Summer 2020

NURS 7380-001 Qualitative Inquiry for Clinical Nursing Research

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Students are expected to follow all policies related to COVID-19 found on the university webpage:

NOTE: Our campus has enabled the CANVAS MOBILE LEARN application. CANVAS tools such as discussions, quizzes or videos May or May NOT function on all mobile devices. This is because mobile devices are available with rapidly changing and different configurations. Hence, students must not depend on only a mobile device to access course materials. Students must have access to a laptop or desktop device to access course materials and complete assignments.

This course is Web Enhanced with WebCT icon
Please be sure to check the Current Computer Requirements


Janna Lesser
Cell Phone: (210) 845-3764
Office Hours: TBA

Sara L. Gill
Office Phone: (210) 567-3014
Office Hours: TBA


This course will introduce students to qualitative inquiry as an approach to knowledge discovery applicable to clinical nursing research. Students will analyze, compare and contrast a variety of qualitative approaches including philosophical underpinnings, methodologies and applications. Those approaches may include: Phenomenology, ethnography, /grounded theory, case study, historical research, naturalistic inquiry, interpretive analysis, and, action research, focus group methods. Students will utilize criteria for evaluating qualitative research reports to critique qualitative research studies. Students will analyze the relationship between a clinical problem and specific research methods. They will develop research questions and analyze their applicability to specific clinical issues and will learn varied strategies for collecting and analyzing qualitative research data.


Credit Hour Allocation: 3 Semester Credit Hours
Clock Hour Allocation: 3 Clock Hours Class (45 hours class)


NURS 6225 Philosophy of Nursing Science
NURS 6226 Ethics of Nursing Science

Prerequisite OR Concurrent:
NURS 7310 Theory Development, Analysis & Evaluation in Nursing


Upon completion of the Doctor of Philosophy (PhD) in Nursing Program students will:

  1. Advance the discipline of nursing through the generation of new knowledge and theory.
  2. Demonstrate excellence as a clinical researcher in the health sciences in a focal area of nursing.
  3. Synthesize theories from natural and/or behavioral sciences for application to a specified area of nursing.
  4. Advance evidence-based clinical practice.
  5. Assume nurse scientist roles within academic health centers and other health centers and other interdisciplinary health sciences and educational institutions.
  6. Evaluate the value and knowlege components of philosophical and ethical dimensions of issues confronting healthcare and nursing.


  1. Differentiate philosophical underpinnings of empirical, naturalist, and human science paradigms.
  2. Apply the qualitative research paradigm to nursing's science.
  3. Analyze appropriateness of qualitative approaches to address clinical nursing problems.
  4. Evaluate philosophical underpinnings, data collection and management methods, and data analysis for selected qualitative approaches.
  5. Consider ethical dimensions involved in qualitative inquiry.
  6. Utilize criteria for evaluating qualitative research reports to critique qualitative research studies.
  7. Discuss issues of scientific rigor in qualitative studies.
  8. Develop an argument for using a qualitative research approach that is grounded in synthesis of literature.




A = 4 points (90-100)
B = 3 points (80-89)
C = 2 points (75-79)
D = 1 point (66-74)
F = 0 points (65 or below)


Evaluation Criteria
60%--Qualitative Interviews (3)         
20%--Reflective paper                    
20%--Class Participation



Attendance in class is an expectation of each student.


  1. If written assignments are made in a course they are required.
  2. Students are expected to submit written work on the scheduled date and time.
  3. The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
  4. If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
  5. Each student is responsible for making sure that he or she has completed the written work prior to submission.
  6. Late work will be accepted with consequences as outlined per course syllabi.


The APA Publication Manual 7th edition is required for use in all nursing school programs. 


Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.


Students who are nurses or are preparing to enter the profession of nursing are expected to treat others with respect and compassion. “The principle of respect for persons extends to all individuals with whom the nurse interacts. The nurse maintains compassionate and caring relationships with colleagues and others with a commitment to the fair treatment of individuals, to integrity-preserving compromise and to resolving conflict. This standard of conduct precludes any and all prejudicial actions, any form of harassment or threatening behavior, or disregard for the effects of one’s actions on others” (American Nurses Association Code for Nurses, Interpretive Statement 1.5).

The students, faculty, Department Chairs, Associate Deans, and the Dean of the School of Nursing of the University Texas Health Science Center San Antonio subscribe to the highest standards of conduct. Our aim is professional behavior beyond reproach. Failure to abide by the signed code of professional conduct may lead to suspension and/or permanent dismissal from the UTHSCSA SON. In particular, we subscribe to the provisions of the Code of Ethics for Nurses ( and the following points of conduct.

School of Nursing Netiquette Guidelines for Online Interaction

Netiquette guidelines provide information for behaving properly online, when using email, tweets or texts so that you may successfully communicate your thoughts in a manner that is respectful and avoids misunderstandings with others.


Any student seeking reasonable accommodations through the Americans with Disabilities Act (ADA) should contact either the Associate Dean for Admissions and Student Services within the first week of the semester or schedule a meeting with the UTHSCSA ADA Compliance Office so that appropriate accommodations may be arranged. A request for accommodations (Form ADA-100: must be completed and submitted to the Executive Director of the ADA Compliance Office before accommodations can be provided. Additional information can be provided in the Student Success Center, Room 1.118 or through the ADA Compliance Office website:


Munhall, P. L. (2012). Nursing research: A qualitative perspective. (5th edition). Sudbury, MA: Jones & Bartlett Learning; ISBN 978-0-7637-8515-4.


Creswell, J. W. (2012). Qualitative Inquiry and research design: choosing among five traditions. (3rd edition). Thousand Oaks, CA: Sage Publications.

Corbin & Strauss (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. (3rd edition). Thousand Oaks, CA. Sage Publications.

Denzin, N.K. and Lincoln, Y.S. (Eds.). (2011). Handbook of qualitative research. Thousand Oaks, CA: Sage Publications.

Glasser, B.G. (1978). Theoretical Sensitivity. Mill Valley, CA: The Sociology Press.

Krueger, R.A. and Casey, M.A. (2000). Focus Groups: A practical guide for applied research. (3rd Ed). Thousand Oaks, CA: Sage Publications.

Kvale, S. (2009). InterViews: Learning the craft of qualitative interviewing. (2nd edition). Thousand Oaks, CA: Sage Publications.

Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.

Lofland, J. and Lofland, L.H. (1995). Analyzing social settings: A guide to qualitative observation and Analysis. Belmont, CA. Wadsworth Publishing.

Morse, J.M. (2012). Qualitative Health Research; Creating a New Discipline. Walnut Creek, CA: Left Coast Press.

Morse, J.M. (2013). Readme First for a User's Guide to Qualitative Methods.(3rd Ed)Thousand Oaks, CA: Sage Publications.

Reissman, C.K. (1993) Narrative Analysis. Thousand Oaks, CA: Sage Publications.

Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart and Winston.

Spradley, J.P. (1979). The ethnographic interview. New York: Holt, Rinehart and Winston.

Van Manen, M. (1990). Researching lived experience. New York: SUNY.

Wolcott, H.F. (2009). Writing up qualitative research. (3rd edition). Newbury Park, CA: Sage Publication.

Yin, R.K. (2009). Case Study Research. (4th edition). Thousand Oaks, CA. Sage Publications.


  1. Philosophical assumptions underlying qualitative research from the naturalist paradigm
  2. Phenomenology
  3. Qualitative Description
  4. Ethnography/Critical Ethnography
  5. Grounded Theory
  6. Narrative Methods
  7. Historical Research
  8. Case study Research
  9. Action Research
  10. Ethical Considerations
  11. Rigor

CALENDAR - 1st Day Only

Please check the schedule for recent updates on Class Dates & Room.

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