DECEMBER 200 I , VOL 74, NO 6 R E S E A R C H C O R N E R

Data analysis strategies fGr qualitative research

ualitative research results in large amounts of contextually laden, subjective, and richly detailed data. This data usual-

ly originates from interview tran- scripts or observation notes and must be pared down to represent major themes or categories that describe the phenomenon being studied. Data reduction facilitates communicating findings simply and efficiently. This paring and sieving of data often is termed thematic analysis.

BACKGROUND

are unique and thus demand unique strategies for analysis. Qualitative data analysis consists of identifying, coding, and catego- rizing patterns found in the data. The clarity and applicability of the findings, however, depend on the analytic intellect of the researcher. This dependence on the human factor can be the greatest strength or the greatest weakness of a qual- itative research study. It is incum- bent on the researcher to report and document his or her analytic processes and procedures filly and truthfully so others may eval- uate the credibility of the re- searcher and his or her findings.’

All qualitative research studies

THEMATIC ANAL YSlS

seeing, as well as a process for coding qualitative information2 An analogy of thematic analysis is sorting a box of buttons. One can determine different strategies or categories to describe the buttons.

Thematic analysis is a way of

They could be grouped according to size, number of holes, color, or type. In the same manner, the researcher must make many deci- sions about the process of identi- fying themes, and he or she must inform others why specific cate- gories were chosen.

Another decision the researcher must make when analyzing data is whether to analyze the interview data obtained from each partici- pant independently or whether to use cross-case analysis.’ The researcher also must decide whether to manually create a code to label the findings or whether to use software specifically designed for qualitative data management.

DATA CODING One scholar emphasizes the

necessity of developing a code to label research findings during data analysis. He suggests five ele- ments to a good code, including m labels; m definitions of what each theme

concerns (ie, the characteristics or issues constituting each theme);

8 descriptions of how to know when each theme occurs (ie, how to “flag” themes); descriptions of any qualifica- tions or exclusions to identify- ing themes; and examples, both positive and negative, to eliminate possible confusion when looking for themes4

Although some qualitative researchers may find this scholar’s suggestions too objectifying and

possibly rigid, his strategies sup- port the premise that there are many reliable methods for analyz- ing data.J He defines reliability as a consistency of observing, label- ing, or interpreting. His strategies facilitate the documentation of an audit trail, which supports the credibility of a study.

QUALITATIVE SOFTWARE Many types of software pro-

grams can assist the researcher with data coding, management, and analysis; however, it is impor- tant to remember that the researcher remains responsible for the interpretive process of analy- sis. Various articles and Internet resources provide details and computer specifications for quali- tative data management software programs (Table 1): These resources also provide informa- tion about cost and how to obtain specific software programs.

Currently, there are two types of qualitative data management software programs available. One is a coding and retrieval program that facilitates a more complex coding schema than the researcher may be able to per- form manually. It allows the researcher to retrieve text seg- ments throughout the data set. The second is a theory-generating program that facilitates exploring relationships between coded cate- gories in one file and theoretical explanations in another file.

When exploring software options, it is important to deter- mine the methodological origins

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of each program. Software has been developed specifically for ethnography, phenomenology, and grounded theory and may reflect assumptions of these per- spectives. It also is important to remember that learning how to use a software program often takes time and money. In addi- tion, identifying a readily avail- able mentor who is familiar with the software is important for trou- bleshooting during data entry and manipulation. When writing a timetable or grant for a research study, the cost of purchasing and learning how to use the software must be included in the study’s budget.

REPORTING THE FINDINGS

have been coded, the researcher must decide how to report the findings. To do this, one researcher suggests relating information about chronology, key events, various settings, peo- ple, and processes or issues relat- ed to the study? Other research- ers suggest using metaphors to communicate themes.8 Using a schematic drawing or developing a conceptual framework is another strategy that may be used to facilitate reporting the findings.

After the categories or themes

NOTES

Table 1 INTERNET RESOURCES THAT DISCUSS QUALITATIVE DATA MANAGEMENT SOFIWARE

Resource Internet address

Qualitative Research Consulting- http://www,quarc.de/body-overview QDA-Overview .html

Qualitative Research in Information http://www2.auckland.ac.nz/msis Systems /isworld/

Sociological Research Online- http://www.socresonline.org.uk/2/1 Focus Group Data and Qualitative Analysis Programs: Coding the Moving Picture as Well as the Snapshot

/6.html

Sociological Research Online- Theory Building in Qualitative Research and Computer Programs for the Management of Textual Data

The Qualitative Repot--An Online Journal Dedicated to Qualitative Research and Critical Inquiry Since 1990

University of Surrey-Social Research Update, Issue One

CONCLUSION

results in a large amount of data that is derived from observing or interviewing research partici- pants. The researcher must ana- lyze this data thoroughly. Although it is feasible to conduct data analysis manually, using software specifically designed for qualitative data management may make the process easier. After

Qualitative research frequently

x-xi.

http://w.socresonline.org .uW2/2 /1 .html

http://www. nova. edu/ssss/QR /quakes. html

http://www.soc.surrey. ac. uk/sru/SRU 1 .html

completing data analysis, the researcher must disseminate information about his or her find- ings. The researcher must choose a dissemination method that is congruent with his or her research study to assist others in under- standing the credibility of his or her conclusions.

MICHELLE BYRNE RN, MS, PHD, CNOR

NURSING RESEARCH COMMITTEE

1 . M Q Pation, Qualitative Evaluation and Research 5 . Zbid, vi-20. 6. C Grbich, Qualitative Research in Health Methods (Newbury Park, Calif: Sage Publications, 1990)

372.

Information (Thousand Oaks, Calif Sage Publications, 1998) vi. Methods, 377.

3. Patton, Qualitative Evaluation and Research Methods, 376.

4. Boyatzis, Transforming Qualitative Infmafion,

(Thousand Oaks, Calif: Sage Publications, 1999) 239- 257.

7. Patton, Qualitative Evaluation and Research

8. S Kangas, N A Warren, M M Byme, “Metaphor:

2. R E Boyatzis, Transfoming Qualitative

The language of nursing researchers,” Nursing Research 47 (May/June 1998) 190-1 93.

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