Abstract
The exponential growth of qualitative research (QR) has coincided with methodological innovations, the proliferation of qualitative textbooks and journals, and the greater availability of qualitative methods courses. In spite of these advances, the pedagogy for teaching qualitative methods has received little attention. This paper provides a philosophical foundation for teaching QR with active learning strategies and shows how active learning is fully integrated into a one-semester course. The course initiates students into qualitative dispositions and skills as students develop study aims and procedures; enter the field to gather data; analyze the full set of student-generated data; and write results in a final report. Conducting a study in one semester is challenging but has proven feasible and disabuses students of the view that QR is simple, unscientific, or non-rigorous. Student reflections on course assignments are integrated into the paper. The strengths and limitations of this pedagogical approach are also described.
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©2014 by De Gruyter
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Articles in the same Issue
- Frontmatter
- Telehealth: Preparing Advanced Practice Nurses to Address Healthcare Needs in Rural and Underserved Populations
- Beyond Survival: Fostering Growth and Innovation in Doctoral Study – A Concept Analysis of the Ba Space
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- Motivation and International Clinical Placements: Shifting Nursing Students to a Global Citizenship Perspective
- Pre-Course Simulation as a Predictor of Satisfaction with an Emergency Nursing Clinical Course
- Teacher Stories of Blame When Assigning a Failing Grade
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- Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education
- A Guest in the House: Nursing Instructors’ Experiences of the Moral Distress Felt by Students during Inpatient Psychiatric Clinical Rotations
- Developing Students’ Qualitative Muscles in an Introductory Methods Course
- Enhancing Quantity and Quality of Clinical Experiences in a Baccalaureate Nursing Program
- Effects of Incivility in Clinical Practice Settings on Nursing Student Burnout
- Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia