what is analysis in nursing research

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What is Concept Analysis?

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This Guide was created by Carolyn Swidrak (retired).

"Concept analysis is a strategy used for examining concepts for their semantic structure. Although there are several methods for conducting concept analysis, all of them have the purpose of determining the defining characteristics of the concept under study. Some uses of a concept analysis are refining and clarifying concepts in theory, practice, and research and arriving at precise theoretical and operational definitions for research or for instrument development." (Fitzpatrick, 2018, p. 129). Source: Fitzpatrick, J. (2018).  Encyclopedia of nursing research (4th ed.). Springer Publishing Company.  

Dictionaries:

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• Thesaurus.com Think outside the box and find similar or like terms that connect to your concept.

Encyclopedias:

• Encyclopedia of Epidemiology
• Encyclopedia of Family Health
• Encyclopedia of School Health
• Encyclopedia of Counseling
• Encyclopedia of Health & Aging
• ...and more!

CINAHL Ultimate is the new definitive resource for nursing and allied health research, providing full text for more of the most used journals in the CINAHL index than any other database. It covers more than 50 nursing specialties and includes quick lessons, evidence-based care sheets, CEU modules and research instruments.

Search Strategy:

Use the below terms with your concept, using the AND Boolean operator:

• concept OR "concept analysis" ( Note: please do not plagiarize others' concept analyses-- use and cite these to formulate your OWN concept analysis! )
• defined OR definition
• philosophy OR philosophies 
• theory OR theories OR theoretical

Disclaimer: These are only suggestions on how you might search for your concept in the databases. Always check in with your professor to make sure you understand the assignment.

Have you been asked to search in multiple disciplines for your concept? Use these tips below!

Think about what disciplines fit within your concept. For instance, Compassion Fatigue may be defined in the psychology or social work fields.  I can use these subject-specific databases to find articles in these fields:

This database indexes and abstracts articles from periodicals published in the U.S. and elsewhere plus the full-text of selected periodicals. Subjects covered include addiction studies, community health and medical care, corrections, criminal justice, economics, environmental studies, and urban studies.

Other databases to consider in other disciplines:

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SPORTDiscus with Full Text includes thorough coverage in the subjects most relevant to sports medicine, fitness & nutrition.

Includes: Clinical specialties such as orthopedics Coaching and education Consumer health Exercise science and fitness Health education Kinesiology Nutrition Occupational health and safety Physical education Physical therapy Sports sciences

You can also search Interdisciplinary databases, like Academic Search Complete and PowerSearch (from our homepage). Make sure you are including the discipline as part of your search terms. Example:

What are Empirical Referents ?

Empirical referents are "the means by which you can recognize or measure the defining characteristics or attributes" (Walker & Avant, 2010, p. 168).  Essentially, they are measurement tools or instruments that help to measure the concept.

Ex. Concept: Resiliency

Empirical Referent: Connor-Davidson Resilience Scale (Connor & Davidson, 2003)

How do I find them?

For more information on how to find these tools, check out our Research Guide on Research Instruments (Tests & Measures) .

Source: Walker, L. O. & Avant, K. C. (2010). Concept analysis. In  Strategies for theory construction in nursing (6th Ed., pp. 157-177). Pearson.

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Nursing Research Resources: Concept Analysis

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Concept Analysis

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Concept analysis is a strategy used for examining concepts for their semantic structure. Although there are several methods for conducting concept analysis, all of the methods have the purpose of determining the defining attributes or characteristics of the concept under study. Some uses of a concept analysis are refining and clarifying concepts in theory, practice, and research and arriving at precise theoretical and operational definitions for research or for instrument development. Concept analysis has been used in other disciplines, particularly philosophy and linguistics, for many years. However, the techniques have only recently been “discovered” by nurses interested in semantics and language development in the discipline.

Concept analysis is a useful tool for nurses conducting research. Because the outcome of a concept analysis is a set of defining characteristics that tell the researcher “what counts” as the concept, it allows the researcher to (a) formulate a clear, precise theoretical and/or operational definition to be used in the study; (b) choose measurement instruments that accurately reflect the defining characteristics of the concept to be measured; (c) determine if a new instrument is needed (if no extant measure adequately reflects the defining characteristics); and (d) accurately identify the concept when it arises in clinical practice or in qualitative research data...

Source: Encyclopedia of Nursing Research (2). New York, US: Springer Publishing Company, 2006. ProQuest ebrary . Web. 5 October 2016. Copyright © 2006. Springer Publishing Company. All rights reserved.

Recommended reading (Textbooks)

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Resources and Guides

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Dictionaries - Nursing Specific titles

• Dictionary of Nursing Theory and Research (4th ed., 2010)

Dictionaries

• 2007 USP Dictionary of USAN and International Drug Names (43rd ed., 2006)
• Dictionary for Clinical Trials (1999)
• Dictionary of Contact Allergens (2007)
• Dictionary of DNA and Genome Technology (2008)
• Dictionary of Epidemiology (5th Edition) (5th ed., 2008)
• Dictionary of Food Science and Nutrition (2006)
• Dictionary of Health Economics and Finance (2007)
• Dictionary of Health Information Technology and Security (2007)
• Dictionary of Health Insurance and Managed Care (2006)
• Dictionary of Microbiology and Molecular Biology (2006 (3rd ed., Revised)
• Dictionary of Neurological Signs : Clinical Neurosemiology (2001)
• Dictionary of Sport and Exercise Science (2006)
• Dictionary of Veterinary Medicine and Biosciences (2nd Student ed., 2000)
• Dorland's Dictionary of Medical Acronyms and Abbreviations (7th ed., 2016)
• Historical Dictionary of Psychiatry (2005)
• Learner`s Dictionary for Student and Professionals : English for European Public Health (2008)
• Quick Reference Dictionary for Orthopedics (2012)
• Stedman's Medical Dictionary (2016)
• Techniques in the Behavioral and Neural Sciences : Experimental Design : A Handbook and Dictionary for Medical and Behavioral Research (1999)
• Webster's New World Medical Dictionary (3rd ed., 2009)

Encyclopedias - Nursing Specific titles

• Encyclopedia of Nursing Research (4th Edition; 2017)
• Nursing Leadership : A Concise Encyclopedia (2008)

Encyclopedias

• Anaesthesia and intensive care A-Z : an encyclopaedia of principles and practice (2019; 6th Edition)
• Biomechanics in Sport: Performance Enhancement and Injury Prevention : Olympic Encyclopaedia of Sports Medicine (2007)
• Brain Tumors : An Encyclopedic Approach (2012; 3rd Edition)
• Encyclopaedia of Sports Medicine An IOC Medical Commission Publication, The Endocrine System in Sports and Exercise (2007)
• Encyclopedia of Aging (4th ed., 2006)
• Encyclopedia of Biomaterials and Biomedical Engineering (2008; 2nd Edition)
• Encyclopedia of Biopharmaceutical Statistics (2003; 2nd Edition)
• Encyclopedia of Body Sculpting after Massive Weight Loss (2011)
• Encyclopedia of Clinical Pharmacy (2003)
• Encyclopedia of Dietary Supplements (2005)
• Encyclopedia of Elder Care : The Comprehensive Resource on Geriatric and Social Care (2nd Edition; 2008)
• Encyclopedia of Farm Animal Nutrition (2004)
• Encyclopedia of Human Nutrition (2005; 2nd Edition)
• Encyclopedia of Infectious Diseases: Modern Methodologies (2007)
• Encyclopedia of Medical Genomics and Proteomics, Volume 1-2 (2005)
• Encyclopedia of Molecular Biology (1994)
• Encyclopedia of pain (2007)
• Encyclopedia of Pharmaceutical Technology, Volumes 1 - 6 (2007; 3rd Edition)
• Encyclopedia of Psychological Trauma (2008)
• Epilepsy A to Z : A Concise Encyclopedia (2nd ed., 2009)
• Library of Health and Living : Encyclopedia of Trauma and Traumatic Stress Disorders (2009)
• MIT Encyclopedia of Communication Disorders (2003)
• Nutrition in Sport : Olympic Encyclopaedia of Sports Medicine Volume VII (2007)
• Rehabilitation of Sports Injuries - Scientific Basis : Olympic Encyclopaedia of Sports Medicine (2007)
• Strength and Power in Sport : Olympic Encyclopedia of Sports Medicine (2007)
• Tendinopathy in Athletes : Encyclopaedia of Sports Medicine an IOC Medical Commission Publication (2007)
• Women in Sport : Olympic Encyclopaedia of Sports Medicine (2007)

Submitting Material Requests

For articles that are not available full-text via the LRC website, you can submit a material request using the link below:

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To locate articles discussing the topic for your concept analysis assignment, use the recommended list of term combinations that will help you to retrieve all relevant articles. You will want to AND your concept with the search terms below:

• "concept analysis"
• philosophy OR philosophies
• theory OR theories OR theoretical
• defined OR definition

For example:

"assisted living" AND ("concept analysis" OR philosophy OR theory OR theories OR theoretical OR defined OR definition OR concept*)

Use Google Docs to keep track of the following:

• Your search topic
• Limits/Filters, such as age, date range, language, etc.
• Databases to include, such as PubMed, CINAHL, PsycINFO, PowER Search, etc.
• Concepts and like terms
• Search strategies

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Introduction to qualitative nursing research

This type of research can reveal important information that quantitative research can’t.

• Qualitative research is valuable because it approaches a phenomenon, such as a clinical problem, about which little is known by trying to understand its many facets.
• Most qualitative research is emergent, holistic, detailed, and uses many strategies to collect data.
• Qualitative research generates evidence and helps nurses determine patient preferences.

Research 101: Descriptive statistics

Differentiating research, evidence-based practice, and quality improvement

How to appraise quantitative research articles

All nurses are expected to understand and apply evidence to their professional practice. Some of the evidence should be in the form of research, which fills gaps in knowledge, developing and expanding on current understanding. Both quantitative and qualitative research methods inform nursing practice, but quantitative research tends to be more emphasized. In addition, many nurses don’t feel comfortable conducting or evaluating qualitative research. But once you understand qualitative research, you can more easily apply it to your nursing practice.

What is qualitative research?

Defining qualitative research can be challenging. In fact, some authors suggest that providing a simple definition is contrary to the method’s philosophy. Qualitative research approaches a phenomenon, such as a clinical problem, from a place of unknowing and attempts to understand its many facets. This makes qualitative research particularly useful when little is known about a phenomenon because the research helps identify key concepts and constructs. Qualitative research sets the foundation for future quantitative or qualitative research. Qualitative research also can stand alone without quantitative research.

Although qualitative research is diverse, certain characteristics—holism, subjectivity, intersubjectivity, and situated contexts—guide its methodology. This type of research stresses the importance of studying each individual as a holistic system (holism) influenced by surroundings (situated contexts); each person develops his or her own subjective world (subjectivity) that’s influenced by interactions with others (intersubjectivity) and surroundings (situated contexts). Think of it this way: Each person experiences and interprets the world differently based on many factors, including his or her history and interactions. The truth is a composite of realities.

Qualitative research designs

Because qualitative research explores diverse topics and examines phenomena where little is known, designs and methodologies vary. Despite this variation, most qualitative research designs are emergent and holistic. In addition, they require merging data collection strategies and an intensely involved researcher. (See Research design characteristics .)

Although qualitative research designs are emergent, advanced planning and careful consideration should include identifying a phenomenon of interest, selecting a research design, indicating broad data collection strategies and opportunities to enhance study quality, and considering and/or setting aside (bracketing) personal biases, views, and assumptions.

Many qualitative research designs are used in nursing. Most originated in other disciplines, while some claim no link to a particular disciplinary tradition. Designs that aren’t linked to a discipline, such as descriptive designs, may borrow techniques from other methodologies; some authors don’t consider them to be rigorous (high-quality and trustworthy). (See Common qualitative research designs .)

Sampling approaches

Sampling approaches depend on the qualitative research design selected. However, in general, qualitative samples are small, nonrandom, emergently selected, and intensely studied. Qualitative research sampling is concerned with accurately representing and discovering meaning in experience, rather than generalizability. For this reason, researchers tend to look for participants or informants who are considered “information rich” because they maximize understanding by representing varying demographics and/or ranges of experiences. As a study progresses, researchers look for participants who confirm, challenge, modify, or enrich understanding of the phenomenon of interest. Many authors argue that the concepts and constructs discovered in qualitative research transcend a particular study, however, and find applicability to others. For example, consider a qualitative study about the lived experience of minority nursing faculty and the incivility they endure. The concepts learned in this study may transcend nursing or minority faculty members and also apply to other populations, such as foreign-born students, nurses, or faculty.

Qualitative nursing research can take many forms. The design you choose will depend on the question you’re trying to answer.

A sample size is estimated before a qualitative study begins, but the final sample size depends on the study scope, data quality, sensitivity of the research topic or phenomenon of interest, and researchers’ skills. For example, a study with a narrow scope, skilled researchers, and a nonsensitive topic likely will require a smaller sample. Data saturation frequently is a key consideration in final sample size. When no new insights or information are obtained, data saturation is attained and sampling stops, although researchers may analyze one or two more cases to be certain. (See Sampling types .)

Some controversy exists around the concept of saturation in qualitative nursing research. Thorne argues that saturation is a concept appropriate for grounded theory studies and not other study types. She suggests that “information power” is perhaps more appropriate terminology for qualitative nursing research sampling and sample size.

Data collection and analysis

Researchers are guided by their study design when choosing data collection and analysis methods. Common types of data collection include interviews (unstructured, semistructured, focus groups); observations of people, environments, or contexts; documents; records; artifacts; photographs; or journals. When collecting data, researchers must be mindful of gaining participant trust while also guarding against too much emotional involvement, ensuring comprehensive data collection and analysis, conducting appropriate data management, and engaging in reflexivity.

Data usually are recorded in detailed notes, memos, and audio or visual recordings, which frequently are transcribed verbatim and analyzed manually or using software programs, such as ATLAS.ti, HyperRESEARCH, MAXQDA, or NVivo. Analyzing qualitative data is complex work. Researchers act as reductionists, distilling enormous amounts of data into concise yet rich and valuable knowledge. They code or identify themes, translating abstract ideas into meaningful information. The good news is that qualitative research typically is easy to understand because it’s reported in stories told in everyday language.

Evaluating a qualitative study

Evaluating qualitative research studies can be challenging. Many terms—rigor, validity, integrity, and trustworthiness—can describe study quality, but in the end you want to know whether the study’s findings accurately and comprehensively represent the phenomenon of interest. Many researchers identify a quality framework when discussing quality-enhancement strategies. Example frameworks include:

• Trustworthiness criteria framework, which enhances credibility, dependability, confirmability, transferability, and authenticity
• Validity in qualitative research framework, which enhances credibility, authenticity, criticality, integrity, explicitness, vividness, creativity, thoroughness, congruence, and sensitivity.

With all frameworks, many strategies can be used to help meet identified criteria and enhance quality. (See Research quality enhancement ). And considering the study as a whole is important to evaluating its quality and rigor. For example, when looking for evidence of rigor, look for a clear and concise report title that describes the research topic and design and an abstract that summarizes key points (background, purpose, methods, results, conclusions).

Application to nursing practice

Qualitative research not only generates evidence but also can help nurses determine patient preferences. Without qualitative research, we can’t truly understand others, including their interpretations, meanings, needs, and wants. Qualitative research isn’t generalizable in the traditional sense, but it helps nurses open their minds to others’ experiences. For example, nurses can protect patient autonomy by understanding them and not reducing them to universal protocols or plans. As Munhall states, “Each person we encounter help[s] us discover what is best for [him or her]. The other person, not us, is truly the expert knower of [him- or herself].” Qualitative nursing research helps us understand the complexity and many facets of a problem and gives us insights as we encourage others’ voices and searches for meaning.

When paired with clinical judgment and other evidence, qualitative research helps us implement evidence-based practice successfully. For example, a phenomenological inquiry into the lived experience of disaster workers might help expose strengths and weaknesses of individuals, populations, and systems, providing areas of focused intervention. Or a phenomenological study of the lived experience of critical-care patients might expose factors (such dark rooms or no visible clocks) that contribute to delirium.

Successful implementation

Qualitative nursing research guides understanding in practice and sets the foundation for future quantitative and qualitative research. Knowing how to conduct and evaluate qualitative research can help nurses implement evidence-based practice successfully.

When evaluating a qualitative study, you should consider it as a whole. The following questions to consider when examining study quality and evidence of rigor are adapted from the Standards for Reporting Qualitative Research.

Jennifer Chicca is a PhD candidate at the Indiana University of Pennsylvania in Indiana, Pennsylvania, and a part-time faculty member at the University of North Carolina Wilmington.

Amankwaa L. Creating protocols for trustworthiness in qualitative research. J Cult Divers. 2016;23(3):121-7.

Cuthbert CA, Moules N. The application of qualitative research findings to oncology nursing practice. Oncol Nurs Forum . 2014;41(6):683-5.

Guba E, Lincoln Y. Competing paradigms in qualitative research . In: Denzin NK, Lincoln YS, eds. Handbook of Qualitative Research. Thousand Oaks, CA: SAGE Publications, Inc.;1994: 105-17.

Lincoln YS, Guba EG. Naturalistic Inquiry . Thousand Oaks, CA: SAGE Publications, Inc.; 1985.

Munhall PL. Nursing Research: A Qualitative Perspective . 5th ed. Sudbury, MA: Jones & Bartlett Learning; 2012.

Nicholls D. Qualitative research. Part 1: Philosophies. Int J Ther Rehabil . 2017;24(1):26-33.

Nicholls D. Qualitative research. Part 2: Methodology. Int J Ther Rehabil . 2017;24(2):71-7.

Nicholls D. Qualitative research. Part 3: Methods. Int J Ther Rehabil . 2017;24(3):114-21.

O’Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: A synthesis of recommendations. Acad Med . 2014;89(9):1245-51.

Polit DF, Beck CT. Nursing Research: Generating and Assessing Evidence for Nursing Practice . 10th ed. Philadelphia, PA: Wolters Kluwer; 2017.

Thorne S. Saturation in qualitative nursing studies: Untangling the misleading message around saturation in qualitative nursing studies. Nurse Auth Ed. 2020;30(1):5. naepub.com/reporting-research/2020-30-1-5

Whittemore R, Chase SK, Mandle CL. Validity in qualitative research. Qual Health Res . 2001;11(4):522-37.

Williams B. Understanding qualitative research. Am Nurse Today . 2015;10(7):40-2.

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• Volume 21, Issue 4
• Phenomenology as a healthcare research method
• Article Text
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• Alison Rodriguez ,
• Joanna Smith
• School of Healthcare , School of Healthcare, University of Leeds , Leeds , UK
• Correspondence to Dr Joanna Smith, School of Healthcare, University of Leeds, Leeds LS2 9UT, UK; j.e.smith1{at}leeds.ac.uk

https://doi.org/10.1136/eb-2018-102990

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Qualitative research methodologies focus on meaning and although use similar methods have differing epistemological and ontological underpinnings, with each approach offering a different lens to explore, interpret or explain phenomena in real-world contexts and settings. In this article, we provide a brief overview of phenomenology and outline the main phenomenological approaches relevant for undertaking healthcare research.

What is phenomenology?

Edmund Husserl (1859–1938), a philosopher, established the discipline of phenomenology. In Husserl’s approach to phenomenology, now labelled descriptive phenomenology , experiences are described and researcher perceptions are set aside or ‘bracketed’ in order to enter into the life world of the research participant without any presuppositions. 1 Experience is recognised to involve perception, thought, memory, imagination and emotion, each involving ‘intentionality’, as the individual focuses their gaze on a specific ‘thing’ or event. 1 Martin Heidegger (1889–1976), a student of Husserl, rejected the theory of knowledge or ‘epistemology’ that influenced Husserl’s work, and instead adopted ‘ontology’, the science of being. In relation to research, ‘epistemology’ is concerned with what constitutes valid knowledge, and how knowledge is gained with a distinction between justified belief and opinion, while ‘ontology’ ‘is more concerned with the nature of reality and now we understand what exists and is experienced.

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Key differences between Husserl’s and Heidegger’s approaches to phenomenology

What is phenomenological research?

The philosophy of phenomenology resides within the naturalistic paradigm; phenomenological research asks: ‘ What is this experience like? ’, ‘ What does this experience mean? ’, and ‘ How does the lived world present itself to the participant or to me as the researcher? ’ Not all health research questions that seek to describe patient or professional experiences will be best met by a phenomenological approach; for example, service evaluations may be more suited to a descriptive qualitative design, where highly structured questions aim to find out participant’s views, rather than their lived experience.

Building on the work of Husserl and Heidegger, different approaches and applications of phenomenological to research have been developed. Table 2 , adapted from Rodriguez, 2 highlights the differences between the main traditions of phenomenology.

Comparison of the main phenomenological traditions

Is phenomenology an appropriate approach to undertaking healthcare research?

We will use a study that explored the lived experience of parenting a child with a life-limiting condition to outline the application of van Manen’s approach to phenomenology, 3 and the relevance of the findings to health professionals. The life expectancy of children with life-limiting conditions has increased because of medical and technical advances, with care primarily delivered at home by parents. Evidence suggests that caregiving demands can have a significant impact on parents’ physical, emotional and social well-being. 4 While both qualitative and quantitative research designs can be useful to explore the quality of life for parents living with a child with a life-limiting conditions, a phenomenological approach offers a way to begin to understand the range of factors that can effect parents, from their perspective and experience, revealing meanings that can be ‘hidden’, rather than making inferences. van Manen’s approach was chosen because the associated methods do not ‘break down’ the experience being studied into disconnected parts, but provides rich narrative descriptions and interpretations that describe what it means to be a person in their particular life-world. The phenomenological aim was to develop a ‘pathic’ understanding; the researcher was therefore committed to understanding the experience of the phenomena as a whole, rather than parts of that experience. In addition, van Manen’s approach was chosen because it offers a flexibility to data collection, where there is more of an emphasis on the facilitation of participants to share their views in a non-coercive way and the production of meaning between the researcher and researched compared to other phenomenological approaches ( table 2 ).

Central to data analysis is how the researcher develops a dialogue with the text, rather than using a structured coding approach. Phenomenological themes are derived but are also understood as the structures of experience that contribute to the whole experience. van Manen’s approach draws on a dynamic interplay of six activities, that assist in gaining a deeper understanding of the nature of meaning of everyday experience:

Turning to a phenomenon, a commitment by the researcher to understanding that world.

Investigating experience as we live it rather than as we conceptualise it.

Reflecting on the essential themes, which characterise the phenomenon.

Describing the phenomenon through the art of writing and rewriting.

Maintaining a strong and oriented relation to the phenomenon.

Balancing the research context by considering the parts and the whole. 8

These activities guide the researcher, alongside drawing on the four-life world existentials ( table 2 ), as lenses to explore the data and unveil meanings.

Ten parents of children with life-limiting conditions were interviewed with the aim of gathering lived experiences and generating thick descriptions of what it is like to be a parent of a child with a life-limiting condition. The essential meaning of the phenomenon ‘the lived experience of parenting a child with a life limiting condition’ can be understood as a full-time emotional struggle involving six continuous constituents, presented in figure 1 . Health professional supporting families where a child has a life limiting condition need to be aware of the isolation faced by parents and the strain of constant care demands. Parents innate parental love and commitment to their child can make it challenging to admit they are struggling; support and the way care and services are delivered should be considerate of the holistic needs of these families ( figure 1 ). 

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Lived experience of parenting a child with a life-limiting condition. 

In summary, in Husserlian (or descriptive)derived approaches, the researcher from the outset has a concrete ‘example’ of the phenomenon being investigated, presuppositions are bracketed and the researcher imaginatively explores the phenomena; a ‘pure’ description of the phenomena’s essential features as it is experienced can then be unveiled. While in Heideggerian, hermeneutic (or interpretive) approaches, the researcher’s perspectives, experiences and interpretations of the data are interwoven, allowing the phenomenologist to provide an ‘interpretation’ rather than just a description of the phenomena as it is experienced. In all phenomenological approaches, the researcher’s role in self-reflection and the co-creativity (between researcher and researched) is required to produce detailed descriptions and interpretations of a participant’s lived experience and are acknowledged throughout the researcher’s journey and the research process. These reflections are deliberated to a greater degree in heuristic and relational approaches, as the self and relational dialogue are considered crucial to the generated understanding of the phenomena being explored.

We will provide more specific details of interpretative phenomenological analysis in the next Research Made Simple series.

• Rodriguez A
• Rodriguez A ,
• Cheater F ,
• Moustakas C
• van Manen M
• Flowers P ,
• Larkin M , et al
• Langridge D

Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

Competing interests None declared.

Patient consent Not required.

Provenance and peer review Commissioned; internally peer reviewed.

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