1. Introduction
4.5 Data analysis
4.5.3 Data management
Data management was a lengthy but essential process as themes and concepts were
generated by labelling, sorting and synthesising the ‘raw’ data. The purpose of this stage of the analysis was to enhance the familiarisation necessary to portray a full picture of the
phenomenon under investigation. Consistently referring back to the aim and objectives of the
study during data analysis strengthened the rigour of the framework approach. Throughout
the process of data analysis an analytical log was kept in the form of a data analysis notebook.
Notes were made of the processes and memos of changes to the emerging categories and
themes as the analysis developed. These notes and memos provided an audit trail of the data
analysis process and strengthened the transparency of reasoning (Smith & Firth, 2011; Ritchie
et al, 2013).
A range of computer assisted methods for qualitative data analysis (CAQDAS) that are
compatible with the framework approach and were available to support the data management
processes. Whilst significant benefits have been suggested in using CAQDAS, particularly in
relation to labelling and retrieval, at the time when data analysis commenced there was not a
software package specifically developed for use with the framework approach. Using
CAQDAS to support data analysis must be congruent with the epistemological underpinnings
of the study (Spencer et al., 2013). The purpose of this study was to explore in depth
descriptions of occupational therapists practice, these were contained in fieldwork notes and
interview transcripts. Therefore, I decided not to use CAQDAS in favour of extended
immersion in the data to strengthen the analytic process and explore the relationship between
the categories found in both data collection methods.
Data management began with recording initial thoughts and issues generated from the
participant observations to inform the conversational interviews. On completion of the
observations the fieldwork notes were photocopied from the fieldwork notebook and combined
129 and I transcribed verbatim, using Express Scribe©, to enhance my familiarisation and
immersion in the data, which aimed to achieve a deeper understanding of the interview data
and enhance the analysis. The transcripts were cleansed of all identifying information and
were made available for the participants to check for accuracy. The pseudonyms, which had
been selected by each participant, were inserted in place of names. The recordings were
repeatedly listened to, and initial thoughts along with summarising the issues discussed with
my supervisory team were documented. One of the challenges with the large volume of data
collected by participant observation related to creating order and management of the analytical
processes.
The data were annotated line by line using a highlighter and memos to note initial ideas and
thoughts during a process of listening many times to the recordings. The same process was
applied to the fieldwork notes, after each episode of observation the notes were reviewed and
a note was made of what was perceived to be occurring. These notes were then used to
develop an interview guide for the follow up interviews, so that themes could be clarified or
explored in more depth. For example, participant 1 (Patsy) spoke a lot about “journeying” with her patients, and this was explored further in the interview. The strength of the framework
approach is that it stays close to the language of the participants (Ritchie et al 2013). The
framework approach provides a “scaffold” that supports the integrity of the data analysis. After familiarisation with the data a coding matrix was developed. Figure 9 presents an
example of how the coding matrix was developed to identify the ‘in-vivo’ codes and initial categories. In order to remain close to the data the ‘in-vivo’ codes were constructed from the participants own words or direct extracts of the fieldwork notes. Following the construction of ‘in-vivo’ codes preliminary thoughts were developed to explain the meaning of the ‘in-vivo’ code. This process of refinement supported the final stage developing ‘initial categories’.
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Figure 9: Example of coding matrix
Interview transcript (IN)/ Fieldwork Notes (FN)
Page no/ identifying position in
data
In-vivo code Preliminary thoughts (What is this about?)
Initial Categories
Observation/ Participant 1/ Day 1 “…exploring recent weekend away to celebrate a family member 90th birthday”
FN -1 Exploring a weekend away Patient’s experiences
are part of the
therapeutic encounter with the OT.
Valuing the individual in the therapeutic
encounter
“…explored fatigue management techniques with patient. Traffic light allegory. Discussed how to improve quality of life and manage fatigues.”
FN -2 Exploring with patient meaning of
fatigue and working on an individual coping strategy
Patients experiences of symptoms are
addressed by the OT considering the
individual meaning and how to cope
Addressing the
meaning of symptoms
“Discussed multiple losses and anxiety experienced by the patient…“ “...(patient) given Kubler Ross grief theory to understand the grief process and its effect on her”
FN – 2 Multiple losses. Anxiety.
Understanding grief and effect on patient.
Patient helped to understand the impact of multiple loss on her and information to explain this provided
Recognised the meaning of grief
Providing hope for individuals
Using theory to
normalise and educate “Patient became tearful at this point”
“OT was reassuring, placing her hand on patient’s shoulder as she became upset”
OT said “affects something deep down in your spirit”.
FN – 2
Hand on shoulder – physical reassurance
“deep down in your spirit”
Observed listening skills and responding; reflecting significant impact of patient’s situation, providing reassurance
Observed verbal and non-verbal
development of
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Interview 1 - Participant 1 “I just think that that I think it’s (spirituality) the essence of what we do as occupational therapists…….”
IN -1 Spirituality is the “essence of OT
practice” Spirituality is valued as the essence of occupational therapy practice
Spirituality valued in practice
“mind and body interact with one another …. get someone to a better place……”
IN-1 “mind body interact” The interaction between
the mind and body facilitates practice
Values embedded in practice
“Physical dysfunction the whole thing
about quality of life …” IN-1 “quality of life” OT promotes quality of life for people with physical dysfunction
Promotes quality of life
“To enable someone no matter how little they have in terms of physical function to have quality in their life.”
IN-1 “…how little in terms of physical
function…. qualityof life”
OT promotes quality of life for people with physical dysfunction
Promotes quality of life
“…it doesn’t matter how small your life becomes there’s something very sweet at the essence of it.”
IN -2 Quote supports above
“…. going to look at how this person and getting their tights on……. bigger picture……goes to vintage fairs and found some Mary Quant
tights……..put on a pair of tights and do it independently.”
“...essence ofwho I am”
“so how to teach people that and that’s the frustration for me.” “… I think it’s how you do it.”
IN -2 IN-2 IN-2 IN -3 “…bigger picture….do it independently.”
“Essence of who I am” “…how to teach people…”
“how you do it”
Intervention, seemingly insignificant demonstrates attention to individual concerns of the patient. Individual values personal to the OT’s practice
How practice is enacted
Attention to the individual concerns of the patient
Values influence practice
Valuing the individual is difficult to teach
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