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Grounded Theory, now more than 50 years old, is a qualitative research approach widely employed in the social and human science studies to develop theories with a high degree of conceptuality. For construction management research, given the nature of this applied sub-discipline of management, a paradigmatic shift in Grounded Theory is needed, from classical positivism to pragmatism. Abductive Grounded Theory is posited as the way to achieve this shift in research methodology. The proposition is explored through a worked example, using Early Contractor Involvement research as a case study to demonstrate the research process. The data analysis process of open coding, axial coding and selective coding is described, together with the process of matching complementary prospect theory to explain the interdependencies between theoretical categories. The issues of validity and reliability are addressed. Of particular importance is the faithfulness to the original analytical coding process and then abduction of existing theories from salient literature to explain the relationships amongst emergent concepts. The findings show that, while the development of the research question is initially influenced by the review of literature, there is no deliberate effort to direct or force the collected information towards any set of pre-defined concepts. The study shows promising potential for using Abductive Grounded Theory to develop conceptual and instrumental theories in construction management research. [ABSTRACT FROM AUTHOR]

The aim of this study was to increase understanding of nursing students' learning during clinical education in relation to the nursing process. Nursing students' learning during clinical education is of great importance in creating meaning for theory and development of core competencies. As a theoretical model, the nursing process is challenging to apply in practice for both students and registered nurses, although use of the model has benefits for patient care. This is a descriptive qualitative study with an abductive approach. Methods: Twelve semi-structured interviews with nursing students in education from six universities in Sweden were conducted in 2021–2022. Data were examined using qualitative content analysis. The results revealed that the nursing process supported learning when theory and practice 'spoke the same language'. This allows for the opportunity to perform in a consistent way with the theory, while obtaining awareness of an invisible process. Furthermore, the nursing process supported learning by incorporating a thought structure for the student´s professional role through developing independence to conduct a holistic assessment and increasing an understanding of the nurse´s area of responsibility. The results revealed that when theory and practice were aligned, the nursing process became a meaningful structure to develop a sustainable, safe way of thinking for one's future professional role. It is important to use supportive pedagogical models for students and supervisors that facilitate the integration of concepts of the nursing process in practice. [ABSTRACT FROM AUTHOR]