development of nursing knowledge. She emphasizes the concepts, methods, instructions/guides, while using an empathetic approach to conduct phenomenological study. The use of real‐life exemplars based on self‐conducted studies guides the reader through the process of qualitative research with an emphasis on the phenomenological research method. Her approach to phenomenology applies the philosophical aspects in phenomenological studies. This book promotes the understanding and challenges encountered in conducting qualitative and phenomenological approach studies.
As a researcher, professor, and author, Dr. Cypress assists those who are curious about lived experience and links qualitative research to evidence‐based practice, policy, theory, and “praxis” (outcomes). Her experience as teacher, researcher, and mentor sheds light on the real challenges in conducting a qualitative study and using data analysis software, all in one book. An exceptional strength of the book is the presentation of exemplars from Dr. Cypress's own research that serve as models for specific phases of phenomenological research process as well as a unique approach to concept analysis, laying a foundation for future research. This book provides the philosophical and paradigmatic aspects of phenomenological research while using exemplars of the application of philosophy to the qualitative research process.
Keville Frederickson, EdD, RN, FAAN
Professor and Founding Director, PhD Program
Lienhard School of Nursing
College of Health Professions
Pace University, New York, USA
Donna M. Nickitas, PhD, RN, NEA‐BC, CNE, FNAP, FAAN
Dean and Professor
Rutgers School of Nursing, Camden, New Jersey, USA
List of Tables and Figures
Tables
Table 2.1 Philosophical assumptions and questions to ask
Table 2.2 Paradigms and worldviews
Table 2.3 Constructivism and paradigm position
Table 2.4 The Duquesne Phenomenological Research Method
Table 2.5 Sample of Giorgi’s three‐step data analysis and corresponding themes
Table 2.6 Conceptual versus theoretical framework
Table 3.1 Types of data
Table 3.2 Qualitative research design data collection techniques
Table 3.3 Procedures for preparing and conducting interviews
Table 3.4 Qualitative general data analysis procedures
Table 3.5 Classifying codes into themes in qualitative research designs
Table 3.6 Developing and assessing interpretations in qualitative research designs
Table 3.7 Representing and visualizing the data in qualitative research designs
Table 4.1 Types of qualitative data analysis software
Table 4.2 Considerations when choosing a qualitative data analysis software package
Table 5.1 The four criteria of trustworthiness: scientific and naturalistic terms
Table 5.2 Terms related to reliability
Table 5.3 Synthesis of validity criteria development
Table 5.4 Techniques for demonstrating validity
Table 5.5 Trustworthiness criteria applied to the exemplar phenomenological study
Table 6.1 Ethical writing questions for qualitative researchers
Table 7.1 Reporting guidelines for qualitative research papers
Table 7.2 Writing resources
Table 8.1 Phenomena and research questions in qualitative studies
Table 8.2 Questions to ask regarding whether to use qualitative research
Table 10.1 Family conference and/or meeting in the ICU: family and healthcare outcomes
Table 10.2 Outcomes of transfer and discharge from ICU for patients, family members, and nurses
Figures
Figure 6.1 Patient–family–nurse lived ICU experiences themes and descriptors
Figure 6.2 Patient–family–nurse lived ED experiences themes and descriptors
Preface
Quoting the title of Wanda Pillow's writing in Merriam's (2002) book, “Looking Back to Move Forward: Reflections on How I Did Research Impacts What I Know Now,” this is how I want to start this book: to look back at how I conducted my first qualitative phenomenological research, 11 years ago – my lived experiences of it; the many years of intensive, non‐stop reading and learning; meeting with experts; networking with philosophers, phenomenologists, scholars, and researchers of qualitative research; presenting multiple times in conferences around the world; teaching and mentoring undergraduate and graduate students about research; being in dissertation committees of my PhD students; how I grew and flourished in this field and expertise – to become today a phenomenologist, qualitative researcher, scholar, and professor. I have been trained and I prepared well to write this book. Eleven years of phenomenological research: conducting inquiries, writing and applying for grants, writing and publishing consistently through the years – which is not so easy to do, and also not for everyone. The experience has been tedious, intense at times, but rewarding as well, and it becomes part of one's life. Philosophy and phenomenology are what I am passionate about.
As a professor of research at all levels for 13 years now, and as a committee member of qualitative research dissertations, I enjoy guiding and mentoring students in the long and difficult journey of conducting a qualitative inquiry. I am always honest that it is not easy, in fact rather difficult, and could consume one's life. But if it is really what a novice researcher plans for and would love to do, it is also exciting and gratifying. Starting with the hardest step of research, selecting a topic, the question is: “What will I study?” – this could take months or even years to answer, with the new researcher unable to figure out a topic. A lot of times,
