Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness.

By U. H. Graneheim, B. Lundman. Nurse Education Today, 2004

20,993 citations recorded by the source corpus.

Subfields: Education, Issues, ethics and legal aspects, Research and Theory

View Paper: https://www.semanticscholar.org/paper/85dfac3a261fbdea3b4e1a6f3264c6384bbc4485

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In Education

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Citations in the corpus

Recommended Steps for Thematic Synthesis in Software Engineering (2011, background): “Another is to seek agreement among co-researchers, experts, and participants [28].”
Teaching a Course on Creativity in Counseling: Ideas for Counselor Educators (2011, neutral): “Research team members addressed content validity by cross-referencing interpretations of themes, and they generated final determinations upon agreement (Graneheim & Lundman, 2004).”
Resilience in Youth Sport: A Qualitative Investigation of Gymnastics Coach and Athlete Perceptions (2015, background): “This enables the reader to make their own interpretations about whether the findings are transferable to other contexts [39-40].”
A hands-on guide to doing content analysis (2017, methodology): “Providing such a table or figure supports the rigor of your study [1] and is an element greatly appreciated by reviewers and research consumers.”
Directed Qualitative Content Analysis (DQlCA): A Tool for Conflict Analysis (2019, methodology): “Concerning the unit of analysis, Graneheim and Lundman (2004) suggest that it should be a whole text which is large enough to be considered as a whole and small enough to be kept in mind as a context for the meaning unit during the analysis process.”
Developing Visions of High-Quality Mathematics Instruction. (2014, background): “For example, Hiebert et al. (1997) described two major forms of guidance the teacher must provide, one concerning mathematical activity and the other classroom culture.”
Students' accounts of school-performance stress: a qualitative analysis of a high-achieving setting in Stockholm, Sweden (2013, methodology): “Manifest content refers to visible and obvious components of the text, whereas latent content refers to the underlying meaning of the text (Graneheim and Lundman 2004).”
Methodological challenges in qualitative content analysis: A discussion paper. (2017, background): “It offers opportunities to analyse manifest and descriptive content as well as latent and interpretative content (Graneheim and Lundman, 2004).”
Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020 (2022, methodology): “First, two researchers had ongoing meetings to verify the categories of the reviewed articles (Graneheim & Lundman, 2004).”
Antecedents and effects of social network fatigue (2014, methodology): ““Meaning units” (Graneheim & Lundman, 2004) or words, sentences, or paragraphs from the interview transcript along with a pattern depicted in the activity trace such as a declining trend, break, or discontinuation that may point to fatigue were picked out from within the unit of analysis or themes…”
Use of content analysis to conduct knowledge-building and theory-generating qualitative systematic reviews (2014, background): “During this early stage of document review, it is recommended that careful consideration be given to the size of the data segments (e.g. sentence fragments, sentences, paragraphs, etc.) (Elo and Kyngas, 2008; Graneheim and Lundman, 2004).”