related to these topics, such as exploring questions from practitioners and strategies for engaging children and young people. She has recently co-authored a book on engaging in mental health research with children and adolescents; Doing mental health research with children and adolescents: A guide to qualitative methods. London: Sage. 

Jessica Nina Lester, PhD, is an Associate Professor of Inquiry Methodology (Qualitative Methodologies/Methods) in the School of Education at Indiana University, US. Much of her research is positioned at the intersection of discourse studies and disability studies. Jessica co-edited a book focused on performance ethnographies and co-authored a book focused on the use of digital tools across the qualitative research process. She also co-authored a research methods textbook and is the co-editor of The Palgrave handbook of child mental health: Discourse and conversation studies and The Palgrave handbook of adult mental health: Discourse and conversation studies. She has most recently published in journals such as Qualitative Inquiry and Discourse Studies. Jessica also sits on the editorial boards of several journals, including Disability Studies Quarterly, Qualitative Research in Psychology, and Education Policy Analysis Archives. She is also the recipient of the 2014 Division D Early Career Award in Measurement and Research Methodology (Qualitative Methodology) from the American Educational Research Association, as well as the 2018 2018 Distinguished Early Career Contributions in Qualitative Inquiry Award (Division 5) from the American Psychological Association. 

Michelle O’Reilly, PhD, is a Senior Lecturer at the Greenwood Institute of Child Health, University of Leicester, UK. She works for the School of Media Communication and Sociology and the School of Psychology as part of this role. Michelle is also a Research Consultant, at Leicestershire Partnership NHS Trust. Michelle’s research interests are broadly in the areas of child mental health (with an interest in neurodevelopmental conditions), family therapy, qualitative health research, and research ethics. Michelle directs an international scholarly group specialising in discourse and conversation analysis in Autism Spectrum Disorder (Conversation Analysis Research in Autism – CARA). Michelle sits on the editorial board of the Journal of Family Therapy and the journal, Research on Children and Social Interaction (RoCSI). Specifically, Michelle is interested in language and mental health, having recently co-authored a book on social constructionism and mental health and is a co-editor of the book series, the language of mental health with Jessica Nina Lester. She has also recently edited two handbooks related to mental health with her co-author Jessica Lester ‘The Palgrave handbook of child mental health’ and ‘The Palgrave handbook of adult mental health’.