Using thematic analysis

Thematic analysis is an appropriate approach to qualitative data analysis that fits the constructivist paradigm (Braun and Clarke, 2006). This approach to analysis aims to organize data and search for patterns of meanings from qualitative data. It is also a flexible method that offers insight to study a complex phenomenon (Smith and Firth 2011). In

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addition it is an analysis method that can be used across different research epistemologies or questions (Daya, 2011).

Thematic analysis has been criticized for being subjective (Daya, 2011). In order to avoid such shortcomings, I will explain all stages of the analysis process. Table 3.4 outlines stages for thematic data analysis as adapted from Ely et al (1997).

Table 3.4: Six phases for thematic analysis. Based on Ely et al (1997).

1. Familiarization with data. 2. In vivo coding.

3. Thematic categories. 4. Discovering themes. 5. Reviewing themes.

6. Finalizing and naming themes.

I started by transcribing the interviews and focus group recordings to familiarize myself with the data. This was time consuming but a very valuable exercise and provided me with the opportunity to immerse myself with the data collected. This also helped in the data analysis which was done within 1-2 days following each interview. During

transcribing I was aware of the emergence of various codes from the data. Transcribing data formed the first stage of analysis as the researcher started to formulate meanings and make sense of the available data (Braun and Clarke, 2006). For each interview transcribed, pages were numbered with a front sheet containing information about time and place of the interview and a number was given to each interviewee. For each interview, three hard copies were made: one clean copy free from comments was locked safely. The other copies were used by the researcher for analysis but also kept safe at all times.

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Data from the focus groups was captured on tape except for the final 10 minutes during which the researcher was able to take adequate notes. As the researcher was not able to write down all the words stated by the participants, following the focus group session data from the final 10 minutes was reviewed and additional clarifying comments were added to ensure the words captured the intention/words of the informants.

The second phase started as I began to look for relevant and interesting patterns of meaning to create an initial list of codes from the data. Moving forward and backward between data was essential to ensure that all relevant meanings and patterns are accounted for. Immersion of the researcher in qualitative data is achieved by active constant reading of the data in searching for meanings and patterns (Braun and Clarke, 2006).

Within thematic analysis, I used the theoretical approach. (Braun and Clarke, 2006). Analysis in the theoretical thematic approach enabled the researcher to direct the analysis to the theoretical interests in the area of research. This approach starts analysis from the specific research question (Braun and Clarke, 2006). This ensured that coding was carried out around each domain of the enquiry (Guest and Mclellan, 2003). Domains were derived from the inquiry objectives and composed of a number of research questions which were used during interviews, focus group and when analyzing historical data.

However, in looking for meanings and patterns in the data, I used an interpretive level of analysis which fits in well with the constructivist paradigm that underpins this study. (Braun and Clarke, 2006). This interpretive approach in the analysis enables the researcher

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to look beyond what informants have said and try to identify significant meanings in the various sections of the data. (Braun and Clarke, 2006).

Each transcript was read line by line and codes (using the participants’ words) were assigned to lines, sections and paragraphs. Interviews were read in-depth again and again to ensure no important data was overlooked. Codes then were grouped together to form thematic categories. Colours were used to highlight similar categories/concepts and identify those close links. For each interview categories were listed under each main research question. For each research question a flip chart was used to group all categories emerging from all interviews, focus group and historical data. Categories with similar meanings were then grouped into constructs or themes which are linked to the same phenomenon/research question. Those that did not fit any construct or theme were put aside and returned to later to see if they fitted with other emerging themes. Appendix 9 provides detailed explanation of the strategies used to deal with such challenging items.

Analyzing historical qualitative data followed the same principles of coding, categorizing and then comparing and contrasting with the whole data ensuring conceptual links. This involved a critical analysis of data pertinent to the role development.

Documents, including ONP course curriculum, assessment and supervision were analyzed. In addition, management meeting minutes, clinical protocols and statistics related to work of ONPs were also analyzed. Phrases, comments and concepts pertinent to the role

development were transcribed under the different domains of the research. Where appropriate quantitative data that was also examined in order to provide a better insight to the role development and also enrich the discussion.

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Formulation of themes required considering all codes and categories and assigning them into logical groups to formulate potential themes. In doing this, similar codes and categories were grouped under one heading using visual representation and tables. Codes, categories and themes were examined for relationships and therefore, codes were moved between themes and others were discarded. When themes were formulated, it was ensured that each of them captured an integral aspect that is pertinent to the research aim (Braun and Clarke 2006). Appendices 10(a &b) provide an example of how themes were generated showing progression from transcript to conceptual framework.

Refining themes was also carried out to ensure that data within each theme is both coherent and meaningful. Once this stage of refinement was completed, the data was examined again for possible codes to ensure that themes are true representations of the original data. (Braun and Clarke, 2006) and elements of each theme are true components of a central coherent concept. At this stage the entire data was re-examined to ensure that the refined themes are a true representation of the data and to ensure that no other codes within a theme have been missed or overlooked in the data.

Defining and naming each theme required the researcher to write detailed analysis of each theme and identifying the story of each theme as well. At this stage it was also important to identify subthemes within themes in order to provide structure to the story of each theme.

Figures 3.1 and 3.2 demonstrate how the 4 data sets were used to construct the two conceptual frameworks.

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In addition, throughout the research process, memos were written outlining thoughts, interpretations about emerging codes, categories, and themes (Hanley-Maxwell et al, 2007). Memo writing helped the researcher to become more connected to the data and opened the possibilities of seeing the data from different angles, leading to refinement of the emerging codes, categories and themes (Charmaz, 2000).

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