Analysis of the data

Whilst the process of writing about the data and its analysis comes across as sequential, the exploration for themes begins the moment data collection starts (Polit and Hungler, 1999). Following completion of the interviews, the tapes were played, replayed, and considered meditatively before sending off for

transcription. This listening up front aided the retention of the participant’s voices, sounds, or words that sounded less than clear and I was able to make notes in my journal concerning matters of voice tone, body language, and emotions visible throughout the interview as well as my own response to the stories as they were opened up. These notes were then attached to files under the participants’ pseudonym.

Braun & Clarke, (2006), Boyatzis, (1998) and Roulston (2001) have drawn attention to the topic of thematic analysis in qualitative research suggesting that whilst it is prevalent as a way of carrying out qualitative analysis the process of such analysis is not widely addressed in the literature. Qualitative research can be quite diverse in its reach yet, Braun & Clarke, (2006) contend that there should be a clear engagement with this aspect of qualitative research so that the approach used does not lack either coherence or explanatory power. Braun & Clarke, (2006) argue that thematic analysis can be utilised within a framework that is free from theory or epistemology. This freedom or flexibility can enhance the engagement with data and development of rich accounts of a qualitative nature. Holloway & Todres, (2003) draw attention to the important point that explication of thematic analysis methods are as important as making explicit any assumptions underlying a research process. This will enable not only alignment of the research purpose and aims across the study but assist the reader or future researchers gain insight into this aspect of the study. The notion that a researcher could use language such as, themes emerged; or themes were uncovered without some prior explanation as to how this took place lacks credibility. Such clarity around how analysis was carried out is a necessary pre-requisite (Attride-Stirling in Braun & Clarke, 2006).

The end outcome of engagement with my data is the result of my dialogue with the text presented. There is a need to articulate the process involved. To engage in thematic analysis is:

“Identifying, analysing, and reporting patterns (themes) within data. It minimally organises and describes your data set in (rich) detail. However,

it also often goes further than this, and interprets various aspects of the research topic.”(1990: 6)

To read the raw data is to go gardening according to Dey, (1993) in which the soil is turned over and made ready for the flowers to grow from the seeds sown. Handling the data from interpretive inquiry is very much akin to this seeding and growing process and such a process begins with the early data collection process. This is made stronger through reading, re-reading the texts, listening, and re-listening to the voices as they share their inner worlds- their Dasein as emotionally intelligent student nurses. It would be incorrect to suggest that this was a linear process. As Patton (2002) highlighted, data gathering and analysis is a fluid and emergent process in this type of enquiry and the researcher must be aware of that which is being uncovered and shaping direction even as it is being spoken. This metaphor of gardening demonstrates that engaging with themes is not a passive process as though they would emerge if we simply looked hard and long enough. Such carries with it similitudes of gazing intently at 3D images waiting for a ‘eureka’ moment, when that which was unclear, becomes clear. Ely et al, (1997) suggest that if themes are waiting to be discovered, if they are germinating anywhere, it is firstly inside our heads.

Braun & Clarke (2006) raise the fundamental question relevant at this point in any qualitative research process: what is a theme? In seeking to give an answer to this question Braun & Clarke (2006) argue that it really is not about size. It is about quality and purpose. Percentile distributions of words or clusters of words are not necessarily appropriate at this stage. Notions of prevalence can be quite arbitrary. In studies utilising small numbers of participants, such as this one the use of phrases such as, ‘ the majority of participants” or, “ many participants” do not really tell us much. They may suggest a theme was present in the data as opposed to the researcher’s head so such claims require cautious handling. Themes and purpose are linked.

Reading, and re-reading each transcript, listening and re-listening to each audio recording, viewing and re-viewing each picture, poem, reflection, specific ideas and concepts were identified and grouped together. Data analysis was a

continual process of conversing with the text. Throughout such times, I would chat over emerging ideas/themes with my supervisor, or with colleagues in the Faculty of Health and with qualified nurses. Each juncture within this process was not an end in itself but a fulcrum that would lead back to the text for meaning, for clarification, and for enhanced understanding.

Seeing and hearing the data allowed the process of giving consideration to the ‘parts’ of the data and then the ‘whole’ as each story was gathered together as one in a hermeneutic circle as an attempt to make sense of the data. This manual process included identifying key words, phrases, and creating a series of tables in a Microsoft Word document as an aid to searching for implicit and explicit themes. This search for themes involved a coding process as I read and engaged with the data. Coffey and Atkinson, (1996) suggest that coding is a way to segment the data into simple categories and at the same point expand the data allowing for new questions and levels of interpretation to emerge. This was a prolonged process which although time consuming had the advantage of enabling me to engage and engross myself in the data. The segmented data was subsequently reformed as part of a process of establishing context and antecedents.