Riesgo: Proyecciones de Partículas

As previously discussed in chapter three, when using template analysis a number of ‘a priori’

themes may be developed before the coding process begins. Having read the transcripts,

four ‘a priori’themes were developed based on the research question, the literature review and the interview guide. The themes are outlined in Table 8.

Table 8: A priori themes for data analysis

A priori theme Description

1.External Influences Includes Work, Family.

2.Support Includes direction from academics with learning. 3.Control Includes student control of their time/learning;

academic control.

4.Motivation Includes feeding back on their work to academics. Assessment.

Within template analysis, it is recommended that a subset of the data is coded before beginning to develop the initial template (King, 2012). A decision was made, for logistical purposes to code the third year focus group as this was the first focus group I had facilitated and therefore the first group to be transcribed. Before beginning any coding, I listened to the audio recording of the focus group whilst reading the transcript to familiarise myself with the data and check through for any errors on the transcription. I then coded the transcript line by line, marking in the right hand margin the relevant codes which were of significance in relation to the aims of the research. Whilst working through the transcript I ensured that the list of a priori themes was next to me for ease of referral. I was conscious

89 amended and some rejected as the analysis progressed. I completed the preliminary coding process for the remainder of the third year focus group transcript and made a decision to select the first year focus group to code. This was decided because I felt that any significant

differences between the student groups’ experiences would be more likely between first and third year students as opposed to second and third years. Following preliminary coding, I began to develop the codes into clusters (the coding and clusters from the third year student nurse focus group interview can be found in Appendix 5). Based on the ‘a priori’

themes and the groups of clusters from the coding, an initial template was developed, as outlined in Table 9.

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Table 9: The Initial Template

Theme 1: Who am I?

1.1 Searching for self 1.2 Student Identity 1.3 Professional Identity 1.4 The role of women 1.5 In the home 1.6 As carers 1.7 Mothers 1.8 Wives

1.9 ‘Run away from home’

Theme 2: Perception of directed study time

2.1.Control of time

2.1.1.Ownership of time 2.1.2.Protecting time 2.2.Control of environment

2.2.1.Control of physical space 2.2.2.Escapism

2.2.3.Control of psychological space

2.3.Control of self

2.3.1.Lack of self-discipline 2.3.2.Avoidance of study 2.3.3.Feeling overwhelmed

2.3.4.Becoming an independent learner 2.3.5.Time for growth and maturity

Theme 3: Attitudes towards studying

3.1 Apathy

3.2 Don’t like it

3.3 Too much effort

3.4 Anxious about getting it wrong

Theme 4: Motives for study

4.1 Surveillance 4.2 Peer pressure 4.3 Assessment

4.4 The desire to learn and understand 4.5 Recognition of the value of learning 4.6 Identify links to practice

4.7 Confidence in ability to study independently 4.8 To gain confidence in practice

Theme 5: Two different worlds 5.1 The ‘doing’ culture of practice

5.2 Influence of mentors in practice 5.3 Perceptions of lecturers 5.4 Changing hats

91 Having met with my supervisor to discuss the initial template and how it could be further developed with the rest of the data, I read through the remaining transcript from the second year focus group and amended the template accordingly. It became apparent at this point that the themes from this transcript could easily be applied to the themes within the template. As the template began to grow some themes were amended or moved and as the analysis progressed the template was amended accordingly. At each point during the development of the template I met up with my supervisor to discuss how the template was evolving and on each occasion the meetings were audio recorded for the purpose of the audit trail. It was agreed that the template could potentially be applied to all of the data from the focus groups and from the individual interviews. However, if a substantially different set of themes emerged from the staff interviews than was identified in the student focus groups, a separate template would be developed to represent the perspectives of the lecturers.

I then began to analyse the data from each individual interview transcript by reading the transcript line by line, whilst making notes in the right hand margin. After repeating this process for interviews one to three, I revisited the template and amended it accordingly. The same process was followed for interviews four to six and seven to nine. The template changed several times as new themes emerged and original themes developed. Once this was completed I met again with my supervisor, and it was agreed that I revisit each of the transcripts again from both the focus groups and the interviews to begin to index the evidence to support each theme. I found this activity to be quite frustrating because although I thought this evidence was at my fingertips, and I was able to verbally explain each theme, it took a considerable length of time to provide the exact points of the text which related to each theme. Whilst this process was labour intensive it once again increased my familiarity with all of the data and the template began to appear much more defined as some aspects of the themes were removed which were not considered relevant and some were merged, making the template more manageable. Table 10 illustrates the process of developing the template and Table 11 outlines the changes that were made from the initial template to the final template.

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Table 10: The stages involved with developing the template

1. Identified ‘a priori’ themes.

2. Coded 3rd year and 1st year focus groups.

3. Clustered codes from 3rd year and 1st year focus group interviews.

4. Identified themes and developed the initial template.

5. Analysed 2nd year focus group interview. Reviewed and revised the template.

6. Analysed individual interviews 1-3. Reviewed and revised the template.

7. Analysed individual interviews 4-6. Reviewed and revised the template.

8. Analysis of individual interviews 7-9. Reviewed and revised the template.

9. Analysed all the data from all the focus groups and each individual interviews.

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Table 11: Summary of changes made from the initial template to the final template

Initial Theme Modification and explanation

Theme 1: “Who am I?” This theme was renamed “Identity” and

became an integrative theme as it became apparent that the identity of students and lecturers underpinned each of the other themes.

Theme 2: “Perceptions of Directed Study Time”

This theme was divided into two due to its size. The revised themes were entitled:

“Control” and “Managing Self”. “Managing Self” then became an integrative theme as it

appeared to cut through each of the other themes within the template.

Theme 3:“Attitudes towards studying” The contents of this theme were merged with the theme “Managing Self” as they

related to behaviour and conduct.

Theme 4: “Motives for Study” Much of the content from this theme related to the value of learning and the role of the RN, therefore a new theme was developed

entitled “Growth and Development”.

Theme 5: “Two different worlds” The title of this theme was changed to “Two

Worlds in Conflict” to emphasise the way in which conflict emerged between clinical practice and university. Some of the content

of this theme for example “Changing Hats” was moved to “Identity” as it was better

suited to this theme.

One further theme was also developed entitled “The Parent/Child relationship” as the data

94 The final template included four themes and two integrative themes. The four themes consisted of control; two worlds in conflict; the parent/child relationship and growth and development. The two integrative themes included identity and managing self, as shown in Table 12.

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Table 12: The Final Template

1. Control 2.Two worlds in conflict 3. The parent/child

relationship

4.Growth and development

1.1 Time 1.1.1 My time

1.1.2 Structuring time 1.1.3 Protected meal times 1.2 Environment

1.2.1Running away from home 1.2.2 Power dynamics in class 1.2.3 A climate for learning

2.1 Culture 2.1.1 Doing vs. learning 2.1.2 Role models 2.1.3 Respect 2.2 Socialisation 2.2.1 Changing behaviours 2.2.2 Peer pressure 3.1 Support vs. mothering 3.2 Not letting go 3.3 Defiant children

3.4 Rewards and punishment 3.5 Emotional labour

4.1 Becoming an adult learner 4.1.1Dependency

4.1.2 Stunted growth 4.1.3 The value of learning 4.1.4 Learning to learn 4.2 Becoming a nurse 4.2.1 The role of the RN 4.2.2 The graduate nurse 4.2.3 Becoming a professional

Integrative Themes:

5. Identity 6. Managing Self

5.1 Mixed identities 5.2 Changing hats 5.3 Women’s Roles 6.1 Out of control 6.2 Fooling self 6.3 Self confidence

96 Although one template was developed for all of the data from the focus groups and the interviews, the findings will be presented in two chapters, each providing details of individual accounts and how they form part of the themes in an attempt to present the

experiences of the participants as ‘parts’ and ‘whole’, to compliment the phenomenological

approach, as discussed in chapter three. The student nurses’ experiences of the phenomena will be presented in chapter five and the lecturers’ experiences will be

presented in chapter six.