11

Each qualitative research design has a unique focus and will elicit different results. Hence, to facilitate the integration of qualitative research into health and social care, an understanding of these designs and what they can achieve is needed.

Table S2 presents an overview of considerations for each of the six qualitative study designs covered in section 2. The first column, on the far left, is a prompting question based on the key concept for the specific research design, and the answers to this question prompt are mapped to a corresponding research design (the column on the far right of the table).^1,2 The second column indicates the practicalities of data collection, sample size, and time, resources and expertise required. Note that the sample sizes given are not prescriptive; they provide a guide or recommendation as to the likely number of participants required; for example, to inform applications for grants and ethics approval. The final column indicates the appropriate qualitative research design, based on all of these prior considerations. For more detail on each of the study designs, please read the corresponding chapter indicated in the final column.

[table id=28 /]

References

1. Morse JM. The paradox of qualitative research design. Qual Health Res. 2003;13(10):1335–1336. doi:10.1177/1049732303258368
2. Creswell J, Hanson W, Clark Plano V, Morales A. Qualitative research designs: selection and implementation. Couns Psychol. 2007;35(2):236–264. doi:10.1177/0011000006287390
3. Magilvy JK, Thomas E. A first qualitative project: qualitative descriptive design for novice researchers. J Spec Pediatr Nurs. 2009;14(4):298–300. doi:10.1111/j.1744-6155.2009.00212.x
4. Guetterman TC. Descriptions of sampling practices within five approaches to qualitative research in education and health sciences. Forum Qual Soc Res. 2015;16(2):25. Accessed July 4, 2023. https://digitalcommons.unl.edu/edpsychpapers/263/