CARACTERÍSTICAS DEL SISTEMA DE PLANIFICACION Y

According to DiCiggo-Bloom and Crabtree (2006) the process of establishing rapport is an essential component of the interview. Essentially, rapport involves trust and respect for the participant and the information that he or she shares. It is also the means of establishing a safe and comfortable environment for sharing the participant‘s experiences and attitudes. Therefore it is necessary for the interviewer to rapidly develop a positive relationship with the participant. I had established a rapport with the participants prior to the interviews as I had spoken to them over the phone to arrange a

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time and place for the interview. Rhodes (1994) is of the opinion that the place of interview can influence the power dynamics. Therefore, the strategy that I adopted was to give the participants the choice of venue for the interview in an attempt to allow them feel comfortable in the surroundings of their choice.

I was mindful that participants might feel that a power structure existed as on the one hand, I was a doctoral student and on the other hand I was a qualified nurse. To overcome the potential power dynamics between myself and the participants a number of strategies where employed during the interview process. The first strategy was to make known my research to participants. I gave a brief introduction to the aim, research and the areas covered at the beginning of the interview, so as to provide the participants with a general framework for my research. I explained to the participants that I might take notes briefly during the interview; this was to give the participants prior warning and avoid them feeling like they were not being listened to. Prior to commencing the interviews I asked the participants if they had any questions relating to any aspect of the study of the interview process. Bearing in mind that the participants might have felt initially apprehensive, I began the interview with a broad and open-ended question that was non-threatening and reflected the nature of the research. This allowed the participants to build up confidence and rapport. During the interviews I remained as neutral as possible, and did not show a strong emotional reaction to their responses. I maintained good eye contact and listened intently to show my genuine interest. At the end of each interview I asked each participant if they would like to add anything that was not covered in the interview. I asked this to allow participants the opportunity to share something that might not been directly asked in the interview or to share a thought that was relevant to an earlier question that just dawned on them. I thanked the participants for taking the time to participate in the research and acknowledged the value of their contribution based on their experiences

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in relation to the topic of inquiry. I explained to the participants that they had the option of participating in ‗member checking‘ once the interview had been initially analysed. I explained to the participants this meant that they could comment on whether or not I had accurately interpreted what they were saying during the interview. I explained that this would to help improve the accuracy and validity regarding the content of the interview and avoid false information being presented.

The majority of the interviews were conducted in the Schools of Nursing where the students and service users were affiliated. However, some of the interviews were conducted in alternative places, which was convenient for the participants. I ensured that the participants had read and understood the information sheet provided (Appendix F). The interviews typically lasted up to 30 minutes, depending on the individual. The interviewer was not acquainted with any of the participants before the study.

6.2.6 Ethical Approval Procedure

Ethical approval for the study overall was granted by the Research Ethics Committee at Dublin City University. Subsequent approval to access students was granted from the Research Ethics Committees in the educational institutions.

6.2.6.1 Confidentiality and Informed Consent

All participants were asked to sign a consent form indicating their willingness to participate in the research (Appendix J). All participants were informed that they could withdraw from the study at any time without reason. The participants were assured that confidentiality and anonymity would be maintained at all times throughout the research process. In transcribing the data from the interviews, participant‘s individual identities were not linked to the data provided. All identifying information was

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removed from the transcripts. All interviews were digitally recorded with the consent of the participants. In addition, the recordings, hard copies of the questionnaires and consent forms are being stored in a locked cabinet which only members of the research team have access to. The transcripts were inputted directly onto the researcher‘s computer, which is protected with a password. In keeping with ethical approval, data will be disposed of safely five years after completion of the study.

6.2.7 Rigour

Long and Johnson (2000) assert that it is essential that there is a clear imperative for rigour to be pursed in qualitative research so that findings may carry conviction and strength. Specific strategies were adopted to address rigour in this phase. At the outset of the study the researcher was articulated in order to approach the topic honestly and openly. By identifying my bias I was more aware of the potential judgements that might occur during data collection and analysis and that the interpretations of the findings was shaped by my background. Being aware of my biases enhanced the credibility of the research. This ensured quality in the interview collection and analysis and ensured the validity of the findings. The use of ‗member checking‘ was also used to ensure the credibility and dependability of the findings. This involved determining the accuracy of the findings by taking specific descriptions of themes back to participants to determine whether the participants feel that they are accurate. It was explained to the participants that they had the option of participating in ‗member checking‘ once the interview had been initially analysed in order to confirm the credibility of the findings. Ten of the participants opted to participate in member checking, this included 8 students and 2 service users. The purpose of this procedure was to allow the participants to confirm if the reported findings represented their experiences accurately. The participants were contacted via phone by the researcher

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after the interviews had been transcribed to explain initial codes and ideas; this was to ensure they accurately reflected the participants‘ opinions. The participants were contacted a second and final time after themes had been developed. The participants concurred with the themes and were of the opinion that they reflected their views. This step contributed to the credibility and dependability of the findings as the participants confirmed that the researcher‘s interpretation represented their experience accurately. In addition the accuracy of the transcripts was reviewed and read by an external person with experience in the field of research, this was to ensure that mistakes were not made during transcription. Sample selection, methods of data collection and data analysis strategies have been reported in detail in order to provide a clear and accurate picture of the methods used in the study; this also strengthens the credibility and trustworthiness of the research.