1. Grounded Theory
Group D

2. Group D Nur Afiqah bte Hj Sahminan 11M8060 Group Members:
Hajah Siti Hasara Haji Matussin 11M8123
Mohd Suzyreen b Hj Suhaili 11M8124
Marazibah Hj Matyassin 11M8125
Hajah Norehsan bte Haji Muhamad Diah 11M8126
Norazlinawati bt Hj A. Magon 11M8128

3. Outline Introduction Definition History Features
When should Grounded Theory be used?
Types of Grounded Theory
Process of Grounded Theory
Similarities and differences with other qualitative method
Data Analysis

4. Introduction-Definition
Glaser&Strauss (1967):
‘The discovery of theory from data- systematically obtained and analysed in social research’
Strauss (1987:1):
‘The methodological thrust of grounded theory is towards the development of theory, without any particular commitment to specific kinds of data, lines of research, or theoretical interest...Rather it is a style of doing qualitative analysis that includes a number of distinct features...and the use of a coding paradigm to ensure conceptual development and density’

5. Introduction-Definition
Strauss & Corbin:
“is a general methodology for developing theory that is grounded in data systematically gathered and analyzed”.
Schwandt, 1997:
“is often used in a nonspecific way to refer to any approach to developing theoretical idea ( concepts, models, formal theories) that somehow begins with data”.
Grounded theory is a type of qualitative research mehtodology that allows theory/theories to emerge form the data that is collected. Grounded theory research follows a systematic yet flexible process to collect data, code the data, make connections and see what

6. Introduction-Founder
Background of the two scholars
Anselm Strauss joined University of California, San Francisco (UCSF) School of Nursing appointed as Director of the Department of Social and Behavioral Science.
Barney Glaser completed his PhD at Columbia University in New Your, Strauss was granted a four- year funded study to examine the experience of dying, and recruited Glaser to the research team.

7. Introduction-History
Glaser’s beliefs of induction and empiricism emphasised the generation of theory from the viewpoint of the participants
Strauss’s interpretive beliefs influenced the fieldwork and the participant-focused side of grounded theory.

8. Introduction-History
Glaser
Strauss
Empiricism
Interpretive
GROUNDED THEORY

9. Introduction-History
Glaser’s and Strauss’s beliefs enable qualitative research to become an explanatory theoretical framework.
In the 1990’s, Strauss joined with Corbin to take grounded theory in another direction, to include predetermined categories for data and acknowledge problems with validity and reliability.

10. When should GTM be used? According to Glaser:
"Grounded Theory becomes an answer where other methodologies did not work well enough, especially in the sensitive dependent variable fields within the health science and business and management.“
According to Stern:
“ the strongest case for the use of grounded theory is in investigations of relatively uncharted water, or to gain a fresh perspective in a familiar situation."

11. Types of Grounded Theory
There are three dominant designs for grounded theory:
Systematic design (Strauss and Corbin:1998)
This grounded theory design has three stages of coding which assist in developing categories from the data collected and creating a visual depiction of the coding paradigm. These categories evolve into theory generation and, subsequently, hypothesis.

12. Types of Grounded Theory
Emerging design (Glaser: 1992)
This design stresses the importance of comparing and connection categories and emerging theories from the data collected, allowing the research to develop a theory and discuss the relationships between categories.

13. Types of Grounded Theory
Constructivist approach (Charmaz 1990, 2000, 2006).
This form of research design focuses on the importance of meanings individuals attribute to the focus of the study. Applying active codes, the researcher looks at the participants’ thoughts, feelings, stances, viewpoints, assertions etc. and places this information into categories during the data collection. Furthermore, this techniques allows the research bring some of their own views, beliefs, feelings and questions to the data.

14. Process of Grounded Theory
The following steps are a systematic form of investigation which is often used in grounded theory research as it is easy to follow and allows some structure for beginning inexperienced researchers. However, emerging and constructivist forms of inquiry are also useful in conducting grounded theory research.

15. 1
DECIDE if a grounded theory design best addresses the research problem 2
IDENTIFY a process 3
SEEK approval and access 4
CONDUCT theoretical sampling 5
CODE the data 6
USE selective coding and developing theory 7
VALIDATE your theory 8
WRITE a grounded theory research report

16. Similarities to other Qualitative Methods
Sources of data are the same:
Interviews
Field observations
Document of all kinds (including diaries, letters, autobiographies, historical accounts and newspapers and other media materials)
Videotapes
Providing evidence to support the validity of the theory, interpretations, must or should, include the perspectives and voices of those studied

17. Differences to other Qualitative Method
Emphasis upon theory development rather than the nature of their methodology
Verification done throughout the course of a research project rather than through follow-up

18. Article Review

19. Leadership under Severe Stress : A Grounded Theory Study
Leadership under Severe Stress : A Grounded Theory Study. By Gerry Larsson, Ann Johansson, Tina Jansson, Gunilla Gronlund
Humanitarian Nursing Challenges: A Grounded Theory Study. By CDR Angelica L.C.
Living With A Spinal Cord Injury: A Grounded Theory Approach. By Hsiao-Yu Chen & Jennifer RP Boore
Finding A Way: A Grounded Theory of Young People’s Experience of The Pathway to Mental Health Care. By S Webster & L Harrison.
The Difference Between Secondary School Principals’ Servant Leadership In Lower Achieving And Higher Achieving Secondary Schools. By Traci R. Pattison Dr. Cynthia Macgregor
Keeping Vigil Over The Profession: A Grounded Theory Of The Context Of Nurse Anaesthesia Practice. By Rita S Schreiber and Marjorie A MacDonald
Article
Article 2
Article 3
Article 4
Article 5
Article 6

20. Aims:
Article 1
Article 2
Article 3
To develop a theoretical understanding of leadership under severe stress using a grounded theory approach
To explain U.S Navy nurses’ experiences during Operation Unified Assistance (OUA) – how they prepared, clinically performed, and worked with non-governmental organization nurses.
To construct a grounded theory
To gather information about experiences of patients suffering spinal cord injury (SCI), their needs and perceptions, to enhance effective rehabilitation nursing care.

21. To explore how young people experienced the onset of mental health problems and to investigate their initial interactions with the health system by using Grounded Theory Method
Article 4
Article 5
Article 6
The purpose of the study was to develop an understanding of the relationships between secondary school principals’ servant leadership in lower achieving and higher achieving schools and student achievement.
To explore how nurse anaesthetists protect and promote their profession.

22. Types of Grounded Theory Used
Articles
Types of Grounded Theory
Article 1
Emerging design
Article 2
Systematic design
Article 3
Article 4
Systematic Design
Article 5
Emerging Design
Article 6
Systematic approach

23. Sampling
Article 1
5 Swedish Officers and 3 soldiers
4 Norwegian Officers and 4 psychologist
11 Navy nurses consented to participate in the research study
Article 2
15 patients (11 males and 4 females)
Article 3

24. 8 males and 12 females between the ages of eighteen and twenty five
Article 4
70 teachers from five higher achieving schools and five lower achieving schools
Article 5
41 certified registered nurse anaesthetists, 18 males and 23 females
Article 1

25. Methodology
Article 1
Individual Interviews and follow up group interviews (interviews were transcribed verbatim and analyzed according to constant comparative method
Article 2
Tape-recorded interviews (face-to-face and telephone conversation).
Observations.
Field notes.
memos
Article 3
Semi-structured, tape recorded interview and observation of a group discussion.
In open sampling, interview was done to explore as many properties of categories as possible.
After the core category emerged, theoretical sampling was performed.

26. Article 4
Tape recorded in-depth semi-structured interviews.
Article 5
An open ended question was administered.
Article 6
Participant observation and
Interviews

27. Sorted into categories by constant comparison between categories
Analysis
Article 1
Open coding
Sorted into categories by constant comparison between categories
Fitting together the categories using constant comparative method
Article 2
Strauss and Corbin’s methodology of open coding, axial coding and selective coding was used to analyze the data.
Examine each line of data to define and categorize information through open coding, then focused on participants’ view of reality through line-by-line coding.
Resulting data were divided into segments and re-examined for commonalities that reflected like categories or themes.
Once categorized, data were examined for properties such as specific attributes or subcategories.
Throughout this process the constant comparative method was utilized where current data are compared to incoming data.
Progressed to discussion of the interconnections between categories and subcategories.
The research team collaborated in selective coding, focus coding efforts and discussing.
Subsequently, a theory grounded in the participants’ data which explained the phenomenon studied through a visual model was formed.
A grounded theory mentor was conducted to performed and review the research process as it unfolded and to ensure dependability of the findings.
To ensure the resulting theory was empirically grounded in the data, credibility of the findings was achieved through “member checking” where the participants were given opportunities to review transcripts and validate that information accurately reflected their OUA experiences

28. Article 3
The following were interwoven with each other from the beginning of data collection until theoretical saturation was achieved:
Constant comparison methods,
Asking questions,
Keeping memoranda and diagramming record,
Reading literature.
Article 4
Constant Comparative Analysis during interviews (by using open ended questions)
Coding: to distinguish the difference in data
Theoretical Saturation was evident after examining 16 transcripts

29. Article 5
A diagnosis of open ended questions focused on the principal’s philosophy of leadership and impact on student achievement.
Article 6
Assigned increasingly abstract codes and compared incoming data to other data, to concepts,and to emerging categories. Constantly made
comparisons among ideas about actions and interactions
occurring in the data and constructed a theory of
nurse anaesthesia practice, Keeping Vigil comprising
two major categories.

30. Findings
Article 1
Model of leadership under severe stress and the underlying circumstances
Second stage data used to add, elaborate and saturate codes and categories
Article 2
A theoretical model was developed to illustrate how participants experienced the mission. Key lessons learned were that most were unprepared for providing pediatric care and saying “No” in delivering care.
Article 3
The findings resulted in the core category ‘living with a spinal cord injury’ and identify the experiences of a SCI.
Three stages were identified as the individual experiences:
A catastrophic life event,
Confronting challenged,
Moving forward or Withdraw from society.

31. Finding A Way has four stages:
Article 4
Finding A Way has four stages:
First Sign
Recognition
Understanding
Resolution
Article 5
Shared decision making and principal compassion and positive attitude emerged as the reoccurring pattern to the open ended questions for teachers at higher achieving schools.
Article 6
From our study of the context of nurse anaesthesia practice, it is clear that CRNAs are dedicated to protecting their ability to provide high quality patient care by maintaining constant vigilance over their profession.

32. Summary
Summary on Grounded Theory

33. References
Birks,M.& Mills, J.(2011). Grounded Theory: A Practicle Guide. Thousand Oaks, CA: SAGE Publications.
CDR Angelica L.C (2009). Humanitarian Nursing Challenges: A Grounded Theory Study. Military Medicine, Volume :479, from
Chen, H.Y. & Boore, JRP. (2008). Living with a spinal cord injury: A grounded theory approach. Journal of Nursing and Healthcare of Chronic Illness in association with Journal of Clinical Nursing, 17(5a), 116–124. Retrieved 15th March 2012, from 0injury.pdf

34. References
Flavel,S & Meyers, J (2011, Mar 21). Grounded Theory.Retrieved March 11, 2012 from
Glaser, BG & Strauss, AL (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gouyter
Glaser, BG Grounded Theory Sociology Press, pp [HM48 Gro CLMS, -] MEMO: Grounded Theory Methodology Reader, 2 volumes, from .
Larsson G, Johansson A,Jansson T,Gronlund G (2001). Leadership under Severe Stress : A Grounded Theory Study in Lester, R.I. and Morton, A.G. (Eds): Concepts for Air Force Leadership, Air University Press, Maxwell, AL, pp From:

35. References
PattisonT.R (2010). The Difference Between Secondary School Principals’ Servant Leadership In Lower Achieving And Higher Achieving Secondary Schools. Dissertations, Academic -- University of Missouri-- Columbia
Schreiber R. S & MacDonald M. A (2010). Keeping vigil over the profession: A grounded theory of the context of nurse anaesthesia practice. BMC Nursing 2010, 9:13.
Schwandt, T.A. (1997). Qualitative Inquiry: A Dictionary of Terms. Thousand Oaks, CA: SAGE Publications.
Strauss, A. & Corbin, J. (1998). Strategies of Qualitative Inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), Thousand Oaks, CA: SAGE Publications.

36. References
Wadham, B. (2009), Qualitative Research: Grounded Theory. Retrieved 9th March 2012, from grounded_theory.html.
Webster, S. & Harrison, L. (2009). Finding A Way: A Grounded Theory of Young People’s Experience of The Pathway to Mental Health Care. Australian Journal of Advanced Nursing, 26 (2), 85-94

37. Thank you!