Ethics in qualitative research.

By A. Orb, L. Eisenhauer, D. Wynaden. Journal of Nursing Scholarship, 2001

1,733 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/453e58266501fe189d78f555a723f37b3836db89

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Miri Levin-Rozalis
2. N. Piran
3. F. Myrick
4. R. Chiovitti
5. Gary Evans

In Sociology and Political Science

1. D. Aluwihare-Samaranayake
2. Miri Levin-Rozalis
3. Tom Clark
4. N. Piran
5. R. Chiovitti
6. Gary Evans

Citations in the corpus

• Students' Involvement in Faculty Research: Ethical and Methodological Issues (2004, background): “In one framework, the principles of autonomy, beneficence, nonmaleficence, and justice are commonly referenced (Orb et al., 2001), although no hierarchy of these principles is provided to guide decision making in the research process.”
• Ethics in Qualitative Research: A View of the Participants' and Researchers' World from a Critical Standpoint (2012, background): “…for instance, supports commitments to (a) capture the voices of participants and represent them and their experiences in as true a form as possible (Mauthner & Birch, 2002), (b) study persons in their natural environment, (c) study persons by directly interacting with them, (d) understand the…”
• Searching for the Unknowable: A Process of Detection — Abductive Research Generated by Projective Techniques (2004, background): “…of research…” In addition to bearing such considerations in mind and in practice, we did our best to receive informed consent on the basis of complete knowledge about the purposes of the research and its course, with no pressure whatsoever exerted on the research subjects (Dushnik & Sabar, 2001).”
• Ethical Issues in the Use of In-Depth Interviews: Literature Review and Discussion (2009, background): “Sometimes the advice offered to avoid potential harm to participants is of a generic nature; for example, if a participant becomes distressed, it is suggested that interviewers should use their intuition to determine whether or not to interrupt or stop an interview [8, 31, 43, 59, 68, 69, 79, 85].”
• On ‘being researched’: why do people engage with qualitative research? (2010, background): “Similarly, the role of ethics in themanagement of risk through the provision of informed consent, anonymity, confidentiality, the avoidance of harm and deception, and the right to withdraw help to avoid negative outcomes of research engagement (see Mauthner et al., 2002, for further discussion).”
• Rigour and grounded theory research. (2003, background): “Another reason for explaining the inquiry process is that qualitative methods are not uniformly agreed upon (Peshkin 1988, 1993, Solitis 1989, Morse 1999a, 1999b, Cutcliffe 2000, Whittemore et al. 2001).”