Qualitative Description as an Introductory Method to Qualitative Research for Master’s-Level Students and Research Trainees

Abstract

Qualitative description (QD) offers an accessible entry point for master’s-level students and research trainees embarking on a qualitative research learning journey, emphasizing direct, rich descriptions of experiences and events without extensive theorization or abstraction. This method, rooted in naturalistic inquiry, allows for flexibility in theoretical approaches, sampling techniques, and data collection strategies, making it well-suited for a wide range of disciplines, particularly in health research. QD’s strengths lie in its straightforward approach, focusing on participants’ perspectives and staying close to the data. Despite its advantages, QD faces challenges regarding perceived academic credibility and its limited contribution to theoretical development due to its simplicity and focus on low inference interpretation. Nonetheless, QD’s role in fostering critical thinking, analytical skills, and an understanding of qualitative methodologies in novice researchers highlights its significance as a foundational method in qualitative research education.

Introduction

Qualitative research holds immense significance in the academic and practical exploration of human experiences. Qualitative research is essential in understanding complex phenomena and has a unique ability to capture the nuanced experiences of individuals. It delves into subjective experiences, providing a depth of understanding that quantitative research often cannot achieve. However, qualitative research methodologies can often present a formidable challenge to new researchers, particularly those at the master’s level. The complexity and depth required in approaches like phenomenology, grounded theory, or ethnography can be overwhelming for beginners who are yet to navigate the intricate nuances of qualitative inquiry.

Enter Qualitative Description (QD) – a method that promises a more approachable avenue for those embarking on their initial qualitative research journey. Distinct from its counterparts, QD is not focused on deep description as in ethnography, theorization like grounded theory, or recontextualization and composition typical of other qualitative methods (Ghorbani & Matourypour, 2020; Thompson & Schick-Makaroff, 2021). Instead, QD is rooted in the direct and rich description of experiences or events, maintaining a close proximity to the data without straying into extensive theorization or abstraction (Ghorbani & Matourypour, 2020). This methodological approach aligns well with the learning curves and research objectives of master’s students, serving as an ideal introductory tool for understanding and applying qualitative research principles.

The role of QD in qualitative research is pivotal, particularly for beginners in the field. It offers a balanced approach that respects the complexities of qualitative data while providing a manageable framework for new researchers. This paper aims to describe how QD can be effectively utilized by master’s students as a foundational step in their qualitative research journey, facilitating engagement with the methodology while ensuring clarity and depth in their findings.

What is Qualitative Description?

Developed by Sandelowski (2000), QD is a methodological approach that provides a comprehensive summary of events or experiences. It differs from other qualitative methods like phenomenology, grounded theory, and ethnography, as it focuses on the ‘who, what, and where' of experiences without deep theorization or recontextualization (Neergaard et al., 2009). Instead, QD remains closer to the data, offering a straightforward depiction of the experiences as described by the participants themselves (Neergaard et al., 2009; Sandelowski, 2010). QD methodology draws from naturalistic inquiry, committing to studying phenomena in their natural state, without pre-selecting study variables or manipulating them (Bradshaw et al., 2017; Sandelowski, 2000).

QD offers methodological flexibility, allowing researchers to use various theoretical approaches, sampling techniques, and data collection strategies. For example, Haase et al. (2021) conducted focus groups in their QD study of older adults living with cancer for data collection; Etchegary et al. (2023) employed an online survey to gather narratives in their QD study of attitudes towards genomic data sharing; and Davenport et al. (2023) used semi-structured interviews in their QD study of elite athletes’ experiences of returning to sports after childbirth. This adaptability is effective for obtaining rich data and achieving a comprehensive understanding of a phenomenon (Colorafi & Evans, 2016). In QD, data collection is often achieved through semi-structured interviews, focus groups, observations, or examinations of records, reports, photos, and documents, aimed at capturing the nature of specific events under study. Data analysis in QD is data-derived, with codes generated from the data itself, ensuring fidelity to the participants’ experiences and language (Sandelowski, 2010).

QD is useful for providing rich descriptions and insights into health issues and is particularly relevant where information is needed directly from those experiencing health-related phenomena and when research resources are constrained (Bradshaw et al., 2017). QD is instrumental in various aspects of health research. It aids in developing, assessing, and refining interventions, especially for addressing health disparities and understanding complex, cultural, and contextual factors (Sullivan-Bolyai et al., 2005). QD also provides a platform for gaining firsthand knowledge of the experiences and perspectives of patients, families, and healthcare professionals, which is crucial in developing patient-centered healthcare models and interventions (Neergaard et al., 2009).

Qualitative Description for Master’s-Level Research

QD can be a stone left unturned in graduate studies. Although admittedly less sophisticated than methods such as grounded theory or phenomenology (Sandelowski, 2000), its straightforward technique offers exciting and valuable insight into the world of qualitative research for novice researchers at the master’s level. QD is a valuable method for master’s-level students and research trainees as it provides a practical, accessible, and flexible approach to qualitative research (Bradshaw et al., 2017), fostering the development of important research skills and contributing to the scientific integrity of their work. The disciplines in which QD research fits are innumerable. Table 1 demonstrates the versatility of QD across a variety of disciplines studying at the master’s level. Table 2 shares some resources that have been found to be particularly helpful in applying QD methods. Engaging in QD research enables master’s-level students and research trainees to develop critical thinking and analytical skills. It involves interpretation of data, which is crucial for developing a deeper understanding of research methodologies. Students and trainees gain experience in understanding participants’ experiences, which enhances their ability to synthesize and interpret qualitative data.

Table 1.

Examples of Qualitative Descriptive Master’s Theses.

Author, year	University	Degree	Thesis title	Research Question(s)
Adams (2015)	Athabasca University	Master of Nursing	Childhood cancer survivorship: A qualitative description of parental experiences with survivorship care plans	What experiences have parents of children who have survived cancer had with survivorship care plans?
Bremner (2011)	University of Toronto	Master of Science (Medical Science)	A qualitative descriptive study: Older adults’ postoperative pain medication usage after total knee arthroplasty	How do older adults who have undergone total knee arthroplasty practice and understand pain medication usage at home during the first five to eight weeks after their surgical procedure?
English (2013)	Queen’s University	Master of Science (Rehabilitation Therapy)	Ontario’s Home first approach, care transitions, and the provision of care: The perspectives of Home first clients and their family caregivers	How do Home first clients in South-Eastern Ontario and their family caregivers describe their experiences with and thinking about care transitions, the provision of care, and the Home first approach?
Hall (2023)	University of Saskatchewan	Master of Nursing	The Saskatchewan caregiver experience study: A provincial survey to gather perspectives and set priorities for caregiver support	(1) What are the challenges and positive aspects of the caregiver experience in Saskatchewan? (2) What do caregivers to older adults in Saskatchewan identify as priorities for support?
Noushi (2017)	McGill University	Master of Science (Dental Sciences)	Perspectives of adults using free dental clinics regarding dental care: A qualitative descriptive study	(1) What are the perspectives of adults using free dental clinics regarding dental care? (2) What are their suggestions for improvements to dental care provided?
Pearson (2015)	University of Ottawa	Master of Science in Nursing	Personal perceptions and experiences of methadone maintenance treatment: A qualitative descriptive research study	(1) What is the process associated with methadone maintenance therapy from the perspectives of persons who are >6 weeks post therapy initiation? (2) What are the experiences associated with methadone maintenance therapy from the perspectives of persons who are >6 weeks post therapy initiation?
Spark (2013)	University of Saskatchewan	Master of Education	Online parental accounts regarding a multimodal intervention for neurobehavioural disorders: A qualitative descriptive study	What do online documents reveal about parental experiences related to the multimodal intervention called brain balance?
Williams (2018)	Athabasca University	Master of Health Studies	Simulated teamwork: A qualitative description of pre-licensure health care students’ experiences	What are pre-licensure health care students’ perceptions of teamwork when exposed to a simulated interprofessional education program?

Table 2.

Helpful Resources for Students and Trainees to Review.

Resource citation	This resource is useful for…	Highlights
Braun and Clarke (2006)	Data analysis	• Provides the 6 steps to conducting thematic analysis, an often-employed method to analysis in QD studies
Chafe (2017)	Study design	• When designing a study that will focus on health services and policy, this resource can help make a case on why QD is an appropriate method of choice
Colorafi and Evans (2016)	Data analysis; Rigor and trustworthiness	• Provides 8 clear steps on how to analyze and present your data and findings • Outlines strategies based on criteria outlined in seminal literature by Lincoln and Guba (1986)
Graneheim and Lundman (2004)	Data analysis	• Outlines how to apply qualitative content analysis methods, a method that is noted to be preferable in QD by Sandelowski (2000)
Guest et al. (2006)	Data collection	• Helps researchers decide what a reasonable sample size is when applying qualitative interviews as a method of data collection • Provides rationale as to when and why a researcher can assume they’ve achieved “data saturation.” (Note: Data saturation can be a controversial topic in qualitative research)
Kim et al. (2017)	Study design	• Provides an outline of characteristics of qualitative descriptive studies, which can be useful when designing your study
Miles and Huberman (1984)	Data analysis	• Provides a more theoretical overview of how to draw meaning from qualitative data
Milne and Oberle (2005)	Data collection; Rigor and trustworthiness	• Gives insights on how to collect data in a way that will result in trustworthy outcomes
Sullivan-Bolyai et al. (2005)	Study design	• When the goal is to develop or refine an intervention, this article gives insight on how to use QD in the process
Vaismoradi et al. (2013)	Data analysis	• Can assist the researcher in choosing between content analysis and thematic analysis when deciding on an analysis technique for a QD study

Strengths and Limitations

QD is a pragmatic and effective method for describing human experiences and events. Strengths lay in its straightforward approach, focus on participants’ perspectives, and adaptability to various research contexts. QD studies aim for a comprehensive summary of events in everyday terms, staying close to the data and the surface of words and events (Sandelowski, 2000, 2010). This approach is useful for gaining firsthand knowledge of experiences from the perspective of participants, making it particularly relevant in mixed-method research, questionnaire development, and projects aimed at understanding patient, relative, or professional experiences (Neergaard et al., 2009) QD studies are also less encumbered by pre-existing theoretical and philosophical commitments, drawing instead from the general tenets of naturalistic inquiry (Bradshaw et al., 2017). This allows for a focus on the natural state of the phenomenon being studied, without the pre-selection of variables or a priori commitments to a theoretical view (Sandelowski, 2000). QD offers a kind of interpretation that is low inference, making it easier to reach a consensus among researchers. The focus is on presenting facts in everyday language without the need for high levels of abstraction or theoretical framing (Sandelowski, 2000).

However, QD faces challenges in terms of perceived academic credibility, subjectivity, limited contribution to theory, and generalizability concerns. QD is often seen as a less sophisticated form of research, sometimes leading researchers to claim methods they are not using, in pursuit of epistemological credibility (Sandelowski, 2000). Descriptions are inevitably filtered through human perceptions, posing challenges in ensuring interpretive validity. What is chosen to be described can be influenced by the researcher’s perceptions and inclinations (Sandelowski, 2000). As QD studies are less theory-driven, they may not contribute significantly to the development of new theories or conceptual frameworks (Sandelowski, 2000), although this does not always necessarily have to be a goal in qualitative research. Despite these limitations, it remains a useful method, and as previously stated, is an ideal entry point for master’s level students and research trainees.

Conclusion

Qualitative Description (QD) emerges as a pivotal introductory method in qualitative research for master’s-level students and research trainees. Its principal strength lies in its straightforward, adaptable approach that emphasizes direct descriptions of experiences and events, staying close to the data. This methodological simplicity makes QD particularly suited for beginners in qualitative research, offering a practical and accessible avenue for understanding and engaging with complex human experiences. While it provides rich, detailed insights, especially valuable in health research and patient-centered healthcare models, QD also allows for flexibility across various disciplines.

However, QD’s perceived simplicity can be a double-edged sword. It faces challenges in terms of academic credibility and its limited contribution to theoretical development. The method’s focus on low inference interpretation and reliance on naturalistic inquiry may lead to concerns about generalizability and interpretive validity. Despite these challenges, QD’s role in fostering the development of critical thinking, analytical skills, and a deep understanding of qualitative methodologies in master’s-level students and research trainees cannot be overstated. QD is an essential stepping stone in the qualitative research journey, providing a foundation for novice researchers to build upon as they progress towards more complex qualitative methodologies.