DIVERSIDAD CULTURAL COMO UN NUEVO ‘CLIMA DE ÉPOCA’

The occupation focused teaching tool was developed for use in education of occupational therapy students. In identifying potential student-participants for my research, I began by using purposive sampling. My use of purposeful sampling allowed me to select the sample based on a common characteristic (Cohen, et al, 2007), i.e. all participants were students enrolled on a U.K. higher education programme of occupational therapy. The use of purposive sampling also ensured that the participants involved within the research all had rudimentary knowledge of occupational therapy.

6.4.1 Initial Sampling

Phase I of the research focused on the potential impact of the teaching tool on the development of students’ knowledge and understanding of the concept of occupation

(section 6.3.1). Whilst the sampling was purposeful, I also employed convenience sampling

to recruit initial student-participants for data collection in Phase I. Convenience sampling involves use of participants who are readily available (Cohen, et al, 2007). H.E.I. 1 provided me with direct access to two cohorts of first year occupational therapy students annually. A weakness of convenience sampling has been identified as being that the sample can only represent the group from which it is drawn, and findings cannot be generalised to broader populations (Cohen, et al, 2007). However, the teaching tool was designed fundamentally

for use in the education of occupational therapy students. Therefore, transferability of findings to other occupational therapy student populations would be possible. Hence, purposeful, convenience sampling for the initial sampling stage was decided upon. Phase I Inclusion Criteria:

• First year pre-registration occupational therapy students enrolled on the Bachelor or Master occupational therapy programmes at the H.E.I. at which I am employed. • Pre-registration occupational therapy students in the final year of the Bachelor or

MSc Occupational Therapy programme at H.E.I. 1.

Phase I Exclusion Criteria:

• Pre-registration occupational therapy students in the second year of the BSc (Hons) Occupational Therapy programme.

• Students enrolled at the H.E.I. who were not occupational therapy students.

• Occupational therapy students enrolled at alternate H.E.I.s.

6.4.2 Theoretical Sampling

Theoretical sampling is a grounded theory process used to pursue and collect data

necessary for the development and refining of initial categories that emerge through data analysis (Charmaz, 2014). It occurs as an outcome of preliminary data coding and analysis (Charmaz, 2014). This form of sampling is used to develop the data analysis from coding, through conceptual development, to theoretical construction. Theoretical sampling is noted as differing to other forms of sampling used in research in that the intent is not to create findings that are statistically generalisable. Nor is it used to discover findings that are

representative of an identified population (Charmaz, 2014). The purpose is to facilitate the scrutiny of concepts from multiple perspectives and interrogate how they relate to the construction of theory.

According to Charmaz (2014) theoretical sampling begins from the point when initial

categories have been created. The process arises from consideration and questioning of the initial categories. For categories where data is noted as being limited, theoretical sampling enables further data to be generated. This is identified as an ongoing process until a point where that category becomes saturated with data (Charmaz, 2014). Hence, theoretical sampling is undertaken to advance the properties of categories. However, Birks and Mills (2015) content that theoretical sampling can commence from the first collection and consideration of data. They identify that ideas and potential concepts can emerge during the preliminary stage of data analysis. Hence, theoretical sampling can commence earlier that Charmaz (2014) proposes.

Whether theoretical sampling commences during the early analysis or from the creation of categories within the data, it is important that the process is methodical and focused (Charmaz, 2014; Birks & Mills, 2015). During initial coding and analysis, areas emerge that require further investigation or development. Recognition of the areas or subjects enables identification of where further data may be sourced. Data may be generated through inclusion of additional participants, re-interviewing of previous participants, or may involve the creation of the research in alternative settings (Birks & Mills, 2015).

Review of my initial data revealed student-participants identification of additional uses of the teaching tool within occupational therapy education (Figure 33). I was curious as to the impact the teaching tool may have when used by occupational therapy students whilst

exploring a case scenario. Hence theoretical sampling commenced through design of Phase II.

Phase II Inclusion Criteria:

• Second year Bachelor occupational therapy students enrolled at H.E.I. 1.

• Final year Master occupational therapy student at H.E.I. 2.

Phase I Exclusion Criteria:

• Pre-registration occupational therapy students in the first or final year of the Bachelor occupational therapy programme at H.E.I. 1.

• Pre-registration occupational therapy students in the first year of the Master occupational therapy programme at H.E.I. 2.

• Occupational therapy students enrolled at alternative H.E.I.s.

• Students enrolled at either H.E.I. who were not occupational therapy students.

All student-participants involved in the research were voluntary participants. All students enrolled on the relevant occupational therapy programmes were initially made aware of my research using the relevant H.E.I. electronic communications systems. Following an

explanation of the research topic, students were requested to contact me via my work email to indicate their willingness to be involved in the research.