'For Want of a Nail': developing a transparent approach to retroduction and early initial programme theory development in a realist evaluation of community end of life care services.

Realist evaluation end of life care realist methodology retroduction transitions theory

Journal

International journal of social research methodology
ISSN: 1364-5579
Titre abrégé: Int J Soc Res Methodol
Pays: England
ID NLM: 100888581

Informations de publication

Date de publication:
2024
Historique:
medline: 12 3 2023
pubmed: 12 3 2023
entrez: 13 6 2024
Statut: epublish

Résumé

A crucial part of theory-driven realist thinking is retroduction, the process of looking backwards for explanation of how and why things may be. Conducted early in the realist evaluation process, it provides a foundation for evidenced 'theory gleaning'. Despite retroduction being an inherent part of the realist process, it is often 'hidden' in realist reports. This paper explains the thinking behind, alongside an example of, a framework created by the authors to make transparent the retroductive process as used in a realist evaluation of two community End of Life Care services. The approach makes visible the application of the 'sociological imagination' and lends robustness to hypotheses by establishing how the authors utilised: wide-ranging potential generative causation; stakeholder and Patient and Public Involvement feedback; literature scoping; and substantive theories at the middle range, specifically Transitions Theory. These stages led to the development of Initial Programme Theories, with a clear history of genesis.

Identifiants

pubmed: 38868560
doi: 10.1080/13645579.2023.2184920
pii: 2184920
pmc: PMC11166047
doi:

Types de publication

Journal Article

Langues

eng

Pagination

417-430

Informations de copyright

© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Déclaration de conflit d'intérêts

No potential conflict of interest was reported by the authors.

Auteurs

Kathryn McEwan (K)

Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Melissa Girling (M)

Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Angela Bate (A)

Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Joanne Atkinson (J)

Dept of Nursing, Midwifery and Health, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.
Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Amanda Clarke (A)

Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Sonia Dalkin (S)

Dept of Social Work, Education and Community Wellbeing, Faculty of Health & Life Sciences, University of Northumbria at Newcastle, Newcastle Upon Tyne, United Kingdom.

Classifications MeSH