The Application of Grounded Theory: An Example from Nursing Workforce Research

The application of grounded theory was the conduit to theory development in this study. The intent was to explore nurse manager, educator, preceptor, and new graduates' perceptions of workplace readiness for new graduates entering an Intensive Care Unit. Research participants were drawn from five different ICUs: Medical, Coronary Care, Surgical, Neuroscience, and Trauma. One-on-one interviews were conducted to collect participants' perspectives on readiness to practice in the ICU. Using grounded theory, four themes emerged giving rise to the novice nurse embracing the ICU theory (NNEIT). Reflections on the type of grounded theory used, reasons for the selection, challenges faced in the theoretical development process, modifications for future grounded theory studies, and recommendations on how to further future grounded theory studies are discussed. Information useful for new grounded theory researchers and strategies for first-time researchers to overcome the challenges of conducting grounded theory studies are presented. Keywords: Grounded Theory, Nurse, New Nurse, Intensive Care Unit New researchers are challenged with understanding all aspects of qualitative research designs including grounded theory. However, first-time researchers working with grounded theory often struggle with presenting their research designs (Brannan, Dumsha, & Yens, 2013). Grounded theory method, which is taught in master's and doctoral-level research courses, requires a significant time investment to understand the various steps required for data collection and analysis. The design requires a multilayered process, thus allowing the theory to emerge from the data (Oktay, 2012). It is important to understand that grounded theory method is holistic and requires review of data continually to ensure that the research accurately translates the true meanings of participants' experiences. There are several schools of thought for conducting grounded theory research, especially for navigating data analysis process. For example, while Glaser (1978) suggested a two coding phase (simple and substantive) to produce meaningful categories, Strauss proposed three types of coding to identify the phenomena (open), relate codes to each other (axial), and to develop core categories (selective; Strauss & Corbin, 1990). In grounded theory research, reviewing and understanding different schools of thought situates the importance and meaning of "dwelling in the research." Data collection and data analysis processes promote a continuous flow of information, which are reviewed until data saturates through using the constant comparative method. This article contains a description of the application of grounded theory method to the concept of nursing workforce readiness. Grounded Theory Schools of Thought As is true of most research designs, different schools of grounded theory evolved over time. Although Glaser and Strauss (1967) conceptualized and created grounded theory together, the design evolved into two different schools of thought. For instance, Glaser focused on a two-step coding process (Glaser & Strauss, 1967). Although this approach was focused on deciphering the data to guide the theory, it created some confusion related to the specific steps required for the data analysis process. Unlike Glaser's (1978) version of grounded theory, Strauss and Corbin (1990) emphasized the need to establish a distinct process of constant comparison and a broad view of the data that would allow the theory to emerge. The constant comparative method involves comparing the previous information with the new data to add to the emerging theme (Corbin & Strauss, 2008, 2014; Kolb, 2012). Strauss and Corbin (1998) added the axial coding section to the data analysis process that creates links to the previous categories after completing the open coding process (Corbin & Strauss, 2014). As Corbin and Strauss (2014) explained, "analyzing data for context is essential for persons wanting to construct theory because it locates action-interaction within a set of conditions and identifies the consequences that are likely to result of that action and interaction" (p. …