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dc.contributor.authorWalker, Esther
dc.contributor.authorDewar, Belinda
dc.date.accessioned2018-07-20T09:02:29Z
dc.date.available2018-07-20T09:02:29Z
dc.date.issued2000
dc.identifier.citationWalker, E. & Dewar, B. (2000) Moving on from interpretivism: an argument for constructivist evaluation, Journal of Advanced Nursing, vol. 32, , pp. 713-720,
dc.identifier.issn0309-2402
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/1322
dc.identifier.urihttp://dx.doi.org/10.1046/j.1365-2648.2000.01532.x
dc.description.abstractThis paper examines the research process in the context of an evaluation of work-based learning. The findings of the evaluation are used to illustrate issues around roles and relationships within interpretivist research where a separation is maintained between the researcher, as investigator, and the participants, as the subject of their investigation. The discussion focuses on: the threatening nature of evaluation and the way in which that affects the process of inquiry and learning; the ways in which people's perceptions of research can act as barriers to the implementation of change; and the consequences of this role separation for practice development. In exploring these issues the paper argues for an approach to evaluation research which (a) emphasizes collaboration, (b) is orientated to change and (c) treats the evaluation process as a learning opportunity through which professionals acquire the skills and knowledge to investigate and advance their own practice
dc.format.extent713-720
dc.relation.ispartofJournal of Advanced Nursing
dc.titleMoving on from interpretivism: an argument for constructivist evaluation
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultyNO DIVISION
dc.description.volume32
dc.identifier.doidoi:10.1046/j.1365-2648.2000.01532.x
dc.description.ispublishedpub
dc.description.eprintid1322
rioxxterms.typearticle
rioxxterms.publicationdate2000
dc.description.statuspub
dc.description.number3


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