Being a part time PhD student is a challenge when trying to juggle a demanding full time job and a life but finding 'pockets' of time always feels like a bonus and the Easter break is one of these. 5 full days to write and think and write ..... heaven !
For me it's not only been time over the last 6 years but also space, physically and in my life. In six years lots happens and so far I have been a single parent, waved a son off to Afghanistan for 6 months, met my husband and married, welcomed a son back, sent him off again to live in Australia and moved my daughter to Wales. Life doesn't stop for your PhD you have to work around it. Friends soon recognise the 'gaps' you have in time and good friends know what to fill those gaps with.
Connections via social media have developed for me over the past 6 years too, supportive forums, Facebook, Twitter have all had their place in cheering me on.
So I'm in the writing phase and all that means ..... well all my empirical research is done! chapters have been drafted and it's re write time for some.
So the light at the end of the tunnel is in clear view now and I just keep moving slowly towards it, allowing life to be good along the way.
Nicky x
Friday, 18 April 2014
Blogging desert
I've been in a blogger desert for the past year so there is a fair amount to catch up on. being involved in a new blog for learning disability research and the associated Facebook page has reminded me how important this blog is. so for anyone new reading a very quick update:
Started at the beginning of my part time PhD journey the blog is a place for my musings and also to share the ups and downs of undertaking a PhD.
I am now in my 6th year and the 'writing up' phase so please come back and have a look at my progress anytime and comments are always welcome. Nicky
Started at the beginning of my part time PhD journey the blog is a place for my musings and also to share the ups and downs of undertaking a PhD.
I am now in my 6th year and the 'writing up' phase so please come back and have a look at my progress anytime and comments are always welcome. Nicky
Wednesday, 14 November 2012
Rewrites
Its been an interesting few months since my research leave. spent most of the summer very busy at work and little time for writing and then September was mainly spent preparing daughter for a move Wales for her post graduate degree whilst joking that 'you'll be finsihed that before I finish my PhD' ! After a break for a wedding and holiday I am back into writing regularly again and my thoughts and writing has turned to the literature review and a rewrite of that. My initial attempt sometime ago now seems descriptive and lacking in critical analysis but having started the re write I don't seem to be getting very far. Supervision is coming up soon and I need to discuss the thematic approach to my literature review. The main area being around my general themes. So continuing to write for now as I need to keep up and not lose momentum up and hopefully will blogs again after supervision.
7 weeks of research leave. April/May 12
Early April through May saw 7 weeks of analysis and writing of findings chapters. Findings for this study have been arranged into three main theme areas around becoming a nurse, on being and on making a difference. The method used to analyse meant the development of initial themes then case studies then a more detailed analysis of the themes. The findings of course will be shared when the full thesis is written.
A key challenge throughout 7 weeks of leave was maintaining motivation and ignoring distractions. The library has always been a difficult place for me to study as the noise levels are distracting but also I am the type of 'study bod' who, likes to spread out their work and not keep putting it away. a further challenge for me is being at home as years of being a mum and wife or partner has conditioned me to 'look for' jobs. And to be honest when the procrastination fairy arrives even the ironing looks appealing. So the answer came in a spare bedroom being converted to a study in my parents house so the day became more like a working day without the distractions. It's a luxury to have 7 weeks of full time work on the study as a part time student so I wanted to be sure I made the most of it. After 7 weeks I had three draft chapters of the findings and a good grip on what needed to be achieved next.
A key challenge throughout 7 weeks of leave was maintaining motivation and ignoring distractions. The library has always been a difficult place for me to study as the noise levels are distracting but also I am the type of 'study bod' who, likes to spread out their work and not keep putting it away. a further challenge for me is being at home as years of being a mum and wife or partner has conditioned me to 'look for' jobs. And to be honest when the procrastination fairy arrives even the ironing looks appealing. So the answer came in a spare bedroom being converted to a study in my parents house so the day became more like a working day without the distractions. It's a luxury to have 7 weeks of full time work on the study as a part time student so I wanted to be sure I made the most of it. After 7 weeks I had three draft chapters of the findings and a good grip on what needed to be achieved next.
Monday, 23 January 2012
The identity of the learning disability nurse
The identity of the learning disability nurse is intertwined with the past, the present and the future. Identity appears to be formed way before the individual begins their training when they first consider learning disability nursing – what it means to them and how they construct learning disability. Society and the ‘family’ of nursing also play their part in creating an identity. During the early days of the NHS when many newly named nurses were working in Victorian institutions the nurses identity had been linked to keeping people safe and secure and away from society. Maybe more in common with those who worked in prison settings?
As the NHS developed and grew the learning disability nurse in the NHS setting worked within a medical model of disability, a career structure within nursing was clear and specific ‘skills’ could be identified. Maybe a clear identity as a nurse?
Although learning disability nurses at this time may have been clear about their role and identity the ‘family’ of nursing was less and less sure of the position of learning disability. In the 1960’s and 70’s as philosophies of normalisation were accepted and damning reports into conditions in some institutions hit the headlines the questioning of the medical model threatened the identity of the learning disability nurse. The Jay report was key to this questioning process. Stepping forward a couple of decades and the embedding of the Community Care Act many people with learning disabilities had left the institutions and the medical model behind them to live ‘normalised’ lives. Learning disability nurses followed them, adapting their skills and learning new skills to support people with learning disabilities in different settings outside of the NHS.
In the gap between Jay and Valuing People learning disability nurses created new roles in order to continue to support people with learning disabilities; the Community Nurse (LD), specialist nurses (epilepsy is one example), nurse behaviourists, crisis intervention nurses, outreach and the acute liaison nurse. Many of these roles required nurse to think differently about their work and their perception of people with a learning disability. To create a new identity?
If learning disability is socially constructed then so too are the nurses who work with people with a learning disability and learning disability nurses over the past 30 years have been part of a changing identity and it hasn’t always been clear even to ourselves whether this identity is that of a ‘nurse’.
As the NHS developed and grew the learning disability nurse in the NHS setting worked within a medical model of disability, a career structure within nursing was clear and specific ‘skills’ could be identified. Maybe a clear identity as a nurse?
Although learning disability nurses at this time may have been clear about their role and identity the ‘family’ of nursing was less and less sure of the position of learning disability. In the 1960’s and 70’s as philosophies of normalisation were accepted and damning reports into conditions in some institutions hit the headlines the questioning of the medical model threatened the identity of the learning disability nurse. The Jay report was key to this questioning process. Stepping forward a couple of decades and the embedding of the Community Care Act many people with learning disabilities had left the institutions and the medical model behind them to live ‘normalised’ lives. Learning disability nurses followed them, adapting their skills and learning new skills to support people with learning disabilities in different settings outside of the NHS.
In the gap between Jay and Valuing People learning disability nurses created new roles in order to continue to support people with learning disabilities; the Community Nurse (LD), specialist nurses (epilepsy is one example), nurse behaviourists, crisis intervention nurses, outreach and the acute liaison nurse. Many of these roles required nurse to think differently about their work and their perception of people with a learning disability. To create a new identity?
If learning disability is socially constructed then so too are the nurses who work with people with a learning disability and learning disability nurses over the past 30 years have been part of a changing identity and it hasn’t always been clear even to ourselves whether this identity is that of a ‘nurse’.
Saturday, 16 April 2011
Multi vocality
As individuals we take on many roles, employee, friend, mother, father etc etc. During the narrative interview process those roles are critical to the story being told. One 'voice' may be in conflict with another or may confirm and validate. Acknowledging those different voices is crucial to understand both the lived story and the told story. Why does one person thread their personal life in with their career and another not mention it? The narrative interview enables these voices to be heard should the participant wish it to be so. As a researcher paying attention to the many voices is helping me to understand the threads and themes within the stories.
Tuesday, 12 April 2011
Presenting early research findings
On Friday I presented at the Positive Choices national conference which is aimed at learning disability nursing students. I was asked to give an 'uplifting' presentation linking history to current position of learning disability nursing. I based the presentation around the themes of becoming a learning disability nurse, role diversity, identity & change. Some of the initial findings were presented using vignettes of 6 participants and quotes. The quotes were presented as audio files with the quotes being read out by helpful 'friends' who were not participants in the research. This just added 'a little something extra' to the presentation. The paper was very well received and in the audience were leads from the Royal College of Nursing and Editors for national journals, who then asked me to engage with national research and write a paper. During coffee I discussed the research with a number of people who felt they shared many of the experiences within the short presentation and I feel this is something that will develop further throughout the thesis - the shared story as well as the individual.
Monday, 4 April 2011
Annual review
Successfully negotiated this years annual review as I summarised 12 months of work. Data collection completed, thematic analysis started and two conference papers in. It felt good to review the years work as time passes so quickly and when you are so embedded in what you are doing it is useful to 'stand back' and see it as someone else may do. My goal of writing my first draft of my thesis in this year ahead was described as ambitious but I would rather work towards a goal and allow for a little slippage as if I set goals too far in the future I can lack motivation in the move towards those goals. So motivated and spurred on by the review this year I am full steam ahead with the analysis. Although trying to embed audio into my conference presentation has seemed more of a challenge these past few days.
Saturday, 2 April 2011
Catching up: Where am I now?
One of a number of posts and then I am really really going to try and keep up regularly with my blog!
SO where am I now ?
Well data transcription took much longer than I had expected but I had been lucky to be able to have a transcriber. Whilst the interviews were being transcribed I listened to them - on my iPod, PC and anywhere that would play the audio files. I felt closer to who the people I had interviewed were. During this time too I also wrote up my field notes. These contained my 'first impressions' and notes about both verbal and non verbal communication during the interviews.
Data analysis began for me as soon as I heard the 'story' of each participant for the first time. identifying the 'themes' for each individual and accepting their narrative as a holistic account without the additions of other participants stories. This expanded as I was able to listen and re listen to the narratives of each participant.
Beyond this the transcriptions were reviewed with specific questions in mind around each theme (Described in a later blog). Using thematic analysis posed some challenges for me around maintaining the person as a whole rather than fragmenting them into a series of quotes. The use of 6 in depth 'cases' has helped me to maintain that 'focus on the whole' person. The other 14 peoples experiences are drawn in as appropriate.
SO where am I now ?
Well data transcription took much longer than I had expected but I had been lucky to be able to have a transcriber. Whilst the interviews were being transcribed I listened to them - on my iPod, PC and anywhere that would play the audio files. I felt closer to who the people I had interviewed were. During this time too I also wrote up my field notes. These contained my 'first impressions' and notes about both verbal and non verbal communication during the interviews.
Data analysis began for me as soon as I heard the 'story' of each participant for the first time. identifying the 'themes' for each individual and accepting their narrative as a holistic account without the additions of other participants stories. This expanded as I was able to listen and re listen to the narratives of each participant.
Beyond this the transcriptions were reviewed with specific questions in mind around each theme (Described in a later blog). Using thematic analysis posed some challenges for me around maintaining the person as a whole rather than fragmenting them into a series of quotes. The use of 6 in depth 'cases' has helped me to maintain that 'focus on the whole' person. The other 14 peoples experiences are drawn in as appropriate.
Thematic analysis
A number of themes have been extracted from the data. The key ones picked out for the study are:
The next steps 20 participants with interviews of on average 90 minutes generates a large data set and in order to undertake in depth analysis I am selecting 6 particpants as 'cases' to scrutinise in depth and the remaining 14 participant's experienceswill be drawn in to illustrate appropriate concepts and issues. Pen pictures or vignettes have been written for all participants to give the reader a feel for the careers of those involved.
- Becoming a learning disability nurse
- Role Diversity
- Identity
- change
1) Influences & choices
Influencing factors in thinking about becoming a nurse – people – parents/friends/girlfriends/boyfriends. Personality styles? – saw self as a ‘carer’. Wanted to ‘make a difference’. Deliberate or non deliberate decision to ‘choose’ LD nursing. What people wanted to be prior to this (if anything). At what point did they decide to apply to LD nursing? Educational background – failed A levels etc
2) Applying inc. Timing – life events etc
Timing – personal - At what age did they apply and what were the life events surrounding this. Ie needing to leave home/unemployment)
Timing – policy – where were we at in terms of policy? Were people making direct applications to hospitals or through an education establishment.?
3) Knowledge and experience of LD
Did an pre application experience of working with people with learning disabilities (pwld) influence the decision to apply. (In the main – yes) How do people describe this experience? Not just pwld but the staff who work with them as influencing too. The notion of ‘injustice’ and wanting to ‘make a difference’
4) Experiences during training
Type of training – joint training with mental health/ starting with another branch of nursing ie adult/ changing branches part way through a course (indecision – what led to this?) Both positive and negative experiences during training and the shaping of the nurse. Resilience
Phase 2
The theme was further reduced into two key categories:
- Influencing factors - The influence of people, timing and experience
- Experiences during training - types of training, decisions/indecision, resilience and change
The next steps 20 participants with interviews of on average 90 minutes generates a large data set and in order to undertake in depth analysis I am selecting 6 particpants as 'cases' to scrutinise in depth and the remaining 14 participant's experienceswill be drawn in to illustrate appropriate concepts and issues. Pen pictures or vignettes have been written for all participants to give the reader a feel for the careers of those involved.
Saturday, 25 September 2010
End of data collection
Friday saw the last of my interviews. I have completed 20 in all. across 9 counties of England with 13 staff from the NHS, 3 people who have retired and 4 who work in non NHS settings. In relation to length of career there were nurses representing all of the decades from the 60's through to 2008.
A range of diverse roles were represented - specialist nurses within the NHS including health facilitation roles, acute liaison roles, inpatient and non inpatient services. There were also management and leadership roles represented - a modern matron, locality manager, lead for public health and commissioning lead. In non NHS roles there were managers from within social services and the independent sector.
I have felt honoured to be able to listen to peoples stories of their careers and many of them echoed my own experiences.
The next phase is thematic analysis
A range of diverse roles were represented - specialist nurses within the NHS including health facilitation roles, acute liaison roles, inpatient and non inpatient services. There were also management and leadership roles represented - a modern matron, locality manager, lead for public health and commissioning lead. In non NHS roles there were managers from within social services and the independent sector.
I have felt honoured to be able to listen to peoples stories of their careers and many of them echoed my own experiences.
The next phase is thematic analysis
A challenge too far!
The online interviews are off for this project. I just havent been able to get over the issue of blocks and firewalls. Most people of course want to undertake the interviews during working time and during the testing phase I cannot find a 'chat room' environment that the various firewalls will let in. There are systems through which I can develop my own but the time and technological skills required is not something that I have for this project.
So although the online interviews were a potential tool for follow ups I will be using email as an asynchronous route for any follow ups I need.
Thats the bad news .... next post the good news
So although the online interviews were a potential tool for follow ups I will be using email as an asynchronous route for any follow ups I need.
Thats the bad news .... next post the good news
Sunday, 29 August 2010
Challenges of online interviewing
An increasing number of researchers are using computer mediated communication (CMC) to undertake data collection. focus groups, interviews and the like are engaged with in the virtual world allowing for geographical distance and an inexpensive way to collect qualitative data but there are challenges.
The decision whether to use synchronous or asynchronous techniques is a key issue for the researcher to grapple with - synchronous will give a real time experience but can be difficult to manage particularly if it is a focus group and a number of participants are involved.
Mediating the conversation and ensuring that the research questions have been covered can be a challenge. Asynchronous (not real time) techniques (some studies using emails with interview questions posted to the participant directly or view a messageboard system) allow for a more considered response from the participant but is this what the researcher is looking for? For both there are a number of considerations and specifically for my study and the online interviews: The challenge of developing a reflective 'conversation' rather than a closed response to a series of questions. Also the recognition that synchronous 'conversations' use more of the conventions found in speech whilst asynchronous is more literate. For example synchronous conversations may include more references to humour and other emotions. The use of emoticons and phrases such as lol (Laughs Out Loud) replaces verbal utterances in the face to face interview.
For the study I am undertaking the challenge will be to create an environment which will enable synchronous 'conversation' as a follow up to a previous face to face interview. The development of rapport will be important but I will have met the participants prior to the online interview so the will have a mental picture of who they are 'talking to'. Some studies have also pointed to concerns around confidentiality, use of complex programmes and people being able to 'log into' a conversation. to address these issues I will be using a 'chatroom' environment called 'disposable chat'. The room is set up using a password and once the conversation has finished the 'room' disappears. No one can enter the room without the password so each participant will be sent by email their password and a link to access the room. I will also send telephone contact details in case of technical difficulties. We will meet in there at a mutually agreed time and date and have our conversation.Files of the conversation can then be saved to a secure server.
The online interviews will start in October and continue with those participants who want to be involved.
The decision whether to use synchronous or asynchronous techniques is a key issue for the researcher to grapple with - synchronous will give a real time experience but can be difficult to manage particularly if it is a focus group and a number of participants are involved.
Mediating the conversation and ensuring that the research questions have been covered can be a challenge. Asynchronous (not real time) techniques (some studies using emails with interview questions posted to the participant directly or view a messageboard system) allow for a more considered response from the participant but is this what the researcher is looking for? For both there are a number of considerations and specifically for my study and the online interviews: The challenge of developing a reflective 'conversation' rather than a closed response to a series of questions. Also the recognition that synchronous 'conversations' use more of the conventions found in speech whilst asynchronous is more literate. For example synchronous conversations may include more references to humour and other emotions. The use of emoticons and phrases such as lol (Laughs Out Loud) replaces verbal utterances in the face to face interview.
For the study I am undertaking the challenge will be to create an environment which will enable synchronous 'conversation' as a follow up to a previous face to face interview. The development of rapport will be important but I will have met the participants prior to the online interview so the will have a mental picture of who they are 'talking to'. Some studies have also pointed to concerns around confidentiality, use of complex programmes and people being able to 'log into' a conversation. to address these issues I will be using a 'chatroom' environment called 'disposable chat'. The room is set up using a password and once the conversation has finished the 'room' disappears. No one can enter the room without the password so each participant will be sent by email their password and a link to access the room. I will also send telephone contact details in case of technical difficulties. We will meet in there at a mutually agreed time and date and have our conversation.Files of the conversation can then be saved to a secure server.
The online interviews will start in October and continue with those participants who want to be involved.
Monday, 10 May 2010
Annual Review
The time has come again for my annual review - Thursday this week I will be reviewing the year and my progress.
So where am I? Two interviews under my belt and another planned for Thursday afternoon. The interview technique is challenging and I have found that in order to gather the data I want I am adapting the BNIM method more and more. The first phase works well - using the SQUIN means there is am open opportunity to tell their story. In accordance with the method the second part of the interview develops particular incident narratives to explore aspects of their story further.
Another 7 interviews are planned for early June so Iam hoping there are no cancellations and these go to plan.
The next step after the interviews are to transcribe the interviews and email these back to the participant. At this time the particpants will be asked if they would like to take part in an online follow up interview, having found a 'chat room' environment that meets my needs.
to be continued.....
So where am I? Two interviews under my belt and another planned for Thursday afternoon. The interview technique is challenging and I have found that in order to gather the data I want I am adapting the BNIM method more and more. The first phase works well - using the SQUIN means there is am open opportunity to tell their story. In accordance with the method the second part of the interview develops particular incident narratives to explore aspects of their story further.
Another 7 interviews are planned for early June so Iam hoping there are no cancellations and these go to plan.
The next step after the interviews are to transcribe the interviews and email these back to the participant. At this time the particpants will be asked if they would like to take part in an online follow up interview, having found a 'chat room' environment that meets my needs.
to be continued.....
Thursday, 11 March 2010
Where did time go??
June !!!! Is that the last time I blogged - shame on me! Time to catch up.
Ethical approval was followed by a pilot interview in July. A critical element in the research process. A chance to 'test out' the biographical narrative interview technique. The interview went well, a nurse who had worked within local authority provision for over 15 years. A key area of interest was how this individual maintained her identity as a learning disability nurse even working outside of the NHS for such a prolonged period.
The interview was recorded on a data recorder and transcribed. Following transcription I had the opportunity to send the transcription to Tom Wengraf for comments. The comments received were useful and provided critical feedback. The process of interview will be discussed elsewhere in the blog as this was a steep learning curve.
August and September saw me writing the transfer report required but the University to transfer from MPhil to PhD. Initially I felt this was a 'hoop' to jump through as I already hold a Masters degree but the University regulations state that as it is more than 5 years old I had to register as a MPhil student then transfer. However, I found the process valuable and clarified my thoughts and work to date. The report was assessed and approved by early November.
With a break for Christmas, an interview for a new post, and a three week holiday in Australia I started March with a 'spring' in my PhD step.
I contacted 6 of the individuals who had agreed to take part in the study and sent out a 'final call' for further participants. This has lead to a renewed interest in the study and I am starting to 'book' interview dates and times.
A decision also needed to be made about the 3rd phase of the interview which is the online interview. I had been planning to use a 'chat room' environment but had become concerned about my lack of technical knowledge and ability to organise this. However I have discovered a website which offers simple, free and instant online chat rooms and have decided that I do want to continue to use this as part of my methodology.
So hopefully I am on track and will post around interview techniques shortly
Ethical approval was followed by a pilot interview in July. A critical element in the research process. A chance to 'test out' the biographical narrative interview technique. The interview went well, a nurse who had worked within local authority provision for over 15 years. A key area of interest was how this individual maintained her identity as a learning disability nurse even working outside of the NHS for such a prolonged period.
The interview was recorded on a data recorder and transcribed. Following transcription I had the opportunity to send the transcription to Tom Wengraf for comments. The comments received were useful and provided critical feedback. The process of interview will be discussed elsewhere in the blog as this was a steep learning curve.
August and September saw me writing the transfer report required but the University to transfer from MPhil to PhD. Initially I felt this was a 'hoop' to jump through as I already hold a Masters degree but the University regulations state that as it is more than 5 years old I had to register as a MPhil student then transfer. However, I found the process valuable and clarified my thoughts and work to date. The report was assessed and approved by early November.
With a break for Christmas, an interview for a new post, and a three week holiday in Australia I started March with a 'spring' in my PhD step.
I contacted 6 of the individuals who had agreed to take part in the study and sent out a 'final call' for further participants. This has lead to a renewed interest in the study and I am starting to 'book' interview dates and times.
A decision also needed to be made about the 3rd phase of the interview which is the online interview. I had been planning to use a 'chat room' environment but had become concerned about my lack of technical knowledge and ability to organise this. However I have discovered a website which offers simple, free and instant online chat rooms and have decided that I do want to continue to use this as part of my methodology.
So hopefully I am on track and will post around interview techniques shortly
Friday, 26 June 2009
Ethics Approval for my research !!!
Since my last blog I have received ethics approval for my research - Yipeeee!
Putting together the paperwork was a very interesting process, ensuring that the methodology was clear and ethical issues had been discussed and addressed.
It was a great feeling to receive the letter from the committee stating it was approved but also meant I needed to start the next phase - data collection.
For me and I am sure many researchers this is the bit that feels 'real'. Getting to nub of the research and the views of the participants BUT a couple of things to do first:
Advertise for my sample population on social network sites.
Send out information sheets to ensure all particpants are fully aware of the research and the process.
And then wait ..........
I sent the invitations out last week and today in two batches and thankfully I already have six people interested in being involved. Information sheets have been sent to those who have shown an interest in participating with a deadline of three weeks for reply. By the end of July I should have a clear view of who will be my participants.
In the meantime I have a pilot interview planned for early July which will allow for full testing of both the SQUIN and the follow up.
I have a further deadline for september for my transfer report so working hard on that now too.
Nicky
Putting together the paperwork was a very interesting process, ensuring that the methodology was clear and ethical issues had been discussed and addressed.
It was a great feeling to receive the letter from the committee stating it was approved but also meant I needed to start the next phase - data collection.
For me and I am sure many researchers this is the bit that feels 'real'. Getting to nub of the research and the views of the participants BUT a couple of things to do first:
Advertise for my sample population on social network sites.
Send out information sheets to ensure all particpants are fully aware of the research and the process.
And then wait ..........
I sent the invitations out last week and today in two batches and thankfully I already have six people interested in being involved. Information sheets have been sent to those who have shown an interest in participating with a deadline of three weeks for reply. By the end of July I should have a clear view of who will be my participants.
In the meantime I have a pilot interview planned for early July which will allow for full testing of both the SQUIN and the follow up.
I have a further deadline for september for my transfer report so working hard on that now too.
Nicky
Tuesday, 17 March 2009
Doesn't time fly?? My annual review!
Its a while since I added a blog entry and I am not sure where the time is going. It is almost a year now since I enrolled for my PhD and the time has just flown by.
I have been preparing material for my ethics committee application and have put together a research proposal and completed the participant information sheet in draft for comment by my supervisory team. I also discussed my application with a colleague who has experience of the workings of the ethics committee who gave me some great tips for my application.
I am also becoming more familiar with the Biographic Narrative Interpretive Method and getting a feel for just how this will work within my research. I am using the method to structure my interviews and adapting the model for the analysis phase. I feel confident that this will meet my aims and avoid the complexities of the analysis tool that are not necessarily required for this study. Tom Wengraph has produced not only a text book that is complemented by his 'manual and guide' to using the method but also offers those researchers who are self taught in the method the opportunity to send him initial practice interview transcripts for review.
My intention is to have my annual review meeting tomorrow and then prepare the draft copies of the information for the Ethics Committee and email this to my supervisors for comment.
I also met earlier in the week with an interesting colleague who presented a workshop on data protection. I had a brief conversation with him but am going to discuss further the potential for secure online interviews using the University system. He has also offered me the opportunity to set up a test interview with him to try out the secure saving of conversations.
Signing off
Nicky
I have been preparing material for my ethics committee application and have put together a research proposal and completed the participant information sheet in draft for comment by my supervisory team. I also discussed my application with a colleague who has experience of the workings of the ethics committee who gave me some great tips for my application.
I am also becoming more familiar with the Biographic Narrative Interpretive Method and getting a feel for just how this will work within my research. I am using the method to structure my interviews and adapting the model for the analysis phase. I feel confident that this will meet my aims and avoid the complexities of the analysis tool that are not necessarily required for this study. Tom Wengraph has produced not only a text book that is complemented by his 'manual and guide' to using the method but also offers those researchers who are self taught in the method the opportunity to send him initial practice interview transcripts for review.
My intention is to have my annual review meeting tomorrow and then prepare the draft copies of the information for the Ethics Committee and email this to my supervisors for comment.
I also met earlier in the week with an interesting colleague who presented a workshop on data protection. I had a brief conversation with him but am going to discuss further the potential for secure online interviews using the University system. He has also offered me the opportunity to set up a test interview with him to try out the secure saving of conversations.
Signing off
Nicky
Monday, 9 February 2009
final week of leave
This is my final week now of research leave and probably a useful time to pinpoint some of the highlights and low points.
Looking back over the past 5 weeks I have achieved a huge amount that under no circumstances could I have achieved working full time and trying to fit this amount in to my week. I have read and read and read! Particularly around the methodology want to use and around the philosophical underpinnings. I am clearly a phenomenologist for the purposes of this study and have been drawn to using the work of Tom Wengraph in utilising the Biographic Narrative Method. I have explored the world of social software, identified routes for gathering my sample and the ethical implications of this. I have networked with people around the UK and world wide to discuss the nature of qualitative research and social networking as connectors.
I set up a separate email address for contact regarding the study and will also use this to communicate with the participants once identified.
I have met with four learning disability nurses to discuss the study and its aims and anticipated outcomes, enjoying their contribution and enthusiasm
I have worked through a range of ideas, discussions and debates around methodology, philosophy and subject matter and it is becoming more and more important to me to hear the voices of learning disability nurses.
Today I have put together a timeline for completion of my PhD and started to prepare the participant information sheet I am also working on the forms necessary for the ethics committee.
The low points are much harder to identify as I have enjoyed this time so much. I suppose the snow over the last week or so has made it harder to take breaks in what I am doing and get out of the house and that has led to a 'numb bum' on several occasions. I also find the lack of clear routine both good and bad - good in that I am working when my brain is at its best and not necessarily late at night etc. I have to stop myself feeling guilty though if I go and do something else between the hours of 9-5 Monday to Friday. I remind myself of the early mornings and the Saturdays and evenings and it is just sinking in - just in time for me to go back to the 9-5 routine.
So I suppose my thoughts are around how do I maintain this level of motivation in the face of returning to work and going back to fitting this in around my working day. Well I am working on that one. I haven't won the lottery in the past 5 weeks so can't be the full time student I would like but need to think through some techniques to help me to keep on track for the next 4-5 years!!!
Nicky
Looking back over the past 5 weeks I have achieved a huge amount that under no circumstances could I have achieved working full time and trying to fit this amount in to my week. I have read and read and read! Particularly around the methodology want to use and around the philosophical underpinnings. I am clearly a phenomenologist for the purposes of this study and have been drawn to using the work of Tom Wengraph in utilising the Biographic Narrative Method. I have explored the world of social software, identified routes for gathering my sample and the ethical implications of this. I have networked with people around the UK and world wide to discuss the nature of qualitative research and social networking as connectors.
I set up a separate email address for contact regarding the study and will also use this to communicate with the participants once identified.
I have met with four learning disability nurses to discuss the study and its aims and anticipated outcomes, enjoying their contribution and enthusiasm
I have worked through a range of ideas, discussions and debates around methodology, philosophy and subject matter and it is becoming more and more important to me to hear the voices of learning disability nurses.
Today I have put together a timeline for completion of my PhD and started to prepare the participant information sheet I am also working on the forms necessary for the ethics committee.
The low points are much harder to identify as I have enjoyed this time so much. I suppose the snow over the last week or so has made it harder to take breaks in what I am doing and get out of the house and that has led to a 'numb bum' on several occasions. I also find the lack of clear routine both good and bad - good in that I am working when my brain is at its best and not necessarily late at night etc. I have to stop myself feeling guilty though if I go and do something else between the hours of 9-5 Monday to Friday. I remind myself of the early mornings and the Saturdays and evenings and it is just sinking in - just in time for me to go back to the 9-5 routine.
So I suppose my thoughts are around how do I maintain this level of motivation in the face of returning to work and going back to fitting this in around my working day. Well I am working on that one. I haven't won the lottery in the past 5 weeks so can't be the full time student I would like but need to think through some techniques to help me to keep on track for the next 4-5 years!!!
Nicky
Saturday, 31 January 2009
A long week!
Its Saturday at the end of what has felt like a very long week. I spent some time house and dog sitting this week. No internet access so time again for lots of reading with brief spurts of dog walking activity. I have mainly focused my reading around the various articles I had picked up online the week before and the theses sent to me by a couple of people via the online networks I joined.Some very interesting reading that has taken my thoughts in a number of directions. This afternoon I am having some time to try and organise the last week into some kind of meaningful and logical notes.
I feel much more confident now about being able to justify the use of social networks to generate my sample. The literature is also available to support this approach. Reading Jody Mellor's (University of York 2007) thesis around Muslim and Non Muslim women in university gave me confidence in this also as she used social networking to generate a proportion of her sample too.
So another week in and I feel that I have a plan (albeit a sketchy plan but at least its there in my head).
I have approximately 16 people interested in participating in the interviews most of which have identified themselves through online networks or via snowballing of their contacts.
I am clear that I want to use a narrative approach based on Wengraphs work with a two stage lightly structured interview and a follow up third stage using online contact.
I have framed a question to elicit the narrative and have begun to identify the ethical considerations to prepare me for Faculty ethics approval.
Onwards to next week where my goal is to try and write some of this up into a logical and meaningful piece. I also want to keep my focus around the methodology as I attempt to prepare the necessary paperwork for ethics approval.
Nicky
I feel much more confident now about being able to justify the use of social networks to generate my sample. The literature is also available to support this approach. Reading Jody Mellor's (University of York 2007) thesis around Muslim and Non Muslim women in university gave me confidence in this also as she used social networking to generate a proportion of her sample too.
So another week in and I feel that I have a plan (albeit a sketchy plan but at least its there in my head).
I have approximately 16 people interested in participating in the interviews most of which have identified themselves through online networks or via snowballing of their contacts.
I am clear that I want to use a narrative approach based on Wengraphs work with a two stage lightly structured interview and a follow up third stage using online contact.
I have framed a question to elicit the narrative and have begun to identify the ethical considerations to prepare me for Faculty ethics approval.
Onwards to next week where my goal is to try and write some of this up into a logical and meaningful piece. I also want to keep my focus around the methodology as I attempt to prepare the necessary paperwork for ethics approval.
Nicky
Tuesday, 20 January 2009
The wonderful world of the web!
Yesterday was a long but productive day. I initially undertook a search around social networking and social software, which includes email, instant messenger services, blogs and wiki's, group discussion systems and group diaries such as live journal. This search lead me to a number of interesting debates around the fear of technology and the internet that existed in the early 1990's to the current situation where as society becomes more technical the internet becomes more social ( The Work Foundation 2003) I decided to post a question on three internet discussion groups/forums. I used the following:
QUALRS-L an electronic discussion group for those interested in using qualitative research for studying humans.
BIOGRAPHIC-NARRATIVE-BNIM - an electronic discussion group for those with an interest in the above method
PerformSocSci newsgroup - a group interested in the performative social science element to research.
Subscribing to these groups and posting so basic information about my research truly demonstrated what the World Wide 'Web' means. A number of emails came through with links to other web based discussion groups including some specifically aimed at learning disability nursing.
Two people offered their thesis as a reference and were able to send these as email attachments. Several people pointed me in the direction of further reading around social software.
Using these networks to access a range of people I would have otherwise missed has made me reflect upon my sample and I feel confident now that these networks will be a viable and ethical approach.
People using networking sites are identifying themselves as learning disability nurses (either past or present) and often through their membership of the networks are demonstrating their wish to remain connected to others and to being 'internet savvy'.
As many proponents of narrative methods suggest the particpants need to be able to articluate their 'story', to share their experiences and to reflect upon this. My reading so far and my experience of networking leads me to feel that those who engage in social networks are often already doing all of the above.
Nicky
QUALRS-L an electronic discussion group for those interested in using qualitative research for studying humans.
BIOGRAPHIC-NARRATIVE-BNIM - an electronic discussion group for those with an interest in the above method
PerformSocSci newsgroup - a group interested in the performative social science element to research.
Subscribing to these groups and posting so basic information about my research truly demonstrated what the World Wide 'Web' means. A number of emails came through with links to other web based discussion groups including some specifically aimed at learning disability nursing.
Two people offered their thesis as a reference and were able to send these as email attachments. Several people pointed me in the direction of further reading around social software.
Using these networks to access a range of people I would have otherwise missed has made me reflect upon my sample and I feel confident now that these networks will be a viable and ethical approach.
People using networking sites are identifying themselves as learning disability nurses (either past or present) and often through their membership of the networks are demonstrating their wish to remain connected to others and to being 'internet savvy'.
As many proponents of narrative methods suggest the particpants need to be able to articluate their 'story', to share their experiences and to reflect upon this. My reading so far and my experience of networking leads me to feel that those who engage in social networks are often already doing all of the above.
Nicky
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