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| Foreword | |
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| Preface | |
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| Interpretive Description in Theory | |
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| Qualitative Research in the Applied Disciplines | |
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| Theorizing and Application | |
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| The Nursing Example | |
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| Methodological Ancestry | |
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| Ethnography | |
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| Grounded Theory | |
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| Phenomenology | |
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| Departure and Diversification | |
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| The Genesis of Interpretive Description | |
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| What Interpretive Description Is and What It Is Not | |
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| Cultivating Questions in the Clinical Field | |
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| What's the Question? | |
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| Where Have We Come From? | |
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| What Constitutes a Qualitative Question? | |
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| What Constitutes a Disciplinary Question? | |
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| What's Worth Studying Qualitatively? | |
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| Generating Questions in Interpretive Description | |
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| Finding a Researchable Problem | |
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| Framing a Research Question | |
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| Clarifying Questions Amenable to Interpretive Description | |
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| What Is Description? | |
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| What Is Interpretation? | |
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| What Is Interpretive Description? | |
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| Scaffolding a Study | |
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| Conducting a Literature Review | |
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| Finding Literature | |
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| The Impact of the Internet | |
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| Expanding and Refining your Search | |
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| Sorting and Organizing Literature | |
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| Interpreting and Writing Up Your Literature Review | |
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| Options in Writing a Literature Review | |
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| Orienting the Literature Review to Your Research Problem | |
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| Concluding the Literature Review | |
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| Clarifying the Theoretical Forestructure | |
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| Locating Theoretical Allegiances | |
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| Locating the Discipline | |
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| Positioning the Researcher Within the Ideas | |
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| Framing a Study Design | |
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| Foundational Underpinnings of Interpretive Description | |
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| Elements of Design | |
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| Mapping Out the Plan | |
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| Writing a Study Proposal | |
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| Obtaining Ethical Approval | |
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| Selecting Among Design Options | |
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| Deciding on Data Sources | |
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| Interviewing | |
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| Participant Observation | |
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| Focus Groups | |
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| Documentary and Other Collateral Data Sources | |
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| Using Multiple Data Sources | |
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| Strategizing a Credible Study | |
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| Sampling | |
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| Representation | |
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| Sampling Approaches | |
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| Convenience Sampling | |
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| Purposive Sampling | |
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| Theoretical Sampling | |
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| Finding Terminology to Refer to Sample Members | |
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| Projecting a Sample Size | |
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| Setting Limits | |
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| Thinking Through Data Collection and Analysis | |
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| Building in Credibility Indicators | |
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| Planning and Adapting | |
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| Interpretive Description in Process | |
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| Entering the Field | |
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| Situating Self Within the Research Role | |
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| Tracking Reflections | |
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| Learning Not to Lead | |
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| Disclosing the Discipline | |
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| Stepping out of Role | |
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| Revealing and Concealing | |
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| Negotiating Informed Consent | |
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| Finding Your Tongue | |
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| Constraining Your Influence | |
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| Situating Self Within the Setting | |
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| Insiders and Outsiders | |
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| Navigating Access | |
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| Watching and Doing | |
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| Staying Safe | |
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| Honoring Confidentiality | |
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| Constructing Data | |
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| The Process of Engaging with Data | |
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| Options for Data Collection | |
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| Interviewing | |
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| Understanding Strengths and Weaknesses | |
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| Enhancing Quality | |
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| Focus Groups | |
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| Understanding Strengths and Weaknesses | |
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| Enhancing Quality | |
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| Participant Observation | |
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| Understanding Strengths and Weaknesses | |
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| Enhancing Quality | |
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| Managing the Collection | |
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| Protecting Data | |
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| Sorting and Organizing | |
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| Tracking Constructions | |
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| Making Sense of Data | |
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| The Work of Data Analysis | |
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| From Pieces to Patterns | |
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| The Tradition of Coding | |
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| Alternatives to Coding | |
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| From Patterns to Relationships | |
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| Knowing Your Data | |
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| Borrowing Technique | |
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| Documenting Analytic Thinking | |
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| Data Analysis in Play | |
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| Avoiding Hazards | |
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| Premature Closure | |
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| Misinterpreting Frequency | |
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| Over-Inscription of Self | |
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| Approaching the Goal | |
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| Confirming Your Bases | |
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| Expanding on Associations | |
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| Testing Relationships | |
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| Capitalizing on Outliers | |
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| Engaging the Critic | |
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| Conceptualizing Findings | |
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| Transforming Data | |
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| Envisioning a Conceptual Level | |
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| Working with Data Conceptually | |
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| The Cognitive Processes of Data Analysis | |
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| The Mechanics of Advancing Conceptual Analysis | |
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| The Art and Science of Conceptualizing | |
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| The Nature of Concepts | |
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| Conceptualizing Through Thematic Description | |
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| Drawing Analysis to Conclusion | |
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| Writing Findings | |
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| Setting the Stage | |
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| Judging Your Readiness | |
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| Deciding on Structure | |
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| Determining a Writing Style | |
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| Engaging in the Process | |
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| Finding Your Writer's Voice | |
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| Strategizing Examples | |
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| Making the Audit Trail Accessible | |
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| Avoiding Predictable Problems | |
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| Misuse of Metaphor | |
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| Descriptive or Analytic Excess | |
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| Conceptual Confusion | |
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| Interpretive Description in Context | |
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| Making Sense of Findings | |
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| Discussing Findings | |
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| Identifying What's Important | |
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| Deciding How to Interpret | |
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| Original Literature | |
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| New Literature | |
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| Extending Interpretation | |
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| Drawing Conclusions | |
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| Considering Implications | |
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| Implications for Further Research | |
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| Implications for Everything Else | |
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| Disseminating Knowledge | |
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| Professional and Scholarly Communications | |
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| Publication Options | |
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| Presentation Formats | |
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| Knowledge Transfer Projects | |
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| Public Domain Communications | |
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| Artistic Renderings | |
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| Engaging the Media | |
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| Making Use of Information Technology | |
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| Community Engagement | |
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| Enhancing Credibility | |
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| Quality Considerations | |
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| Evaluation Criteria | |
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| Epistemological Integrity | |
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| Representative Credibility | |
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| Analytic Logic | |
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| Interpretive Authority | |
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| Beyond Evaluation | |
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| Moral Defensibility | |
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| Disciplinary Relevance | |
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| Pragmatic Obligation | |
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| Contextual Awareness | |
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| Probable Truth | |
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| The Standards Imperative | |
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| Advancing Evidence with Interpretive Description | |
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| Entering the Evidence Debate | |
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| Putting Research Products to Use | |
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| Directions in Aggregating and Synthesizing | |
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| Looking Forward with Optimism | |
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| References | |
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| About the Author | |