Resultados y análisis de la categoría: logros y dificultades (4)

4.4.1 Interviews

Prior to beginning the interview each participant was asked to complete a questionnaire, which provided their names, addresses and telephone numbers. This enabled participants to be contacted when it was required. Semi- structured in-depth interviews were conducted using a semi-structured interview guide developed by the researcher. The interview allowed the participant to describe in her own words their experience of childbirth education.

A semi-structured interview guide consists of the general issues that the researcher wishes to explore in the course of the interview. The issues to be explored are not in any given order and are used primarily as prompts for the interviewer (Minichiello, Aroni, Timewell & Alexander, 1995). An interview guide was designed to identify and explore areas of childbirth education that were deemed relevant to the study topic. Data were gathered through conversational in-depth interviews and at the beginning of the interview each participant was asked, “Would you start by telling me what childbirth education means to you?” In order to clarify certain aspects of the interview certain probing questions were asked of the participant. Examples of these were: How is your program based on a particular type of philosophy? Tell me about the background to what you are currently teaching; tell me about the processes that were involved in decision-making about the content; tell me about content in your program. This type of data gathering was concomitant with Minichiello’s et al. (1995) method as a way of accessing information that may not otherwise be available to the researcher, that is, as a conversation with a specific purpose in mind. These conversations may take place on more than one occasion, and Taylor and Bogdan (1984) argue that repeated interviews can lead to a more detailed understanding between the interviewer and the participant. In this study follow- up interviews were not required in twelve cases as the use of cues enabled the clarification of issues during the interviews. The participants were informed at the beginning of the interview that the need to contact them for clarification of

the interview material could arise. All participants consented to the possibility of future contact by the researcher. Two participants were contacted during the later stages of data analysis for clarification of the content of the transcripts. An example was the need to ascertain how one of the participants arrived at the decision of what to include in her program.

4.4.2 Transcripts

Each interview was tape-recorded with each participant’s permission and transcribed verbatim by the researcher. To facilitate reading and to ensure confidentiality during the writing of the findings, each of the childbirth educators’ transcripts was assigned a pseudonym.

Allowing the participant to proceed without interruption so that the element of bias by the researcher is not introduced is part of the phenomenological method of data collection (Giorgi, 1975). Therefore I began the interviewing process as a conversation with each participant (Omery, 1983), allowing the participant to speak freely and unimpeded. Because of my past clinical work in midwifery and present role as a nurse educator, I had the underlying belief that each program would have a guiding philosophy and clearly defined program objectives. It became apparent early in the data gathering that this was not the case and that these established ideas should be put aside. This was not entirely possible as past experience constituted part of the researcher’s midwifery experiences. This attempt at putting aside preconceived notions to avoid influencing participants’ accounts of their experience is known as bracketing (Giorgi, 1992). However, according to Crotty (1996) the point is made that in many nursing research projects it is used inappropriately and often is the only indicator that the study has a phenomenological leaning.

The participants numbered fourteen in total as this was the point at which data saturation was reached. Saturation is defined by Morse (1994, p. 230) as “repetition in the information obtained and confirmation of previously collected data.” Whilst data saturation is commonly associated with the methodology of grounded theory, none-the-less it had relevance, when it became evident that no new insights were coming forth from the data collected in this study. Miles and Huberman (1984) suggest the researcher focus on the emergent themes

from each interview and explore these with each subsequent interview so as to illuminate the richness of the data. This strategy was used prior to conducting each interview. The lengthy interviews, coupled with the use of appropriate cues for example, “Tell me how you became involved in childbirth education?”, and the opportunity to ask for further information and clarification of specific issues, enabled me to obtain rich, meaningful descriptions of the participants’ experiences.

The transcripts were returned to the participants in order that they could validate the data (Knaack, 1984). It was explained to the participants that they could expand, add or delete information if it more accurately reflected their own experiences. None of the participants did this. The process of data validation by the participants serves to enhance the quality of the data and to ensure its trustworthiness (Holloway & Wheeler, 1996). As no changes were made to the transcripts by the participants, I believe that the data represented exactly what the participants said.

4.4.3 Management of data

The data for the study were comprised of transcripts of the tape-recorded interviews and records made at the time of interview of the participants’ facial expressions and other non-verbal body language. To facilitate reading following transcription, the data from the interviews were entered into a computer software program, Non-numerical Unstructured Data Indexing Searching and Theorising (NUD*IST) (Qualitative Solutions and Research, 1995), in order to allow for ease and efficiency of data management (Morse, 1994). NUD*IST is a software program designed specifically for non-numerical data that facilitates the sorting and coding of qualitative data. NUD*IST limits the potential for researcher bias to creep in as all data entered are able to be accounted for (Richards & Richards, 1994).

With the data thus organised, it was possible to search the data for emergent themes. Initially it was anticipated that this program would simplify data management. However, I came to the conclusion that this type of program would be more appropriately used when dealing with large numbers of interviews as becoming familiar and competent with the program took an

inordinate amount of time. With the smaller number of participants I felt immersed and intimately connected to the data without the need for a software management system.