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Judy E Boychuk Duchscher

Publications and source records attributed to Judy E Boychuk Duchscher.

5 recordsLinked to original sources
PubMed2004

Grounded theory: reflections on the emergence vs. forcing debate.

AIM: The aim of this paper is to compare Glaser's model of theory generation, where theory rises directly and rigorously out of the data, devoid of interpretivism, to Strauss's conceptually descriptive approach that encourages directive questioning and supports an interpretive stance. BACKGROUND: The discovery of grounded theory (GT) was born out of a merger between Barney Glaser and Anselm Strauss, the proverbial 'fathers' of GT. Since the co-creation of their approach to theory development through research in 1967, these scholars have taken seemingly divergent paths in further developing and evolving the pragmatic use of GT. DISCUSSION: Numerous researchers have used GT as a general method, applying it to both quantitative and qualitative research approaches. In this paper we discuss the stages and strategies of data sampling, collection, coding and analysing used by both Glaser and Strauss. Constant comparative analysis is identified as the primary strategy in the integrated coding and analysing stages of this theorizing method, regardless of the researcher's philosophical or research orientation. We also discuss initial or open coding, advanced coding, memoing, and theoretical sampling, with particular attention to comparing and contrasting the descriptive terms and application strategies that have been suggested by both Glaser and Strauss. CONCLUSION: The reported distinctions in the approach, method, and general intent of GT reflected in this paper are not easy to comprehend. The two methods reflect different basic philosophical paradigms, and therefore represent distinct approaches to GT. Researchers need to be clear about which philosophy and resulting analysis approach they are using, and the effect that approach will have on the research process and outcomes.

Data Collection↗
PubMed2003

Critical thinking: perceptions of newly graduated female baccalaureate nurses.

Nursing education strives to develop critical thinking through emphasis on process, inquiry, and reasoning. Although North American nursing education programs have recommended integrating the critical thinking construct into the conceptual framework that supports undergraduate nursing programs, critical thinking is still ambiguously and inconsistently applied within the profession. The research described in this article explored the development of thinking in five newly graduated baccalaureate RNs by accompanying them on the conceptual, theoretical, and practical evolutionary journey of their first 6 months in nursing practice and explicating their knowledge development over time, offering insights into the role of undergraduate education in teaching, and fostering critical thinking as an approach to nursing practice.

Adult↗
PubMedDate not supplied

The experience of marginalization in new nursing graduates.

This article discusses the conceptual history of marginalization, suggesting its use as a framework within which to understand some of the causal relationships between the high rate of attrition of new nursing graduates from professional nursing and the difficulties incurred during their transition from student to professionally practicing nurse. The application of marginalization in this article focuses on the vulnerability and alienation that these newly graduated nurses experience during their introduction to acute-care practice. The article further suggests that they are both inadequately prepared by their undergraduate education to enter into the full scope of their new role as professional practitioners, and ineffectually orientated to an oppressive workplace culture that they are expected to sustain.

Acculturation↗