Qualitative Research
Reflexivity and the Role of the Qualitative Researcher
In qualitative research, the researcher plays an active role in shaping every stage of the study. Recognizing the influence of personal values, assumptions, and experiences is essential for maintaining credibility and trustworthiness. Reflexivity is the process through which researchers intentionally examine their own beliefs and consider how these might influence the research question, interactions with participants, interpretation of findings, and the final narrative.
Engaging in reflexivity strengthens the rigour of a qualitative study because it helps prevent unintentional bias. Researchers are encouraged to reflect on their motivations, assumptions, expectations, and the social context in which they work. Asking reflective questions early in the research process encourages self-awareness and helps ensure that participants’ perspectives remain central. Examples of reflective prompts are provided in table 7.1 to offer guidance to you as a novice researcher.
Tip from Ime:
As nurses, we always bring our own experience into patient care.
Reflexivity in research is like taking a step back and asking: how is my own lens shaping this?
| Question | Purpose |
|---|---|
| What draws me to this topic? | Reflect on your personal motivation and the experiences or values that sparked your interest. |
| What outcomes do I expect to find? | Identify potential assumptions or biases so they can be acknowledged and managed throughout the study. |
| What role do my professional goals play in this research? | Consider how career pressures or expectations may shape the direction of your study. |
| How might colleagues or peers influence my thinking? | Recognize the social and professional environment that shapes your perspectives and how it may affect your interpretations. |
Philosophical Foundations of Qualitative Research
Qualitative research is grounded in interpretivist and constructivist worldviews, both of which assume that reality is not fixed or objectively given, but instead shaped through human experience, interaction, and meaning-making (Schwandt, 1994; Crotty, 1998). From an interpretivist perspective, reality is understood as subjective and multiple, with individuals interpreting events differently based on their background, culture, relationships, and personal history (Denzin & Lincoln, 2018). At the same time, the constructivist perspective emphasizes that individuals actively construct knowledge and meaning through these interactions and experiences, with understanding emerging through social processes and shared contexts (Berger & Luckmann, 1966; Creswell & Poth, 2018). Together, these worldviews position qualitative research as an approach focused on understanding how people make sense of their experiences and how meaning is both interpreted and constructed in everyday life.
Because human experiences are complex and deeply context-dependent, qualitative research places strong emphasis on the relationship between the researcher and the participant. This relationship is not viewed as neutral but as a key site where meaning is interpreted and co-constructed (Lincoln, Lynham, & Guba, 2011). The goal is therefore not to produce a single, objective account, but to develop a rich, nuanced understanding of the phenomenon being studied within its social and cultural context (Creswell & Poth, 2018). This approach is particularly valuable in fields such as nursing, where patient experiences, communication, and relational care are central to practice. By drawing on interpretivist and constructivist principles, qualitative research enables a deeper appreciation of how individuals experience health, illness, and care, and how those experiences are shaped through interaction and lived experience (Vygotsky, 1978).
Activity
Watch the video Interview with Dr. Anila Virani on Qualitative Research [10:32], by Nursing Research (2025) on YouTube, where she discusses qualitative research key terms, methods of data collection, analysis, and more.
Note: If you are using a printed copy of this resource, watch the video by scanning the QR code with your mobile device.
| Philosophical Concept | Description |
| Ontology (What is reality?) | Multiple realities exist; reality is constructed by individuals. |
| Epistemology (How do we know reality?) | We know reality through interaction between the researcher and participants. |
| Methodology (How do we study reality?) | Reality is studied inductively, using qualitative approaches. |
Remixed from:
- An Introduction to Research Methods for Undergraduate Health Profession Students by Bunmi Malau-Aduli and Faith Alele (2023), published under a CC BY NC 4.0 license.
- Qualitative Research – a practical guide for health and social care researchers and practitioners by Darshini Ayton; Tess Tsindos and Danielle Berkovic (2023) published under a CC BY NC 4.0 license
Media Attributions
- Ime [avatar] by Research Assistant Katie Gregson on Canva using Canva AI image creation https://www.canva.com/ai-assistant/ is subject to the Canva Pro Content License.
References
Alele, F., & Malau-Aduli, B. (2023). An Introduction to Research Methods for Undergraduate Health Profession Students. James Cook University. https://jcu.pressbooks.pub/intro-res-methods-health/part/4-qualitative-research/
Ayton, D. (2023). Chapter 1: The why of qualitative research in health and social care. Qualitative Research – a Practical Guide for Health and Social Care Researchers and Practitioners. https://oercollective.caul.edu.au/qualitative-research/chapter/__unknown__/
Berger, P. L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Anchor Books.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Sage.
Denzin, N. K., & Lincoln, Y. S. (2018). The Sage handbook of qualitative research (5th ed.). Sage.
Gregson, K. & Stavinga, I. (2025, November 2). Interview with Dr. Anila Virani on qualitative research [Video]. YouTube. https://www.youtube.com/watch?v=aWJ1iY8TIIM
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (4th ed.). Sage.
Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Sage.
Singh, M. D., Thirsk, L., Stahlke, S., Perumal, R. V., LoBiondo-Wood, G., & Haber, J. (2021). Nursing Research in Canada – E-Book: Methods, Critical Appraisal, and Utilization. Elsevier Health Sciences.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
A research perspective that seeks to understand how individuals interpret and make meaning of their experiences, recognizing that reality is subjective and shaped by social and cultural contexts.
A perspective that views knowledge and reality as actively constructed by individuals through their experiences, interactions, and social contexts, rather than discovered as a fixed, objective truth.