Reflections on the research process

6.3.1 Strengths within the research design

There were a number of strengths within the research. It had one main broad explorative aim, specific enough to be achievable with the use of an in-depth relatively small-scale qualitative approach. The intention of the research was to gather data related to the perspectives of nursing students regarding their experiences of the use of fictional film as a trigger to the EBL within their seminars. Silverman (2013) recommended pursuing investigations into what matters on a personal or professional level, capitalising on the enthusiasm generated by genuine interest. This is certainly the case with this research on both personal and professional levels. Taking a qualitative approach was not the only research design option, but proved to be appropriate for this study. Taking a step-by-step approach to refining the research design has strengthened the study, so that challenges to the process have been risk managed.

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One of the earliest opportunities to defend the research design is when the ethics application is drawn up and the research proposal is reviewed through the

process of applying for ethical approval. Distinct from the researcher who asserts that human experience can be described in pure terms, the constructivist or ‘interpretivist’ researcher suggests that in order to understand the world and the meanings inherent within it, the researcher must inevitably make interpretations (Clarke and Braun, 2013; Schwandt, 1998; Cohen & Manion, 1994). It is

important within this approach to demonstrate fundamental respect for the uniqueness of all individual experiences and inquiry in this context needs to recognise that. The qualitative researcher can celebrate the individuality of “first- person, subjective experience” (Schwandt, 1998, p.223). Therefore whilst this was a creative approach, introducing new and emotionally demanding learning material, it progressed in an ethical and risk managed manner, which the students responded to positively.

Both the students and I made personal, observational and reflective notes during the data collection phases of each EBL session, highlighting aspects of personal development, documenting experiences, and (for me) preparing for the interviews that followed the EBL experiences. The different methods of data collection

complemented each other, and provided different perspectives to explore the research questions. The students were well prepared and informed for every part of their participation in the research to enable them to feel empowered and active participants within the process. I always endeavoured to be very

transparent with the students about the research design and ethical aspects of the study, which I hope strengthened the study. This transparency certainly engaged their interest in the study.

Within ‘insider research’ there is an enhanced need for sensitivity towards colleagues and student-participants. Costly et al. (2010) considered the experience of being both researcher and practitioner synchronously and how some ‘blurring’ of boundaries might be a risk, especially to impartiality. However in the case of this research it did not feel uncomfortable nor did it raise particular

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challenges for me, although this in no way fostered complacency regarding safeguarding the interests of the participants. Insiders can contribute a unique perspective (Alexander, 2005; Raingruber, 2003) as well as experiencing several positive benefits such as ease of access to the sites of data collection. As a member of academic staff who was familiar to all of the participants, my role was very much as an insider researcher. So it was important that this role did not in any way negatively influence the conduct of the research or my position as the EBL facilitator. As an experienced EBL facilitator, the students could have viewed me as an authority figure in a position of power, which in this context would have been ironic and unfortunate. However adopting an approachable and democratic style helped me to ameliorate the risk. Predicated on an approach that allowed for more free and open discussion, the guided group discussions generated rich data across both EBL groups. As discussed previously, there was a great deal of preparation invested in this phase of the research. This included the identification of appropriate fictional film titles with the same fictional film resources being used within both group discussions.

6.3.2 Limitations within the research design

It would have been possible to progress the research design in a variety of different ways. The overarching design could have been that of a quasi-

experiment or an action research study. . Alternatively, the qualitative approach taken could have been more specific, for example using an overtly

phenomenological stance or grounded theory. It could equally be countered that the sample size could have benefited from being larger in terms of recruiting more groups into the study, including EBL across all three years of the undergraduate programme. This could have enabled comparison of student responses across the programme, rather than only in the final year. This could have contributed interesting data in terms of whether the use of fictional film could work as well earlier in to the programme. However, it is considered that the methods of data collection used were appropriate though it could have been additionally helpful if all of the data collection was filmed to create even richer

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collection of data. In addition, I would have liked to have conducted individual interviews with all of the participating students to gain an even greater sense of the individual impact of the use of fictional film. Whether this would have

fundamentally changed the findings is debateable, as data saturation was being achieved.