Limitations of the study

The use of narrative inquiry as a research methodology, whilst becoming more commonly used, is a relatively new approach and therefore is still positioning itself with the research world (Yi Hsu and McCormack, 2011). Whilst it is particularly useful in exploring human experiences it does, as with all research methodologies, have its limitations (Holloway, 2005; Hansen, 2006).

Research within health care has largely been dominated by the positivist paradigm and to ensure high reliability and validity (Holloway, 2005; Munhall, 2012). Therefore a major criticism of narrative inquiry is the inability to generalise the findings largely because of small sample sizes and poor replicability. However, it is argued that rather than being a major limitation or weakness, this method and consequently this study is a legitimate endeavour, as it offers a fuller and more sophisticated understanding of the identified phenomena (Rice and Ezzy, 1999). Adopting a postmodernist stance has meant that the focus

162 is on individuals and the plural nature of reality; it does not attempt to validate the findings across large groups or try to provide a unified position (Munhall, 2012).

Narrative researchers treat narratives as socially situated and interactive performances, and so a different sample group, with a different researcher, conducted at a different time, will uncover different stories with different meanings (Chase, 2005). Within the performance the narrators may have chosen to underplay some aspects of the story, in order to engender themselves to the audience. Yet it is acknowledged that all individuals have different social sides which we chose to disclose to different groups at different times (Goffman, 1990; Denzin, 2001). But the aim has not been to uncover truth, but to explore the meanings of certain stories told by the narrators. What is also clear, given the reaction of the audience (the wider school nurse community), is that the stories do resonate with them potentially meaning the stories are axiomatic.

The data gathered has been extensive and therefore the analysis, interpretation and dissemination of the findings to date has been time consuming (Hansen, 2006). The events were audio taped using a digital recorder although video recording was also considered. This was rejected as it was felt that use of video equipment may have been too intrusive and could have influenced some school nurses’ decision not to participate within the study (Bryman, 2008). However, it would have been helpful to have captured non-verbal body language, facial expressions and gestures as it is important to ascertain not just what people say but how they ‘say’ (perform) through non-verbal means (Goffman, 1990). The

163 amount of information generated also led to initial dilemmas in managing and presenting the findings. Webster and Mertova (2007) warn against burrowing too deep and only focusing on the minuscule, which they suggest can result in restrictive analysis. Therefore a dual approach was taken in the analysis phase, in the form of individual poetic representations and then exploring collective stories.

Whilst the aims and purpose of the research have remained constant throughout, the direction and shape of the study has changed considerably. However, this has been viewed as a strength as narrative inquiry has no hard set rules, rituals or procedures to follow (Riessman, 1993; Holloway and Freshwater, 2007). It has allowed for flexibility, helping to shape the study, which has been a liberating and cathartic experience as opposed to one that was restrictive and limiting. My positionality has been identified throughout to aid transparency, yet there have still been struggles and dilemmas to wrestle with and resolve. Many of the stories told were highly emotive and drew me in emotionally. I found myself empathising with the young people they were talking about; the homeless young man, the teenage girl whose mother had died, the young girl trying to deal with her mother’s alcohol abuse and who had to care for her younger siblings. This just confirmed to me the importance of performing these stories on a bigger stage and to a wider audience; so that others can access them and be informed about what young people face and the role school nurses play in trying to support them. A particular struggle was when I realised that not only was I the voice of the chorus telling the story on behalf of the narrator, but that I also held the role of director. The responsibility of interpretation, crafting and staging the findings lay heavily for some time. This examination has at times created some performance anxiety

164 on my behalf as I was aware of the expectations of others, such as the critics and audience, as well as the responsibility of telling the narrators stories (Rowe, 2003). However, this was partially resolved after the publication of the article, the affirmative responses and feedback and the facilitation of the seminar for the students. This helped to confirm that the stories, their interpretation and the method of presentation do have meaning for others.

Hansen (2006) suggests that no study is ever completely finished, and there is considerable scope to develop this study further. The research has only focused on gathering the stories of the school nurses, and it would seem a natural development to gather the stories of the young people themselves about how they have been supported. The absence of the stories from male school nurses and nurses from other ethnic groups is considered to be a limitation of this study as these experiences will probably have been different. Therefore other stories could and should be told, which would enrich the study further thus providing an illumination on other valuable perspectives.

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