Mixed Method Designs in Nursing

Accepted: 09.07..2013 Mixed methods research evolved in response to the observed limitations of both quantitative and qualitative designs and is a more complex method. The purpose of this paper was to examine mixed methods research in an attempt to demystify the design thereby allowing those less familiar with its design an opportunity to utilize it in future research. A review of the literature revealed that it has been gaining acceptance among researchers, researchers have begun using mixed methods research, it has the potential to offer more robust research, researchers are encouraged to outline clearly the reason(s) for using mixed methods design, and it is a more complex research design. Mixed methods research has become a valid alternative to either quantitative or qualitative research designs. It offers richer insights into the phenomenon being studied and allows the capture of information that might be missed by utilizing only one research design, enhances the body of knowledge, and generates more questions of interest for future studies that can handle a wider range of research questions because the researcher is not limited to one research design. Researchers will need to be knowledgeable in quantitative, qualitative, and mixed methods designs.

Objective: This article provides a breakdown of the components of mixed methods research methodology. The intention of the article is to simplify the terminology and process of mixed methods research to enable novice readers of research to have a better understanding of the language and concepts involved. The Survey method, using both qualitative and quantitative research methods, will be used to explain the principles of mixing methods. Primary Argument: Australian nurses work in an environment where evidence-based practice is mandatory. Understanding the research process and terminology used may benefit nurses to implement research in their day-to-day practice. Gaining knowledge of the different approaches used in mixed methods research is paramount if nurses are to base their care on research which has utilised this style. Conclusion: As mixed methods are used in nursing, social and behavioural research it is essential that nurses understand the methodology. The main components of mixed methodology will, therefore, be discussed in a systematic, logical order.

Mixed Methods Research Design (MMRD) has been used as a more potent approach in the research field of social and behavioral science. The purpose of this article is to explore and provide information on mixed methods study design. Secondly, the article discusses different categories and perspectives of health-seeking behavior from multiple angles of real social life. Thirdly, it focuses on the relevance and applicability of mixed-method design in understanding subjective and objective aspects of health-seeking behavior acting at the person, family, and community level, such as bio-social profiles and previous experiences with health care. The article has also briefly summarized the philosophy of mixed methods research design and different perspectives on health-seeking behavior. Mixed methods research, is one of the three major research paradigms (quantitative research, qualitative research, and mixed methods research) that is most appropriate to comprehending complicated subjective and objective facts associated to health-seeking behavior. This article will contribute to understanding the strength of mixed-method research design and its use with more holistic thinking on the issues pertaining to health-seeking behavior and human behavior.

This paper asserts problematic frames of reference among community members and the breakdown in community wide dialogue as key contributing factors towards the slow pace in rural development and social change. The frames of reference are considered problematic partly because they influence community members to view development programmes negatively. It is argued that transformative learning through dialogue enhances sustainable social change. The praxis for facilitating community wide transformational learning was explored using a mixed methods research methodology with the Mhakwe Comprehensive Community Initiative in Zimbabwe as a case study. Qualitative data were collected from action research, focus group discussions and key informant interviews. Quantitative data were collected using a structured questionnaire following a multi stage stratified sampling procedure (n=65). Based on the findings, key enablers for transformative learning include: addressing community polarity; creating communicative space; refining Frames of Reference; and developing dialogue infrastructure. Transformative learning was found to be enhanced through creating positive energy and leveraging indigenous knowledge. The study concludes that development institutions need to embrace transformative learning as a strategy for sustainable social change.

Quality implementation of the pre-primary education curriculum is key to ensuring that learners acquire the necessary knowledge, skills, and competencies for them to advance in the next stages of education. Pre-primary teachers’ qualifications and competencies have to be regularly improved to increase chances of realising early year’s education goals. The purpose of this paper was to determine pre-primary teachers’ continuous professional development in service delivery in Kapsaret Sub County, Kenya. A mixed method research methodology was utilised, which involves qualitative and quantitative approaches. A descriptive survey research design was used in targeting 153 preschool teachers, 87 head teachers, and 3 EYE field officers. A sample size of 111 early years education teachers, 26 head teachers, and 3 education officials was selected through stratified random and purposive sampling techniques. The research found that teacher participation in continuous professional development programmes had a significant positive relationship (p<0.05) with service delivery levels in public early years education centres in Kapseret Sub County. The paper recommends that teachers should be supported to undertake in-service training programmes; teachers should have a desire to attend workshops and seminars.

PurposeThe purpose of this paper is to examine the direct and indirect effects of destination image on destination loyalty. Indirect effects are measured via tourists’ satisfaction.Design/methodology/approachA reliable conceptual framework was developed through a mixed methods research methodology. A three-pronged approach was used to cross-validate the results from a literature review, expert interviews, and exploratory study. Structural equation modeling was used in conceptual model development and hypotheses testing.FindingsExploratory dimensions of destination image, satisfaction and destination loyalty of Indian cities were revealed from Thai tourists’ perception. The positive indirect effects of destination image on destination loyalty via satisfaction is supported.Research limitations/implicationsThis study is limited to tourists of Thai nationality who visited India’s travel destinations. Future research should include further generalization of the research methodology to specific travel destination.Practical implicationsThis study provides useful information for India’s tourism industry, specifically for the marketing of historical cities as travel destinations.Originality/valueBy proposing a reliable conceptual model based on a mixed methods research methodology, this study is among the first to explore destination image, satisfaction and destination loyalty in India’s tourism context. The mediating role of satisfaction on destination image and destination loyalty was also recognized as an extension of, and contribution, to the theoretical foundation for the destination image concept.

Communication science, which has made radical progress in the field of social sciences, is turning to new research methods. One of the reasons for this is the developments in new communication technologies. In recent years, it has been observed that the importance of mixed method research in communication research has been increasing. Indeed, it is seen that the mixed method research method is not fully understood in most studies. The lack of understanding of the mixed method also makes it difficult to understand the pattern types of the method. Therefore, this methodological review article focuses on exploratory sequential design in particular while examining the use of mixed methods in the field of communication. First, mixed methods and exploratory sequential design are explained. Then, the use of mixed methods in communication research is discussed. Finally, the problems that may be encountered in the use of exploratory sequential design in communication research are explained. Some suggestions are offered to researchers in the field of communication regarding these problems. In this context, it is thought that the article will be useful to researchers, academicians and students in the field of communication on mixed method research and exploratory sequential design.

Mixed methods research (the combined use of quantitative and qualitative methods within a single study) has developed rapidly in the last few years. This methodological approach is becoming increasingly articulated, attached to research practice and recognized, along with qualitative research and quantitative research, as the third major research approach (Johnson, Onwuegbuzie, & Turner, 2007).The scientific fields with more tradition in using and developing mixed methods research are Education, Sociology, Psychology and Health Sciences. This methodological approach is championed by methodologists from these fields such as John Creswell, Abbas Tashakkori, Burke Johnson, Anthony Onwuegbuzie, Jennifer Greene, Charles Teddlie and David Morgan (Denscombe, 2008). Books specifically focused on mixed methods research are being published in these fields (Andrew & Halcomb, 2009; Bergman, 2008; Brewer & Hunter, 2006; Creswell & Plano Clark, 2007, 2011; Greene, 2007; Morse & Niehaus, 2009; Niglas, 2004; Ridenour & Newman, 2008; Tashakkori & Teddlie, 2003, 2010; Teddlie & Tashakkori, 2009).In January 2007 the first issue of a journal solely devoted to mixed methods research (Journal of Mixed Methods Research, Sage Publications) was published. The two founding co-editors, John Creswell and Abbas Tashakkori, are researchers in the field of Education. Other methodological journals that publish mixed methods studies include this journal (International Journal of Multiple Research Approaches, also launched in 2007), along with Quality and Quantity, Field Methods and the International Journal of Social Research Methodology. Empirical articles that employ a mixed methods approach using this distinct name in the title are also published in Education, Sociology, Psychology and Health Sciences, and literature reviews that analyze the prevalence and application of mixed methods are carried out. An annual conference devoted to mixed methods is organized by schools and researchers from these fields (in 2011 the 7th International Mixed Methods Conference was hosted by the School of Healthcare in the University of Leeds, UK). Moreover, a Special Interest Group on Mixed Methods Research was formed in the American Educational Research Association in 2005. In summary, as noted by Creswell and Plano Clark (2007), mixed methods research has only been carefully used and examined in a handful of disciplines.In the case of Business and Management, our fields of inquiry have not embraced this methodological approach as enthusiastically as the fields described. Although there are calls for using mixed methods research in Business and Management fields (Cameron, 2011, Currall & Towler, 2003; Jick, 1979; Molina-Azorin, 2007), the acceptance and attention devoted to mixed methods research is very low in relation to other fields. There is not any specific book on mixed methods research in Business and Management. To date and to the best knowledge of the two special issue editors, a special issue on mixed methods has not yet been published in any Business and Management journal. Moreover, Creswell and Tashakkori (2007) make the pertinent point that the literature base about mixed methods research may not be well known to individuals in specific fields. Cameron and Molina-Azorin (2011) and Molina-Azorin (2011) confirm this issue in the case of Business and Management studies.In addition, in contrast to studies in the fields of Education, Sociology, Psychology and Health Sciences, the term 'mixed methods' is not usually used in the title of mixed methods studies in Business and Management. Furthermore, in the journal Organizational Research Methods, the main methodological journal in our field, the term 'mixed methods' is not a listed keyword. This issue also occurs in other business and management discipline journals.On the basis of such broad scanning evidence it seems likely that the advantages, possibilities, purposes, designs and potential of mixed methods research may be yet still unknown to many researchers in Business and Management. …

We discuss possible uses of multilevel mixed methods (M3) research in educational psychology. To begin, we describe M3 research and how such research can enable researchers to investigate potential variation at the group level and at the subgroup/individual level. We discuss why M3 research designs are well-suited to investigate contextualized, nested phenomenon in education. Then, we describe the five purposes for conducting mixed methods research and provide examples of how M3 designs can address these purposes. Next, we discuss our inquiry worldviews and how they inform our research. We describe three key assumptions (ontological realism, epistemic pluralism, and methodological eclecticism) and provide an example to illustrate how these assumptions can shape one’s research. Finally, we discuss how M3 research can be used to address equity and share several lessons we have learned as researchers who use mixed methods research.

Mixed methods research commonly uses video as a tool for collecting data and capturing reflections from participants, but it is less common to use video as a means for disseminating results. However, video can be a powerful way to share research findings with a broad audience especially when combining the traditions of ethnography, documentary filmmaking, and storytelling. Our literature review focused on aspects relating to video within mixed methods research that applied to the perspective presented within this paper: the history, affordances and constraints of using video in research, the application of video within mixed methods design, and the traditions of research as storytelling. We constructed a Mind Map of the current literature to reveal convergent and divergent themes and found that current research focuses on four main properties in regards to video: video as a tool for storytelling/research, properties of the camera/video itself, how video impacts the person/researcher, and methods by which the researcher/viewer consumes video. Through this process, we found that little has been written about how video could be used as a vehicle to present findings of a study. From this contextual framework and through examples from our own research, we present current and potential roles of video storytelling in mixed methods research. With digital technologies, video can be used within the context of research not only as data and a tool for analysis, but also to present findings and results in an engaging way. In conclusion, previous research has focused on using video as a tool for data collection and analysis, but there are emerging opportunities for video to play an increased role in mixed methods research as a tool for the presentation of findings. By leveraging storytelling techniques used in documentary film, while staying true to the analytical methods of the research design, researchers can use video to effectively communicate implications of their work to an audience beyond academics and use video storytelling to disseminate findings to the public.

Business Research Methods contains new and revised chapters on quantitative methods and visual research, while cutting-edge material on inclusivity and bias in research, feminist perspectives, and decolonial and indigenous research is also introduced. The book is composed of four parts. The first part looks at the research process. It covers research strategies and designs, as well as ethics in business research and writing up business research. Part 2 looks at quantitative research and details the nature of quantitative research, sampling, structured interviewing, and questions. It also looks at secondary analysis and statistics. The next part is about qualitative research. This part examines ethnography, participant observation, interviewing, focus groups, language, and document data. The final part is about mixed methods of research.

Qualitative and Mixed Methods Research in Cross-Cultural Psychology

Mixed Methods Research (MMR) combines different research methodologies in the same study with the goals of producing better and more profound knowledge of the phenomenon under investigation than use of a single method would achieve. Typically, both quantitative and qualitative approaches are employed in MMR. Music therapy is an example of a complex research area, where MMR can be considered a suitable way to capture and reflect the complexity of practice. There are many ways to understand and conduct MMR and the field is developing quickly. The chapter briefly describes MMR and its latest developments using examples of music therapy research in which MMR has been applied. Though MMR is a welcome addition to the research methodologies in music therapy, it is a challenging type of research as well. For instance, it can be difficult to published mixed method studies as some journals have low tolerance for innovative methodologies.

A B S T R A C T A new era in research methods is emerging and has been quietly lauded by several emerging authorities in the field of mixed methods research. Like the mythology of the phoenix, mixed methods research has arisen out of the ashes of the paradigm wars to become the third methodological movement (Cameron & Miller 2007). The fields of applied social science and evaluation are among those which have shown the greatest popularity and uptake of mixed methods research designs. This article provides a brief overview of the rise of mixed methods research, its usage in business and management fields and its relationship to the philosophy of pragmatism. Typologies of mixed methods research designs are discussed and a case study of a sequential mixed model research design in the human resource development (HRD) field is presented. Issues related to design, analytical processes and display arising from utilising this particular mixed method research design are discussed. As a consequence, the article contains several Tables and Figures which exemplify display options that may assist those researchers who are considering utilising a mixed method research design.

A main goal of secondary transition is to prepare and empower all students to pursue their goals after completing high school. Mixed methods research, which integrates qualitative and quantitative approaches, can provide insights into secondary transition experiences and outcomes for secondary youth with disabilities. Although mixed methods research may inform transition planning, practice, and services, little is known about the application of mixed methods research in the field of secondary transition. This systematic literature review examined the application of mixed methods approaches across 39 peer-reviewed articles focused on secondary transition research. Emphasis was placed on the recent scope of mixed methods research in secondary transition and the quality assessment of methods used in included studies. The results indicated mixed methods research focuses on a range of transition predictors and outcomes. However, quality assessment of included articles revealed that quality indicators were inconsistently applied, with few articles meeting items that were unique to mixed methods approaches. Recommendations for the application of mixed methods within the field of secondary transition are discussed along with suggestions and implications for future research, policy, and practice.