Quantitizing and qualitizing (im-)possibilities in mixed methods research

Nzabonimpa, Jean Providence

doi:10.1177/2059799118789021

Cited by 49 publications

(34 citation statements)

References 26 publications

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“…This approach allowed us to capture the individual's views and the broader definitions of what it means to be a researcher from the perspective of the undergraduates. In the language of mixed methods research, we qualitized (Nzabonimpa, 2018;Sandelowski, 2000) the quantitative measure to gain a deeper understanding of the student experience and additional knowledge related to the validity of such an approach to measuring identity. Specifically, we compared and contrasted the students' responses across these two strands to answer our research question: How can quantitative and qualitative data approaches be used in combination to explore how students conceptualize their researcher identity?…”

Section: Our Mixed Methods Approach To Researcher Identitymentioning

confidence: 99%

A Mixed Method Approach to Understanding Researcher Identity

Kajfez

Lee

Ehlert

et al. 2021

Studies in Engineering Education

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Background: Identity research in engineering education has been expanding to include multiple forms of measurement. While a variety of approaches have successfully contributed to our understanding of identity, mixed method approaches have been utilized minimally in identity research. Therefore, additional insight on the implications and affordances of mixed method approaches for identity research is needed. Purpose: Our work explored undergraduate engineering students' researcher identity using a fully integrated mixed method approach by interweaving deductive (quantitative) and inductive (qualitative) strands of survey and interview data. We aimed to answer the research question: How can quantitative and qualitative data approaches be used in combination to explore how students conceptualize their researcher identity? Method: The data included responses from 20 undergraduate mechanical and biomedical engineering students representing six different institutions. Students completed surveys, and their survey responses served as a foundation for subsequent interviews. Both the survey and interview contained an identical item (a single anchored scale measure of researcher identity), which directly connected the two data sets. While the survey data was used during the interviews, analysis of the strands was initially separate but concurrent. Results: After initial analysis, mixing the data provided two key opportunities to attain a deep understanding of participants' researcher identity. The anchored scale provided a platform to discuss researcher identity with participants and allowed us to look within and across participants' experiences in unexpected ways. Our discoveries of how individual students' conceptualizations of the identity being measured varied and how those conceptualizations changed over time were only possible through the analysis of both quantitative and qualitative data. Conclusions: Our fully integrated mixed method approach resulted in a more complete understanding of students' researcher identities, allowing us to extend our theoretical understanding beyond what would have been possible with either method alone. Researchers exploring complex topics that can be fluid and affected by time and experience, such as identity, may benefit from integrating a similar approach into their research protocols.

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Section: Our Mixed Methods Approach To Researcher Identitymentioning

confidence: 99%

A Mixed Method Approach to Understanding Researcher Identity

Kajfez

Lee

Ehlert

et al. 2021

Studies in Engineering Education

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“…Some of the open responses by the HN/HND graduates were quantitized and analytical judgments arrived at based on the analysis of the quantitized responses rather than the respondent’s direct narratives. The conversion process tends to strip qualitative data of its contextual meaning and may hence introduce some bias in the process [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

“…The process of coding and the subsequent creation of themes and subthemes were stopped when no more of these could be generated from the data. The created themes and sub-themes were then quantitized [ 38 ] into dichotomous variables of 0 or 1 depending on whether the coded response was absent or present in the individual participants’ narratives [ 39 ]. Upon quantitizing, the data set was exported to the IBM Statistical Package for Social Scientists software version 20 for analysis.…”

Section: Methodsmentioning

confidence: 99%

Stakeholders’ perceptions of the nutrition and dietetics needs and the requisite professional competencies in Uganda: a cross-sectional mixed methods study

Kikomeko

Ochola

Kaaya

et al. 2021

BMC Health Serv Res

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Background Effective implementation of nutrition and dietetics interventions necessitates professionals in these fields to possess the requisite competencies for health systems performance. This study explored the stakeholders’ perceptions of the community nutrition and dietetics needs, the nature of work done by graduates of the Bachelor’s degree in Human Nutrition/Human Nutrition and Dietetics (HN/HND), and the competencies required of Nutrition and Dietetics professionals in Uganda. Methods A cross-sectional mixed methods design was used. Respondents included 132 graduates of the Bachelor’s degrees in HN/HND obtained from the Makerere and Kyambogo Universities in 2005–2016; 14 academic staff that train HN/HND in the two universities; and 11 HN/HND work/internship supervisors. Data from the graduates was collected through an email-based survey; data from other participants was through face to face interviews using researcher administered questionnaires. Results Most HN/HND respondents (84.8%) obtained their Bachelor’s degrees from Kyambogo University; 61.4% graduated in 2013–2016. Most (64.3%) academic staff respondents were females and the majority (57.1%) had doctorate training. All stakeholders viewed communities as facing a variety of nutrition and dietetics challenges cutting across different Sustainable Development Goals. The nutrition and dietetics interventions requested for, provided, and considered a priority for communities were both nutrition-specific and nutrition-sensitive. Work done by HN/HND graduates encompassed seven main competency domains; the dominant being organizational leadership and management; management of nutrition-related disease conditions; nutrition and health promotion; research; and advocacy, communication, and awareness creation. Conclusions This study shows that nutrition and dietetics challenges in Uganda are multiple and multifaceted; HN/HND graduates are employed in different sectors, provide nutrition-specific and sensitive services in a multisectoral environment, and are expected to possess a variety of knowledge and skills. However, graduates have knowledge and skills gaps in some of the areas they are expected to exhibit competency. We recommend using these findings as a basis for obtaining stakeholder consensus on the key competencies that should be exhibited by all HN/HND graduates in Uganda; developing a HN/HND competency-based education model and a national HN/HND training and practice standard; and undertaking further research to understand the quality and relevancy of HN/HND curricula to Uganda’s job market requirements.

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“…Data elements included descriptors to assess applicability, quality elements, intervention details, and descriptions of practices for facilitating RT implementation. When findings were numerical, we qualitized quantitative data to provide a narrative statement on the findings (Nzabonimpa, 2018).…”

Section: Methodsmentioning

confidence: 99%

Implementing remote triage in large health systems: A qualitative evidence synthesis

Lewinski

Rushton

Voorhees

et al. 2020

Research in Nursing & Health

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Remote triage (RT) allows interprofessional teams (e.g., nurses and physicians) to assess patients and make clinical decisions remotely. RT use has developed widespread interest due to the COVID-19 pandemic, and has future potential to address the needs of a rapidly aging population, improve access to care, facilitate interprofessional team care, and ensure appropriate use of resources. However, despite rapid and increasing interest in implementation of RT, there is little research concerning practices for successful implementation. We conducted a systematic review and qualitative evidence synthesis of practices that impact the implementation of RT for adults seeking clinical care advice. We searched MEDLINE®, EMBASE, and CINAHL from inception through July 2018. We included 32 studies in this review. Our review identified four themes impacting the implementation of RT: characteristics of staff who use RT, influence of RT on staff, considerations in selecting RT tools, and environmental and contextual factors impacting RT. The findings of our systemic review underscore the need for a careful consideration of (a) organizational and stakeholder buy-in before launch, (b) physical and psychological workplace environment, (c) staff training and ongoing support, and (d) optimal metrics to assess the effectiveness and efficiency of implementation.

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Quantitizing and qualitizing (im-)possibilities in mixed methods research

Cited by 49 publications

References 26 publications

A Mixed Method Approach to Understanding Researcher Identity

A Mixed Method Approach to Understanding Researcher Identity

Stakeholders’ perceptions of the nutrition and dietetics needs and the requisite professional competencies in Uganda: a cross-sectional mixed methods study

Implementing remote triage in large health systems: A qualitative evidence synthesis

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