The potential of grounded theory for health education research: linking theory and practice

• Published in: Health education monographs Vol. 6; no. 3; p. 280
• Main Authors: Mullen, P D, Reynolds, R
• Format: Journal Article
• Language: English
• Published: United States 01-01-1978
• Subjects: Evaluation Studies as Topic; Health Education; Patient Education as Topic; Research Design; Social Sciences
• ISSN: 0073-1455
• DOI: 10.1177/109019817800600302

This paper offers a critique of present research methods used in the literature drawn upon by health education practitioners, students, and teachers. Weaknesses of deductive methods and of theory which is highly general are noted in terms of their implications for the advancement of health education theory and practice, and in terms of their consistency with traditional principles of practice. The grounded theory method--an inductive approach usually used with participant observation and interview data--is described, and the major arguments for its value are presented. In particular, the empirical generation of middle-range theory can provide a strong link between more general theory and situations faced by practitioners, and definitions of problems are not prematurely closed to reinterpretation from other perspectives. Several recommendations are given for changing the research orientation of health education.