A hermeneutic approach to the research and the data collection process

The hermeneutic phenomenological approach is ‘to turn back to the things themselves’,

emphasising openness and flexibility to the object and the way it reveals itself to the world (Armour et al, 2009). There is not one fixed and exclusive method for hermeneutic phenomenology (van Manen, 1990; Koch, 1995; Armour et al, 2009); instead, there are recommendations for consideration when using a hermeneutic approach (Rapport, 2005).

Within this study, van Manen’s (1990) six-themed framework was used for the data

collection, in an attempt to get to ‘know’ the life-world of the participant. The section

below presents the themes within van Manen’s (1990) framework, followed by an

explanation of the application to this research:

1. Turning to a phenomenon which seriously interests us and commits us to the world.

Van Manen considered this as the researcher’s focus on the phenomenon under

investigation:

phenomenological research does not start or proceed in a disembodied fashion. It is always a project of someone: a real person, who, in the context of particular individual, social and

68 historical life circumstances, sets out to make sense of a certain aspect of human existence. (van Manen, 1990, p. 31)

2. Investigating experience as we live it rather than as we conceptualise it. 3. Reflecting on the essential themes which characterise the phenomenon. 4. Describing the phenomenon through the art of writing and rewriting. 5. Maintaining a strong and orientated relation to the phenomenon. 6. Balancing the research context by considering parts and whole.

(van Manen, 1990, pp. 30-31)

Van Manen (1990) advises the researcher to ‘turn to a phenomenon of interest’; my interest

was the phenomenon of directed study time (DST). I wanted to explore how DST was experienced by student nurses and nurse lecturers, and how it supported self-directed learning (SDL). As discussed in chapter one, my interest in the phenomenon stemmed from my experience (both past and current) and my own interpretation of this experience. My interest in the phenomenon was the impetus for the research.

In an attempt to ‘investigate experience as we live it’ as outlined by van Manen (1990), I considered it necessary to obtain the descriptions of individuals’ experiences of DST, to

obtain their perspectives through their ‘lived experiences’. Conversation is considered a

mechanism which is central to our understanding (Gadamer, 1975/1996); therefore interviews were chosen as the preferred method of data collection for the research. I sought to gain an account of student nurses’ and nurse lecturers’ experiences and

perspectives of DST; therefore the data was collected in two separate phases. Phase one consisted of three focus group interviews, with first, second and third year student nurses. Phase two consisted of nine individual semi-structured individual interviews with nurse lecturers, a further discussion of the focus groups and semi structured individual interviews is provided in chapter four.

Van Manen (1990) advises: ‘reflecting on the themes’, this process was applicable to both

the data collection and subsequent analysis, which are discussed further in chapter four. During the interviews my experiences of the phenomenon influenced my interactions with the participants. In terms of the analysis, the contents of conversations were regularly

69 revisited in a cyclical process, through the hermeneutic circle as discussed on page 64. The

‘the art of writing and rewriting’ relates to how language is interpreted through a

consideration and presentation of the participant’s experience. Following the data

collection process, interviews were transcribed verbatim and analysed. Throughout the stages of analysis the process of writing and rewriting was repeated in a circular fashion. I

prepared written drafts of my interpretations of the participants’ accounts of their

experiences which I submitted to my supervisors. Having received subsequent written and

verbal feedback from my supervisors I began ‘rewriting’ by producing further drafts of the

analysis.

The need to ‘maintain a strong relation to the phenomenon’ related to my commitment and

regard for the research. I considered it important to maintain a clear focus on the aims of the study and the initial interest for the research to drive the study forward. Throughout the data collection I frequently referred back to my original aims of the study. Regular entries into my research diary throughout the process of data collection also enabled me to reflect on the content of the interviews in relation to the aims of the study. Throughout each interview additional probes were used corresponding with the aims of the study. Prompts from my supervisors during supervision sessions also helped me to remain focused on the aims of the study and my supervisors advised when I needed to refocus.

A further aspect of van Manen’s (1990) approach which refers to ‘balancing the research parts and whole’ was considered important in terms of meeting the overall aim of the

research. Similar to a jigsaw puzzle, although the parts in isolation were of limited significance, I considered the piecing together to meet the overall aim. I believed that the interview process would enable me to gather different perspectives of the phenomenon to contribute to the whole phenomenon. The experiences raised by one participant were individual to them although could be applied to others. As the interviews progressed, new themes emerged which I was able to explore with the remaining participants. One example of this was in the interviews with the nurse lecturers, during the seventh interview, the lecturer made reference to the debate around raising the academic level for nursing. This experience encouraged me to include this point as a probe during subsequent interviews. In

70 this way as the interviews progressed, the conversations evolved leading me to ask questions which were not originally incorporated into the interview guide. Therefore the individual contributions from participants impacted on the overall study.