2.3.1 Research setting
Polit and Beck (2012:49) define research settings as the specific places where information is gathered. In this study I engaged in fieldwork in a natural setting as I was interested in understanding the study phenomena in context, that is, the RPL nursing candidates’ experiences. A Provincial Government Nursing Education Institution in Pretoria, Gauteng was used as a research setting for this study to ensure time, resource and cost-effectiveness.
2.3.2 Selection of participants
I engaged in a purposive sampling method in that I consciously selected information- rich participants who possess characteristics that assisted me in obtaining essential data for the study (Burns et al 2013:365). Strydom and Delport (in De Vos et al 2011:391) explain that the overall purpose of the relevant sampling technique in qualitative research is to collect the richest data with a wide and diverse range of
information. Recognition of Prior Learning (RPL) candidates were purposefully selected from the college student enrolment registers. The 2011, 2012 and 2013 registers were used to ensure diversity of the target group. These candidates included auxiliary and enrolled nurses who were registered at a Gauteng NEI between 2011 and 2013 for the four-year diploma in nursing. I believed that these participants had rich information and possessed the characteristics relevant to the studied phenomenon. Some of these RPL nursing candidates did not meet the requirements for access into the four-year nursing diploma but managed to gain access through the RPL process.
2.3.3 Sampling criteria
Sampling criteria involves selecting cases that meet a predetermined criterion of importance and has the potential for identifying and understanding cases that are fertile with experiential information on the phenomenon of interest (Polit & Beck 2012:519).
The inclusion criteria for this study included:
• RPL candidates who applied and were awarded credits on one or more four (4) year nursing programme subjects between 2011 and 2013 and who were at their first, second, third or fourth level of training.
• These RPL candidates were either enrolled nurses or enrolled auxiliary nurses who did not meet the admission requirement for access to the four-year nursing diploma course and followed the RPL access programme.
• RPL candidates whose nursing training was terminated due to poor academic performance.
The exclusion criteria included:
• All other students training for the four-year nursing diploma who met the admission requirements for access into their diploma studies.
These included students who were either enrolled nurses or enrolled auxiliary nurses and did not apply for credits through the RPL programme.
• Requisition for participation was issued to all the participants for fairness and those who responded were included in the study. A total of 13 RPL students took part in the study. Data saturation occurred after interview 10.
2.3.4 The researcher as instrument
In this qualitative study, the researcher used the “self” to collect rich descriptions of human experiences and to develop relationships in intensive interviews with a small number of people (Polit & Beck 2012:496). The relationship I had with the participants enabled me to build rapport with them and this led to a successful data collection process. I made a deliberate attempt to put myself in the shoes of the participants and tried to understand their actions, decisions and behaviour from their perspective (Babbie & Mouton 2014:270). As their former nurse educator, I had to guard against personal bias and prevent my previous experiences with them from influencing data collection and analysis. I then relied on reflexivity by making use of a reflective diary in which I reflected critically on myself and on analysing and making note of personal values that could affect data collection (Polit & Beck 2012:179).
During data collection I gathered information myself through interviewing participants, using their personal documents in which written descriptions of their experiences were recorded, and by using field and reflective notes in which my personal experiences, reflections and progress while in the field were documented. I was neither objective nor detached but rather engaged and willing to understand the participant’s response (Greeff in De Vos et al 2011:348). I also did not use or rely on questionnaires or instruments developed by other researchers (Creswell 2014:185).
2.3.4.1 Bracketing
Polit and Beck (2012:495) define ‘bracketing’ as a process of identifying and holding in abeyance preconceived beliefs and opinions about the phenomenon under study.
They further explain that bracketing can never be fully achieved, but that researchers strive to bracket out the world and any presuppositions in an effort to confront the data in pure form. As a novice researcher, I encountered challenges regarding this aspect. Maritz and Jooste (2011:983) suggest that students need to be assisted to bracket their personal epistemological beliefs and the boundaries of their role as researchers through introducing bracketing interviews before data collection. The debriefing interviews and coaching conversations I had with my supervisor before and during data collection assisted me in this regard.
I was assisted to set aside my own preconceptions in order to enter the RPL nursing candidates’ life-world and to make sure that they are not influenced in any way (Fouché & Schurink in De Vos et al 2011:318). All personal past knowledge and theoretical knowledge were bracketed so that full attention could be given to the phenomenon which currently appeared in my consciousness (Giorgio 2008:3). This was achieved by attempting to withhold all knowledge and past experiences which would contaminate the studied phenomenon by keeping and using a reflective journal. The reflective journal served as a strategy to facilitate reflexivity where my experiences, opinions, thoughts and feelings were made visible and acknowledged (Ortlipp 2008:703). By becoming aware of my personal biases, I was more likely to be able to pursue important issues as stated by the RPL nursing candidates rather than leading them to issues that I deemed important (LoBiondo-Wood & Haber 2010:104).
2.3.4.2 Intuiting
Intuition occurs when researchers remain open to the meanings attributed to the phenomenon by those who experienced it (Polit & Beck 2012:496). I attempted to use intuition to get a sense of the lived meaning of each description through applying deep listening skills to myself and to my participants. I made a conscious effort to quiet myself by listening deeply to my own internal processes and to external information from the candidate and the environment (Brescia 2005:85). By using self-awareness, I attempted to clear my mind of distracting thoughts, and maintained an inner clarity, creating a stage of openness to receive my participants’ description of experiences (Brescia 2005:84).
2.3.4.3 Facilitative communication techniques
During the interview process, effective communication, as well as listening skills, were applied appropriately. Communication was conducted in English and both parties were comfortable with the language. I used responsive listening skills such as maintaining eye contact and being conscious of body language and posture. I also portrayed empathy, concern, as well as acceptance of my participants’ responses which assisted me in establishing rapport. Following the grand tour question, subsequent questions were asked in which probing was applied in a friendly and non-threatening and reassuring manner, with the aim of obtaining more information (Polit & Beck 2012:536).
Paraphrasing of questions was used for clarification. I was patient and encouraged those participants who were slow to understand posed questions. They were also provided with emotional support when I portrayed understanding and a positive attitude. In an attempt to focus and understand the content of the interview, the participants’ statements and responses were clarified. To ensure that the interviewee’s concerns and point of view were understood, I reflected on their feelings and on aspects that needed emphasis. Participants were given an opportunity to verbalise their own experiences without my interference.