qualitative research plan example

Qualitative Research Plan

Every drop counts . Because research requires the input of resources—money or kind—it should have a justified return. You may be fine with throwing away a few dollars, but what about thousands of dollars? And what if you could shorten five months of hard labor into half? Think of all the other things you could have done with your time and money. When you have a research plan , you can save yourself the avoidable hassle of losing your mind to stress at 3 AM.

Before the board or your academic mentors give your study a signal, you have to show them that you know what you’re doing. A research plan is your research roadmap. And like any map, you use the plan to steer you and your team in the right direction. In essence, it is a document that reminds the researcher of the important details about the study.

Plan vs. Proposal

A research plan is different from a research proposal . Although both talks about the study, the proposal is meant to sway opinion to favoring the conduct of the study. You also use proposals when you want to acquire study grants from higher institutions. A plan is for your perusal. As a researcher, you tend to become immersed in your study. By following all the promising trails, you may get lost in the process. Having a plan at arms reach lets you keep yourself on track. When you include a project timeline in your document, you can also track your progress along the way.

Qualitative vs. Quantitative

The rift goes way beyond numbers or the lack of thereof. The difference between the two isn’t because one is better than the other. In fact, a lot of research fields can benefit from the input of both methods. The choice between the two lies in what kind of question you want to answer. Qualitative research is appropriate for pioneer studies or those that require a deeper understanding of opinion, experiences, and encounters. Some things cannot be reduced to ones and zeroes. There are different methods for performing qualitative research. You can use interviews, focus groups, surveys , or observations. The versatility and cost-effectiveness of these methods make them a popular resort to researchers.

However, we cannot reduce quantitative research as a cold way to see the world. Quantitative research places measurements on things like opinion, behavior, and other variables. This method is more analytical and structured than qualitative research. Because most of the subjectivity is removed in data collection and analysis, the findings that are true for a small group can be used to generalize a bigger population. Most research in hard sciences is quantitative because the replicability of the results generally makes for credible results, especially when the only witnesses of the described event are the scientists in that lab. This research also makes use of surveys and questionnaires, provided that the observations can be represented in numerical data afterward.

Plan Framework

In general, the plans adhere to the same format, although you can see derivations in the names of the headers or the arrangement of the sections. The document is like a proposal, except that the details are made for the researchers themselves. Research plans can be a precursor to research proposals. Hence they tend to have similarities in the document structure.

Research Question: This is the cold brew of your research study that kickstarts the entire research endeavor. This is the challenge or the issue that you want to address with your study. When you have a poorly-defined research question, you might as well forget about getting that research grant . The question is a lead on what the study will cover and the gaps in related literature.

Hypotheses: These are your well-educated predictions on the results of the study in answer to your research questions. Your entire research design is grounded in testing these hypotheses. That is why your guesses must be backed by established and credible information. It is also these hypotheses that will be supported or refuted by succeeding studies.

Objectives: Objectives will influence the research design because what you want to accomplish will direct the methods you’ll use. When well-defined, they will steer you straight in the right direction. This means that they should be appropriate for your study. In devising your objectives , you should remember to make them specific, measurable, achievable, relevant, and time-based.

Research Design: Because a research plan is like a rough sketch of your study, it includes your actual plan on how you will perform your investigation, as well as your list of materials and equipment. The details don’t have to be refined and specific, but they should convey the general idea. You can create a research flowchart of your methods to visualize the process better. Aside from being a map of the research, it is also an inventory check to see if you have the things you need for the study.

Examples of Qualitative Research Plans

People learn by example. Check out the following qualitative research plans that would help you with your content. You can download these PDF files as your guide.

1. Research Plan Sample

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2. Research Plan Guide

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3. Research Plan Abstract

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4. Research Plan Outline

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5. Research Plan Example

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6. Funded Research Example

Sample JRC Funded Research Proposal page 002

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7. Data Analysis Plan

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Preparing a Research Plan

Your research plan is for your use. It is meant to guide you throughout the entire research conduct . However, when you’ve set your standards too high and your plan is too idealistic, your performance and results might disappoint you. How do you make a plan that will work for you?

1. Research Your Research

When you want to answer a problem, you first have to be knowledgeable about it. Especially when you are applying for a research grant, your benefactors should have the impression that you know what you’re doing. You have to scour sources for related literature. Maybe the study has already been done, or there is a similar problem that has already been solved. By being diligent in your literature review, you can get a grasp of the issue’s relevance to society. Because you are learning more about the subject, you can identify methods and approaches that you can apply. By now, your study is taking shape.

2. Draw a Complete Map

This is a large section of your research plan. It describes what you want to come out of this study and your expectations. You will also write about your course of action to realize those goals. There is a domino relationship shared by your research questions, objectives, and methodology . The former two determine your methods. And the three will have a significant bearing on your results. You can use established methods provided that you justify why you use them. You can be as specific as possible. But because the plan is preliminary, you can expect changes along the way.

3. Be Practical and Realistic

As a researcher, you would want to make a significant contribution to the world. However, being too ambitious without the capacity to back it up will have negative consequences for your study. Therefore, when you plan a study, you have to look at your available resources. If you plan on procuring materials for the study, will they arrive on time? Is your expected schedule for deliverables realistic? Is your expectation for the study reasonable? You can add a timetable and a breakdown of foreseen expenses in your plan. That way, you can stick to your schedule and your budget.

4. Track Your Progress

Your research plan should be with you throughout the study period as a reference. You can view it to review your next steps or spot the ones you missed. Will the activities still fit the determined period? The chances that you will run out of time on an activity. Don’t create a rigid time frame. The future is unpredictable, so you should include a time allowance for each activity. You can also use Gantt charts to monitor your progress. The charts will let you see how much you have accomplished and how much work is left.

In any research endeavor, it pays to be prepared. We can’t predict the future, but when we have a plan on how to live with this uncertainty, we can mitigate losses. As a researcher, you can integrate research plans in the conduct of your studies. The document can influence the success of your investigation.

Text prompt

Instructive
Professional

Create a study plan for final exams in high school

Develop a project timeline for a middle school science fair.

Chapter 1. Introduction

“Science is in danger, and for that reason it is becoming dangerous” -Pierre Bourdieu, Science of Science and Reflexivity

Why an Open Access Textbook on Qualitative Research Methods?

I have been teaching qualitative research methods to both undergraduates and graduate students for many years. Although there are some excellent textbooks out there, they are often costly, and none of them, to my mind, properly introduces qualitative research methods to the beginning student (whether undergraduate or graduate student). In contrast, this open-access textbook is designed as a (free) true introduction to the subject, with helpful, practical pointers on how to conduct research and how to access more advanced instruction.

Textbooks are typically arranged in one of two ways: (1) by technique (each chapter covers one method used in qualitative research); or (2) by process (chapters advance from research design through publication). But both of these approaches are necessary for the beginner student. This textbook will have sections dedicated to the process as well as the techniques of qualitative research. This is a true “comprehensive” book for the beginning student. In addition to covering techniques of data collection and data analysis, it provides a road map of how to get started and how to keep going and where to go for advanced instruction. It covers aspects of research design and research communication as well as methods employed. Along the way, it includes examples from many different disciplines in the social sciences.

The primary goal has been to create a useful, accessible, engaging textbook for use across many disciplines. And, let’s face it. Textbooks can be boring. I hope readers find this to be a little different. I have tried to write in a practical and forthright manner, with many lively examples and references to good and intellectually creative qualitative research. Woven throughout the text are short textual asides (in colored textboxes) by professional (academic) qualitative researchers in various disciplines. These short accounts by practitioners should help inspire students. So, let’s begin!

What is Research?

When we use the word research , what exactly do we mean by that? This is one of those words that everyone thinks they understand, but it is worth beginning this textbook with a short explanation. We use the term to refer to “empirical research,” which is actually a historically specific approach to understanding the world around us. Think about how you know things about the world. [1] You might know your mother loves you because she’s told you she does. Or because that is what “mothers” do by tradition. Or you might know because you’ve looked for evidence that she does, like taking care of you when you are sick or reading to you in bed or working two jobs so you can have the things you need to do OK in life. Maybe it seems churlish to look for evidence; you just take it “on faith” that you are loved.

Only one of the above comes close to what we mean by research. Empirical research is research (investigation) based on evidence. Conclusions can then be drawn from observable data. This observable data can also be “tested” or checked. If the data cannot be tested, that is a good indication that we are not doing research. Note that we can never “prove” conclusively, through observable data, that our mothers love us. We might have some “disconfirming evidence” (that time she didn’t show up to your graduation, for example) that could push you to question an original hypothesis , but no amount of “confirming evidence” will ever allow us to say with 100% certainty, “my mother loves me.” Faith and tradition and authority work differently. Our knowledge can be 100% certain using each of those alternative methods of knowledge, but our certainty in those cases will not be based on facts or evidence.

For many periods of history, those in power have been nervous about “science” because it uses evidence and facts as the primary source of understanding the world, and facts can be at odds with what power or authority or tradition want you to believe. That is why I say that scientific empirical research is a historically specific approach to understand the world. You are in college or university now partly to learn how to engage in this historically specific approach.

In the sixteenth and seventeenth centuries in Europe, there was a newfound respect for empirical research, some of which was seriously challenging to the established church. Using observations and testing them, scientists found that the earth was not at the center of the universe, for example, but rather that it was but one planet of many which circled the sun. [2] For the next two centuries, the science of astronomy, physics, biology, and chemistry emerged and became disciplines taught in universities. All used the scientific method of observation and testing to advance knowledge. Knowledge about people , however, and social institutions, however, was still left to faith, tradition, and authority. Historians and philosophers and poets wrote about the human condition, but none of them used research to do so. [3]

It was not until the nineteenth century that “social science” really emerged, using the scientific method (empirical observation) to understand people and social institutions. New fields of sociology, economics, political science, and anthropology emerged. The first sociologists, people like Auguste Comte and Karl Marx, sought specifically to apply the scientific method of research to understand society, Engels famously claiming that Marx had done for the social world what Darwin did for the natural world, tracings its laws of development. Today we tend to take for granted the naturalness of science here, but it is actually a pretty recent and radical development.

To return to the question, “does your mother love you?” Well, this is actually not really how a researcher would frame the question, as it is too specific to your case. It doesn’t tell us much about the world at large, even if it does tell us something about you and your relationship with your mother. A social science researcher might ask, “do mothers love their children?” Or maybe they would be more interested in how this loving relationship might change over time (e.g., “do mothers love their children more now than they did in the 18th century when so many children died before reaching adulthood?”) or perhaps they might be interested in measuring quality of love across cultures or time periods, or even establishing “what love looks like” using the mother/child relationship as a site of exploration. All of these make good research questions because we can use observable data to answer them.

What is Qualitative Research?

“All we know is how to learn. How to study, how to listen, how to talk, how to tell. If we don’t tell the world, we don’t know the world. We’re lost in it, we die.” -Ursula LeGuin, The Telling

At its simplest, qualitative research is research about the social world that does not use numbers in its analyses. All those who fear statistics can breathe a sigh of relief – there are no mathematical formulae or regression models in this book! But this definition is less about what qualitative research can be and more about what it is not. To be honest, any simple statement will fail to capture the power and depth of qualitative research. One way of contrasting qualitative research to quantitative research is to note that the focus of qualitative research is less about explaining and predicting relationships between variables and more about understanding the social world. To use our mother love example, the question about “what love looks like” is a good question for the qualitative researcher while all questions measuring love or comparing incidences of love (both of which require measurement) are good questions for quantitative researchers. Patton writes,

Qualitative data describe. They take us, as readers, into the time and place of the observation so that we know what it was like to have been there. They capture and communicate someone else’s experience of the world in his or her own words. Qualitative data tell a story. ( Patton 2002:47 )

Qualitative researchers are asking different questions about the world than their quantitative colleagues. Even when researchers are employed in “mixed methods” research ( both quantitative and qualitative), they are using different methods to address different questions of the study. I do a lot of research about first-generation and working-college college students. Where a quantitative researcher might ask, how many first-generation college students graduate from college within four years? Or does first-generation college status predict high student debt loads? A qualitative researcher might ask, how does the college experience differ for first-generation college students? What is it like to carry a lot of debt, and how does this impact the ability to complete college on time? Both sets of questions are important, but they can only be answered using specific tools tailored to those questions. For the former, you need large numbers to make adequate comparisons. For the latter, you need to talk to people, find out what they are thinking and feeling, and try to inhabit their shoes for a little while so you can make sense of their experiences and beliefs.

Examples of Qualitative Research

You have probably seen examples of qualitative research before, but you might not have paid particular attention to how they were produced or realized that the accounts you were reading were the result of hours, months, even years of research “in the field.” A good qualitative researcher will present the product of their hours of work in such a way that it seems natural, even obvious, to the reader. Because we are trying to convey what it is like answers, qualitative research is often presented as stories – stories about how people live their lives, go to work, raise their children, interact with one another. In some ways, this can seem like reading particularly insightful novels. But, unlike novels, there are very specific rules and guidelines that qualitative researchers follow to ensure that the “story” they are telling is accurate , a truthful rendition of what life is like for the people being studied. Most of this textbook will be spent conveying those rules and guidelines. Let’s take a look, first, however, at three examples of what the end product looks like. I have chosen these three examples to showcase very different approaches to qualitative research, and I will return to these five examples throughout the book. They were all published as whole books (not chapters or articles), and they are worth the long read, if you have the time. I will also provide some information on how these books came to be and the length of time it takes to get them into book version. It is important you know about this process, and the rest of this textbook will help explain why it takes so long to conduct good qualitative research!

Example 1 : The End Game (ethnography + interviews)

Corey Abramson is a sociologist who teaches at the University of Arizona. In 2015 he published The End Game: How Inequality Shapes our Final Years ( 2015 ). This book was based on the research he did for his dissertation at the University of California-Berkeley in 2012. Actually, the dissertation was completed in 2012 but the work that was produced that took several years. The dissertation was entitled, “This is How We Live, This is How We Die: Social Stratification, Aging, and Health in Urban America” ( 2012 ). You can see how the book version, which was written for a more general audience, has a more engaging sound to it, but that the dissertation version, which is what academic faculty read and evaluate, has a more descriptive title. You can read the title and know that this is a study about aging and health and that the focus is going to be inequality and that the context (place) is going to be “urban America.” It’s a study about “how” people do something – in this case, how they deal with aging and death. This is the very first sentence of the dissertation, “From our first breath in the hospital to the day we die, we live in a society characterized by unequal opportunities for maintaining health and taking care of ourselves when ill. These disparities reflect persistent racial, socio-economic, and gender-based inequalities and contribute to their persistence over time” ( 1 ). What follows is a truthful account of how that is so.

Cory Abramson spent three years conducting his research in four different urban neighborhoods. We call the type of research he conducted “comparative ethnographic” because he designed his study to compare groups of seniors as they went about their everyday business. It’s comparative because he is comparing different groups (based on race, class, gender) and ethnographic because he is studying the culture/way of life of a group. [4] He had an educated guess, rooted in what previous research had shown and what social theory would suggest, that people’s experiences of aging differ by race, class, and gender. So, he set up a research design that would allow him to observe differences. He chose two primarily middle-class (one was racially diverse and the other was predominantly White) and two primarily poor neighborhoods (one was racially diverse and the other was predominantly African American). He hung out in senior centers and other places seniors congregated, watched them as they took the bus to get prescriptions filled, sat in doctor’s offices with them, and listened to their conversations with each other. He also conducted more formal conversations, what we call in-depth interviews, with sixty seniors from each of the four neighborhoods. As with a lot of fieldwork , as he got closer to the people involved, he both expanded and deepened his reach –

By the end of the project, I expanded my pool of general observations to include various settings frequented by seniors: apartment building common rooms, doctors’ offices, emergency rooms, pharmacies, senior centers, bars, parks, corner stores, shopping centers, pool halls, hair salons, coffee shops, and discount stores. Over the course of the three years of fieldwork, I observed hundreds of elders, and developed close relationships with a number of them. ( 2012:10 )

When Abramson rewrote the dissertation for a general audience and published his book in 2015, it got a lot of attention. It is a beautifully written book and it provided insight into a common human experience that we surprisingly know very little about. It won the Outstanding Publication Award by the American Sociological Association Section on Aging and the Life Course and was featured in the New York Times . The book was about aging, and specifically how inequality shapes the aging process, but it was also about much more than that. It helped show how inequality affects people’s everyday lives. For example, by observing the difficulties the poor had in setting up appointments and getting to them using public transportation and then being made to wait to see a doctor, sometimes in standing-room-only situations, when they are unwell, and then being treated dismissively by hospital staff, Abramson allowed readers to feel the material reality of being poor in the US. Comparing these examples with seniors with adequate supplemental insurance who have the resources to hire car services or have others assist them in arranging care when they need it, jolts the reader to understand and appreciate the difference money makes in the lives and circumstances of us all, and in a way that is different than simply reading a statistic (“80% of the poor do not keep regular doctor’s appointments”) does. Qualitative research can reach into spaces and places that often go unexamined and then reports back to the rest of us what it is like in those spaces and places.

Example 2: Racing for Innocence (Interviews + Content Analysis + Fictional Stories)

Jennifer Pierce is a Professor of American Studies at the University of Minnesota. Trained as a sociologist, she has written a number of books about gender, race, and power. Her very first book, Gender Trials: Emotional Lives in Contemporary Law Firms, published in 1995, is a brilliant look at gender dynamics within two law firms. Pierce was a participant observer, working as a paralegal, and she observed how female lawyers and female paralegals struggled to obtain parity with their male colleagues.

Fifteen years later, she reexamined the context of the law firm to include an examination of racial dynamics, particularly how elite white men working in these spaces created and maintained a culture that made it difficult for both female attorneys and attorneys of color to thrive. Her book, Racing for Innocence: Whiteness, Gender, and the Backlash Against Affirmative Action , published in 2012, is an interesting and creative blending of interviews with attorneys, content analyses of popular films during this period, and fictional accounts of racial discrimination and sexual harassment. The law firm she chose to study had come under an affirmative action order and was in the process of implementing equitable policies and programs. She wanted to understand how recipients of white privilege (the elite white male attorneys) come to deny the role they play in reproducing inequality. Through interviews with attorneys who were present both before and during the affirmative action order, she creates a historical record of the “bad behavior” that necessitated new policies and procedures, but also, and more importantly , probed the participants ’ understanding of this behavior. It should come as no surprise that most (but not all) of the white male attorneys saw little need for change, and that almost everyone else had accounts that were different if not sometimes downright harrowing.

I’ve used Pierce’s book in my qualitative research methods courses as an example of an interesting blend of techniques and presentation styles. My students often have a very difficult time with the fictional accounts she includes. But they serve an important communicative purpose here. They are her attempts at presenting “both sides” to an objective reality – something happens (Pierce writes this something so it is very clear what it is), and the two participants to the thing that happened have very different understandings of what this means. By including these stories, Pierce presents one of her key findings – people remember things differently and these different memories tend to support their own ideological positions. I wonder what Pierce would have written had she studied the murder of George Floyd or the storming of the US Capitol on January 6 or any number of other historic events whose observers and participants record very different happenings.

This is not to say that qualitative researchers write fictional accounts. In fact, the use of fiction in our work remains controversial. When used, it must be clearly identified as a presentation device, as Pierce did. I include Racing for Innocence here as an example of the multiple uses of methods and techniques and the way that these work together to produce better understandings by us, the readers, of what Pierce studied. We readers come away with a better grasp of how and why advantaged people understate their own involvement in situations and structures that advantage them. This is normal human behavior , in other words. This case may have been about elite white men in law firms, but the general insights here can be transposed to other settings. Indeed, Pierce argues that more research needs to be done about the role elites play in the reproduction of inequality in the workplace in general.

Example 3: Amplified Advantage (Mixed Methods: Survey Interviews + Focus Groups + Archives)

The final example comes from my own work with college students, particularly the ways in which class background affects the experience of college and outcomes for graduates. I include it here as an example of mixed methods, and for the use of supplementary archival research. I’ve done a lot of research over the years on first-generation, low-income, and working-class college students. I am curious (and skeptical) about the possibility of social mobility today, particularly with the rising cost of college and growing inequality in general. As one of the few people in my family to go to college, I didn’t grow up with a lot of examples of what college was like or how to make the most of it. And when I entered graduate school, I realized with dismay that there were very few people like me there. I worried about becoming too different from my family and friends back home. And I wasn’t at all sure that I would ever be able to pay back the huge load of debt I was taking on. And so I wrote my dissertation and first two books about working-class college students. These books focused on experiences in college and the difficulties of navigating between family and school ( Hurst 2010a, 2012 ). But even after all that research, I kept coming back to wondering if working-class students who made it through college had an equal chance at finding good jobs and happy lives,

What happens to students after college? Do working-class students fare as well as their peers? I knew from my own experience that barriers continued through graduate school and beyond, and that my debtload was higher than that of my peers, constraining some of the choices I made when I graduated. To answer these questions, I designed a study of students attending small liberal arts colleges, the type of college that tried to equalize the experience of students by requiring all students to live on campus and offering small classes with lots of interaction with faculty. These private colleges tend to have more money and resources so they can provide financial aid to low-income students. They also attract some very wealthy students. Because they enroll students across the class spectrum, I would be able to draw comparisons. I ended up spending about four years collecting data, both a survey of more than 2000 students (which formed the basis for quantitative analyses) and qualitative data collection (interviews, focus groups, archival research, and participant observation). This is what we call a “mixed methods” approach because we use both quantitative and qualitative data. The survey gave me a large enough number of students that I could make comparisons of the how many kind, and to be able to say with some authority that there were in fact significant differences in experience and outcome by class (e.g., wealthier students earned more money and had little debt; working-class students often found jobs that were not in their chosen careers and were very affected by debt, upper-middle-class students were more likely to go to graduate school). But the survey analyses could not explain why these differences existed. For that, I needed to talk to people and ask them about their motivations and aspirations. I needed to understand their perceptions of the world, and it is very hard to do this through a survey.

By interviewing students and recent graduates, I was able to discern particular patterns and pathways through college and beyond. Specifically, I identified three versions of gameplay. Upper-middle-class students, whose parents were themselves professionals (academics, lawyers, managers of non-profits), saw college as the first stage of their education and took classes and declared majors that would prepare them for graduate school. They also spent a lot of time building their resumes, taking advantage of opportunities to help professors with their research, or study abroad. This helped them gain admission to highly-ranked graduate schools and interesting jobs in the public sector. In contrast, upper-class students, whose parents were wealthy and more likely to be engaged in business (as CEOs or other high-level directors), prioritized building social capital. They did this by joining fraternities and sororities and playing club sports. This helped them when they graduated as they called on friends and parents of friends to find them well-paying jobs. Finally, low-income, first-generation, and working-class students were often adrift. They took the classes that were recommended to them but without the knowledge of how to connect them to life beyond college. They spent time working and studying rather than partying or building their resumes. All three sets of students thought they were “doing college” the right way, the way that one was supposed to do college. But these three versions of gameplay led to distinct outcomes that advantaged some students over others. I titled my work “Amplified Advantage” to highlight this process.

These three examples, Cory Abramson’s The End Game , Jennifer Peirce’s Racing for Innocence, and my own Amplified Advantage, demonstrate the range of approaches and tools available to the qualitative researcher. They also help explain why qualitative research is so important. Numbers can tell us some things about the world, but they cannot get at the hearts and minds, motivations and beliefs of the people who make up the social worlds we inhabit. For that, we need tools that allow us to listen and make sense of what people tell us and show us. That is what good qualitative research offers us.

How Is This Book Organized?

This textbook is organized as a comprehensive introduction to the use of qualitative research methods. The first half covers general topics (e.g., approaches to qualitative research, ethics) and research design (necessary steps for building a successful qualitative research study). The second half reviews various data collection and data analysis techniques. Of course, building a successful qualitative research study requires some knowledge of data collection and data analysis so the chapters in the first half and the chapters in the second half should be read in conversation with each other. That said, each chapter can be read on its own for assistance with a particular narrow topic. In addition to the chapters, a helpful glossary can be found in the back of the book. Rummage around in the text as needed.

Chapter Descriptions

Chapter 2 provides an overview of the Research Design Process. How does one begin a study? What is an appropriate research question? How is the study to be done – with what methods ? Involving what people and sites? Although qualitative research studies can and often do change and develop over the course of data collection, it is important to have a good idea of what the aims and goals of your study are at the outset and a good plan of how to achieve those aims and goals. Chapter 2 provides a road map of the process.

Chapter 3 describes and explains various ways of knowing the (social) world. What is it possible for us to know about how other people think or why they behave the way they do? What does it mean to say something is a “fact” or that it is “well-known” and understood? Qualitative researchers are particularly interested in these questions because of the types of research questions we are interested in answering (the how questions rather than the how many questions of quantitative research). Qualitative researchers have adopted various epistemological approaches. Chapter 3 will explore these approaches, highlighting interpretivist approaches that acknowledge the subjective aspect of reality – in other words, reality and knowledge are not objective but rather influenced by (interpreted through) people.

Chapter 4 focuses on the practical matter of developing a research question and finding the right approach to data collection. In any given study (think of Cory Abramson’s study of aging, for example), there may be years of collected data, thousands of observations , hundreds of pages of notes to read and review and make sense of. If all you had was a general interest area (“aging”), it would be very difficult, nearly impossible, to make sense of all of that data. The research question provides a helpful lens to refine and clarify (and simplify) everything you find and collect. For that reason, it is important to pull out that lens (articulate the research question) before you get started. In the case of the aging study, Cory Abramson was interested in how inequalities affected understandings and responses to aging. It is for this reason he designed a study that would allow him to compare different groups of seniors (some middle-class, some poor). Inevitably, he saw much more in the three years in the field than what made it into his book (or dissertation), but he was able to narrow down the complexity of the social world to provide us with this rich account linked to the original research question. Developing a good research question is thus crucial to effective design and a successful outcome. Chapter 4 will provide pointers on how to do this. Chapter 4 also provides an overview of general approaches taken to doing qualitative research and various “traditions of inquiry.”

Chapter 5 explores sampling . After you have developed a research question and have a general idea of how you will collect data (Observations? Interviews?), how do you go about actually finding people and sites to study? Although there is no “correct number” of people to interview , the sample should follow the research question and research design. Unlike quantitative research, qualitative research involves nonprobability sampling. Chapter 5 explains why this is so and what qualities instead make a good sample for qualitative research.

Chapter 6 addresses the importance of reflexivity in qualitative research. Related to epistemological issues of how we know anything about the social world, qualitative researchers understand that we the researchers can never be truly neutral or outside the study we are conducting. As observers, we see things that make sense to us and may entirely miss what is either too obvious to note or too different to comprehend. As interviewers, as much as we would like to ask questions neutrally and remain in the background, interviews are a form of conversation, and the persons we interview are responding to us . Therefore, it is important to reflect upon our social positions and the knowledges and expectations we bring to our work and to work through any blind spots that we may have. Chapter 6 provides some examples of reflexivity in practice and exercises for thinking through one’s own biases.

Chapter 7 is a very important chapter and should not be overlooked. As a practical matter, it should also be read closely with chapters 6 and 8. Because qualitative researchers deal with people and the social world, it is imperative they develop and adhere to a strong ethical code for conducting research in a way that does not harm. There are legal requirements and guidelines for doing so (see chapter 8), but these requirements should not be considered synonymous with the ethical code required of us. Each researcher must constantly interrogate every aspect of their research, from research question to design to sample through analysis and presentation, to ensure that a minimum of harm (ideally, zero harm) is caused. Because each research project is unique, the standards of care for each study are unique. Part of being a professional researcher is carrying this code in one’s heart, being constantly attentive to what is required under particular circumstances. Chapter 7 provides various research scenarios and asks readers to weigh in on the suitability and appropriateness of the research. If done in a class setting, it will become obvious fairly quickly that there are often no absolutely correct answers, as different people find different aspects of the scenarios of greatest importance. Minimizing the harm in one area may require possible harm in another. Being attentive to all the ethical aspects of one’s research and making the best judgments one can, clearly and consciously, is an integral part of being a good researcher.

Chapter 8 , best to be read in conjunction with chapter 7, explains the role and importance of Institutional Review Boards (IRBs) . Under federal guidelines, an IRB is an appropriately constituted group that has been formally designated to review and monitor research involving human subjects . Every institution that receives funding from the federal government has an IRB. IRBs have the authority to approve, require modifications to (to secure approval), or disapprove research. This group review serves an important role in the protection of the rights and welfare of human research subjects. Chapter 8 reviews the history of IRBs and the work they do but also argues that IRBs’ review of qualitative research is often both over-inclusive and under-inclusive. Some aspects of qualitative research are not well understood by IRBs, given that they were developed to prevent abuses in biomedical research. Thus, it is important not to rely on IRBs to identify all the potential ethical issues that emerge in our research (see chapter 7).

Chapter 9 provides help for getting started on formulating a research question based on gaps in the pre-existing literature. Research is conducted as part of a community, even if particular studies are done by single individuals (or small teams). What any of us finds and reports back becomes part of a much larger body of knowledge. Thus, it is important that we look at the larger body of knowledge before we actually start our bit to see how we can best contribute. When I first began interviewing working-class college students, there was only one other similar study I could find, and it hadn’t been published (it was a dissertation of students from poor backgrounds). But there had been a lot published by professors who had grown up working class and made it through college despite the odds. These accounts by “working-class academics” became an important inspiration for my study and helped me frame the questions I asked the students I interviewed. Chapter 9 will provide some pointers on how to search for relevant literature and how to use this to refine your research question.

Chapter 10 serves as a bridge between the two parts of the textbook, by introducing techniques of data collection. Qualitative research is often characterized by the form of data collection – for example, an ethnographic study is one that employs primarily observational data collection for the purpose of documenting and presenting a particular culture or ethnos. Techniques can be effectively combined, depending on the research question and the aims and goals of the study. Chapter 10 provides a general overview of all the various techniques and how they can be combined.

The second part of the textbook moves into the doing part of qualitative research once the research question has been articulated and the study designed. Chapters 11 through 17 cover various data collection techniques and approaches. Chapters 18 and 19 provide a very simple overview of basic data analysis. Chapter 20 covers communication of the data to various audiences, and in various formats.

Chapter 11 begins our overview of data collection techniques with a focus on interviewing , the true heart of qualitative research. This technique can serve as the primary and exclusive form of data collection, or it can be used to supplement other forms (observation, archival). An interview is distinct from a survey, where questions are asked in a specific order and often with a range of predetermined responses available. Interviews can be conversational and unstructured or, more conventionally, semistructured , where a general set of interview questions “guides” the conversation. Chapter 11 covers the basics of interviews: how to create interview guides, how many people to interview, where to conduct the interview, what to watch out for (how to prepare against things going wrong), and how to get the most out of your interviews.

Chapter 12 covers an important variant of interviewing, the focus group. Focus groups are semistructured interviews with a group of people moderated by a facilitator (the researcher or researcher’s assistant). Focus groups explicitly use group interaction to assist in the data collection. They are best used to collect data on a specific topic that is non-personal and shared among the group. For example, asking a group of college students about a common experience such as taking classes by remote delivery during the pandemic year of 2020. Chapter 12 covers the basics of focus groups: when to use them, how to create interview guides for them, and how to run them effectively.

Chapter 13 moves away from interviewing to the second major form of data collection unique to qualitative researchers – observation . Qualitative research that employs observation can best be understood as falling on a continuum of “fly on the wall” observation (e.g., observing how strangers interact in a doctor’s waiting room) to “participant” observation, where the researcher is also an active participant of the activity being observed. For example, an activist in the Black Lives Matter movement might want to study the movement, using her inside position to gain access to observe key meetings and interactions. Chapter 13 covers the basics of participant observation studies: advantages and disadvantages, gaining access, ethical concerns related to insider/outsider status and entanglement, and recording techniques.

Chapter 14 takes a closer look at “deep ethnography” – immersion in the field of a particularly long duration for the purpose of gaining a deeper understanding and appreciation of a particular culture or social world. Clifford Geertz called this “deep hanging out.” Whereas participant observation is often combined with semistructured interview techniques, deep ethnography’s commitment to “living the life” or experiencing the situation as it really is demands more conversational and natural interactions with people. These interactions and conversations may take place over months or even years. As can be expected, there are some costs to this technique, as well as some very large rewards when done competently. Chapter 14 provides some examples of deep ethnographies that will inspire some beginning researchers and intimidate others.

Chapter 15 moves in the opposite direction of deep ethnography, a technique that is the least positivist of all those discussed here, to mixed methods , a set of techniques that is arguably the most positivist . A mixed methods approach combines both qualitative data collection and quantitative data collection, commonly by combining a survey that is analyzed statistically (e.g., cross-tabs or regression analyses of large number probability samples) with semi-structured interviews. Although it is somewhat unconventional to discuss mixed methods in textbooks on qualitative research, I think it is important to recognize this often-employed approach here. There are several advantages and some disadvantages to taking this route. Chapter 16 will describe those advantages and disadvantages and provide some particular guidance on how to design a mixed methods study for maximum effectiveness.

Chapter 16 covers data collection that does not involve live human subjects at all – archival and historical research (chapter 17 will also cover data that does not involve interacting with human subjects). Sometimes people are unavailable to us, either because they do not wish to be interviewed or observed (as is the case with many “elites”) or because they are too far away, in both place and time. Fortunately, humans leave many traces and we can often answer questions we have by examining those traces. Special collections and archives can be goldmines for social science research. This chapter will explain how to access these places, for what purposes, and how to begin to make sense of what you find.

Chapter 17 covers another data collection area that does not involve face-to-face interaction with humans: content analysis . Although content analysis may be understood more properly as a data analysis technique, the term is often used for the entire approach, which will be the case here. Content analysis involves interpreting meaning from a body of text. This body of text might be something found in historical records (see chapter 16) or something collected by the researcher, as in the case of comment posts on a popular blog post. I once used the stories told by student loan debtors on the website studentloanjustice.org as the content I analyzed. Content analysis is particularly useful when attempting to define and understand prevalent stories or communication about a topic of interest. In other words, when we are less interested in what particular people (our defined sample) are doing or believing and more interested in what general narratives exist about a particular topic or issue. This chapter will explore different approaches to content analysis and provide helpful tips on how to collect data, how to turn that data into codes for analysis, and how to go about presenting what is found through analysis.

Where chapter 17 has pushed us towards data analysis, chapters 18 and 19 are all about what to do with the data collected, whether that data be in the form of interview transcripts or fieldnotes from observations. Chapter 18 introduces the basics of coding , the iterative process of assigning meaning to the data in order to both simplify and identify patterns. What is a code and how does it work? What are the different ways of coding data, and when should you use them? What is a codebook, and why do you need one? What does the process of data analysis look like?

Chapter 19 goes further into detail on codes and how to use them, particularly the later stages of coding in which our codes are refined, simplified, combined, and organized. These later rounds of coding are essential to getting the most out of the data we’ve collected. As students are often overwhelmed with the amount of data (a corpus of interview transcripts typically runs into the hundreds of pages; fieldnotes can easily top that), this chapter will also address time management and provide suggestions for dealing with chaos and reminders that feeling overwhelmed at the analysis stage is part of the process. By the end of the chapter, you should understand how “findings” are actually found.

The book concludes with a chapter dedicated to the effective presentation of data results. Chapter 20 covers the many ways that researchers communicate their studies to various audiences (academic, personal, political), what elements must be included in these various publications, and the hallmarks of excellent qualitative research that various audiences will be expecting. Because qualitative researchers are motivated by understanding and conveying meaning , effective communication is not only an essential skill but a fundamental facet of the entire research project. Ethnographers must be able to convey a certain sense of verisimilitude , the appearance of true reality. Those employing interviews must faithfully depict the key meanings of the people they interviewed in a way that rings true to those people, even if the end result surprises them. And all researchers must strive for clarity in their publications so that various audiences can understand what was found and why it is important.

The book concludes with a short chapter ( chapter 21 ) discussing the value of qualitative research. At the very end of this book, you will find a glossary of terms. I recommend you make frequent use of the glossary and add to each entry as you find examples. Although the entries are meant to be simple and clear, you may also want to paraphrase the definition—make it “make sense” to you, in other words. In addition to the standard reference list (all works cited here), you will find various recommendations for further reading at the end of many chapters. Some of these recommendations will be examples of excellent qualitative research, indicated with an asterisk (*) at the end of the entry. As they say, a picture is worth a thousand words. A good example of qualitative research can teach you more about conducting research than any textbook can (this one included). I highly recommend you select one to three examples from these lists and read them along with the textbook.

A final note on the choice of examples – you will note that many of the examples used in the text come from research on college students. This is for two reasons. First, as most of my research falls in this area, I am most familiar with this literature and have contacts with those who do research here and can call upon them to share their stories with you. Second, and more importantly, my hope is that this textbook reaches a wide audience of beginning researchers who study widely and deeply across the range of what can be known about the social world (from marine resources management to public policy to nursing to political science to sexuality studies and beyond). It is sometimes difficult to find examples that speak to all those research interests, however. A focus on college students is something that all readers can understand and, hopefully, appreciate, as we are all now or have been at some point a college student.

Patton’s Ten Suggestions for Doing Qualitative Research

The following ten suggestions were made by Michael Quinn Patton in his massive textbooks Qualitative Research and Evaluations Methods . This book is highly recommended for those of you who want more than an introduction to qualitative methods. It is the book I relied on heavily when I was a graduate student, although it is much easier to “dip into” when necessary than to read through as a whole. Patton is asked for “just one bit of advice” for a graduate student considering using qualitative research methods for their dissertation. Here are his top ten responses, in short form, heavily paraphrased, and with additional comments and emphases from me:

Make sure that a qualitative approach fits the research question. The following are the kinds of questions that call out for qualitative methods or where qualitative methods are particularly appropriate: questions about people’s experiences or how they make sense of those experiences; studying a person in their natural environment; researching a phenomenon so unknown that it would be impossible to study it with standardized instruments or other forms of quantitative data collection.
Study qualitative research by going to the original sources for the design and analysis appropriate to the particular approach you want to take (e.g., read Glaser and Straus if you are using grounded theory )
Find a dissertation adviser who understands or at least who will support your use of qualitative research methods. You are asking for trouble if your entire committee is populated by quantitative researchers, even if they are all very knowledgeable about the subject or focus of your study (maybe even more so if they are!)
Really work on design. Doing qualitative research effectively takes a lot of planning. Even if things are more flexible than in quantitative research, a good design is absolutely essential when starting out.
Practice data collection techniques, particularly interviewing and observing. There is definitely a set of learned skills here! Do not expect your first interview to be perfect. You will continue to grow as a researcher the more interviews you conduct, and you will probably come to understand yourself a bit more in the process, too. This is not easy, despite what others who don’t work with qualitative methods may assume (and tell you!)
Have a plan for analysis before you begin data collection. This is often a requirement in IRB protocols , although you can get away with writing something fairly simple. And even if you are taking an approach, such as grounded theory, that pushes you to remain fairly open-minded during the data collection process, you still want to know what you will be doing with all the data collected – creating a codebook? Writing analytical memos? Comparing cases? Having a plan in hand will also help prevent you from collecting too much extraneous data.
Be prepared to confront controversies both within the qualitative research community and between qualitative research and quantitative research. Don’t be naïve about this – qualitative research, particularly some approaches, will be derided by many more “positivist” researchers and audiences. For example, is an “n” of 1 really sufficient? Yes! But not everyone will agree.
Do not make the mistake of using qualitative research methods because someone told you it was easier, or because you are intimidated by the math required of statistical analyses. Qualitative research is difficult in its own way (and many would claim much more time-consuming than quantitative research). Do it because you are convinced it is right for your goals, aims, and research questions.
Find a good support network. This could be a research mentor, or it could be a group of friends or colleagues who are also using qualitative research, or it could be just someone who will listen to you work through all of the issues you will confront out in the field and during the writing process. Even though qualitative research often involves human subjects, it can be pretty lonely. A lot of times you will feel like you are working without a net. You have to create one for yourself. Take care of yourself.
And, finally, in the words of Patton, “Prepare to be changed. Looking deeply at other people’s lives will force you to look deeply at yourself.”
We will actually spend an entire chapter ( chapter 3 ) looking at this question in much more detail! ↵
Note that this might have been news to Europeans at the time, but many other societies around the world had also come to this conclusion through observation. There is often a tendency to equate “the scientific revolution” with the European world in which it took place, but this is somewhat misleading. ↵
Historians are a special case here. Historians have scrupulously and rigorously investigated the social world, but not for the purpose of understanding general laws about how things work, which is the point of scientific empirical research. History is often referred to as an idiographic field of study, meaning that it studies things that happened or are happening in themselves and not for general observations or conclusions. ↵
Don’t worry, we’ll spend more time later in this book unpacking the meaning of ethnography and other terms that are important here. Note the available glossary ↵

An approach to research that is “multimethod in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. Qualitative research involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interactional, and visual texts – that describe routine and problematic moments and meanings in individuals’ lives." ( Denzin and Lincoln 2005:2 ). Contrast with quantitative research .

In contrast to methodology, methods are more simply the practices and tools used to collect and analyze data. Examples of common methods in qualitative research are interviews , observations , and documentary analysis . One’s methodology should connect to one’s choice of methods, of course, but they are distinguishable terms. See also methodology .

A proposed explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation. The positing of a hypothesis is often the first step in quantitative research but not in qualitative research. Even when qualitative researchers offer possible explanations in advance of conducting research, they will tend to not use the word “hypothesis” as it conjures up the kind of positivist research they are not conducting.

The foundational question to be addressed by the research study. This will form the anchor of the research design, collection, and analysis. Note that in qualitative research, the research question may, and probably will, alter or develop during the course of the research.

An approach to research that collects and analyzes numerical data for the purpose of finding patterns and averages, making predictions, testing causal relationships, and generalizing results to wider populations. Contrast with qualitative research .

Data collection that takes place in real-world settings, referred to as “the field;” a key component of much Grounded Theory and ethnographic research. Patton ( 2002 ) calls fieldwork “the central activity of qualitative inquiry” where “‘going into the field’ means having direct and personal contact with people under study in their own environments – getting close to people and situations being studied to personally understand the realities of minutiae of daily life” (48).

The people who are the subjects of a qualitative study. In interview-based studies, they may be the respondents to the interviewer; for purposes of IRBs, they are often referred to as the human subjects of the research.

The branch of philosophy concerned with knowledge. For researchers, it is important to recognize and adopt one of the many distinguishing epistemological perspectives as part of our understanding of what questions research can address or fully answer. See, e.g., constructivism , subjectivism, and objectivism .

An approach that refutes the possibility of neutrality in social science research. All research is “guided by a set of beliefs and feelings about the world and how it should be understood and studied” (Denzin and Lincoln 2005: 13). In contrast to positivism , interpretivism recognizes the social constructedness of reality, and researchers adopting this approach focus on capturing interpretations and understandings people have about the world rather than “the world” as it is (which is a chimera).

The cluster of data-collection tools and techniques that involve observing interactions between people, the behaviors, and practices of individuals (sometimes in contrast to what they say about how they act and behave), and cultures in context. Observational methods are the key tools employed by ethnographers and Grounded Theory .

Research based on data collected and analyzed by the research (in contrast to secondary “library” research).

The process of selecting people or other units of analysis to represent a larger population. In quantitative research, this representation is taken quite literally, as statistically representative. In qualitative research, in contrast, sample selection is often made based on potential to generate insight about a particular topic or phenomenon.

A method of data collection in which the researcher asks the participant questions; the answers to these questions are often recorded and transcribed verbatim. There are many different kinds of interviews - see also semistructured interview , structured interview , and unstructured interview .

The specific group of individuals that you will collect data from. Contrast population.

The practice of being conscious of and reflective upon one’s own social location and presence when conducting research. Because qualitative research often requires interaction with live humans, failing to take into account how one’s presence and prior expectations and social location affect the data collected and how analyzed may limit the reliability of the findings. This remains true even when dealing with historical archives and other content. Who we are matters when asking questions about how people experience the world because we, too, are a part of that world.

The science and practice of right conduct; in research, it is also the delineation of moral obligations towards research participants, communities to which we belong, and communities in which we conduct our research.

An administrative body established to protect the rights and welfare of human research subjects recruited to participate in research activities conducted under the auspices of the institution with which it is affiliated. The IRB is charged with the responsibility of reviewing all research involving human participants. The IRB is concerned with protecting the welfare, rights, and privacy of human subjects. The IRB has the authority to approve, disapprove, monitor, and require modifications in all research activities that fall within its jurisdiction as specified by both the federal regulations and institutional policy.

Research, according to US federal guidelines, that involves “a living individual about whom an investigator (whether professional or student) conducting research: (1) Obtains information or biospecimens through intervention or interaction with the individual, and uses, studies, or analyzes the information or biospecimens; or (2) Obtains, uses, studies, analyzes, or generates identifiable private information or identifiable biospecimens.”

One of the primary methodological traditions of inquiry in qualitative research, ethnography is the study of a group or group culture, largely through observational fieldwork supplemented by interviews. It is a form of fieldwork that may include participant-observation data collection. See chapter 14 for a discussion of deep ethnography.

A form of interview that follows a standard guide of questions asked, although the order of the questions may change to match the particular needs of each individual interview subject, and probing “follow-up” questions are often added during the course of the interview. The semi-structured interview is the primary form of interviewing used by qualitative researchers in the social sciences. It is sometimes referred to as an “in-depth” interview. See also interview and interview guide .

A method of observational data collection taking place in a natural setting; a form of fieldwork . The term encompasses a continuum of relative participation by the researcher (from full participant to “fly-on-the-wall” observer). This is also sometimes referred to as ethnography , although the latter is characterized by a greater focus on the culture under observation.

A research design that employs both quantitative and qualitative methods, as in the case of a survey supplemented by interviews.

An epistemological perspective that posits the existence of reality through sensory experience similar to empiricism but goes further in denying any non-sensory basis of thought or consciousness. In the social sciences, the term has roots in the proto-sociologist August Comte, who believed he could discern “laws” of society similar to the laws of natural science (e.g., gravity). The term has come to mean the kinds of measurable and verifiable science conducted by quantitative researchers and is thus used pejoratively by some qualitative researchers interested in interpretation, consciousness, and human understanding. Calling someone a “positivist” is often intended as an insult. See also empiricism and objectivism.

A place or collection containing records, documents, or other materials of historical interest; most universities have an archive of material related to the university’s history, as well as other “special collections” that may be of interest to members of the community.

A method of both data collection and data analysis in which a given content (textual, visual, graphic) is examined systematically and rigorously to identify meanings, themes, patterns and assumptions. Qualitative content analysis (QCA) is concerned with gathering and interpreting an existing body of material.

A word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data (Saldaña 2021:5).

Usually a verbatim written record of an interview or focus group discussion.

The primary form of data for fieldwork , participant observation , and ethnography . These notes, taken by the researcher either during the course of fieldwork or at day’s end, should include as many details as possible on what was observed and what was said. They should include clear identifiers of date, time, setting, and names (or identifying characteristics) of participants.

The process of labeling and organizing qualitative data to identify different themes and the relationships between them; a way of simplifying data to allow better management and retrieval of key themes and illustrative passages. See coding frame and codebook.

A methodological tradition of inquiry and approach to analyzing qualitative data in which theories emerge from a rigorous and systematic process of induction. This approach was pioneered by the sociologists Glaser and Strauss (1967). The elements of theory generated from comparative analysis of data are, first, conceptual categories and their properties and, second, hypotheses or generalized relations among the categories and their properties – “The constant comparing of many groups draws the [researcher’s] attention to their many similarities and differences. Considering these leads [the researcher] to generate abstract categories and their properties, which, since they emerge from the data, will clearly be important to a theory explaining the kind of behavior under observation.” (36).

A detailed description of any proposed research that involves human subjects for review by IRB. The protocol serves as the recipe for the conduct of the research activity. It includes the scientific rationale to justify the conduct of the study, the information necessary to conduct the study, the plan for managing and analyzing the data, and a discussion of the research ethical issues relevant to the research. Protocols for qualitative research often include interview guides, all documents related to recruitment, informed consent forms, very clear guidelines on the safekeeping of materials collected, and plans for de-identifying transcripts or other data that include personal identifying information.

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Qualitative Research

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Your ultimate guide to qualitative research (with methods and examples).

16 min read You may be already using qualitative research and want to check your understanding, or you may be starting from the beginning. Learn about qualitative research methods and how you can best use them for maximum effect.

What is qualitative research?

Qualitative research is a research method that collects non-numerical data. Typically, it goes beyond the information that quantitative research provides (which we will cover below) because it is used to gain an understanding of underlying reasons, opinions, and motivations.

Qualitative research methods focus on the thoughts, feelings, reasons, motivations, and values of a participant, to understand why people act in the way they do .

In this way, qualitative research can be described as naturalistic research, looking at naturally-occurring social events within natural settings. So, qualitative researchers would describe their part in social research as the ‘vehicle’ for collecting the qualitative research data.

Qualitative researchers discovered this by looking at primary and secondary sources where data is represented in non-numerical form. This can include collecting qualitative research data types like quotes, symbols, images, and written testimonials.

These data types tell qualitative researchers subjective information. While these aren’t facts in themselves, conclusions can be interpreted out of qualitative that can help to provide valuable context.

Because of this, qualitative research is typically viewed as explanatory in nature and is often used in social research, as this gives a window into the behavior and actions of people.

It can be a good research approach for health services research or clinical research projects.

Free eBook: The qualitative research design handbook

Quantitative vs qualitative research

In order to compare qualitative and quantitative research methods, let’s explore what quantitative research is first, before exploring how it differs from qualitative research.

Quantitative research

Quantitative research is the research method of collecting quantitative research data – data that can be converted into numbers or numerical data, which can be easily quantified, compared, and analyzed .

Quantitative research methods deal with primary and secondary sources where data is represented in numerical form. This can include closed-question poll results, statistics, and census information or demographic data.

Quantitative research data tends to be used when researchers are interested in understanding a particular moment in time and examining data sets over time to find trends and patterns.

The difference between quantitative and qualitative research methodology

While qualitative research is defined as data that supplies non-numerical information, quantitative research focuses on numerical data.

In general, if you’re interested in measuring something or testing a hypothesis, use quantitative research methods. If you want to explore ideas, thoughts, and meanings, use qualitative research methods.

While qualitative research helps you to properly define, promote and sell your products, don’t rely on qualitative research methods alone because qualitative findings can’t always be reliably repeated. Qualitative research is directional, not empirical.

The best statistical analysis research uses a combination of empirical data and human experience ( quantitative research and qualitative research ) to tell the story and gain better and deeper insights, quickly.

Where both qualitative and quantitative methods are not used, qualitative researchers will find that using one without the other leaves you with missing answers.

For example, if a retail company wants to understand whether a new product line of shoes will perform well in the target market:

Qualitative research methods could be used with a sample of target customers, which would provide subjective reasons why they’d be likely to purchase or not purchase the shoes, while
Quantitative research methods into the historical customer sales information on shoe-related products would provide insights into the sales performance, and likely future performance of the new product range.

Approaches to qualitative research

There are five approaches to qualitative research methods:

Grounded theory: Grounded theory relates to where qualitative researchers come to a stronger hypothesis through induction, all throughout the process of collecting qualitative research data and forming connections. After an initial question to get started, qualitative researchers delve into information that is grouped into ideas or codes, which grow and develop into larger categories, as the qualitative research goes on. At the end of the qualitative research, the researcher may have a completely different hypothesis, based on evidence and inquiry, as well as the initial question.
Ethnographic research : Ethnographic research is where researchers embed themselves into the environment of the participant or group in order to understand the culture and context of activities and behavior. This is dependent on the involvement of the researcher, and can be subject to researcher interpretation bias and participant observer bias . However, it remains a great way to allow researchers to experience a different ‘world’.
Action research: With the action research process, both researchers and participants work together to make a change. This can be through taking action, researching and reflecting on the outcomes. Through collaboration, the collective comes to a result, though the way both groups interact and how they affect each other gives insights into their critical thinking skills.
Phenomenological research: Researchers seek to understand the meaning of an event or behavior phenomenon by describing and interpreting participant’s life experiences. This qualitative research process understands that people create their own structured reality (‘the social construction of reality’), based on their past experiences. So, by viewing the way people intentionally live their lives, we’re able to see the experiential meaning behind why they live as they do.
Narrative research: Narrative research, or narrative inquiry, is where researchers examine the way stories are told by participants, and how they explain their experiences, as a way of explaining the meaning behind their life choices and events. This qualitative research can arise from using journals, conversational stories, autobiographies or letters, as a few narrative research examples. The narrative is subjective to the participant, so we’re able to understand their views from what they’ve documented/spoken.

Qualitative research methods can use structured research instruments for data collection, like:

Surveys for individual views

A survey is a simple-to-create and easy-to-distribute qualitative research method, which helps gather information from large groups of participants quickly. Traditionally, paper-based surveys can now be made online, so costs can stay quite low.

Qualitative research questions tend to be open questions that ask for more information and provide a text box to allow for unconstrained comments.

Examples include:

Asking participants to keep a written or a video diary for a period of time to document their feelings and thoughts
In-Home-Usage tests: Buyers use your product for a period of time and report their experience

Surveys for group consensus (Delphi survey)

A Delphi survey may be used as a way to bring together participants and gain a consensus view over several rounds of questions. It differs from traditional surveys where results go to the researcher only. Instead, results go to participants as well, so they can reflect and consider all responses before another round of questions are submitted.

This can be useful to do as it can help researchers see what variance is among the group of participants and see the process of how consensus was reached.

Asking participants to act as a fake jury for a trial and revealing parts of the case over several rounds to see how opinions change. At the end, the fake jury must make a unanimous decision about the defendant on trial.
Asking participants to comment on the versions of a product being developed , as the changes are made and their feedback is taken onboard. At the end, participants must decide whether the product is ready to launch .

Semi-structured interviews

Interviews are a great way to connect with participants, though they require time from the research team to set up and conduct, especially if they’re done face-to-face.

Researchers may also have issues connecting with participants in different geographical regions. The researcher uses a set of predefined open-ended questions, though more ad-hoc questions can be asked depending on participant answers.

Conducting a phone interview with participants to run through their feedback on a product . During the conversation, researchers can go ‘off-script’ and ask more probing questions for clarification or build on the insights.

Focus groups

Participants are brought together into a group, where a particular topic is discussed. It is researcher-led and usually occurs in-person in a mutually accessible location, to allow for easy communication between participants in focus groups.

In focus groups , the researcher uses a set of predefined open-ended questions, though more ad-hoc questions can be asked depending on participant answers.

Asking participants to do UX tests, which are interface usability tests to show how easily users can complete certain tasks

Direct observation

This is a form of ethnographic research where researchers will observe participants’ behavior in a naturalistic environment. This can be great for understanding the actions in the culture and context of a participant’s setting.

This qualitative research method is prone to researcher bias as it is the researcher that must interpret the actions and reactions of participants. Their findings can be impacted by their own beliefs, values, and inferences.

Embedding yourself in the location of your buyers to understand how a product would perform against the values and norms of that society

Qualitative data types and category types

Qualitative research methods often deliver information in the following qualitative research data types:

Written testimonials

Through contextual analysis of the information, researchers can assign participants to category types:

Social class
Political alignment
Most likely to purchase a product
Their preferred training learning style

Advantages of qualitative research

Useful for complex situations: Qualitative research on its own is great when dealing with complex issues, however, providing background context using quantitative facts can give a richer and wider understanding of a topic. In these cases, quantitative research may not be enough.
A window into the ‘why’: Qualitative research can give you a window into the deeper meaning behind a participant’s answer. It can help you uncover the larger ‘why’ that can’t always be seen by analyzing numerical data.
Can help improve customer experiences: In service industries where customers are crucial, like in private health services, gaining information about a customer’s experience through health research studies can indicate areas where services can be improved.

Disadvantages of qualitative research

You need to ask the right question: Doing qualitative research may require you to consider what the right question is to uncover the underlying thinking behind a behavior. This may need probing questions to go further, which may suit a focus group or face-to-face interview setting better.
Results are interpreted: As qualitative research data is written, spoken, and often nuanced, interpreting the data results can be difficult as they come in non-numerical formats. This might make it harder to know if you can accept or reject your hypothesis.
More bias: There are lower levels of control to qualitative research methods, as they can be subject to biases like confirmation bias, researcher bias, and observation bias. This can have a knock-on effect on the validity and truthfulness of the qualitative research data results.

How to use qualitative research to your business’s advantage?

Qualitative methods help improve your products and marketing in many different ways:

Understand the emotional connections to your brand
Identify obstacles to purchase
Uncover doubts and confusion about your messaging
Find missing product features
Improve the usability of your website, app, or chatbot experience
Learn about how consumers talk about your product
See how buyers compare your brand to others in the competitive set
Learn how an organization’s employees evaluate and select vendors

6 steps to conducting good qualitative research

Businesses can benefit from qualitative research by using it to understand the meaning behind data types. There are several steps to this:

Define your problem or interest area: What do you observe is happening and is it frequent? Identify the data type/s you’re observing.
Create a hypothesis: Ask yourself what could be the causes for the situation with those qualitative research data types.
Plan your qualitative research: Use structured qualitative research instruments like surveys, focus groups, or interviews to ask questions that test your hypothesis.
Data Collection: Collect qualitative research data and understand what your data types are telling you. Once data is collected on different types over long time periods, you can analyze it and give insights into changing attitudes and language patterns.
Data analysis: Does your information support your hypothesis? (You may need to redo the qualitative research with other variables to see if the results improve)
Effectively present the qualitative research data: Communicate the results in a clear and concise way to help other people understand the findings.

Qualitative data analysis

Evaluating qualitative research can be tough when there are several analytics platforms to manage and lots of subjective data sources to compare.

Qualtrics provides a number of qualitative research analysis tools, like Text iQ , powered by Qualtrics iQ, provides powerful machine learning and native language processing to help you discover patterns and trends in text.

This also provides you with:

Sentiment analysis — a technique to help identify the underlying sentiment (say positive, neutral, and/or negative) in qualitative research text responses
Topic detection/categorisation — this technique is the grouping or bucketing of similar themes that can are relevant for the business & the industry (eg. ‘Food quality’, ‘Staff efficiency’ or ‘Product availability’)

How Qualtrics products can enhance & simplify the qualitative research process

Even in today’s data-obsessed marketplace, qualitative data is valuable – maybe even more so because it helps you establish an authentic human connection to your customers. If qualitative research doesn’t play a role to inform your product and marketing strategy, your decisions aren’t as effective as they could be.

The Qualtrics XM system gives you an all-in-one, integrated solution to help you all the way through conducting qualitative research. From survey creation and data collection to textual analysis and data reporting, it can help all your internal teams gain insights from your subjective and categorical data.

Qualitative methods are catered through templates or advanced survey designs. While you can manually collect data and conduct data analysis in a spreadsheet program, this solution helps you automate the process of qualitative research, saving you time and administration work.

Using computational techniques helps you to avoid human errors, and participant results come in are already incorporated into the analysis in real-time.

Our key tools, Text IQ™ and Driver IQ™ make analyzing subjective and categorical data easy and simple. Choose to highlight key findings based on topic, sentiment, or frequency. The choice is yours.

Some examples of your workspace in action, using drag and drop to create fast data visualizations quickly:

Related resources

Market intelligence 10 min read, marketing insights 11 min read, ethnographic research 11 min read, qualitative vs quantitative research 13 min read, qualitative research questions 11 min read, qualitative research design 12 min read, primary vs secondary research 14 min read, request demo.

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A Practical Guide to Using Qualitative Research with Randomized Controlled Trials

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7 Writing a proposal

Published: May 2018
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When researchers plan to undertake qualitative research with a pilot or full RCT they write a proposal to apply for funding, seek ethical approval, or as part of their PhD studies. These proposals can be published in journals. Guidance for writing a proposal for the qualitative research undertaken with RCTs has been published, and there is existing guidance for writing proposals in related areas such as mixed methods research. In this chapter, existing guidance is introduced and built upon to offer comprehensive and detailed guidance for writing a proposal for the qualitative research undertaken with an RCT. There are challenges to writing these proposals and these are discussed and potential solutions proposed.

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Home » Qualitative Research – Methods, Analysis Types and Guide

Qualitative Research – Methods, Analysis Types and Guide

Table of Contents

Qualitative Research

Qualitative research is a type of research methodology that focuses on exploring and understanding people’s beliefs, attitudes, behaviors, and experiences through the collection and analysis of non-numerical data. It seeks to answer research questions through the examination of subjective data, such as interviews, focus groups, observations, and textual analysis.

Qualitative research aims to uncover the meaning and significance of social phenomena, and it typically involves a more flexible and iterative approach to data collection and analysis compared to quantitative research. Qualitative research is often used in fields such as sociology, anthropology, psychology, and education.

Qualitative Research Methods

Qualitative Research Methods are as follows:

One-to-One Interview

This method involves conducting an interview with a single participant to gain a detailed understanding of their experiences, attitudes, and beliefs. One-to-one interviews can be conducted in-person, over the phone, or through video conferencing. The interviewer typically uses open-ended questions to encourage the participant to share their thoughts and feelings. One-to-one interviews are useful for gaining detailed insights into individual experiences.

Focus Groups

This method involves bringing together a group of people to discuss a specific topic in a structured setting. The focus group is led by a moderator who guides the discussion and encourages participants to share their thoughts and opinions. Focus groups are useful for generating ideas and insights, exploring social norms and attitudes, and understanding group dynamics.

Ethnographic Studies

This method involves immersing oneself in a culture or community to gain a deep understanding of its norms, beliefs, and practices. Ethnographic studies typically involve long-term fieldwork and observation, as well as interviews and document analysis. Ethnographic studies are useful for understanding the cultural context of social phenomena and for gaining a holistic understanding of complex social processes.

Text Analysis

This method involves analyzing written or spoken language to identify patterns and themes. Text analysis can be quantitative or qualitative. Qualitative text analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Text analysis is useful for understanding media messages, public discourse, and cultural trends.

This method involves an in-depth examination of a single person, group, or event to gain an understanding of complex phenomena. Case studies typically involve a combination of data collection methods, such as interviews, observations, and document analysis, to provide a comprehensive understanding of the case. Case studies are useful for exploring unique or rare cases, and for generating hypotheses for further research.

Process of Observation

This method involves systematically observing and recording behaviors and interactions in natural settings. The observer may take notes, use audio or video recordings, or use other methods to document what they see. Process of observation is useful for understanding social interactions, cultural practices, and the context in which behaviors occur.

Record Keeping

This method involves keeping detailed records of observations, interviews, and other data collected during the research process. Record keeping is essential for ensuring the accuracy and reliability of the data, and for providing a basis for analysis and interpretation.

This method involves collecting data from a large sample of participants through a structured questionnaire. Surveys can be conducted in person, over the phone, through mail, or online. Surveys are useful for collecting data on attitudes, beliefs, and behaviors, and for identifying patterns and trends in a population.

Qualitative data analysis is a process of turning unstructured data into meaningful insights. It involves extracting and organizing information from sources like interviews, focus groups, and surveys. The goal is to understand people’s attitudes, behaviors, and motivations

Qualitative Research Analysis Methods

Qualitative Research analysis methods involve a systematic approach to interpreting and making sense of the data collected in qualitative research. Here are some common qualitative data analysis methods:

Thematic Analysis

This method involves identifying patterns or themes in the data that are relevant to the research question. The researcher reviews the data, identifies keywords or phrases, and groups them into categories or themes. Thematic analysis is useful for identifying patterns across multiple data sources and for generating new insights into the research topic.

Content Analysis

This method involves analyzing the content of written or spoken language to identify key themes or concepts. Content analysis can be quantitative or qualitative. Qualitative content analysis involves close reading and interpretation of texts to identify recurring themes, concepts, and patterns. Content analysis is useful for identifying patterns in media messages, public discourse, and cultural trends.

Discourse Analysis

This method involves analyzing language to understand how it constructs meaning and shapes social interactions. Discourse analysis can involve a variety of methods, such as conversation analysis, critical discourse analysis, and narrative analysis. Discourse analysis is useful for understanding how language shapes social interactions, cultural norms, and power relationships.

Grounded Theory Analysis

This method involves developing a theory or explanation based on the data collected. Grounded theory analysis starts with the data and uses an iterative process of coding and analysis to identify patterns and themes in the data. The theory or explanation that emerges is grounded in the data, rather than preconceived hypotheses. Grounded theory analysis is useful for understanding complex social phenomena and for generating new theoretical insights.

Narrative Analysis

This method involves analyzing the stories or narratives that participants share to gain insights into their experiences, attitudes, and beliefs. Narrative analysis can involve a variety of methods, such as structural analysis, thematic analysis, and discourse analysis. Narrative analysis is useful for understanding how individuals construct their identities, make sense of their experiences, and communicate their values and beliefs.

Phenomenological Analysis

This method involves analyzing how individuals make sense of their experiences and the meanings they attach to them. Phenomenological analysis typically involves in-depth interviews with participants to explore their experiences in detail. Phenomenological analysis is useful for understanding subjective experiences and for developing a rich understanding of human consciousness.

Comparative Analysis

This method involves comparing and contrasting data across different cases or groups to identify similarities and differences. Comparative analysis can be used to identify patterns or themes that are common across multiple cases, as well as to identify unique or distinctive features of individual cases. Comparative analysis is useful for understanding how social phenomena vary across different contexts and groups.

Applications of Qualitative Research

Qualitative research has many applications across different fields and industries. Here are some examples of how qualitative research is used:

Market Research: Qualitative research is often used in market research to understand consumer attitudes, behaviors, and preferences. Researchers conduct focus groups and one-on-one interviews with consumers to gather insights into their experiences and perceptions of products and services.
Health Care: Qualitative research is used in health care to explore patient experiences and perspectives on health and illness. Researchers conduct in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
Education: Qualitative research is used in education to understand student experiences and to develop effective teaching strategies. Researchers conduct classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
Social Work : Qualitative research is used in social work to explore social problems and to develop interventions to address them. Researchers conduct in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
Anthropology : Qualitative research is used in anthropology to understand different cultures and societies. Researchers conduct ethnographic studies and observe and interview members of different cultural groups to gain insights into their beliefs, practices, and social structures.
Psychology : Qualitative research is used in psychology to understand human behavior and mental processes. Researchers conduct in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
Public Policy : Qualitative research is used in public policy to explore public attitudes and to inform policy decisions. Researchers conduct focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

How to Conduct Qualitative Research

Here are some general steps for conducting qualitative research:

Identify your research question: Qualitative research starts with a research question or set of questions that you want to explore. This question should be focused and specific, but also broad enough to allow for exploration and discovery.
Select your research design: There are different types of qualitative research designs, including ethnography, case study, grounded theory, and phenomenology. You should select a design that aligns with your research question and that will allow you to gather the data you need to answer your research question.
Recruit participants: Once you have your research question and design, you need to recruit participants. The number of participants you need will depend on your research design and the scope of your research. You can recruit participants through advertisements, social media, or through personal networks.
Collect data: There are different methods for collecting qualitative data, including interviews, focus groups, observation, and document analysis. You should select the method or methods that align with your research design and that will allow you to gather the data you need to answer your research question.
Analyze data: Once you have collected your data, you need to analyze it. This involves reviewing your data, identifying patterns and themes, and developing codes to organize your data. You can use different software programs to help you analyze your data, or you can do it manually.
Interpret data: Once you have analyzed your data, you need to interpret it. This involves making sense of the patterns and themes you have identified, and developing insights and conclusions that answer your research question. You should be guided by your research question and use your data to support your conclusions.
Communicate results: Once you have interpreted your data, you need to communicate your results. This can be done through academic papers, presentations, or reports. You should be clear and concise in your communication, and use examples and quotes from your data to support your findings.

Examples of Qualitative Research

Here are some real-time examples of qualitative research:

Customer Feedback: A company may conduct qualitative research to understand the feedback and experiences of its customers. This may involve conducting focus groups or one-on-one interviews with customers to gather insights into their attitudes, behaviors, and preferences.
Healthcare : A healthcare provider may conduct qualitative research to explore patient experiences and perspectives on health and illness. This may involve conducting in-depth interviews with patients and their families to gather information on their experiences with different health care providers and treatments.
Education : An educational institution may conduct qualitative research to understand student experiences and to develop effective teaching strategies. This may involve conducting classroom observations and interviews with students and teachers to gather insights into classroom dynamics and instructional practices.
Social Work: A social worker may conduct qualitative research to explore social problems and to develop interventions to address them. This may involve conducting in-depth interviews with individuals and families to understand their experiences with poverty, discrimination, and other social problems.
Anthropology : An anthropologist may conduct qualitative research to understand different cultures and societies. This may involve conducting ethnographic studies and observing and interviewing members of different cultural groups to gain insights into their beliefs, practices, and social structures.
Psychology : A psychologist may conduct qualitative research to understand human behavior and mental processes. This may involve conducting in-depth interviews with individuals to explore their thoughts, feelings, and experiences.
Public Policy: A government agency or non-profit organization may conduct qualitative research to explore public attitudes and to inform policy decisions. This may involve conducting focus groups and one-on-one interviews with members of the public to gather insights into their perspectives on different policy issues.

Purpose of Qualitative Research

The purpose of qualitative research is to explore and understand the subjective experiences, behaviors, and perspectives of individuals or groups in a particular context. Unlike quantitative research, which focuses on numerical data and statistical analysis, qualitative research aims to provide in-depth, descriptive information that can help researchers develop insights and theories about complex social phenomena.

Qualitative research can serve multiple purposes, including:

Exploring new or emerging phenomena : Qualitative research can be useful for exploring new or emerging phenomena, such as new technologies or social trends. This type of research can help researchers develop a deeper understanding of these phenomena and identify potential areas for further study.
Understanding complex social phenomena : Qualitative research can be useful for exploring complex social phenomena, such as cultural beliefs, social norms, or political processes. This type of research can help researchers develop a more nuanced understanding of these phenomena and identify factors that may influence them.
Generating new theories or hypotheses: Qualitative research can be useful for generating new theories or hypotheses about social phenomena. By gathering rich, detailed data about individuals’ experiences and perspectives, researchers can develop insights that may challenge existing theories or lead to new lines of inquiry.
Providing context for quantitative data: Qualitative research can be useful for providing context for quantitative data. By gathering qualitative data alongside quantitative data, researchers can develop a more complete understanding of complex social phenomena and identify potential explanations for quantitative findings.

When to use Qualitative Research

Here are some situations where qualitative research may be appropriate:

Exploring a new area: If little is known about a particular topic, qualitative research can help to identify key issues, generate hypotheses, and develop new theories.
Understanding complex phenomena: Qualitative research can be used to investigate complex social, cultural, or organizational phenomena that are difficult to measure quantitatively.
Investigating subjective experiences: Qualitative research is particularly useful for investigating the subjective experiences of individuals or groups, such as their attitudes, beliefs, values, or emotions.
Conducting formative research: Qualitative research can be used in the early stages of a research project to develop research questions, identify potential research participants, and refine research methods.
Evaluating interventions or programs: Qualitative research can be used to evaluate the effectiveness of interventions or programs by collecting data on participants’ experiences, attitudes, and behaviors.

Characteristics of Qualitative Research

Qualitative research is characterized by several key features, including:

Focus on subjective experience: Qualitative research is concerned with understanding the subjective experiences, beliefs, and perspectives of individuals or groups in a particular context. Researchers aim to explore the meanings that people attach to their experiences and to understand the social and cultural factors that shape these meanings.
Use of open-ended questions: Qualitative research relies on open-ended questions that allow participants to provide detailed, in-depth responses. Researchers seek to elicit rich, descriptive data that can provide insights into participants’ experiences and perspectives.
Sampling-based on purpose and diversity: Qualitative research often involves purposive sampling, in which participants are selected based on specific criteria related to the research question. Researchers may also seek to include participants with diverse experiences and perspectives to capture a range of viewpoints.
Data collection through multiple methods: Qualitative research typically involves the use of multiple data collection methods, such as in-depth interviews, focus groups, and observation. This allows researchers to gather rich, detailed data from multiple sources, which can provide a more complete picture of participants’ experiences and perspectives.
Inductive data analysis: Qualitative research relies on inductive data analysis, in which researchers develop theories and insights based on the data rather than testing pre-existing hypotheses. Researchers use coding and thematic analysis to identify patterns and themes in the data and to develop theories and explanations based on these patterns.
Emphasis on researcher reflexivity: Qualitative research recognizes the importance of the researcher’s role in shaping the research process and outcomes. Researchers are encouraged to reflect on their own biases and assumptions and to be transparent about their role in the research process.

Advantages of Qualitative Research

Qualitative research offers several advantages over other research methods, including:

Depth and detail: Qualitative research allows researchers to gather rich, detailed data that provides a deeper understanding of complex social phenomena. Through in-depth interviews, focus groups, and observation, researchers can gather detailed information about participants’ experiences and perspectives that may be missed by other research methods.
Flexibility : Qualitative research is a flexible approach that allows researchers to adapt their methods to the research question and context. Researchers can adjust their research methods in real-time to gather more information or explore unexpected findings.
Contextual understanding: Qualitative research is well-suited to exploring the social and cultural context in which individuals or groups are situated. Researchers can gather information about cultural norms, social structures, and historical events that may influence participants’ experiences and perspectives.
Participant perspective : Qualitative research prioritizes the perspective of participants, allowing researchers to explore subjective experiences and understand the meanings that participants attach to their experiences.
Theory development: Qualitative research can contribute to the development of new theories and insights about complex social phenomena. By gathering rich, detailed data and using inductive data analysis, researchers can develop new theories and explanations that may challenge existing understandings.
Validity : Qualitative research can offer high validity by using multiple data collection methods, purposive and diverse sampling, and researcher reflexivity. This can help ensure that findings are credible and trustworthy.

Limitations of Qualitative Research

Qualitative research also has some limitations, including:

Subjectivity : Qualitative research relies on the subjective interpretation of researchers, which can introduce bias into the research process. The researcher’s perspective, beliefs, and experiences can influence the way data is collected, analyzed, and interpreted.
Limited generalizability: Qualitative research typically involves small, purposive samples that may not be representative of larger populations. This limits the generalizability of findings to other contexts or populations.
Time-consuming: Qualitative research can be a time-consuming process, requiring significant resources for data collection, analysis, and interpretation.
Resource-intensive: Qualitative research may require more resources than other research methods, including specialized training for researchers, specialized software for data analysis, and transcription services.
Limited reliability: Qualitative research may be less reliable than quantitative research, as it relies on the subjective interpretation of researchers. This can make it difficult to replicate findings or compare results across different studies.
Ethics and confidentiality: Qualitative research involves collecting sensitive information from participants, which raises ethical concerns about confidentiality and informed consent. Researchers must take care to protect the privacy and confidentiality of participants and obtain informed consent.

Also see Research Methods

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Qualitative Research Methods

Explanatory Research – Types, Methods, Guide

Qualitative research design (and planning)

When many people think of ‘research design’, they think of choosing methods or a methodology. But the design for a qualitative project should also consider existing research, epistemology, how you are going to recruit, and analyse the data from the methods you choose.

Daniel Turner

First of all, you didn’t decide to do qualitative research before considering the question right? That’s the wrong way round. The research question, what you want to find out, should always choose the methodology, not the other way around. However, sometimes an assignment tells you to use qualitative methods – that’s a good exception!

Your methods and research design also need to be practical for the resource limitations of the project. What’s your budget, and how much time do you have to complete it? Can you afford to fly across the world to interview people in every continent? Do you have years to do a situated ethnography? It’s OK to have an initial aspirational plan that you would do with unlimited time and money, but make sure your final design is something you can achieve. Set aside time for things to go wrong (recruitment always takes longer than you think) and also for time to analyse and write up findings. A lot of people plan to keep doing data collection going until a week before the project is due, and then panic when they realise how little time is left. I get a lot of emails from people who say ‘I have one day to finish my analysis’ which is just never enough time.

1. Epistemology

You first need to think and write about your epistemology: this is how you understand knowledge, research, science and what can be understood about the world. Are you a positivist, structural realist or post-positivist? All of these things are important to understand, and in most qualitative research it is necessary to situate your identity as a researcher within one (or more) of these philosophical turns. From this should stem the research questions you have, how you can answer them, the methods you choose, and your interpretation and application of data, be it qualitative or otherwise. Thus it is a key kernel of what will grow into your research design, and how it all flows from your theoretical underpinnings.

Part of this might be a reflexivity and positionality statement , which lays out your background and potential biases. It’s also something ethics boards, journals and funders are increasingly looking for.

2. Literature review (and secondary data scoping)

Before you even begin to design a qualitative study, you need to do at least a basic literature review. This should aim to find out:

How much is already known about this topic?

Has this been done before?

You might find that something similar has been done, possibly in a different population group, or with a different focus. But you might have a good reason to suspect that something would be different in a different population, or with an in-depth qualitative approach there might be something more complicated underneath that you could investigate to explain other findings.

A good literature review should start by looking at both qualitative and quantitative research, because a large quantitative study might be really good context for a follow-on qualitative study that can explain trends or questions and unexpected findings in the research.

Fortunately qualitative software is a great tool for doing literature reviews! You can bring in PDF files of your textbook chapters or journal articles, and not only create a bibliography, but also code important themes and discoveries across them. It makes it easy to compare across papers, and when you come to write up, you can quickly find all the quotes from the literature you will want to quote (and be able to see where they come from). There’s a whole video tutorial on using software for systematic and literature reviews here.

Now, you might be thinking you are going to collect your own data, but secondary data analysis is also a good option to consider. There are lots of choices, including social media, qualitative data archives, documents and sources of data from to colleagues. So have a quick search for other data sources that you can analyse first, it might be these will do most of the work for you, or you can complement them with some smaller primary qualitative research. Our post on using secondary qualitative data can help you find some sources, and notes some issues to be aware of.

3. Sampling and recruitment

Once you have a good idea of what is out there, and what your unique question will be, NOW you can start thinking about methods. But really, you should consider recruitment and sampling first. That is – who do I need to talk to so I can answer these questions? How can I approach these people? Will they be willing to talk to me, or will I have to get access through gatekeepers? Will I be able to meet these people face to face - especially if they live abroad, or are senior people?

Often sampling (which is choosing which people and how many) and recruitment (actually getting them to take part) is overlooked, but it can really make or break good research, and thinking about your potential respondents is important before choosing an appropriate method. If you want to talk to a bunch of murderers held in different prisons, a focus group is going to be difficult (and potentially dangerous) to pull off! We’ve got blog post articles on both sampling and recruitment that will give you a lot more information.

It’s also this process that ethics/instiutional review boards (aka IRBs or ethics committees) will be particularity interested in. You’ll usually need to go through a process like this before your university will allow you to start collecting data. Part of the research design process should be planning for this and creating consent forms that explain your project and what you will do with the data.

Now you know what to ask which people, you can think about how. This is usually when qualitative methods are chosen – the conditions above are right, and a qualitative study is suitable! And there are many to choose from, interviews, focus groups, ethnography, diaries, and we have blog posts on all of these (and more) that will help you choose the right tools to investigate your research question . But there are many more methods beyond these basic ones, so try and consider one of these 10 alternative creative methods! They can be fun, and also more revealing than the standard focus group / interview combo.

You can also do ‘mixed methods’. This technically means using more than one type of method, even if they are all qualitative. However, the term is often used to mean combining qualitative and quantitative methods. This can be very powerful because it gives you the combination of a statistically significant finding which might apply to a large population, and a detailed deep understanding of the reasons behind that finding from the qualitative data. However, combining these different types of answers in a meaningful way is a serious challenge, and if you are planning any type of mixed methods study, you will want to consider how to triangulate the results .

5. Analysis

Qualitative analysis takes a long time. It obviously depends greatly on the type and amount of data, but you should schedule weeks and probably months for this task. You should also consider if you are going to transcribe your data from audio recordings. This can take weeks itself if you are doing it yourself, or you might consider sending to a professional to transcribe. Even automated transcription can look like it will save a lot of time, but always has errors, and you need to read through these carefully and fix mis-hearings. You should also set aside time before analysing your data to read it slowly and carefully so you have a good idea what is across the whole data set.

You also need to think about what type of analysis you are going to do. Approaches like grounded theory or IPA are often seen as just an analytic technique, but they affect the data collection approach and methodology too. With grounded theory, you should probably be collecting and analysing data as you go, rather than waiting till the end. It’s a prime example of how why you should consider all aspects of the research process (even the analysis) before you start.

Qualitative analysis is also not a linear process. This means that many researchers will try multiple types of analysis, look at the data in different ways, and hit dead ends when an approach doesn’t work. So having a very tight deadline for analysis can not only be stressful, but not leave enough time for the flexibility and moments of insight which can make qualitative research so rewarding.

Of course, qualitative analysis software (like Quirkos) can help with the analysis process, it doesn’t take any of the mental work or creative process away, but can help keep things in order and make it easier to find things when writing up. We have many blog post articles on different ways that CAQDAS software can help analysis , but this one on why it’s a good idea to think about what software you will use before you start collecting data is a great fit with putting together a qualitative research plan.

6. Writing up

This is another classic stage that people don’t leave enough time for, writing up can be a very time consuming and laborious process, but can be speeded up immensely by a good research plan. If you’ve done a good literature review, this will help write the introduction and first few chapters. If you’ve got a good practical plan because you had everything in place for your IRB, had realistic expectations for recruitment and gave yourself plenty of time for analysis, you will have all the components to need to plug together and write up. If you’ve used qualitative analysis software, this can also greatly speed up the writing process, because it makes it so quick to find and collate quotes on different themes.

Regardless of whether you are writing a journal article, monograph or thesis, there are some basic tips to improve the quality of written academic material, which this blog post goes into more detail . But the basic take-home message is: consider your audience. Who is reading the paper, for what purpose, what do they know already, and what do they want to know. The final point is always ‘what makes this research unique’ or ‘what does it add to the literature’? Again, a good research design and planning process makes it easy to explain why you’ve chosen a research question, and show that no-one else has done it before.

Conclusions!

Hopefully, this blog post has made a good case for considering holistic research design when planning a qualitative project, but what should this look like? Generally it will be a working document, either on paper or a word-processor document, with at least the key headings above, and some basic information under each section. This can get filled in as you go through the process, and although your institution may have a template or guideline for a similar document, most of the key points above should still be considered.

Finally, if you are applying for funding at any time, be it for a masters/PhD studentship, placement, grant, scholarship or award, you will almost certainly need to share some kind of research plan or proposal, and considering all the aspects of design here will make that a lot easier.

If you are considering what qualitative analysis tool to consider in your research design, and to help with your qualitative research, why not give Quirkos a try? It’s visual and intuitive, inexpensive and easy to learn, and has helped thousands of researchers across the world with their qualitative research. You can download a free trial here , or get a quick guide and overview from some of our free tutorial videos .

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Sample Research

FREE 5+ Qualitative Research Plan Samples & Templates in MS Word | PDF

As the business industry continues to grow, new trends in the marketplace that will optimize your business marketing operations also evolve. That is why businesses need to research to be able to have access to these trends. There are many ways to determine the demands in the market, and one of those is the qualitative research method—a research type that is commonly used in business research . It allows you to understand the market’s behaviors, experiences, and interactions that will help you build effective marketing strategies. But, before you begin the research process, you need to have a plan first. This is where a qualitative research plan comes in handy. In this article, you will be able to learn about the importance of using a qualitative research plan. Scroll down below to read more.

Qualitative Research Plan

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Below are qualitative research plan samples and templates that come with a premade outline and professionally written suggestive content that you can use as a guide. These sample templates are customizable and print-ready using MS Word file format. Check them out now!

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The sustainability and success of businesses do not only rely on its management but also on how it adapts new trends in the marketplace. According to an article from Forbes, a sustainable company needs new ideas and strategies to match the growing demands in the market. Hence, a business must conduct proper marketing research , and one of the many ways to do that is by using a qualitative research method. However, as essential as it is, qualitative research should be well-planned to ensure accurate and adequate results. Hence, the use of a qualitative research plan.

A qualitative research plan is a research document that views the importance and objectives of a research study. It also presents the process of how to conduct the research and the procedure in data gathering. Planning your qualitative research plan is necessary since it makes a huge difference to your research results. With this, you will be able to have a thorough and clear overview of the whole process. Thus, making it more efficient and effective.

A qualitative research business plan outlines the process of qualitative business research. Hence, it is necessary to write it accurately. If you are about to make a qualitative research plan for your research proposal, you might as well follow the guideline we provide below. These tips are simple yet effective and are well-thought. Here’s how.

Start writing your qualitative research plan by establishing a clear qualitative research introduction. By this, you have to provide your research topic summary, its significance, as well as its main objectives. The introduction is necessary since it will be the first thing that your readers will read in your research plan . That is why it is important to make it interesting and informative.

Once you have already started the introduction, the next thing you need to do is to describe and explain your research strategies. You must present the research method in this case, the qualitative research, and the instruments that you will use in gathering research data. The research strategies are important since it describes the process of how your research participants will answer your research questions.

After writing your research strategies, it is now time to list down and organize your research questionnaires in your qualitative research plan. Questions are always present every research, be it business or academic research. Its purpose is to help researchers determine specific areas that are relevant to the research topic.

In this section of your qualitative research plan, you have to provide a projected research finding of your topic. This will help you focus your reasoning as you start the qualitative research process. During data analysis , you can base your expected research results and findings on your research questionnaires and the significance of your business research topic.

Finalize your qualitative research plan by outlining a research schedule. Thus, you have to state the tasks that need to be done and accomplished for the qualitative research process with its specified period on a checklist . Research scheduling is essential since it allows researchers to plan and do their research activities comprehensively.

Qualitative research focuses on human attitude and behavior from their point of view. This type of research consists of six different types, which include the phenomenological model, ethnographic model, grounded theory method, case study model, historical model, and narrative model. These qualitative research models are commonly and widely used in businesses, organizations, and education.

Qualitative research data collection is conducted in various ways using different tools. These tools in the data gathering procedure include interviews, document analysis, focus group discussion, and observational method. These data collection tools are proven useful and enhance the accuracy and credibility of the research.

Qualitative research plays a vital role in businesses and organizations, especially in market situations. Qualitative research has various characteristics. These include flexibility, real-world setting, ongoing data analysis, reflexivity, complex reasoning, multiple research methods available, and new design.

The research plan for qualitative research must include an introductory statement about the topic and its significance, the method, and tools that will be used in gathering research data, a list of research questions, forecasted research results and findings, and the research schedule.

A business that uses a qualitative research method will be able to assess and understand the needs of their customers from their own perspective. And, using a qualitative market research plan before conducting the actual research is indeed necessary to ensure that the research is well-executed. So, if you are about to conduct market research for your company, you have to set a concrete and effective plan first.

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Indian J Anaesth
v.60(9); 2016 Sep

How to write a research proposal?

Department of Anaesthesiology, Bangalore Medical College and Research Institute, Bengaluru, Karnataka, India

Devika Rani Duggappa

Writing the proposal of a research work in the present era is a challenging task due to the constantly evolving trends in the qualitative research design and the need to incorporate medical advances into the methodology. The proposal is a detailed plan or ‘blueprint’ for the intended study, and once it is completed, the research project should flow smoothly. Even today, many of the proposals at post-graduate evaluation committees and application proposals for funding are substandard. A search was conducted with keywords such as research proposal, writing proposal and qualitative using search engines, namely, PubMed and Google Scholar, and an attempt has been made to provide broad guidelines for writing a scientifically appropriate research proposal.

INTRODUCTION

A clean, well-thought-out proposal forms the backbone for the research itself and hence becomes the most important step in the process of conduct of research.[ 1 ] The objective of preparing a research proposal would be to obtain approvals from various committees including ethics committee [details under ‘Research methodology II’ section [ Table 1 ] in this issue of IJA) and to request for grants. However, there are very few universally accepted guidelines for preparation of a good quality research proposal. A search was performed with keywords such as research proposal, funding, qualitative and writing proposals using search engines, namely, PubMed, Google Scholar and Scopus.

Five ‘C’s while writing a literature review

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BASIC REQUIREMENTS OF A RESEARCH PROPOSAL

A proposal needs to show how your work fits into what is already known about the topic and what new paradigm will it add to the literature, while specifying the question that the research will answer, establishing its significance, and the implications of the answer.[ 2 ] The proposal must be capable of convincing the evaluation committee about the credibility, achievability, practicality and reproducibility (repeatability) of the research design.[ 3 ] Four categories of audience with different expectations may be present in the evaluation committees, namely academic colleagues, policy-makers, practitioners and lay audiences who evaluate the research proposal. Tips for preparation of a good research proposal include; ‘be practical, be persuasive, make broader links, aim for crystal clarity and plan before you write’. A researcher must be balanced, with a realistic understanding of what can be achieved. Being persuasive implies that researcher must be able to convince other researchers, research funding agencies, educational institutions and supervisors that the research is worth getting approval. The aim of the researcher should be clearly stated in simple language that describes the research in a way that non-specialists can comprehend, without use of jargons. The proposal must not only demonstrate that it is based on an intelligent understanding of the existing literature but also show that the writer has thought about the time needed to conduct each stage of the research.[ 4 , 5 ]

CONTENTS OF A RESEARCH PROPOSAL

The contents or formats of a research proposal vary depending on the requirements of evaluation committee and are generally provided by the evaluation committee or the institution.

In general, a cover page should contain the (i) title of the proposal, (ii) name and affiliation of the researcher (principal investigator) and co-investigators, (iii) institutional affiliation (degree of the investigator and the name of institution where the study will be performed), details of contact such as phone numbers, E-mail id's and lines for signatures of investigators.

The main contents of the proposal may be presented under the following headings: (i) introduction, (ii) review of literature, (iii) aims and objectives, (iv) research design and methods, (v) ethical considerations, (vi) budget, (vii) appendices and (viii) citations.[ 4 ]

Introduction

It is also sometimes termed as ‘need for study’ or ‘abstract’. Introduction is an initial pitch of an idea; it sets the scene and puts the research in context.[ 6 ] The introduction should be designed to create interest in the reader about the topic and proposal. It should convey to the reader, what you want to do, what necessitates the study and your passion for the topic.[ 7 ] Some questions that can be used to assess the significance of the study are: (i) Who has an interest in the domain of inquiry? (ii) What do we already know about the topic? (iii) What has not been answered adequately in previous research and practice? (iv) How will this research add to knowledge, practice and policy in this area? Some of the evaluation committees, expect the last two questions, elaborated under a separate heading of ‘background and significance’.[ 8 ] Introduction should also contain the hypothesis behind the research design. If hypothesis cannot be constructed, the line of inquiry to be used in the research must be indicated.

Review of literature

It refers to all sources of scientific evidence pertaining to the topic in interest. In the present era of digitalisation and easy accessibility, there is an enormous amount of relevant data available, making it a challenge for the researcher to include all of it in his/her review.[ 9 ] It is crucial to structure this section intelligently so that the reader can grasp the argument related to your study in relation to that of other researchers, while still demonstrating to your readers that your work is original and innovative. It is preferable to summarise each article in a paragraph, highlighting the details pertinent to the topic of interest. The progression of review can move from the more general to the more focused studies, or a historical progression can be used to develop the story, without making it exhaustive.[ 1 ] Literature should include supporting data, disagreements and controversies. Five ‘C's may be kept in mind while writing a literature review[ 10 ] [ Table 1 ].

Aims and objectives

The research purpose (or goal or aim) gives a broad indication of what the researcher wishes to achieve in the research. The hypothesis to be tested can be the aim of the study. The objectives related to parameters or tools used to achieve the aim are generally categorised as primary and secondary objectives.

Research design and method

The objective here is to convince the reader that the overall research design and methods of analysis will correctly address the research problem and to impress upon the reader that the methodology/sources chosen are appropriate for the specific topic. It should be unmistakably tied to the specific aims of your study.

In this section, the methods and sources used to conduct the research must be discussed, including specific references to sites, databases, key texts or authors that will be indispensable to the project. There should be specific mention about the methodological approaches to be undertaken to gather information, about the techniques to be used to analyse it and about the tests of external validity to which researcher is committed.[ 10 , 11 ]

The components of this section include the following:[ 4 ]

Population and sample

Population refers to all the elements (individuals, objects or substances) that meet certain criteria for inclusion in a given universe,[ 12 ] and sample refers to subset of population which meets the inclusion criteria for enrolment into the study. The inclusion and exclusion criteria should be clearly defined. The details pertaining to sample size are discussed in the article “Sample size calculation: Basic priniciples” published in this issue of IJA.

Data collection

The researcher is expected to give a detailed account of the methodology adopted for collection of data, which include the time frame required for the research. The methodology should be tested for its validity and ensure that, in pursuit of achieving the results, the participant's life is not jeopardised. The author should anticipate and acknowledge any potential barrier and pitfall in carrying out the research design and explain plans to address them, thereby avoiding lacunae due to incomplete data collection. If the researcher is planning to acquire data through interviews or questionnaires, copy of the questions used for the same should be attached as an annexure with the proposal.

Rigor (soundness of the research)

This addresses the strength of the research with respect to its neutrality, consistency and applicability. Rigor must be reflected throughout the proposal.

It refers to the robustness of a research method against bias. The author should convey the measures taken to avoid bias, viz. blinding and randomisation, in an elaborate way, thus ensuring that the result obtained from the adopted method is purely as chance and not influenced by other confounding variables.

Consistency

Consistency considers whether the findings will be consistent if the inquiry was replicated with the same participants and in a similar context. This can be achieved by adopting standard and universally accepted methods and scales.

Applicability

Applicability refers to the degree to which the findings can be applied to different contexts and groups.[ 13 ]

Data analysis

This section deals with the reduction and reconstruction of data and its analysis including sample size calculation. The researcher is expected to explain the steps adopted for coding and sorting the data obtained. Various tests to be used to analyse the data for its robustness, significance should be clearly stated. Author should also mention the names of statistician and suitable software which will be used in due course of data analysis and their contribution to data analysis and sample calculation.[ 9 ]

Ethical considerations

Medical research introduces special moral and ethical problems that are not usually encountered by other researchers during data collection, and hence, the researcher should take special care in ensuring that ethical standards are met. Ethical considerations refer to the protection of the participants' rights (right to self-determination, right to privacy, right to autonomy and confidentiality, right to fair treatment and right to protection from discomfort and harm), obtaining informed consent and the institutional review process (ethical approval). The researcher needs to provide adequate information on each of these aspects.

Informed consent needs to be obtained from the participants (details discussed in further chapters), as well as the research site and the relevant authorities.

When the researcher prepares a research budget, he/she should predict and cost all aspects of the research and then add an additional allowance for unpredictable disasters, delays and rising costs. All items in the budget should be justified.

Appendices are documents that support the proposal and application. The appendices will be specific for each proposal but documents that are usually required include informed consent form, supporting documents, questionnaires, measurement tools and patient information of the study in layman's language.

As with any scholarly research paper, you must cite the sources you used in composing your proposal. Although the words ‘references and bibliography’ are different, they are used interchangeably. It refers to all references cited in the research proposal.

Successful, qualitative research proposals should communicate the researcher's knowledge of the field and method and convey the emergent nature of the qualitative design. The proposal should follow a discernible logic from the introduction to presentation of the appendices.

Financial support and sponsorship

Conflicts of interest.

There are no conflicts of interest.

6 Qualitative data examples for thorough market researchers

Types of qualitative data in market research, 6 qualitative data examples, get nuanced insights from qualitative market research.

There are plenty of ways to gather consumer insights for fresh campaigns and better products, but qualitative research is up there with the best sources of insight.

This guide is packed with examples of how to turn qualitative data into actionable insights, to spark your creativity and sharpen your research strategy. You’ll see how qualitative data, especially through surveys, opens doors to deeper understanding by inviting consumers to share their experiences and thoughts freely, in their own words — and how qualitative data can transform your brand.

Before we dig into some examples of how qualitative data can empower your teams to make focused, confident and quick decisions on anything from product to marketing, let’s go back to basics. We can categorize qualitative data into roughly three categories: binary, nominal and ordinal data. Here’s how each of them is used in qualitative data analysis.

Binary data

Binary data represents a choice between two distinct options, like ‘yes’ or ‘no’. In market research, this type of qualitative data is useful for filtering responses or making clear distinctions in consumer preferences.

Binary data in qualitative research is great for straightforward insights, but has its limits. Here’s a quick guide on when to use it and when to opt for qualitative data that is more detailed:

Binary data is great for:

Quick Yes/No questions : like “Have you used our app? Yes or No.”
Initial screening : to quickly sort participants for further studies.
Clear-cut answers : absolute factors, such as ownership or usage.

Avoid binary data for:

Understanding motivations : it lacks the depth to explore why behind actions.
Measuring intensity : can’t show how much someone likes or uses something.
Detail needed for product development : misses the nuanced feedback necessary for innovations.

Nominal data

Nominal data categorizes responses without implying any order. For example, when survey respondents choose their favorite brand from a list, the data collected is nominal, offering insights into brand preferences among different demographics.

Some other examples of qualitative data that can be qualified as nominal are asking participants to name their primary information source about products in categories like social media, friends, or online reviews. Or in focus groups, discussing brand perceptions could classify brands into categories such as luxury, budget-friendly, or eco-conscious, based on participant descriptions.

Nominal data is great for:

Categorizing responses : such as types of consumer complaints (product quality, customer service, delivery issues).
Identifying preferences : like favorite product categories (beverages, electronics, apparel).
Segmentation : grouping participants based on attributes (first-time buyers, loyal customers).

Nominal data is not for:

Measuring quantities : it can’t quantify how much more one category is preferred over another.
Ordering or ranking responses : it doesn’t indicate which category is higher or lower in any hierarchy.
Detailed behavioral analysis : While it can group behaviors, it doesn’t delve into the frequency or intensity of those behaviors.

Ordinal data

Ordinal data introduces a sense of order, ranking preferences or satisfaction levels. In qualitative analysis, it’s particularly useful for understanding how consumers prioritize features or products, giving researchers a clearer picture of market trends.

Other examples of qualitative data analyses that use ordinal data, are for instance a study on consumer preferences for coffee flavors, participants might rank flavors in order of preference, providing insights into flavor trends. You can also get ordinal data from focus groups on things like customer satisfaction surveys or app usability, by asking users to rate their ease of use or happiness on an ordinal scale.

Ordinal data is great for:

Ranking preferences : asking participants to rank product features from most to least important.
Measuring satisfaction levels : using scales like “very satisfied,” “satisfied,” “neutral,” “dissatisfied,” “very dissatisfied.”
Assessing Agreement : with statements on a scale from “strongly agree” to “strongly disagree.”

Ordinal data is not for:

Quantifying differences : it doesn’t show how much more one rank is preferred over another, just the order.
Precise measurements : can’t specify the exact degree of satisfaction or agreement, only relative positions.

This mix of qualitative and quantitative data will give you a well-rounded view of participant attitudes and preferences.

The things you can do with qualitative data are endless. But this article shouldn’t turn into a work of literature, so we’ll highlight six ways to collect qualitative data and give you examples of how to use these qualitative research methods to get actionable results.

How to get qual insights with Attest

You can get to the heart of what your target customers think, with reliable qualitative insights from Attest Video Responses

1. Highlighting brand loyalty drivers with open-ended surveys and questionnaires

Open-ended surveys and questionnaires are great at finding out what makes customers choose and stick with a brand. Here’s why this qualitative data analysis tool is so good for gathering qualitative data on things like brand loyalty and customer experience:

Straight from the source

Open-ended survey responses show the actual thoughts and feelings of your target audience in their own words, while still giving you structure in your data analysis.

Understanding ‘why’

Numbers can show us how many customers are loyal; open-ended survey responses explain why they are. You can also easily add thematic analysis to the mix by counting certain keywords or phrases.

Guiding decisions

The insights from these surveys can help a brand decide where to focus its efforts, from making sure their marketing highlights what customers love most to improving parts of their product.

Surveys are one of the most versatile and efficient qualitative data collection methods out there. We want to bring the power of qualitative data analysis to every business and make it easy to gather qualitative data from the people who matter most to your brand. Check out our survey templates to hit the ground running. And you’re not limited to textual data as your only data source — we also enable you to gather video responses to get additional context from non verbal cues and more.

2. Trend identification with observation notes

Observation notes are a powerful qualitative data analysis tool for spotting trends as they naturally unfold in real-world settings. Here’s why they’re particularly valuable insights and effective for identifying new trends:

Real behavior

Observing people directly shows us how they actually interact with products or services, not just how they say they do. This can highlight emerging trends in consumer behavior or preferences before people can even put into words what they are doing and why.

Immediate insights

By watching how people engage with different products, we can quickly spot patterns or changes in behavior. This immediate feedback is invaluable for catching trends as they start.

Context matters

Observations give you context. You can see not just what people do, but where and how they do it. This context can be key to understanding why a trend is taking off.

Unprompted reactions

Since people don’t know they’re being observed for these purposes, their actions are genuine. This leads to authentic insights about what’s really catching on.

3. Understanding consumer sentiments through semi-structured interviews

Semi-structured interviews for qualitative data analysis are an effective method for data analysts to get a deep understanding of consumer sentiments. It provides a structured yet flexible approach to gather in-depth insights. Here’s why they’re particularly useful for this type of research question:

Personal connection

These interviews create a space for a real conversation, allowing consumers to share their feelings, experiences, and opinions about a brand or product in a more personal setting.

Flexibility

The format lets the interviewer explore interesting points that come up during the conversation, diving deeper into unexpected areas of discussion. This flexibility uncovers richer insights than strictly structured interviews.

Depth of understanding

By engaging in detailed discussions, brands can understand not just what consumers think but why they think that way and what stations their train of thought passes by.

Structure and surprise

Semi-structured interviews can be tailored to explore specific areas of interest while still allowing for new insights to emerge.

4. Using focus groups for informing market entry strategies

Using a focus group to inform market entry strategies provides a dynamic way to discover your potential customers’ needs, preferences, and perceptions before launching a product or entering a new market. Here’s how focus groups can be particularly effective for this kind of research goal:

Real conversations

Focus groups allow for real-time, interactive discussions, giving you a front-row seat to hear what your potential customers think and feel about your product or service idea.

Diverse Perspectives

By bringing together people from various backgrounds, a focus group can offer a wide range of views and insights, highlighting different consumer needs and contextual information that you might miss out on in a survey.

Spotting opportunities and challenges

The dynamic nature of focus groups can help uncover unique market opportunities or potential challenges that might not be evident through other research methods, like cultural nuances.

Testing ideas

A focus group is a great way to test and compare reactions to different market entry strategies, from pricing models to distribution channels, providing clear direction on what approach might work best.

5. Case studies to gain a nuanced understanding of consumers on a broad level

Case studies in qualitative research zoom in on specific stories from customers or groups using a product or service, great for gaining a nuanced understanding of consumers at a broad level. Here’s why case studies are a particularly effective qualitative data analysis tool for this type of research goal:

In-depth analysis

Case studies can provide a 360-degree look at the consumer experience, from initial awareness to post-purchase feelings.

This depth of insight reveals not just what consumers do, but why they do it, uncovering motivations, influences, and decision-making processes.

Longitudinal insight

Case studies can track changes in consumer behavior or satisfaction over time, offering a dynamic view of how perceptions evolve.

This longitudinal perspective is crucial for giving context to the lifecycle of consumer engagement with a brand.

Storytelling power

The narrative nature of case studies — when done right — makes them powerful tools for communicating complex consumer insights in an accessible and engaging way, which can be especially useful for internal strategy discussions or external marketing communications.

6. Driving product development with diary studies

Diary studies are a unique qualitative research method that involves participants recording their thoughts, experiences, or behaviors over a period of time, related to using a product or service. This qualitative data analysis method is especially valuable for driving product development for several reasons:

Real-time insights

Diary studies capture real-time user experiences and feedback as they interact with a product in their daily lives.

This ongoing documentation provides a raw, unfiltered view of how a product fits into the user’s routine, highlighting usability issues or unmet needs that might not be captured in a one-time survey or interview.

Realistic user journey mapping

By analyzing diary entries, you can map out the entire user journey, identifying critical touch points where users feel delighted, frustrated, or indifferent.

This then enables you to implement targeted improvements and innovations at the moments that matter most.

Identifying patterns

Over the course of a diary study, patterns in behavior, preferences, and challenges can emerge, which is great for thematic analysis.

It can guide product developers to prioritize features or fixes that will have the most significant impact on user satisfaction, which is especially great if they don’t know what areas to focus on first.

Qualitative research brings your consumers’ voices directly to your strategy table. The examples we’ve explored show how qualitative data analysis methods like surveys, interviews, and case studies illuminate the ‘why’ behind consumer choices, guiding more informed decisions. Using these insights means crafting products and messages that resonate deeply, ensuring your brand not only meets but exceeds consumer expectations.

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Sustainable Implementation of Physician-Pharmacist Collaborative Clinics for Diabetes Management in Primary Healthcare Centers: A Qualitative Study

Research Article
Open access
Published: 23 May 2024

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Jie Xiao 1 , 2 na1 ,
Shuting Huang 1 , 2 na1 ,
Qing Wang 1 , 2 ,
Shenglan Tan 1 , 2 ,
Lei Chen 1 , 2 ,
Haiyan Yuan 1 , 2 ,
Daxiong Xiang 1 , 2 ,
Bikui Zhang 1 , 2 ,
Yan Guo 4 ,
Haiying Huang 5 ,
Yaqi Liao 4 ,
Yuhan Tan 1 , 2 ,
Yining Cheng 1 , 2 ,
Hao Lu 7 &
Ping Xu 1 , 2

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Although physician-pharmacist collaborative clinics for diabetes management have been shown to be effective and cost-effective worldwide, there is limited understanding of the factors that influence their sustainable implementation. This study aims to identify the associated factors and provide sustainability strategy to better implement physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers in China.

A sample of 43 participants were participated in face-to-face, in-depth, semi-structured interviews. Consolidated Framework for Implementation Research was used to identify facilitators and barriers to implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers, and to explore discriminating factors between low and high implementation units. A sustainable strategy repository based on dynamic sustainability framework was established to inform further implementation.

This study demonstrated that clear recognition of intervention benefits, urgent needs of patients, adaptive and tailored plan, highly collaborative teamwork and leadership support were the major facilitators, while the major barriers included process complexity, large number and poor health literacy of patients in primary areas, inappropriate staffing arrangements, weak financial incentives and inadequate staff competencies. Six constructs were identified to distinguish between high and low implementation units. Sixteen strategies were developed to foster the implementation of physician-pharmacist collaborative clinics, targeting Intervention, Practice setting, and Ecological system.

This qualitative study demonstrated facilitators and barriers to implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers and developed theory-based strategies for further promotion, which has the potential to improve the management of diabetes and other chronic diseases in under-resourced areas.

Stakeholder Perspectives Regarding the Acceptability and Sustainability of a Multi-Component Diabetes Care Strategy in South Asia: A Longitudinal Qualitative Analysis

Identifying Implementation Factors for the Development, Operation, and Sustainment of Ambulatory Care Pharmacy Programs: a Qualitative Study

Assessing the sustainability and scalability of a diabetes eHealth innovation: a mixed-methods study

Avoid common mistakes on your manuscript.

1 Introduction

Diabetes has become a major public health problem worldwide, and diabetes-related mortality is increasing rapidly [ 1 ]. According to the International Diabetes Federation, the global diabetes prevalence is estimated to be 10.5% in 2021, rising to 12.2% by 2045 [ 2 ]. With rapid lifestyle transformation, China has the most people with diabetes about 140 million in 2021, reaching over 174 million by 2045 [ 2 ]. Maldistribution of health resources places a heavy burden on diabetes management in healthcare system in China, especially in primary healthcare centers [ 3 ]. To achieve maximum utilization and equalization of medical services, the Chinese government has launched a series of strategies to promote the establishment of hierarchical medical system (HMS), which advocates primary healthcare centers to provide diagnosis and treatment of chronic, common and multiple diseases [ 4 , 5 ]. However, suboptimal utilization and medical quality in primary healthcare centers are the core problems constraining the implementation of HMS [ 6 ].

Growing evidence has demonstrated that pharmacists embedded in the physician-pharmacist collaborative care model enhance medication adherence, improve clinical outcomes and decrease medical costs by provide pharmacy services that include patient assessment, medication counseling, comprehensive medication management and patient education for chronic disease [ 7 , 8 ]. As the first study to introduce physician-pharmacist collaborative clinics for diabetes management into primary healthcare centers in China, we have demonstrated that collaborative clinics could effectively enhance patient medication compliance and quality of life in developing countries [ 9 ]. Despite overwhelming evidence, collaborative clinics have not been widely used in under-resourced areas in China [ 9 , 10 , 11 ]. Previous studies have shown that scarce support and medical resources hinder service delivery and limit the availability of collaborative clinics to a wider population [ 9 , 12 ]. Therefore, a deeper understanding of facilitators and barriers, as well as related sustainable implementation strategies, to collaborative clinics implementation may help promote the adoption and reduce medical disparities in under-resourced areas.

Consolidated Framework for Implementation Research (CFIR), integrating extensive implementation models and frameworks, is a popular and practical determinant framework [ 13 ]. Containing 5 domains summarizing 39 constructs, CFIR enables a comprehensive and flexible conceptualization and differentiation of facilitators and barriers that influence standardized implementation [ 14 ]. Moreover, Expert Recommendations for Implementing Change (ERIC) also reflect to the CFIR constructions, which provides a promising multifaceted strategies repertoire to address potential barriers during targeted implementation [ 15 , 16 , 17 ]. A comprehensive study of the determinants of the intervention implementation process and their mapping to recommendations for improvement of the implementation strategy could contribute to the sustainability and generalizability of implementation.

Physician-pharmacist collaborative clinics have been highly recognized around the world, but there are many challenges to their implementation and little evidence to show the sustainability of implementation. This study aims to identify and distinguish the facilitators and barriers of implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers, and further develop strategies for better implementation.

2.1 Study Design

This qualitative study was conducted following a multicenter randomized controlled trail in Hunan province in China, with 3 purposively selected primary healthcare center conducting physician-pharmacist collaborative clinics for diabetes management [ 9 ]. Located in central China, Hunan province has a wide range of external communication and vast geographical space, which endows sociodemographic and culture diversity. This qualitative study was reported following the Consolidated Criteria for Reporting Qualitative Study (COREQ). This study was approved by the Clinical Research Ethics Committee of the Second Xiangya Hospital of Central South University (No. 2019–213), and all of three primary hospitals accepted the ethic approval. All participants signed informed consent before the qualitative interview.

2.2 Description of the Intervention

Briefly, we established physician-pharmacist collaborative clinics in the intervention group, where physicians provided usual care and pharmacists provided pharmaceutical services. Based on the Theory of Planned Behavior, pharmaceutical intervention program included patient assessment, medication guidance, disease education and patient management, covering the areas of behavior attitude, subjective norm, and perceived behavior control [ 18 ]. Patients in the control group received usual care without pharmaceutical intervention. A pragmatic, parallel, multicenter, randomized controlled trial was conducted in May 2021 to evaluate the effectiveness of collaborative clinics in primary healthcare centers in China, and all enrolled patients were asked to attend follow-up visits at 3rd, 6th, 9th, and 12th months [ 9 ]. The intervention is detailly described in protocol [ 19 ].

2.3 Study Participants and Sampling

Participants in this study of physician-pharmacist collaborative clinics consisted of physicians, pharmacists and patients. Participants were included if they had attended collaborative clinics for 12 months and completed all 4 follow-up visits. Participants were excluded if they refused to audio-record or interview content exceeded 50% off-topic. Purposive sampling techniques with diverse sociodemographic characteristics was used to enroll participants, stratified according to gender, age, educational background, course of the disease, occupation, and years of employment (Supplementary material 1 ). Recruitment of participants proceeded until data saturation and no additional standpoint emerged, meaning no new codes appeared in the data [ 20 ]. All participants were informed about the program and signed consent form, while their privacy and confidentiality were ensured.

2.4 Data Collection

Qualitative data were collected through face-to-face, in-depth, semi-structured interviews, which conducted in separate and calm room without any additional person present. Semi-structured interviews were guided by an interview outline (Supplementary material 2 ), adapted from the CFIR interview guide [ 21 ]. All participants were encouraged to provide their real-life examples derived from their first-hand experience in physician-pharmacist collaborative clinics, rather than prior knowledge. Before the final confirmation, the interview guide was pilot tested and refined in a unit with a total of 7 interviews. The average interview lasted at least 30 min for patients, and 50 min for physicians and pharmacists, and was terminated when no more new information emerged. All audio files were transcribed by 2 researchers respectively.

2.5 Data Analysis

The transcripts were analyzed using analytic inductive and deductive approaches. The researchers reviewed the transcripts and extracted significant statements, summarizing preliminary codes of influencing factors. Then the similar viewpoints were identified and grouped into themes accordingly, conducted by 2 researchers respectively. Conflicting themes and related statements were discussed and agreed upon by a multidisciplinary group. In accordance with the explanation of CFIR guide, themes were deductively mapped into CFIR domains and constructs. Using CFIR rating tool, cross-case comparison of ratings was conducted, reflecting the valence (refers to the influence of the CFIR constructs on the implementation of intervention-positive or negative) and magnitude or strength of each construct, further distinguishing low from high implementation units and identifying the specific barriers to implementation [ 22 ]. Constructs were rated by a multidisciplinary group that coded missing as not involved, 0 as no impact or counterbalance of positive and negative impact, + 1/-1 as weak impact or + 2/-2 as strong impact. Criteria used to assign ratings of CFIR constructs was provided (Supplementary material 3 ). Among all patients in three units participating in physician-pharmacist collaborative clinics, two units had a completion rate of over 70% for patient follow-up visits, while the third unit had a rate of less than 40%. Based on the unit differences in the completion rate, we labeled the 2 units with 70% completion rates as high implementation units and the third as low implementation.

For the strategy construction, we integrated suggestions from participants and mapped them to ERIC strategies using the CFIR-ERIC Strategy Matching Tool [ 15 ], followed by adaptation and refinement through multidisciplinary group discussion and consultation with external experts (Supplementary material 4 ). Furthermore, each barrier and coping strategy were integrated according to Dynamic Sustainability Framework (DSF) and consolidated into a sustainable development implementation framework. Adoption of credibility, transferability, dependability and confirmability criteria to ensure trustworthiness [ 23 ]. Maximum differentiation sampling and participant verification was adopted to achieve credibility. Triangulation protocol was conducted to analyze in-depth and multi-perspective interview to ensure transferability. Two researchers transcribed and coded respectively, along with multidisciplinary group discussion and external consultation were performed to ensure dependability and confirmability. All data were analyzed using NVivo 12.

A total of 43 participants were invited for face-to-face interviews (9 physicians, 12 pharmacists and 22 patients), with response rate of 71.7% (Supplementary material 5 ). Approximately 90% of physicians have worked for more than 10 years, with half of them working in endocrinology for more than 20 years. Pharmacists working for more than 10 years count about 75%, with 7 working in clinical pharmacy over 5 years (Table 1 ).

Similar viewpoints in transcript were summarized into themes, with those having positive emotions for implementation being classified as facilitators and those having negative emotions as barriers. A total of 59 facilitators and 21 barriers of physician-pharmacist collaborative clinics were summarized, mapping to 29 constructs of 5 domains of CFIR framework (Table 2 , Supplementary material 6 ). A modified CFIR framework based on identified themes were constructed in Fig. 1 .

Modified Consolidated Framework for Implementation Research Describing Identified Themes

3.1 Intervention Characteristics

Participants reported specific characteristics of physician-pharmacist collaborative clinics of valid evidence, which integrated advantages of various disciplines and could also provide timely communication with patients. “I am very interested in this novel model, because the management of diabetes requires multidisciplinary cooperation” (Physician 2). Thus, collaborative clinics achieved high recognition in pilot phase, which provided patient-center individualized care. “I heard about the collaborative clinics from the literature and online courses. I feel that it was in a good way” (Pharmacist 2). The provision of dedicated personnel and venues provided great convenience for the development of collaborative clinics.

However, general barriers showed that 12-month follow-up appeared to be difficult for participants to adhere to, indicating that patients in primary areas had not developed the concept of regular follow-up visit for chronic diseases. “It’s difficult for patients in rural areas to understand the content of education, and some elderly people even have communication difficulties” (Pharmacist 10). Other barriers to implementing collaborative clinics were staffing arrangement and dedicated room, exacerbated by large patient populations. “The number of patients is snowballing. Sometimes we can’t keep up” (Physician 4).

3.2 Outer Setting

Patients reported that collaborative care mode met their needs for regular follow-up, pharmacy counseling, mediation guidance and education, which served as important external facilitators to incentivize the implementation of collaborative clinics. “When I have poor blood sugar control, I see my pharmacist to adjust the dose of medication” (Patient 12). However, patients in primary areas are characterized by low health literacy, large proportion of elderly people, unfamiliarity with smart devices, and inconvenient transportation, which greatly hinders the promotion among primary patients. “Some patients have poor literacy of health, which may be due to a lower level of education in the villages” (Pharmacist 5).

Despite a solid collaborative team, regular meetings and reports, and leadership support drive the implementation, participants acknowledged that the absence of pharmacy-based charging and performance appraisal are major barriers. “Pharmacy charge is a big deal” (Pharmacist 3). “I’m very busy with my regular job and only do patient management when I have free time” (Physician 2).

3.3 Inner Setting

Evidence showed that units with clear delineation of work, collaborative network, regular communication, and shared values were better at implementation. “I have organized each pharmacist’s role in such a way that there is good cooperation” (Pharmacist 3). Despite irrational drug use and poor medication compliance in primary areas prompted a paradigm shift in pharmacy services, collaborative clinics were not integrated into daily work practice and lacked leadership oversight, resulting in low implementation in several units. “I’m embarrassed that I haven’t done much work as a leader” (Pharmacist 8).

Encouragement from leaders and recognition from partners have led pharmacists to actively engage in self-learning, improve work patterns, and participate in professional training, with the support and supervision of leaders playing a very important role. “I use online courses to learn my expertise, and my leaders give us platforms and opportunities to learn as well” (Pharmacist 2). However, inappropriate staffing arrangements, inadequate competency and less communication impeded implementation in several units. “Pharmacists used their spare time to follow up with patients, but they are already multi-tasking” (Pharmacist 9).

3.4 Characteristics of Individuals

Specific characteristics of health professionals tremendously influenced the implementation. These factors, including sense of accomplishment and honor for improving patient outcomes, desire for personal empowerment, and high physician recognition, contribute greatly to the enthusiasm of pharmacists to implement. “I’m just in the way of skill accumulation and learning. The more I learn, the better I could help clinical physicians” (Pharmacist 9).

Participants at all centers acknowledged that resistance to implementation was the main barrier due to increased workload and difficulty in communicating with patients. Inexperienced pharmacists showed low conviction in implementing. “I don’t think I’m doing a perfect job because I also have a lot of daily work, so sometimes I don’t follow up with patients timely” (Pharmacist 6).

3.5 Process

Various measures were adopted to ensure the implementation, including preliminary adaptation study, implementation plan and regular review meetings. Moreover, implementation units established executive teams, consisting of leadership, executive leader, specialist physicians and pharmacists, and organized team debriefings and discussions. “We will be criticized for our failure to accomplish the task at the meeting.” (Pharmacist 8).

However, the outbreak of COVID severely disrupted the implementation plan, resulting in fewer visits by the diabetic population due to fear of infection. “It seriously affects the trial process. Because some patients had found the process of care-seeking complicated, it’s even more so during the epidemic” (Pharmacist 10).

3.6 CFIR Constructs Rating

Construct rated based on the viewpoints emotions under the summarized themes, and we provided more detailed descriptions of discriminative constructs between high and low implementation (Supplementary material 7 ). Of the 29 CFIR constructs assessed, 5 constructs strongly discriminated between high and low implementation units, while another 1 construct exhibited a weak discriminant (Table 3 ). The construct of patient needs and resources in the outer setting discriminated high and low implementation units weakly. The majority of strong discriminative constructs were related to the inter setting, including structural characteristics , networks and communications , relative priority , learning climate and leadership engagement . Obviously, high implementation units characterized by solid staffing architecture, multifaceted internal collaboration, urgency for implementation, positive learning atmosphere, and leadership support.

3.7 Strategy Design

Based on the 21 identified barriers to the implementation of collaborative clinics, we mapped them to the CFIR-ERIC Strategy Matching Tool. Sixteen strategies were discussed by muti-disciplinary panel, which were systematically integrated by the DSF framework for sustainable implementation, consisting of 3 domains of Intervention, Practice setting, and Ecological system (Fig. 2 ).

Identified Barriers and Strategies in 3 Components of the Dynamic Sustainability Framework

In particular, adoption of the intervention reflects that positive adaptation for sustainable implementation requires early integration of local needs to ensure patient acceptance and activation, highlighting assessment local needs, improving patient adherence, stimulating patient initiative, promoting adaptability and conducting local formal blueprint for intervention implementation. Targeting the internal climate of the implementation unit, Practice setting aims to adapt its characteristics to the delivery of the intervention, while strategies include assessing readiness, altering incentive structures, establishing local consensus, sharing resources, involving executive board and champions, building coalitions, and conducting educational meetings. During the implementation process, proper maintenance of Ecological system is a critical of factor for sustainability. Thus, scaling up implementation, obtaining timely feedback from participants and evaluating implementation are at the core of sustainable implementation of the intervention system.

4 Discussion

This qualitative study was conducted by multidisciplinary group to multifacetedly reflect the facilitators and barriers in physician-pharmacist collaborative clinics using CFIR tool, further explore the discriminative constructs between low and high implementation and establish sustainable implementation strategy based on DSF construction. Influencing factors covered 5 domains and 29 constructs of CFIR, in which clear recognition of intervention benefits, urgent patient needs, adaptive and tailored plan, highly collaborative teamwork and leadership support were the major facilitators, while the major barriers included process complexity, large number and poor health literacy of patients in primary areas, inappropriate staffing arrangements, weak financial incentives and inadequate personnel competencies. This study identified 6 CFIR constructs to distinguish high and low implementation units, and developed 16 strategies to overcome these challenges.

Main barriers in implementing intervention focused on available resources, local patient needs and resources, staff arrangement and communications, and executing process. Implementation units have also taken numerous measures to address these challenges, including developing individualized care services to promote patient adaptability, adding mHealth interventions to enhance patient engagement, requesting dedicated offices and training staff. Generally, these measures are applicable to other primary healthcare centers implementing new interventions. Moreover, a notification on the fee-charging criteria for pharmacy services was issued in October 2023, which will tremendously motivate and inspire the practice of pharmacists [ 24 ]. It is foreseeable that improvement of pharmacy services could ultimately benefit patients and optimize the utilization of medical resource.

In this study, we identified 5 strong and 1 weak CFIR constructs to distinguish between high and low implementation units. Weak discriminant construct nested in the outer setting, with strong discriminant constructs in the inner setting. Our findings were supported by an implementation study of a weight management program, which showed that the majority of discriminative constructs were associated with inner setting [ 22 ]. Evidence recognized the core influential roles of leadership engagement, which dominated in provision of dedicated office and staffing arrangements to satisfy patient needs and develop strong communication within units, resulting in a high relative priority of intervention [ 22 , 25 ]. Our findings of leadership engagement, communication and work priority were similar to studies in developed countries, but we firstly explored that low implementation units in primary healthcare centers in China are characterized by unstable organizational structures and insufficient learning atmosphere. A national cross-sectional study in 2017 demonstrated that the coverage of clinical pharmacy services was unsatisfactory in 81.75% of primary healthcare centers and staff composition was unqualified in 57.73% [ 26 ]. Underestimating of professional training demand could hurt the learning climate of organization and organizational commitment, leading to low job performance and prevalence of exhaustion [ 27 , 28 ]. Therefore, professional training for pharmacists and improving of pharmacy service system could be the core measurements in the future.

In order to improve the efficiency of physician-pharmacist collaborative clinics, we developed local implementation strategy repository based on DSF, aiming to institutionalize interventions within local organizations. Undoubtedly, with substantial resources devotion and successful intervention implementing, building necessary capacity to support sustainable delivery has been meaningful [ 29 ]. The DSF highlights that variation occurred in application of interventions over time, in the characteristics of practice settings and in broader systems that provides environment for care delivery, and has been used in identifying threats to sustainability, predicting sustainable implementing, and evaluating adaptation of interventions [ 30 , 31 ].

DSF highlights that dynamic changes influence the ability of health interventions which exists in the evidence-based practice [ 32 ]. In this study, patients in primary areas characterized by misunderstanding of diabetes and poor health literacy, which may lead to low rates of awareness, treatment and glucose control of diabetes and unsatisfactory outcomes of diabetes management in China [ 33 , 34 ]. Studies showed that lack of environmental resources and strategies were main barriers to diabetes self-management [ 35 ]. An analysis of big data in primary areas in China showed that existing diabetes management models failed to customize management strategies from the patient’s perspective and ignore patient needs [ 36 ]. Consistent with our previous research, studies have shown that physician-pharmacist collaborative clinics for diabetes management significantly improve patient medication compliance and clinical outcomes in primary areas [ 9 , 37 , 38 ]. Despite the effectiveness of collaborative clinics is widely recognized and proven, for further implementation in primary areas, it’s necessary to incorporate patient education appropriate to the cultural context and native language, utilize telephone calls and home visits to enhance the participation of patients’ families, and develop local programs for diabetes control in primary areas, which may be effective in increasing patient acceptance and participation [ 39 , 40 ].

The practice setting ultimately determines the sustainable extent of intervention implementation and ultimate benefit, typically including context characteristics, culture and process [ 30 ]. Studies demonstrated that role ambiguity and conflict were common among pharmacists in China, which means lack of responsibility definition, performance evaluation criteria and conflict between different expectations, resulting in a negative efficiency and quality of pharmacy services [ 41 ]. The improvement of healthcare policies and resource support, together with development of pharmacist team would be so difficult due to excessive dedication, but professional training represents a less resource-intensive approach and is relatively easy to implement, in which skills of pharmaceutical care service were the most mentioned [ 42 , 43 ]. Moreover, lack of reimbursement for pharmacy services hindered the enthusiasm of pharmacists, resulting in unattractive wages and career development [ 26 , 44 ]. As a positive measure, pay-for-performance for professionalism patient-centered care in diabetes management could be utilized [ 45 ]. It is clear that administrative and executive support was crucial in implementation of interventions, which was reflected in the dedication of resources and incentives [ 46 ]. Therefore, promoting and demonstrating the importance of pharmacy services in primary areas would facilitate the transition and development of pharmacy.

DSF recognized ecological system as extra driver of successfully implementation and sustainability of interventions, interacting with practice settings and interventions, which includes population characteristics, outer setting and market forces [ 30 ]. Actually, primary healthcare centers serve over 900 million people in China, with 12.0% diabetic population, resulting in professional staff shortages and heavy workloads [ 33 , 47 ]. Multidisciplinary care combined with mobile technology was promising to solve relative understaffing and to increase the connection between health professionals and patients and their families [ 48 ]. Moreover, implementation scale-up and timely feedback from participants could help ensure and improve the quality of the intervention. Online evaluation application and regular satisfaction survey would be essential part for sustainability [ 49 ]. Despite multiple contingencies considered at the beginning of the trial design, the COVID epidemic disrupted our plan, suggesting that a reexamination system should be established.

4.1 Strengths and Limitations

First, strengths of our study included our primary care-level design and advanced approach, involving patients participating 12-month follow-up visits in physician-pharmacist collaborative clinics in three counties, and guided by robust implementation framework. This work reflects the dilemma of hierarchical medical system in primary healthcare and shows the way forward for chronic disease management in under-resourced areas. Second, our large sample size of 43 multi-perspective interviews corroborated the whole process of implementing novel management mode, and the utilizing of implementation rating tool illustrated internal differences of implementation units, contributing to multidisciplinary strategy repository. Future study may focus on implementation differences to construct targeted sustainability strategies. Third, this study systematically innovated the research method based on CFIR framework. We constructed a modified CFIR framework and shed light on the application of the CFIR. However, the findings focused on the influencing factors of physician-pharmacist collaborative clinics for diabetes management, potentially limiting its generalization to other populations. The COVID epidemic affected patients’ willingness to visit clinics, and this effect should be further investigated.

Physician-pharmacist collaborative clinics for diabetes have been shown to significantly improve patient management, delay disease complications and reduce medical burden [ 7 , 8 ]. Due to limited resources and poor implementation in primary healthcare centers in China, the identification of associated facilitators and barriers, as well as the development of implementation strategies, were needed to ensure the sustainability of effectiveness of collaborative clinics. To our knowledge, this is the first study to explore the sustainability of physician-pharmacist collaborative clinics, particularly in the context of the trend towards multidisciplinary collaboration. It is undeniable that most countries in the Western Pacific region are still in the underdevelopment stage and have a shortage of medical resources, while changes in people’s lifestyles are increasing the incidence of chronic diseases such as diabetes, further straining medical resources. Therefore, multidisciplinary team collaboration in chronic disease management is of great importance in areas with scarce medical resources.

5 Conclusion

This study demonstrated facilitators and barriers to implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers in China, and identified six discriminant constructs of CFIR, through a synthesis of semi-structured interviews and discussions. Sixteen strategies for sustainable implementation were developed as a theory-based response to promote the implementation of physician-pharmacist collaborative clinics in primary healthcare settings. This study is promising for improving the implementation of physician-pharmacist collaborative care model for diabetes and other chronic diseases in under-resourced areas.

Data Availability

The qualitative data are not publicly available because the information may compromise the privacy of research interviewees. Data are available from the corresponding author on reasonable request.

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Acknowledgements

We would like to thank all patients, physicians and pharmacists for participating in the study.

Dr PX is funded by China Medical Board (Grant No.18–292). Dr ST is funded by Hunan Provincial Health Commission (Grant No.2019158). The funders had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

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Jie Xiao and Shuting Huang contributed equally to this work.

Authors and Affiliations

Department of Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, CN, China

Jie Xiao, Shuting Huang, Qing Wang, Shenglan Tan, Lei Chen, Haiyan Yuan, Daxiong Xiang, Bikui Zhang, Yuhan Tan, Yining Cheng & Ping Xu

Institute of Clinical Pharmacy, The Second Xiangya Hospital, Central South University, Changsha, CN, China

Department of Endocrine, The Second Xiangya Hospital, Central South University, Changsha, CN, China

Department of Pharmacy, Taoyuan People’s Hospital, Changde, CN, China

Yan Guo & Yaqi Liao

Department of Pharmacy, The People’s Hospital of Liuyang, Changsha, CN, China

Haiying Huang

Department of Pharmacy, The Second People’s Hospital of Huaihua, Huaihua, CN, China

Intemed Hospital Management & Development (Beijing) Centre, Beijing, CN, China

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PX conceived and designed the study. ST, LC, HY, DX, BZ and XL are co-principal investigators and were involved in the development of the protocol. Material preparation, data collection and analysis were performed by JX, QW, HL, YT and YC. YG, HH, QL and YL are responsible for the involvement of patients and execution of the project. The first draft of the manuscript was written by JX and SH. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Correspondence to Ping Xu .

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This study was approved by the Clinical Research Ethics Committee of the Second Xiangya Hospital of Central South University (No. 2019–213), and all of three primary hospitals accepted the ethic approval. All participants signed informed consent in the qualitative interview.

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Xiao, J., Huang, S., Wang, Q. et al. Sustainable Implementation of Physician-Pharmacist Collaborative Clinics for Diabetes Management in Primary Healthcare Centers: A Qualitative Study. J Epidemiol Glob Health (2024). https://doi.org/10.1007/s44197-024-00244-2

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Published: 29 May 2024

The implementation of person-centred plans in the community-care sector: a qualitative study of organizations in Ontario, Canada

Samina Idrees 1 ,
Gillian Young 1 ,
Brian Dunne 2 ,
Donnie Antony 2 ,
Leslie Meredith 1 &
Maria Mathews 1

BMC Health Services Research volume 24 , Article number: 680 ( 2024 ) Cite this article

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Person-centred planning refers to a model of care in which programs and services are developed in collaboration with persons receiving care (i.e., persons-supported) and tailored to their unique needs and goals. In recent decades, governments around the world have enacted policies requiring community-care agencies to adopt an individualized or person-centred approach to service delivery. Although regional mandates provide a framework for directing care, it is unclear how this guidance is implemented in practice given the diversity and range of organizations within the sector. This study aims to address a gap in the literature by describing how person-centred care plans are implemented in community-care organizations.

We conducted semi-structured interviews with administrators from community-care organizations in Ontario, Canada. We asked participants about their organization’s approach to developing and updating person-centred care plans, including relevant supports and barriers. We analyzed the data thematically using a pragmatic, qualitative, descriptive approach.

We interviewed administrators from 12 community-care organizations. We identified three overarching categories or processes related to organizational characteristics and person-centred planning: (1) organizational context, (2) organizational culture, and (3) the design and delivery of person-centred care plans. The context of care and the types of services offered by the organization were directly informed by the needs and characteristics of the population served. The culture of the organization (e.g., their values, attitudes and beliefs surrounding persons-supported) was a key influence in the development and implementation of person-centred care plans. Participants described the person-centred planning process as being iterative and collaborative, involving initial and continued consultations with persons-supported and their close family and friends, while also citing implementation challenges in cases where persons had difficulty communicating, and in cases where they preferred not to have a formal plan in place.

Conclusions

The person-centred planning process is largely informed by organizational context and culture. There are ongoing challenges in the implementation of person-centred care plans, highlighting a gap between policy and practice and suggesting a need for comprehensive guidance and enhanced adaptability in current regulations. Policymakers, administrators, and service providers can leverage these insights to refine policies, advocating for inclusive, flexible approaches that better align with diverse community needs.

Peer Review reports

The community-care sector facilitates the coordination and administration of in-home and community-based health and social services. Community-care services include supports for independent living, residential services, complex medical care, and community-participation services to support personal and professional goals (e.g., education, employment, and recreation-based supports) [ 1 ]. There is substantial heterogeneity in the clinical and demographic characteristics of the community-care population, including individuals with physical and developmental disabilities, and complex medical needs [ 2 ]. We refer to the individuals served by these organizations as ‘persons-supported’ in line with person-first language conventions [ 3 , 4 ].

In recent decades, governments across the world have enacted policies requiring community-care agencies to adopt an individualized or person-centred approach to service delivery [ 5 , 6 , 7 , 8 ]. Person-centred care encompasses a broad framework designed to direct care delivery, as opposed to a singular standardized process. In the context of community-care, person-centred planning refers to a model of care provision in which programs and services are developed in collaboration with persons-supported and tailored to their unique needs and desired outcomes [ 9 , 10 ].

In Ontario, Canada, community-care services are funded by the Ministry of Health (MOH) and the Ministry of Children, Community and Social Services (MCCSS). Service agreements between these ministries and individual agencies can be complex and contingent on different factors including compliance with a number of regulatory items and policies [ 7 , 11 ]. MOH provides funding for health-based services including in-home physiotherapy, respiratory therapy, and personal support services, among several others. MOH funds Home and Community Care Support Services (HCCSS), a network of organizations responsible for coordinating the delivery of in-home and community-based care in the province. MCCSS funds social service agencies including those providing community participation and residential support for people with intellectual and developmental disabilities (IDDs).

Several tools and resources have been developed to aid organizations in providing person-centred care and organizations may differ in their use of these tools and their specific approach. Although regional mandates provide a framework for directing care delivery, it is unclear how this guidance is implemented in practice given the diversity and range of organizations within the sector. In addition, as noted by a recent scoping review, there is limited literature on the implementation process and impact of person-centred planning on individual outcomes [ 12 ]. Using a pragmatic, qualitative, descriptive approach [ 13 ], we outline how community-care organizations enact a person-centred approach to care and the factors that shape their enactment. By describing existing practices in the context of the community-care sector, we aim to provide insight on how to optimize care delivery to improve outcomes and inform current policy. This study is part of a larger, multi-methods project examining the implementation of person-centred care plans in the community-care sector. This project encompasses qualitative interviews with representatives from different community-care organizations, as well as staff and persons-supported at a partner community-care organization. This paper focuses on analyzing data from interviews with representatives from different community-care organizations.

We conducted semi-structured interviews with administrators from community-care organizations in Southwestern Ontario (roughly the Ontario Health West Region) between October 2022 and January 2023. We included community-care organizations funded by MOH or MCCSS. We excluded organizations that did not provide services in Southwestern Ontario. We identified eligible organizations and participants by searching online databases, including community resource lists, as well as through consultation with members of the research team.

We used maximum variation sampling [ 14 ], to recruit participants from organizations with a wide range of characteristics including location (i.e., urban, rural), organization type (i.e., for-profit, not-for-profit), and types of services provided (e.g., residential, recreation, transportation, etc.) We contacted eligible organizations via email, providing them with study information and inviting them to participate. We recruited until the data reached saturation, defined as the point at which there was sufficient data to enable rigorous analysis [ 14 , 15 ].

In each interview, we asked participants about their organization’s approach to developing and updating individual service agreements or person-centred care plans, and the supports and barriers (e.g., organizational, funding, staffing, etc.) that facilitate or hinder the implementation of these plans (Supplementary Material 1 : Interview Guide). We also collected information on relevant participant and organizational characteristics, including participant gender, position, years of experience, organization location, type (i.e., for-profit, not-for-profit), services offered, years in operation, and client load. The interviews were approximately one hour in length and conducted virtually via Zoom (Zoom Video Communications Inc.) or by telephone. The interviews were audio-recorded and transcribed verbatim. Interviewer field notes were also used in data analysis.

We analyzed the data thematically [ 16 ]. The coding process followed a collaborative and multi-step approach. Initially, three members of the research team independently reviewed and coded a selection of transcripts to identify key ideas and patterns in the data, and form a preliminary coding template. We then met to consolidate individual coding efforts. We compared coding of each transcript, resolving conflicts through discussion and consensus. In coding subsequent transcripts and through a series of meetings, we worked together to finalize the codebook to reflect more analytic codes. We used the finalized template to code all interview transcripts in NVivo (QSR International), a software designed to facilitate qualitative data analysis. We refined the codebook on an as-needed basis by incorporating novel insights gleaned from the coding of additional transcripts, reflecting the iterative nature of the analysis.

We increased the robustness of our methodology by pre-testing interview questions, documenting interview and transcription protocols, using experienced interviewers, and confirming meaning with participants in interviews [ 14 , 15 , 16 ]. We kept detailed records of interviews, field notes, and drafts of the coding template. We made efforts to identify negative cases and provided rich descriptions and illustrative quotes [ 17 ]. We included individuals directly involved in the administration of community-care services on our research team. These individuals provided important context and feedback at each stage of the research process.

This study was approved by the research ethics board at Western University. We obtained informed consent from participants prior to the onset of interviews. We maintained confidentiality through secure storage of interview data (e.g., audio recordings), password-protection of sensitive documents, and the de-identification of transcripts.

Positionality

The authors represent a multidisciplinary team of researchers, clinicians, and community-care leaders. The community-care leaders and clinicians on our team provided key practical expertise to inform the development of interview questions and the analysis of study findings.

We interviewed administrators across 12 community-care organizations in Southwestern Ontario. The sample included representatives from seven organizations that received funding from MCCSS, three organizations that received funding from MOH, and two organizations that received funding from both MCCSS and MOH (Table 1 ). Eleven organizations were not-for-profit, one was a for-profit agency. The organizations provided care in rural ( n = 3), urban ( n = 4), or both rural and urban populations ( n = 5). Seven of the 12 participants were women, nine had been working with their organization for more than 11 years, and all had been working in the community-care sector for more than 12 years (Table 2 ).

We identified three key categories or processes relating to organizational characteristics and their impact on the design and delivery of person-centred care plans: (1) organizational context, (2) organizational culture, and (3) the development and implementation of person-centred care plans.

Organizational context

Organizational context refers to the characteristics of persons-supported, and the nature of services provided. Organizational context accounts for the considerable heterogeneity across organizations in the community-care sector and their approach to person-centred care plans.

Populations served

The majority of organizations included in the study supported individuals with IDDs: “all of the people have been identified as having a developmental disability. That’s part of the eligibility criteria for any funded developmental service in Ontario.” [P10]. Participants described how eligibility was ascertained through the referral process: “ the DSO [Developmental Services Ontario] figures all of that out and then refers them to us .” [P08]. These descriptions highlighted a common access point for publicly-funded adult developmental services in the province. Accordingly, these organizations were primarily funded by MCCSS. Other organizations focused on medically complex individuals including those with acquired brain injuries or those unable to access out-patient services due to physical disabilities: “the typical reason for referral is going to be around a physical impairment… But, with this medically complex population, you’re often seeing comorbidities where there may be some cognitive impairment, early dementia.” [P04]. In these organizations, eligibility and referral were usually coordinated by HCCSS. These insights highlighted the diverse characteristics of community-care populations, emphasizing the need to consider both physical and cognitive health challenges in care provision approaches.

Services offered

The characteristics of persons-supported informed the context of care and the type of services offered by the organization. The different dimensions of services offered within this sector include social and medical care, short and long-term care provision, in-home and community-care, and full and part-time care.

Nature of care: social vs. medical

Many organizations serving individuals with IDDs employed a holistic, psychosocial model of care, designed to support all areas of an individual’s life including supports for independent-living, and community-based education, employment, and recreation services to support personal and professional goals: “we support people in their homes, so residential supports. We also support people in the community, to be a part of the community, participate in the community and also to work in the community.” [P06]. These descriptions reflect a comprehensive approach to care, aiming to address needs within and beyond residential settings to promote active participation within the broader community. In contrast, some organizations followed a biomedical model of care, designed to support specific health needs: “We provide all five therapies… physiotherapy, occupational therapy, speech, social work, and nutrition. In some locations we provide visiting nursing, at some locations shift nursing. We have some clinic-nursing… and we provide personal support and home-making services in a number of locations as well.” [P04]. These organizations adopted a more clinically-focused approach to care. In either instance, the care model and the nature of services offered were largely determined by an organization’s mandate including which gaps they aimed to fill within the community. Many organizations described providing a mixture of social and medical care for individuals with complex needs. However, the implementation of care plans could be impacted by the lack of integration between social and medical care sectors, as some participants spoke to the importance of “[integrating] all of the different healthcare sector services… [including] acute care and public health and home and community care and primary care, and mental health and addictions.” [P04].

Duration of care: short-term vs. long-term

The duration of care also varied based on the needs of persons-supported. Organizations serving individuals with IDDs usually offered support across the lifespan: “We support adults with developmental disabilities and we support them from 18 [years] up until the end of their life.” [P06]. Some organizations provided temporary supports aimed at addressing specific health needs: “For therapies – these are all short-term interventions and typically they’re very specific and focused on certain goals. And so, you may get a referral for physiotherapy that is authorized for three visits or five visits” [P04], or crisis situations (e.g., homelessness): “Our services are then brought in to help provide some level of support, guidance, stabilization resource, and once essentially sustainability and positive outcomes are achieved—then our services are immediately withdrawn.” [P12]. One organization employed a model of care with two service streams, an initial rehabilitation stream that was intended to be short-term and an ongoing service stream for individuals requiring continuing support.

In-home vs. community-based care

Many organizations provided in-home care and community-based supports, where residential supports were designed to help individuals lead independent lives, and community-based supports encouraged participation in community activities to further inclusion and address personal and professional goals. One participant spoke about the range of services offered in the home and community:

“There’s probably two big categories of [services we offer]: community support services—so that includes things like adult day programs, assisted living, meals on wheels, transportation, friendly visiting … and things like blood pressure clinics, exercise programs… and then on the other side we do home care services. In the home care basket, we provide personal support, and we also provide social work support.” [P05].

Likewise, another participant spoke in further detail on the types of services that allow individuals to live independently within their homes, or in community-based residential settings (e.g., long-term care facilities):

“We provide accommodation supports to about 100 people living in our community—which means that we will provide support to them in their own homes. So, anywhere from an hour a week to 24 hours a day. And that service can include things from personal care to home management to money management, cooking, cleaning, and being out and about in communities—so community participation. We also provide supports for about 50 people living in long-term care facilities and that is all community participation support. So, minus the last 2 and a half years because of the pandemic, what that means is that a person living in a long-term care facility with a developmental disability can have our support to get out and about for 2 or 3 hours a week, on average.” [P10].

Full-time vs. part-time support

The person-supported’s needs also determined whether they would receive care within their homes and if they would be supported on a full-time (i.e., 24 h a day, 7 days a week) or part-time basis:

“ It really does range from that intensive 24- hour/7 day a week support, which we actually do provide that level of intense support in the family home, if that’s needed. And then, all the way through to just occasional advocacy support and phone check-in.” [P01].

Organizational Culture

Organizational culture was described as a key influence in the development and implementation of person-centred care plans. The culture of the organization includes their perceptions, attitudes and beliefs surrounding persons-supported; their model of care provision; as well as their willingness to evolve and adapt service provision to optimize care delivery.

Perceptions, attitudes, and beliefs regarding persons-supported

Participants described their organization’s view of persons-supported, with many organizations adopting an inclusionary framework where persons-supported were afforded the same rights and dignities as others in the community. This organizational philosophy was described as being deeply intertwined with an organization’s approach to personalizing programs and services:

“…an organization needs to be able to listen to the people who are receiving the service… and support them, to learn more, figure out, articulate, whatever it is, the service or the supports that they need in order to get and move forward with their life.” [P10].

The focus on the person-supported, their needs, likes, and dislikes, was echoed across organizations, with an emphasis on the impact of “culture and trying to embed for each person who delivers service the importance of understanding the individual.” [P05]. Participants also described their organization’s approach to allowing persons-supported to take risks, make mistakes, and live life on their own terms:

“You have to go and venture out and take some [risks]… We try to exercise that philosophy - people with disabilities should have the same rights and responsibilities as other people in the community. Whether that’s birthing or education, getting a job, having a house they can be proud of, accessing community supports, whether that be [a] library or community centre, or service club, whatever that is.” [P03].

Model of care provision

The model of care provision was heavily influenced by the organization’s values and philosophy. Several organizations employed a flexible model of care where supports were developed around the needs, preferences, and desired outcomes of the person-supported:

“…if we don’t offer [the program they want], we certainly build it. Honestly, most of our programs were either created or built by someone coming to us [and] saying ‘I want to do this with my life,’ or …‘my son would like to do art.’” [P02].

Although there were similarities in models across the different organizations, one participant noted that flexibility can be limited in the congregate care setting as staff must tend to the needs of a group as opposed to an individual:

“Our typical plan of operation outside of the congregate setting is we design services around the needs of the person. We don’t ask them to fit into what we need, we build services for what they need. Within the congregate care setting, we have a specific set of rules and regulations for safety and well-being of the other people that are here.” [P11].

Evolving service orientation

In organizations serving individuals with IDDs, many described shifting from program-based services to more individualized and community-based supports: “The goal was always to get people involved in their community and build in some of those natural supports … [we] are looking to support people in their own communities based on their individual plans.” [P07]. One participant described this model as a person-directed approach as opposed to person-centred, citing the limitations of program-based services in meeting individual needs:

“[Persons-supported] couldn’t [do] what they wanted because they were part of a bigger group. We would listen to the bigger group, but if one person didn’t want to go bowling … we couldn’t support them because everybody had to go bowling.” [P06].

The focus on individualized support could potentially lead to increased inclusion for persons-supported in their communities:

“… people go to Tim Horton’s, and if they go every day at 9 they probably, eventually will meet other people that go at 9 o’clock and maybe strike up a conversation and get to know somebody and join a table … and meet people in the community.” [P02].

By creating routines centred on individual preferences, the person-supported becomes a part of a community with shared interests and values.

Person-centred care plans

Community-care organizations enacted a person-centred approach by creating person-centred care plans for each person-supported. Although all participants said their organization provided person-centred services, there was considerable variation in the specific processes for developing, implementing, and updating care plans.

Developing a person-centred care plan

The development of a care plan includes assessment, consultation, and prioritization. The initial development of the care plan usually involved an assessment of an individual’s needs and goals. Participants described agency-specific assessment processes that often incorporated information from service referrals: “ In addition to the material we get from the DSO [Disability Services Ontario] we facilitate the delivery of an intake package specifically for our services. And that intake package helps to further understand the nature and needs of an individual.” [P12]. Agency-specific assessment processes differed by the nature of services provided and the characteristics of the population. However, most organizations included assessments of “not only physical functioning capabilities, but also cognitive.” [P01]. Assessment also included an appraisal of the suitability of the organization’s services. In instances where persons-supported were seeking residential placements or independent-living support, organizations assessed their ability to carry out the activities of daily living:

“[Our internal assessment] is an overview of all areas of their life. From, ‘do they need assistance with baking, cooking, groceries, cleaning, laundry? Is there going to be day program opportunities included in that residential request for placement? What the medical needs are?’” [P02].

In contrast, the person-supported’s community-based activities were primarily informed by their interests and desired outcomes: “We talk about what kinds of goals they want to work on. What kind of outcomes we’re looking for…” [P06].

The development of the care plan also included a consultation phase, involving conversations with the person-supported, their family members, and potentially external care providers: “We would use the application information, we’d use the supports intensity scale, but we’d also spend time with the person and their connections, their family and friends, in their home to figure out what are the kinds of things that this person needs assistance with.” [P10]. Participants described the person-supported’s view as taking precedence in these meetings: “We definitely include the family or [alternate] decision-maker in that plan, but the person-supported ultimately has the final stamp of approval.” [P08]. Many participants also acknowledged the difficulty of identifying and incorporating the person-supported’s view in cases where opinions clash and the person-supported has difficulty communicating and/or is non-verbal: “Some of the people we support are very good at expressing what they want. Some people are not. Some of our staff are really strong in expressing what they support. …And some of the family members are very strong. So you have to be very careful that the [person-supported] is not being lost in the middle of it.” [P06].

Participants also noted that some persons-supported preferred not to have a care plan:

“Some of the people say ‘I hate [the plans] I don’t want to do them’…. we look at it in a different way then. We’ll use graphic art, we’ll use video, we’ll think outside the box to get them to somehow—because at the end of the day when we’re audited by MCCSS every [person-supported] either has to have [a plan]… or there has to be [an approval of] why it wasn’t completed.” [P02].

Plan development may also include a prioritization process, particularly in cases where resources are limited. A person-supported’s goals could be prioritized using different schemas. One participant noted that “the support coordinator takes the cue from the person-supported - … what they’ve identified as ‘have to have’ and ‘nice to have’. … because the ‘have to haves’ are prioritized.” [P09]. Likewise, the person-supported’s preference could also be identified through “[an] exercise, called ‘what’s important for and what’s important to .’” [P06]. This model, based on a Helen Sanderson approach [ 18 ], was described as being helpful in highlighting what is important to the person-supported, as opposed to what others (i.e., friends, family, staff, etc.) feel is important for them.

Several organizations updated care plans throughout the year, to document progress towards goals, adapt to changing needs and plan for future goals: “We revisit the plan periodically through the year. And if they say the goal is done, we may set another goal.” [P06]. Organizations may also change plans to adapt to the person-supported’s changing health status or personal capacity.

Implementing a person-centred care plan

The implementation of care plans differed based on the nature of services provided by the organization. The delivery of health-based or personal support services often involved matching the length and intensity of care with the individual’s needs and capacity:

“Sometimes that is a long time, sometimes it’s a short time, sometimes it’s an intervention that’s needed for a bit, and then the person is able to function.” [P05].

In contrast, the delivery of community-based services involved matching activities and staff by interests: “[if] a person-supported wants to go out and be involved in the music community, then we pull the staff pool in and match them up according to interest.” [P06].

Broad personal goals were broken down into smaller, specific activities. For example, one participant described their organization’s plan in helping a person-supported achieve his professional goal of securing employment:

“[The person-supported] said ‘Okay, I want a job.’ So for three weeks he was matched up with a facilitator. They came up with an action plan in terms of how to get a job, what kind of job he’s looking for, where he wants to go, where he wants to apply, how to conduct an interview. And after three weeks he got a job.” [P09].

Organizations that provided residential services focused on developing independent-living skills. One participant described their organization’s plan to empowering persons-supported by allowing them to make their own financial decisions:

“If one month they’re looking after their own finances, and they’ve overspent. Well, maybe we help them out with a grocery card or something and say ‘okay, next month how are you going to do this?’ [The person-supported may say], ‘well, maybe I’ll put so much money aside each week rather than doing a big grocery shop the first week and not having enough money left at the end of the month.’” [P03].

The participant noted that “a tremendous amount of learning [happens] when a person is allowed to [take] risks and make their own decisions.” [P03].

Likewise, participants representing organizations that provided residential services described tailoring care to the persons-supported’s sleeping schedule and daily routine:

“We develop a plan and tweak it as we go. With [the person-supported] coming to the home, what worked well was, we found that he wanted to sleep in, so we adjusted the [staff] time. We took a look at his [medication] times in the morning… and [changed] his [medication] times. We found that he wanted to sleep [until] later in the day, so he would get up at 10 o’clock, so then instead of having breakfast, lunch, and supper he would just have a bigger brunch. Just really tailoring the plan around the person-supported, and it’s worked out well.” [P08].

These examples highlight how organizational context and culture influence how organizations operationalize person-centred care plans; the same individual may experience different approaches to care and engage in different activities depending on the organization they receive services from.

In this paper, we described key elements of the person-centred planning process across different community-care organizations in Southwestern Ontario. We also identified that the context and culture of an organization play a central role in informing the process by which services are personalized to an individual’s needs. These findings shed light on the diversity of factors that influence the implementation of person-centred care plans and the degree to which organizations are able to address medical and social needs in an integrated fashion. They also inform future evaluations of person and system-related outcomes of person-centred planning.

There are regulations around individualizing services delivered by community-care organizations, whereby care providers must allow persons-supported to participate in the development and evaluation of their care plans. HCCSS or MOH-funded services are largely focused on in-home rehabilitation or medical care. In contrast, MCCSS-funded organizations often focus on developing independent living skills or promoting community participation, thus highlighting the role of the funding agency in determining organizational context as well as the nature of services and personalization of care plans.

We also identified organizational culture as a key influence in the person-centred planning process. In previous reports, organizational culture, and specifically the way in which staff perceive and view persons-supported and their decision-making capabilities can impact the effective delivery of person-centred care [ 19 ]. Staff support, including their commitment to persons-supported and the person-centred process, has been regarded as one of the most powerful predictors of positive outcomes and goal attainment in the developmental services sector [ 20 , 21 ]. Moreover, in order to be successful, commitment to this process should extend across all levels of the organization, be fully integrated into organizational service delivery, and be reflected in organizational philosophy, values and views of persons-supported [ 22 , 23 , 24 ].

MCCSS mandates that agencies serving individuals with IDDs develop an individual service plan (ISP) for each person-supported, one “that address[es] the person’s goals, preferences and needs.” [ 7 ]. We reference ISPs as person-centred care plans, as is in line with the view of participants in interviews. There are a series of checklists designed to measure compliance with these policies, and the process is iterative, with mandated annual reviews of care plans and active participation by the person-supported [ 25 ]. In our study, the agencies funded by MCCSS adhered to the general framework outlined by these regulations and informed service delivery accordingly. However, participants also described areas for improvement with respect to the implementation of these policies in practice. These policies, while well-intentioned, may imply a one-size-fits-all approach and appear more as an administrative exercise as opposed to a meaningful endeavor designed to optimize care. Participants spoke about individuals who preferred not to have an ISP, and how that in and of itself is a person-centred approach, respecting the person’s wishes. Additionally, we heard about how the goal-setting process may not be realistic as it can be perceived as unnatural to have goals at each point in one’s life. Moreover, participants noted challenges in implementing person-centred care in shared residential settings (e.g., group homes) or in cases where persons-supported had difficulty communicating.

Prior research indicates that individuals living in semi-independent settings fare better across several quality-of-life measures relative to individuals living in group homes, including decreased social dissatisfaction, increased community participation, increased participation in activities of daily living, and increased empowerment [ 26 ]. Furthermore, a recent study by İsvan et al. (2023) found that individuals living in the community (e.g., own home, family home, or foster home) exhibit greater autonomy in making everyday and life decisions, and greater satisfaction with their inclusion in the community [ 27 ]. These findings may be indicative of a reduced focus on person-centred care plan development and implementation in congregate care settings, where limited staff capacity can make it difficult to tend to the needs of everyone in the home. However, poor outcomes may also be explained by potentially more complex health challenges or more severe disability in persons-supported living in congregate care settings. The challenges described in our study are consistent with calls to improve the quality of care provided in residential group home settings [ 28 , 29 ].

In line with our findings, previous literature also describes challenges in implementing person-centred planning for individuals who have difficulty communicating or are non-verbal [ 19 , 30 , 31 , 32 ]. Communication has also been identified as a barrier to patient-centred care for adults with IDDs in healthcare settings [ 33 , 34 ]. Other reports have identified a need for increased training and awareness of diverse communication styles (including careful observation of non-verbal cues) to aid staff in including persons-supported in the development of care plans [ 35 , 36 , 37 ]. Importantly, these methods take substantial time which is often limited, and compounded by staffing shortages that are widespread across the sector [ 38 ]. Similar barriers were identified in interviews with staff and persons-supported at a partner community-care agency within our larger project [ 39 ]; other papers from the project examine strategies used by the organization to overcome these barriers.

Limitations

The findings from this study should be interpreted in the context of the following limitations. There is a risk for social desirability bias, whereby participants may feel pressure to present their care plan process in a more positive light due to societal norms and expectations [ 40 ]. Additionally, the experiences and views of community-care organizations may vary by region and organization type (i.e., for-profit vs. not-for-profit). In this study, we limited participation to agencies providing services in Southwestern Ontario and we were only able to interview one for-profit agency, despite concerted recruitment efforts. Consequently, we may not have fully captured how financial pressures, or different contextual and cultural components of an organization impact their implementation of care plans.

The person-centred planning process in community-care organizations is largely informed by the characteristics of the population served and the nature of services offered (i.e., organizational context). This process usually involves initial and continued consultations with persons-supported to tailor plans to their specific needs and desired outcomes. There are ongoing challenges in the implementation of person-centred planning, including a need for increased adaptability and clarity in current regulations. In some areas, there may be benefit to incorporating nuance in the application of policies (e.g., in cases where a person-supported does not want to have a formal plan in place). In other areas, it may be helpful to have increased guidance on how to optimize care delivery to improve outcomes (e.g., in cases where a person-supported has difficulty communicating, or is residing in a group home). Policymakers, administrators, and service providers can leverage these insights to refine policies, advocating for inclusive, flexible approaches that better align with diverse community needs.

Data availability

The datasets generated and analyzed in the current study are not publicly available to maintain participant confidentiality, however access may be granted by the corresponding author upon reasonable request.

Abbreviations

Acquired Brain Injury

Disability Services Ontario

Home and Community Care Support Services

Intellectual and Developmental Disabilities

Individual Service Plan

Ministry of Children, Community and Social Services

Ministry of Health

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Acknowledgements

The authors thank Ruth Armstrong, from PHSS - Medical & Complex Care in Community, for her valuable feedback and support throughout the research process.

This research was funded by the Canadian Institutes of Health Research. The funding agency had no role in the conceptualization, design, data collection, analysis, decision to publish, or preparation of the manuscript.

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S.I. conducted the interviews, developed the coding template, coded the data, thematically analyzed the data, and prepared the manuscript. G.Y. helped develop the coding template, and reviewed and approved the final manuscript. B.D. and D.A. helped conceptualize the study, aided in the interpretation and analysis of study findings, and reviewed and approved the final manuscript. L.M. coordinated research activities, aided in the interpretation and analysis of study findings, and reviewed and approved the final manuscript. M.M. conceptualized the study, supervised its implementation, and was a major contributor in reviewing and editing the manuscript. All authors have read and approved the final manuscript.

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Idrees, S., Young, G., Dunne, B. et al. The implementation of person-centred plans in the community-care sector: a qualitative study of organizations in Ontario, Canada. BMC Health Serv Res 24 , 680 (2024). https://doi.org/10.1186/s12913-024-11089-7

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Qualitative Research Plan

Plan vs. Proposal

Qualitative vs. Quantitative

Plan Framework

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1. Research Plan Sample

2. Research Plan Guide

3. Research Plan Abstract

4. Research Plan Outline

5. Research Plan Example

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Preparing a Research Plan

1. Research Your Research

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Chapter 1. Introduction

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What is Research?

What is Qualitative Research?

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Example 1 : The End Game (ethnography + interviews)

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What is qualitative research?

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Surveys for individual views

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Semi-structured interviews

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Qualitative Research – Methods, Analysis Types and Guide

Qualitative Research

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One-to-One Interview

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Thematic Analysis

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