DATA COLLECTION

Method triangulation involves using multiple methods of data collection to develop a comprehensive understanding of a phenomenon, which provides an opportunity to evaluate the extent to which a consistent and coherent picture of the phenomenon emerges (Polit & Beck 2012:590). Data were collected by means of individual face- to-face interviews with nursing RPL candidates and with those participants whose studies had been terminated. Open-ended questions (Grand tour) were used in order to gain a deeper understanding and explore the RPL candidates’ experiences and challenges (Greeff in De Vos et al 2011:348). The supervisor sat in during the initial interviews. This was done to provide support and feedback, as well as to eliminate coercion. Participants were also requested to provide personal documents in which

written descriptions of their experiences were recorded. Additionally, I used field and reflective notes to record my personal experiences, reflections and progress while in the field (Polit & Beck 2012:548).

2.4.1 Qualitative interviews

The aim of qualitative interviews is to see the world through the eyes of the participant, with the intention of obtaining rich descriptive data that helps with understanding the participant’s construction of knowledge and social reality (Nieuwenhuis in Maree 2013:87). During the process of learning and constructing new meaning of the lived experience of nursing RPL candidates, I had intensive dialogues with these candidates. These intensive dialogues required thoughtful presence on my part, since my goal was to understand the meaning of the experience as it is lived by the participants, that is, the nursing RPL candidates (LoBiondo-Wood & Haber 2010:102).

In achieving the research objectives, I aspired to obtain in-depth descriptions from different aspects of the participants’ life-worlds, striving to get uninterrupted descriptions. Qualitative researchers use “self” to collect rich descriptions of human experiences and to develop relationships in intensive interviews with a small number of people (Polit & Beck 2012:533). During qualitative interviews my perspective was bracketed in that I identified personal biases about the phenomenon of interest, which enabled me to pursue issues of importance as introduced by the participants themselves (LoBiondo-Wood & Haber 2010:104). To accomplish bracketing I had to return to participants at critical interpretive points to ask for clarification and validation (LoBiondo-Wood & Haber 2010:118).

Ethical issues were considered during these interviews in that participants were informed about the nature and purpose of the study as it appeared on the consent form and on the participant information leaflet. I confirmed their willingness to participate in the study and they were reminded that they could withdraw from the study at any stage during the investigation. Interviews were conducted in a classroom at the chosen nursing education institution and some participants preferred to be interviewed in their own homes. These venues were selected as they

were comfortable, easily accessible, provided privacy and a non-threatening environment (Greeff in De Vos et al 2011:350). A high-quality voice recorder was placed strategically to record the interviews with permission from participants. These recorded interviews were later transcribed verbatim.

2.4.2 Field notes

Field notes are a written account of the things the researcher hears, sees, experiences and thinks about in the course of interviewing (Greeff in De Vos et al 2011:359). I wrote field notes during and after the interviews with the aim of trying to produce meaning and understand the true phenomenon being studied. This was also used as a triangulation measure. During each interview I kept field notes containing a comprehensive account of the RPL nursing candidates themselves, and the events that took place, including the actual discussions and communication (Strydom in De Vos et al 2011:335). These also included aspects like emotions, gestures, uncertainty, as well as enthusiasm portrayed during the interviews.

2.4.3 Reflective notes

I also used reflective notes to document my personal experiences, reflections and progress while in the field (Polit & Beck 2012:549). I made notes to record how I experienced each interview, explicitly explaining my feelings in that regard. The goal was to provide a research trail of gradually altering methodologies and reshaping analysis (Ortlipp 2008:696). Challenges encountered during the study were also recorded including any improvements that the researcher felt needed to be implemented. During the research, I was prompted to change my approach, such as abandoning the use of focus groups. I had to discard some aspects of my pre- planned research proposal and all of these were recorded in my reflective notes. The reflective notes also included a reflection of how my role in the study and my personal background, culture and experiences hold potential for shaping the meaning she ascribed to the data (Creswell 2014:186). I, therefore, used these reflective notes in an effort to bracket (Polit & Beck 2012:495).

2.4.4 Debriefing interviews

Maritz and Jooste (2011:983) recommend the implementation of debriefing interviews and coaching conversations. The authors suggest that debriefing interviews promote students’ self-awareness and methodological awareness, transformation, learning and support during the research process. This results in the student’s ability to act and react more quickly to research challenges. As a novice researcher, I was anxious and unsure of myself, particularly before collecting data. The conversations and interviews I had with my supervisor before and during the initial interviews provided me with the emotional support needed to improve my confidence. The debriefing interviews served as self-correcting measures during the research process, as they illuminated challenges emerging during the research process and allowed for appropriate adjustments to be made (Maritz & Jooste 2011:982).