Propuestas

A number of considerations towards quality assurance were made during the course of the research process. There are no set

guidelines regarding data quality for qualitative research (O’Reilly &

Parker, 2012). However, Mays and Pope (1995) suggest there are two goals that should be achieved in ensure rigour in qualitative research: to create an account of method and data which can be replicated; and to produce a plausible and coherent explanation of the phenomenon under scrutiny. To respond to these goals, the 15-point checklist for ‘good’ thematic analysis (as described by Braun &

Clarke, 2006) and Yardley’s Evaluative Criteria for qualitative

research (Yardley, 2000) were considered (see Table 4 and Table 5).

Whilst it is considered good practice to invite participants to validate the data (Finlay, 2006), the adoption of a latent coding approach may have made it difficult for participants to recognise or agree with

interpretations made, therefore it was decided not to involve them with data validation. In the absence of participant perspectives on the data analysis processes, regular research supervision with the co-authors was accessed to minimise the risk of potential biases or assumptions being applied to the data and facilitate the development of interpretations of the data which were outside of my subjective viewpoint.

1617 4218227 13451640 Thesis Volume 1 Page 84 Table 4. Yardley’s (2000) Evaluative Criteria for qualitative research.

Essential

characteristics Evidence Sensitivity to

context Relevant literature and empirical data was acknowledged.

Participant demographics were reported on to acknowledge context.

Ethical issues were considered.

Commitment

and rigor The process of thematic analysis was conducted using well-regarded guidelines which were clearly defined and replicable.

Research supervision was accessed to reflect upon breadth/depth of analysis.

Transparency

and coherence Quotes were provided to illustrate themes and sub-themes.

A reflexive approach was taken during the research process.

Impact and

important The findings represented an enriched understanding of the topic.

A number of practical clinical implications for care services were identified.

1617 4218227 13451640 Thesis Volume 1 Page 85

Table 5. Braun and Clarke’s (2006) 15-point checklist for ‘good’ thematic analysis.

Process Criteria Evidence

Transcription Data transcribed appropriately and checked for accuracy Data transcribed by a professional service; scripts checked for accuracy by the lead author

Coding

Data given equal attention in the

coding process The lead author reviewed the distribution of codes across each transcript

Thorough, inclusive, and

comprehensive coding process Themes reviewed as the data developed and those generated from an anecdotal approach were excluded All relevant extracts for each theme

collated Computer software used to ensure inclusion of all

codes within themes Themes checked against each other

and with the original data set Codes and themes developed through a reiterative process of checking and re-checking

Themes internally coherent,

consistent, and distinctive Research supervision accessed to reflect upon coherency and consistency of themes

Analysis

Data analysed beyond paraphrase Results and discussion combined to provide a

balanced account of the data beyond description with illustrative quotes

Analysis tells a convincing story Balance between analytic narrative and illustrative extracts

Extracts illustrate the analytic claims Quotes provided throughout Overall Time allocated equally to phases of

the analysis Timescale regularly reviewed during supervision

Written report

Approach to thematic analysis clearly

explicated The approach to thematic analysis has been

expanded upon within section 4.2.5 Method and analysis are consistent

Report reviewed by co-authors for consistency The language of the report is

consistent with epistemology

The researcher positioned as active The impact of the researcher was considered (see section 4.2.10)

1617 4218227 13451640 Thesis Volume 1 Page 86 4.2.10 Impact of the Researcher

Within thematic analysis the researcher is positioned as ‘active’ within the research process, as researchers acknowledge their inherent biases will unavoidably influence the interpretation of data (Braun &

Clarke, 2006). The pragmatist approach also acknowledges that the values of the researcher can play a vital role when interpreting results using subjective and objective reasoning (Creswell & Plano Clark, 2011). To facilitate the identification of interpretational biases, the lead researcher maintained a reflective journal throughout the recruitment and analysis phases and accessed regular supervision.

Transparency with processes enables others to challenge findings and to trace progression (Joffe, 2012); some examples of the content of the reflective journal which were noted to have informed the research process have been outlined below.

The first reflexive exercise undertaken was to consider my position with regards to understanding the concept of sexuality and identify underlying assumptions and beliefs. As a qualitative

researcher interested in exploring views and experiences, rather than quantitative measures of behaviour, it was important to recognise my initial understanding of sexuality as a collection of concepts and ideas holding meaning which goes beyond behavioural accounts or

observable behaviours. Furthermore, as a pragmatist, the

explanation of sexuality as a broad yet individual construct was more persuasive in terms of interpreting the clinical utility of previous research. For example, previous findings have suggested links between mental and physical wellbeing and older adults’ positive sexuality experiences. I found these conclusions difficult to make sense of against reports of the reduced levels of sexual activity amongst older adults unless the predefined categories of what constitutes ‘sexual behaviour’ could be challenged and sexuality

1617 4218227 13451640 Thesis Volume 1 Page 87 recognised as a much broader concept. It was important to identify my position regarding my personal definition of sexuality before pursuing interviews with participants in order to recognise the

potential for participants to be influenced by my perspectives on how sexuality could or should be defined. The recognition of my

expectations and values served to minimise the potential impact this may have had on the data interpretation as it enabled me to remain faithful to the voices of the participants and take a critical position against my own expectations of the data. The utilisation of a mixed inductive/deductive approach also restricted the potential impact of myself as the researcher. Using a framework from which to explore participant views helped maintain the focus of the interview, rather than the inadvertent perusal of questions which would seek to affirm my preconceptions about the definition of sexuality for older adults.

It is also recognised that emotional responses to participants can shape interpretations about their accounts (Mauthner & Doucet, 2003). One participant commented on their views about sexual orientation which were in direct opposition with my own beliefs. It was important to recognise this incompatibility to ensure the

participant’s viewpoint was fairly integrated with the data findings and maintain a balanced position in terms of representing the views of the participants regardless of the congruence of these with my position as a researcher.