The document outlines guidelines and standards for reporting qualitative research, detailing the essential components for writing qualitative theses, dissertations, and journal articles. It emphasizes the importance of methodology, data analysis, and ethical considerations, while also providing practical advice on the structure and content of qualitative research reports. Key topics include the necessity of contextualization, clarity in presentation of findings, and rigorous analysis to ensure trustworthiness and credibility.

1. GUIDELINES AND STANDARDS
FOR REPORTING
QUALITATIVE RESEARCH (SRQR)
Summarized by Dr. Maribel R. Gaite

3. Core Questions
 What are some general guidelines and tips for writing a
qualitative study?
 What are the essential components in the structure of a
qualitative thesis or dissertation proposal and final paper, and
qualitative journal article?
 How should the interpretation of the results be reported in a
qualitative journal article based on the qualitative design
used?

5. Remember:
• There is no one qualitative method, but rather a number of
research approaches which fall under the umbrella of ‘qualitative
methods’. The various social science disciplines tend to have
different conventions on best practice in qualitative research.
• However there are some general guidance for the writing and
assessment of papers which present qualitative data (either
alone or in combination with quantitative methods).
• General principles of good practice for all research will also
apply.

6. General Guidelines for Writing
Qualitative Research
FITNESS FOR PURPOSE METHODOLOGY & METHODS ANALYSIS & PRESENTATION
OF FINDINGS

7. Fitness for purpose
Are the methods of the research appropriate to the
nature of the question(s) being asked, i.e.:
• Does the research seek to understand social processes
or social structures &/or to illuminate subjective
experiences or meanings?
• Are the settings, groups or individuals being examined
of a type which cannot be pre-selected, or the possible
outcomes not specified (or hypothesized) in advance?

8. Methodology and methods
• All papers must include a dedicated
methods section which specifies, as
appropriate, the sample recruitment
strategy, sample size, and analytical
strategy.

9. Principles of selection
• Qualitative research is often based on or includes
non-probability sampling. The unit(s) of research
may include one or a combination of people,
events, institutions, samples of natural behavior,
conversations, written and visual material, etc.
• The selection of these should be theoretically
justified e.g. it should be made clear how
respondents were selected.

10. Principles of selection
• There should be a rationale for the sources of the
data (e.g respondents/participants, settings,
documents)
• Consideration should be given to whether the
sources of data (e.g people, organizations,
documents) were unusual in some important way.
• Any limitations of the data should be discussed
(such as non response, refusal to take part).

11. The research process
In most papers there should be consideration of
• The access process
• How data were collected and recorded
• Who collected the data
• When the data were collected
• How the research was explained to
respondents/participants

12. Research ethics
• Details of formal ethical approval (i.e. IRB, Research Ethics
Committee) should be stated in the main body of the paper. If
authors were not required to obtain ethical approval (as is the case in
some countries) or unable to obtain attain ethical approval (as
sometimes occurs in resource-poor settings) they should explain
this.
• Anonymize this information as appropriate in the manuscript, and
give the information when asked during submission.
• Procedures for securing informed consent should be provided.
• Any ethical concerns that arose during the research should be
discussed.

13. Analysis
• The process of analysis should be made as transparent as
possible (notwithstanding the conceptual and theoretical
creativity that typically characterizes qualitative research).
• How was the analysis conducted?
• How were themes, concepts and categories generated
from the data?
• Whether analysis was computer assisted (and, if so, how)?
• Who was involved in the analysis and in what manner?

14. Analysis
Assurance of analytic rigor. For example
• Steps taken to guard against selectivity in the use of data
• Triangulation
• Inter-rater reliability
• Member and expert checking
• The researcher’s own position should clearly be stated.
For example, have they examined their own role,
possible bias, and influence on the research (reflexivity)?

15. Presentation of Findings
Consideration of Context. The research should be clearly
contextualized.
• Relevant information about the settings and
respondents/participants should be supplied.
• The phenomena under study should be integrated into
their social context (rather than being abstracted or de-
contextualized).
• Any particular/unique influences should be identified and
discussed.

16. Presentation of Findings
Presentation of data. Quotations, field notes, and other data where
appropriate should be identified in a way which enables the reader to
judge the range of evidence being used.
• Distinctions between the data and their interpretation should be clear.
• The iteration between data and explanations of the data (theory
generation) should be clear.
• Sufficient original evidence should be presented to satisfy the reader
of the relationship between the evidence and the conclusions (validity).
• There should be adequate consideration of cases or evidence which
might refute the conclusions.

17. Qualitative Research Report
PARTS ESSENTIAL CONTENT STANDARDS FOR
REPORTING

19. General Writing Tips (Bazeley, 2017)
 If you keep notes/reflections/conclusions etc. under topic
headings during analysis (regardless of source or method
used), your analysis and your writing are likely to become
integrated.
 What was your purpose?
 What question(s) were you asking?
 What is the take home message for the reader for this
publication?
 How does it fit into the overall context of the study?
 What data do you have to support this message?

20. Framing Substantive Writing
• Focus on the message, not on the method
• Consider the audience
• Needs a clear and progressive structure
– What does the reader already need to know to
understand this point?
– What do they need to know now to understand what’s
coming next?
– (What are the conventions within your discipline?)
(Bazeley, 2017)

21. Title
• Concise description of the nature and topic of
the study
• Identifying the study as qualitative or
indicating the approach (e.g., ethnography,
grounded theory) or data collection methods
(e.g., interview, focus group) is recommended.

22. Abstract
Summary of key elements of the study using
the abstract format of the intended
publication; typically includes background,
purpose, methods, results, and conclusions

23. Hourglass Model for a Research Abstract and Article
Abstract
Introduction
⅕ = 50 Words
Methods
⅕ = 50 Words
Results
⅖ = 100 Words
Discussion
⅕ = 50 Words
Article
Introduction
⅕ = 500 Words
Methods
⅕ = 500 Words
Results
⅖ = 1000 Words
Discussion
⅕ = 500 Words
Overarching Content
Specific Context
Rationale Prompting
Research
Objectives
Research Design
Data Collection
Data Analysis
Paragraph 1 Findings
Paragraph 2 Findings
Paragraph 3 Findings
Paragraph 4 Findings
Paragraph 5 Findings
Discussion of Findings
Field Specific Implications
Limitations
Broader Implications of the Study
Adapted from Fetters, 2020

24. Introduction
Description and significance of the
problem/phenomenon studied;
Review of relevant theory and empirical work;
problem statement
Purpose of the study and specific objectives or
questions

25. Methods
Qualitative approach and research paradigm.
Qualitative approach (e.g., ethnography, grounded
theory, case study, phenomenology, narrative
research) and guiding theory if appropriate;
identifying the research paradigm (e.g.,
postpositivist, constructivist/ interpretivist) is also
recommended; rationale

26. Methods
• The rationale should briefly discuss the justification
for choosing that theory, approach, method, or
technique rather than other options available, the
assumptions and limitations implicit in those choices,
and how those choices influence study conclusions
and transferability.
• As appropriate, the rationale for several items might
be discussed together

27. Methods
Qualitative approach and research paradigm.
Qualitative approach (e.g., ethnography, grounded
theory, case study, phenomenology, narrative
research) and guiding theory if appropriate;
identifying the research paradigm (e.g.,
postpositivist, constructivist/ interpretivist) is also
recommended; rationale

28. Methods
Researcher characteristics and reflexivity.
Researchers’ characteristics that may influence the
research, including personal attributes,
qualifications/experience, relationship with
participants, assumptions, and/or presuppositions;
potential or actual interaction between researchers’
characteristics and the research questions, approach,
methods, results, and/or transferability

29. Context
Setting/site and salient contextual elements
and characteristics; rationale

30. Sampling Strategy
How and why research participants, documents, or
events were selected; criteria for deciding when no
further sampling was necessary (e.g., sampling
saturation); rationale

31. Ethical issues pertaining to human
subjects
Documentation of approval by an appropriate
ethics review board and participant consent, or
explanation for lack thereof; other confidentiality
and data security issues

32. Data Collection Methods
Types of data collected; details of data collection
procedures including (as appropriate) start and
stop dates of data collection and analysis,
iterative process, triangulation of
sources/methods, and modification of procedures
in response to evolving study findings; rationale

33. Data collection instruments and
technologies
Description of instruments (e.g., interview guides,
questionnaires) and devices (e.g., audio recorders)
used for data collection; if/how the instrument(s)
changed over the course of the study

34. Units of Study
Number and relevant characteristics of
participants, documents, or events included in the
study; level of participation (could be reported in
results)

35. Data processing
Methods for processing data prior to and during
analysis, including transcription, data entry, data
management and security, verification of data
integrity, data coding, and anonymization/
deidentification of excerpts

36. Data analysis
Process by which inferences, themes, etc., were
identified and developed, including the researchers
involved in data analysis; usually references a
specific paradigm or approach; rationale

37. Techniques to enhance
trustworthiness
Techniques to enhance trustworthiness and
credibility of data analysis (e.g., member
checking, audit trail, triangulation); rationale

38. Results/Findings
• Synthesis and interpretation. Main findings (e.g.,
interpretations, inferences, and themes); might
include development of a theory or model, or
integration with prior research or theory
• Links to empirical data. Evidence (e.g., quotes, field
notes, text excerpts, photographs) to substantiate
analytic findings

39. Discussion
Integration with prior work, implications, transferability,
and contribution(s) to the field. Short summary of main
findings; explanation of how findings and conclusions
connect to, support, elaborate on, or challenge
conclusions of earlier scholarship; discussion of scope of
application/ generalizability; identification of unique
contribution(s) to scholarship in a discipline or field

40. Limitations
Trustworthiness and limitations of findings

41. Conflicts of interest
Potential sources of influence or perceived
influence on study conduct and conclusions; how
these were managed

42. Funding
Sources of funding and other support; role of
funders in data collection, interpretation, and
reporting

43. The worst thing you write
is better than the best
thing you have not
written.
- Anonymous

44. References
O’Brien, Bridget C. PhD; Harris, Ilene B. PhD; Beckman, Thomas J. MD; Reed, Darcy
A. MD, MPH; Cook, David A. MD, MHPE Standards for Reporting Qualitative
Research, Academic Medicine: September 2014 - Volume 89 - Issue 9 - p 1245-1251
DOI: 10.1097/ACM.0000000000000388
https://www.journals.elsevier.com/social-science-and-medicine/policies/guidelines-
for-qualitative-papers
Bazeley, P. (2017). Writing mixed methods research articles and theses. Research
Support P/L and Western Sydney University. retrieved from
www.researchsupport.com.au
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving integration in mixed
methods designs-principles and practices. Health services research, 48(6 Pt 2),
2134–2156. https://doi.org/10.1111/1475-6773.12117