Methodological path to reach the degree of saturation in qualitative research: grounded theory

Moura, Cleson Oliveira de; Silva, Ítalo Rodolfo; Silva, Thiago Privado da; Santos, Karoliny Alves; Crespo, Maria da Conceição Albernaz; Silva, Marcelle Miranda da

doi:10.1590/0034-7167-2020-1379

Brasil

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ORIGINAL ARTICLE • Rev. Bras. Enferm. 75 (02) • 2022 • https://doi.org/10.1590/0034-7167-2020-1379 linkcopy

Methodological path to reach the degree of saturation in qualitative research: grounded theory

Marco metodológico para alcance del grado de saturación en la investigación cualitativa: teoría fundamentada

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objectives: to achieve the degree of saturation in study that applied the grounded theory.

Methods: qualitative research, carried out in four Family Health Units, between June 2018 and May 2019. The data from the interviews with 30 health professionals and non-participant observation were coded in the stages: open, axial and integration.

Results: the degree of saturation was achieved by two conceptual models - theoretical saturation and inductive thematic. Theoretical saturation was considered: the development of conceptual codes and observation, in the collection and analysis of data, when they generated new categories/subcategories or only indicated increasing instances. For thematic inductive saturation, the use of new codes based on each interview stood out.

Final Considerations: the visual layout for the number of codes, the theoretical scope of the concepts and the delimitation of the sample groups guided the identification of the degree of saturation for the development of the conceptual body that supported the substantive theory.

Descriptors: Methods; Qualitative Research; Grounded Theory; Data Collection; Nursing Research

Sample groups	Hypotheses	Initial question of the interview
1^st group: 14 professionals who worked in the Family Health Strategy teams	In compliance with the object of study (The meaning attributed by health professionals who work in the Family Health Strategy on Permanent Education in Health, from the perspective of work management)	What meaning do you attribute to Permanent Health Education?
2^nd group: six health management professionals in the Municipality	Assigning responsibility for Permanent Health Education practices to the initiative of health professionals and managers	Comment on the statement: the responsibility for the practices of Permanent Education in Health should be attributed to health professionals and health managers and should therefore be the initiative of both parties.
3^rd group: six managers of Primary Health Care Units	Assigning responsibility for Permanent Health Education practices to the initiative of health professionals, managers, and managers of health units	What is the role of health unit managers in relation to Permanent Health Education in the Family Health Strategy?
4^th group: four professionals who worked at the Management Center for Permanent Education in Health of the Municipal Health Secretariat	Assigning the responsibility for Permanent Health Education in the Primary Care department to the Management Center for Permanent Health Education	Comment on the performance of the Center for Management of Permanent Education in Health in the process of permanent education of managers, unit managers and Family Health Strategy teams.

Interview	No. of preliminary codes generated	No. of preliminary codes used	No. of new conceptual codes	No. new categories/subcategories	Modification in categories/ subcategories
1	54	49	7	5/2	Yes
2	80	71	6	6/1	Yes
3	55	45	0	0	No
4	44	44	1	1/0	Yes
5	49	47	1	0	No
6	39	34	0	0	Yes
7	57	44	1	1/0	Yes
8	26	20	0	0	No
9	28	19	0	0	No
10	43	33	0	0	No
11	59	51	1	0	Yes
12	28	18	0	0	No
13	49	39	0	0	Yes
14	18	15	0	0	No
15	146	136	0	0	Yes
16	168	126	0	0	No
17	39	37	0	0	No
18	23	12	0	0	No
19	41	35	0	0	No
20	26	17	0	0	No
21	80	68	0	0	No
22	67	54	0	0	Yes
23	175	172	0	0	No
24	122	82	0	0	No
25	60	58	0	0	No
26	156	61	0	0	No
27	99	88	0	0	No
28	104	40	0	0	No
29	150	93	0	0	No
30	154	139	0	0	No
Total	2,239	1.747	17	13

Interview	Development of categories and subcategories	Contributions
01	Category 1: Signifying PHE^* * PHE - Permanent Health Education. and its conditioning factors in the context of primary health care	1 category
	Subcategory 1.1: Understanding PHE as a dialogical teaching-learning process	1 subcategory
	Subcategory 1.4: Linking PHE to health education	1 subcategory
	Subcategory 1.5: Pointing out the conditioning factors of PHE in the context of primary health care to multi-professional teamwork	1 subcategory
	Subcategory 1.7: Considering that PHE is not yet part of the work routine	1 subcategory
	Category 3: Organizing the work process of the assistance and management teams, according to assumptions of situational strategic planning	1 category
	Subcategory 3.1: Applying the Family Health Strategy guidelines according to health planning assumptions	1 subcategory
02	Subcategory 1.2: Valuing PHE	1 subcategory
	Subcategory 1.3: Relating PHE to continuing education	1 subcategory
	Subcategory 1.5: Components: Conditioning to the political-economic context; conditioning the availability of resources (physical space)	2 components da subcategory
	Subcategory 1.6: Relating the best PHE development to the characteristics of each professional on the team, such as the leadership profile	1 subcategory
	Category 2: Referring plans and actions to enable PHE	1 category
	Subcategory 2.4: Reporting PHE practices	1 subcategory
	Subcategory 2.2: Assigning responsibility for PHE practices to the initiative of care and management professionals	1 subcategory
	Subcategory 3.2: Seeking to qualify assistance	1 subcategory
04	Subcategory 2.3: Outlining management initiatives in the context of PHE	1 subcategory
04	Subcategory 3.2: Seeking to organize assistance	Modification
06	Subcategory 1.6: Relating the best PHE development to the characteristics of each professional on the team, such as the leadership profile and the professional category	Subcategory addition
07	Subcategory 1.5: Conditioning the integration of care and management professionals	1 component of subcategory
	Subcategory 2.1: Managing PHE	1 subcategory
	Subcategory 2.2: Higher education institutions	Subcategory addition
11	Subcategory 2.2: Assigning responsibility for PHE practices to the initiative of healthcare professionals, management and higher education institutions	Subcategory addition
13	Subcategory 1.6: Relating the best PHE development to the characteristics of each professional on the team, such as the leadership profile and the position held in management	Subcategory addition
15	Subcategory 2.1: Building PHE	Modification
22	Subcategory 1.5: Conditional on the availability of resources (human resources)	Subcategory addition

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[TFN1] ^*
PHE - Permanent Health Education.