Study Guide

Objective

Students
- can specify and evaluate the most common qualitative and quantitative research methods
- can reproduce the research process and apply the different phases of the research process
- can use different methods for qualitative data collection and data analysis in care research
- can use the most common methods for quantitative data collection and analysis
- can make simple statistical calculations and tests
- has preparedness to independently and under supervision carry out thesis work

Content

Qualitative and quantitative research methods

Location and time

Autumn 2024 according to the schedule

Materials

Quantitative methods: following literature is recommended Holme, I.M. & Solvang, B.K. (1992). Forskningsmetodik. Kvalitativa och kvantitativa metoder. Lund: Studentlitteratur. Widjeskog, Ö. 1995 (eller nyare upplaga). Statistik. En introduktion. Åbo: W-statistik, as well as other literature suggested by the examiner.
Qualitative methods:
Course literature :
Henricson, M. (red.) (2012, 2017). Vetenskaplig teori och metod - från idé till examination inom omvårdnad. Lund: Studentlitteratur.

Referenslitteratur:
• Alligood & Marriner Tomey (2018). Nursing theorists and their work, 9th ed. St. Louis, Missouri: Elsevier.
• Backman, Y., Gardelli, T., Gardelli, V. & Persson, A., 2012. Vetenskapliga tankeverktyg: till grund för akademiska studier. Lund: Studentlitteratur.
• Dahlberg, K., 2014. Att undersöka Hälsa & Vårdande. Natur & Kultur (Kvalitativ metod).
• Denscombe, M., 2016. Forskningshandboken: för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.
• Ejvegård, R., 2009. Vetenskaplig metod. Lund: Studentlitteratur.
• Friberg, F. (red.), 2017. Dags för uppsats – vägledning för litteraturbaserade examensarbeten. Lund: Studentlitteratur.
• Forsberg, C. & Wengström, Y., 2013. Att göra systematiska litteraturstudier. Värdering, analys och presentation av omvårdnadsforskning. Stockholm: Natur & Kultur.
• Granskär, M. & Höglund-Nielsen, B., 2012. Tillämpad kvalitativ forskning inom hälso- och sjukvård. Lund: Studentlitteratur.
• Jacobsen, D.I., 2012. Förståelse, beskrivning och förklaring: introduktion till samhällsvetenskaplig metod för hälsovård och socialt arbete. Lund: Studentlitteratur.
• Kristensson, J, 2014. Handbok i uppsatsskrivande och forskningsmetodik för studenter inom hälso- och vårdvetenskap. Natur och Kultur.
• Malterud, K., 2014. Kvalitativa metoder i medicinsk forskning: en introduktion. Lund: Studentlitteratur.
• Nehls, E., (2021). Nybörjarens guide till vetenskapligt tänkande. Lund: Studentlitteratur
• Nyberg, R. & Tidström, A., 2012. Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. Lund: Studentlitteratur.
• Olsson, H. & Sörensen, S., 2021 (även 2011). Forskningsprocessen. Kvalitativa och kvantitativa perspektiv. Stockholm: Liber.
• Parker, M.E., (2019). Nursing Theories and Nursing Practice. F.A. Davis Company.
• Patel, R. & Davidson, B., 2011. Forskningsmetodikens grunder: att planera, genomföra och rapportera en undersökning. Lund: Studentlitteratur.
• Smith, M., 2019. Nursing Theories and Nursing Practice. F.A. Davis Company.
• Tjora, A. & Torhell, S-E., 2012. Från nyfikenhet till systematisk kunskap: kvalitativ forskning i praktiken. Lund: Studentlitteratur.
• Trost, J. & Hultåker, O., 2016. Enkätboken 5 upl. Lund: Studentlitteratur.

Teaching methods

Quantitative methods: lectures, exercises in computer class, as well as written presentation
Qualitative methods: lectures and group discussion and assignment

Exam schedules

Quantitative method: the assignment has to be submitted within a month after the end of this part of the course
Qualitative method: written assignment and presentation within a seminar

Completion alternatives

Quantitative methods: written assignment (graded according to the scale 0-5, 1-5 is a passed grade)
qualitative methods: written assignment and presentation (graded according to the scale 0-5., where 1-5 is a passed grade)

Student workload

Quantitative research methodology is 2 cr which is equivalent to 54 hours work of which 12 are scheduled lectures and seminars and the rest is the students' own work. assignment is submitted on a agreed date after the lectures.
Qualitative methods is 2 cr which is equivalent to 54 hours

Evaluation scale

H-5

Assessment criteria, satisfactory (1)

Exam
answers depend heavily on words and expressions found in the literature
has superficial knowledge of the subject, but shows a basic understanding of the subject

Written assignment
The student has partially followed the instructions for the written assignment. The student shows limited to a deficient knowledge of the knowledge of the substance.

Assessment criteria, good (3)

Exam
can account for the literature, reflect and motivate his/her views
can give an independent account of the literature
understands most of the topic
presents independent views and can apply ideas to analogous situations
can motivate some of their claims and positions
can give some own examples

Written assignment
The student has mostly followed the instructions for the written assignment and has mastered the substance of her/his work, but the application is limited. The student can ask relevant questions and can lead a discussion at the seminar.

Assessment criteria, excellent (5)

Exam
has in-depth knowledge of the subject
can analyze and interpret subject facts
master the subject versatile
has a broad grasp of the subject
presents original and apposite examples

Written assignment
The student has followed the instructions for the assignment and shows that she/he has mastered the substance. She/he have read the other participants' assignments and can ask relevant questions and can lead a discussion at the seminar. The assignment and the possible opponent ship show something out of the ordinary (technical execution, oral presentation, mature reflections, independent working methods)

Assessment methods and criteria

Quantitative methods: based on the written assignment, the student's ability to understand and apply fundamental statistical concepts, and to perform a statistical analysis, is evaluated.

Qualitative method: based on a exam, the student's ability to understand and apply fundamental concepts and understanding the research process and analysis approaches, is evaluated. Written assignments have to be done on time.

Assessment criteria, fail (0)

Quantitative methods: the student does not understand and cannot apply statistical concepts and cannot perform an adequate statistical analysis.

Qualitative methods: the student does not understand and cannot apply the research process and analysis methods.
Written assignments missing or inadequate.

Assessment criteria, satisfactory (1-2)

Quantitative methods: notable weaknesses are found in the student's understanding and application of statistical concepts, or the statistical analysis is not adequately performed.

Qualitative methods: notable weaknesses are found in the student's understanding and application of analysis methods and is not adequately preform content analysis

Assessment criteria, good (3-4)

Quantitative methods: the student predominantly demonstrates a good understanding of and can apply statistical concepts, and only minor errors are found in the statistical analysis.

Qualitative methods: the student predominantly demonstrates a good understanding of and can apply concepts analysis , and only minor errors are found in the analysis process.

Assessment criteria, excellent (5)

Quantitative methods: the student demonstrates a complete understanding of statistical concepts and makes only insignificant errors when applying them, and performs a statistical analysis without errors.

Qualitative methods: the student demonstrates a complete understanding and makes only insignificant errors when applying the methods.

Qualifications

Research methodology