學術洪流中護理研究的定位－從質性研究與量化研究之源流談起

The Positioning of Nursing Research in the Academic Studies: The Origin and Development of Qualitative and Quantitative Studies

10.6224/JN.52.6.76

呂佩佩(Pei-Pei Lu)；丁興祥(Shing-Shiang Ting)；陳美伶(Mei-Ling Chen)；唐婉如(Woung-Ru Tang)

質性研究 ； 量化研究 ； 研究標準 ； qualitative study ； quantitative study ； research standard

護理雜誌

52卷6期（2005 / 12 / 01）

76 - 81

繁體中文

本文追溯質性研究與量化研究的起源來說明質性研究的精神，並藉此反思學術洪流中護理研究的定位。內文從實證科學的興起引導讀者進入歷史脈絡，再談及護理研究在質性研究與量化研究的論戰下所受的影響，而後，藉由介紹研究典範的本質，反思兼具自然科學與人文社會科學的護理界，其研究之定位，最後，提供Yardley於2000年提出的研究標準給讀者做參考。研究典範(Paradigm)可區分為：實證主義、後實證主義、批判理論和建構主義。典範的本質是根據本體論(ontology)、認識論(epistemology)和方法論(methodology)三要素來決定典範的基本假定。典範決定了研究者怎麼看世界、決定研究什麼樣子的問題、這問題如何被研究，以及這問題要如何被回答。時代的學術環境不同，反映在質性研究與量化研究多年來的對話中，從評判研究的標準也可一見端倪。本文介紹Yardley於2000年建議的質性研究品質評估的方法：對脈絡的敏感度、承諾和嚴謹、透明和連貫、影響力及重要性。期望藉由學術脈絡的介紹，進而讓讀者在評估質性研究的品質時有所選擇。護理照護的範圍包含了身、心、靈與社會，因此，護理界的研究典範可橫跨不同的法本信念。質性與量化相等重要，研究者應選擇恰當的研究典範才能真正地落實「人的科學」。

The purpose of this study is to discuss the historical context of qualitative and quantitative research so as to explain the principle of qualitative study and examine the positioning of nursing research within academic study as a whole. This paper guides the readers towards the historical context from empirical science, discusses the influences of qualitative and quantitative research on nursing research, then investigates the nature of research paradigms, examines the positioning of nursing research, which includes the characteristics of fields such as natural science, humanity and social studies, and science, and lastly, presents the research standard proposed by Yardley in 2000. The research paradigms include Positivism, Postpositivism, Criticism, and Constructivism, which can be compared with Ontology, Epistemology, and Methodology. The nature of the paradigm is to determine the assumption of the paradigm on the basis of Ontology, Epistemology, and Methodology. The paradigm determines how the researcher views the world and decides on what to answer, how to research, and how to answer. The difference in academic environment is reflected in the long-term dialogue between qualitative and quantitative studies, as well as the standard for criticism. This paper introduces the method of evaluation of the quality of qualitative study proposed by Yardley in 2002, namely the sensitivity of the context, the promise and conscientiousness, transparency and consistency, influence and significance. The paper is intended to provide a guideline for readers in evaluating the quality of qualitative study.