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Related Experiment Video

Updated: May 30, 2026

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Published on: January 7, 2019

Applying a contemporary grounded theory methodology.

Sharon Licqurish¹, Carmel Seibold

¹School of Nursing and Midwifery, Australian Catholic University, Victoria. sharon.licqurish@acu.edu.au

Nurse Researcher

|August 23, 2011

Summary

This summary is machine-generated.

This study applied a contemporary grounded theory methodology to explore midwifery students' competency development. The approach provided deep insights into student experiences, highlighting social interactions and power dynamics.

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Area of Science:

Qualitative Research
Sociology
Midwifery Education

Background:

Grounded theory, a qualitative approach, was developed by Glaser and Strauss.
This study utilized Clarke's (2005) grounded theory methodology.
Theoretical underpinnings included symbolic interactionism, Foucault's post-structuralist theories, and a constructionist epistemology.

Purpose of the Study:

To discuss the application of a contemporary grounded theory methodology.
To explore the experiences of students pursuing a midwifery degree.
To examine factors influencing competency development in midwifery students.

Main Methods:

Grounded theory analysis techniques: coding, constant comparative analysis, theoretical sampling.
Data collection: individual in-depth interviews and participant observation.
Focus on social action, interaction, power dynamics, and relevant actors/discourses.

Main Results:

The methodology facilitated a comprehensive exploration of students' competency achievement experiences.
Analysis highlighted social processes and discourses impacting student development.
Identified challenges in applying complex sociological theories and mapping processes.

Conclusions:

The contemporary grounded theory methodology is effective for exploring student experiences in competency development.
Despite challenges with complex theories and mapping, the approach is recommended for similar research.
The study underscores the value of qualitative methodologies in understanding educational experiences.