qualitative content analysis for systematic reviews

Philip Adu, Ph.D.Methodology Expert National Center for Academic & Dissertation Excellence (NCADE)The Chicago School Of Professional Psychologypadu@thechicagoschool.edu@drphilipadu

Qualitative Content Analysis for

Systematic Reviews

1. Basic understanding of content analysis

2. Types of content analysis

3. Characteristics of qualitative content analysis

4. Content analysis steps

5. Ensuring dependability and credibility

6. Demonstration: Conducting content analysis using NVivo

Outline

Basic Understanding of Content Analysis

Source: Adu, P. (2017, February 24). Understanding Qualitative Content Analysis. Retrieved August 05, 2017, from https://www.slideshare.net/kontorphilip/understanding-qualitative-content-analysis

Basic Understanding of Content Analysis

Systematic process

Ensuring reliability (dependability) and credibility

Making meaning

Meaning construction

By a researcher or a group of researchers

Qualitative data (normally text)

Reduce data to abstract descriptions

The findings represent the data

The findings address the research question

(Schreier, 2012)

Basic Understanding of Content AnalysisSpectrum of Making Meaning

Constructing meaning

More standardized Less effort Less time Context free Background free More objectivity

Less standardized More effort More time Context bound Background influence More subjectivity

Quantifying data Qualifying data

(Schreier, 2012)

Types of Content Analysis

Quantitative Content Analysis Qualitative Content Analysis

Purpose Developing themes based on how many times relevant information occur in the data (frequency-based purpose)

Developing themes to capture the underlying meanings of data portions (latent meaning-based purpose)

Process Identifying relevant data Coding and tallying easily recognized

evidence found in the data Statistically analyzing the quantified

codes to address the research question(s)

Identifying relevant data Coding by examining the text including

the context and background Generating themes to represent the

underlying meanings of data Using the themes to address the research

question(s)

Product Reliable and context-free results Credible and context-bound results

(Schreier, 2012)

When using the same kind of data, qualitative content analysis is more time-consuming than quantitative content analysis

• True

• False

Poll 1

Characteristics of Qualitative Content Analysis

Systematic process

Data reduction

Underlying meaning

• Informed by hermeneutic phenomenology

• Interpretation of the text taking into consideration:

• Intent

• Context

• Audience

Code frame – includes categories and themes initially generated

• They are used to code relevant information in the data(Schreier, 2012)

Qualitative content analysis provides context-free results

• True

• False

Poll 2

Conducting Comprehensive Literature Review:Qualitative Content Analysis Steps

Pre-Content Analysis Stage:

1. Determine which aspect of the studies you plan to analyze

• This should be informed by the research question(s)

• It could be: Methodology (see: Hanson et al., 2005); Findings (see; Zainuddin & Halili, 2016)

2. Decide on specific characteristics of the research reports you plan to document

• Example: Year of publication, type of research design, and data collection strategies used

3. Create an Excel spreadsheet containing characteristics of each study

4. Develop a code frame

• It could be based on existing theory, model, studies or a sampled study

Conducting Comprehensive Literature Review:Content Analysis Steps

Content Analysis Stage (Using NVivo):1. Upload the data into NVivo

2. Create a container (Case Node) for each research article

3. Import the excel spread sheet with the article characteristics

4. Check whether the connection between the case nodes and the

characteristics worked

5. Create nodes for the code frame

6. Drop significant information into their respective nodes

7. Categorize the codes Resource: Adu, P. (2017, September 18). Conducting a Qualitative Content Analysis for Systematic Literature Reviews: Using NVivo. Retrieved September 18, 2017, from https://www.slideshare.net/kontorphilip/conducting-a-qualitative-content-analysis-for-systematic-literature-reviews-using-nvivo

Ensuring Dependability and Credibility

Dependability: (Would we arrive at similar results if the procedures are

followed?)

Clearly presenting step-by-step data collection and analysis process https://www.slideshare.net/kontorphilip/writing-the-

methodology-chapter-of-a-qualitative-study See slide 29

Credibility: (Do the data and findings truly reflect relevant information found in

the articles?)

Accuracy of data and findings Direct connection between findings and data collected Rich context and in-depth description

https://www.slideshare.net/kontorphilip/writing-the-methodology-chapter-of-a-qualitative-study See slide 29

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Access to NVivo Software

NVivo Coding Process and Terms

Nodes Containers

Nodes

1. Identify relevant information2. Put it into a node (new or

existing node)3. Label the new node

23 References

Each node contains the number of

relevant information coded. They are called

Node References(Code Frequencies)

Node

With Nvivo, we CODE relevant information and put them in their respective NODES

NVivo Coding Process and Terms

Nodes Containers

1. Identify relevant information2. Put it into a node (new or

existing node)3. Label the new node

1. Label node

2. Describe

node

3. Write memo

(reflections)

For each new node, you are expected to:

Nodes

NVivo Coding Process and Terms

Nodes Containers Parent node

Child node

Child node

Theme

Category

Sub-category

1. Identify relevant information2. Put it into a node (new or existing

node)3. Label the new node

1. Label node 2.

Describe node

3. Write memo

(reflections)

For each new node, you are expected to:

Kinds of nodes

Nodes

NVivo Coding Process and Terms

Node

Node

Node Parent node

Child node

Child node

Theme

Category

Sub-category

Kinds of nodes

Parent node

Category/Theme

Are Grouped

into+

Node

Node Parent node

Category/Theme

Are Grouped

into+

Node

Organizing Cases and Characteristics(Connecting article’s features to respective their research articles)

Case nodesResearch Article = Case

create

Research Article = Case

Organizing Cases and Characteristics(Connecting article’s features to respective their research articles)

Attributes(Article’s features, e.g. Year of publication and research method used)

Values(groupings)

Year of Publication

1998

2014

2003

Research Method

QuantitativeMethod

Qualitative Method

Organizing Cases and Characteristics(Connecting article’s features to respective their research articles)

Case nodesResearch Article = Case

create

Attributes(Article’s features, e.g. Year of publication and research method used)

Values(groupings)

Research Article = Case Year of Publication

1998

2014

2003

Research Method

QuantitativeMethod

Qualitative Method

References

• Hanson, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K. S., & Creswell, D. J. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 2(55), 224-235. doi:10.1037/0022-0167.52.2.224

• Schreier, M. (2012). Qualitative content analysis in practice. Thousand Oaks, CA: Sage.

• Zainuddin, Z., & Halili, S. H. (2016). Flipped Classroom Research and Trends from Different Fields of Study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.

Philip Adu, PhD.

Methodology Expert

National Center forAcademic & Dissertation Excellence (NCADE) The

Chicago School of Professional Psychology

Ncade.me@thechicagoschool.edu

You could reach me at padu@thechicagoschool.edu and @drphilipadu on twitter.

To cite this document,copy the following:

Adu, P. (2017, September 18). Qualitative Content Analysis for Systematic Reviews. Retrieved September 18, 2017, from https://www.slideshare.net/kontorphilip/qualitative-content-analysis-for-systematic-reviews