Although both the assumptions and methods of qualitative and quantitative approaches in nursing research are different, both have the goal of furthering the scientific basis for practice. A variety of qualitative approaches are available, and which approach to use depends on the purpose of the research. In general, qualitative investigations address broad questions related to description, discovery, or theory building, and, as a consequence, the researcher is concerned with the entire context surrounding the phenomenon of interest rather than concentrating on specific variables thought to influence that phenomenon. The type of data collected and the methods of analysis differ, but qualitative research demands the same careful attention to selecting a design appropriate to answer the research question and the same assurance of rigor in conducting the research and interpreting the results as is required in quantitative studies. When these issues are thoroughly addressed, the clinician has a basis for judging both the accuracy and the applicability of qualitative research findings.

This article describes and compares three computer programs designed to assist in the analysis of narrative text. Ethnograph, GATOR, and Martin were compared in the context of a qualitative study of women and their husbands following mastectomy in order to (a) describe the fit between research purpose and program capabilities and (b) explore the influence, if any, of particular program features on research methods or analysis. The comparison suggests that methodological assistance provided by the programs involves differences in approach sufficient to make prior consideration of the fit between program capabilities and research purposes, methods, and style an important research decision. Descriptions of the programs and their application provide guidelines for comparison of these and other computer programs.

Collaboration, a powerful tool for school reform, facilitates school improvement efforts and minimizes the overwhelming dimensions of change. A collaborative change process underway in North Carolina emphasizes using input from teachers, as well as supporting the notion of school leaders working collaboratively with many others who are interested in improving schools: higher education, the state agency for public education, colleagues from other schools, and consultants. Principals are encouraged to take an “all hands on deck” approach to problem-solving and change efforts. This article discusses the successes and frustrations of school leaders involved in this collaborative reform project.

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