data. Third phase relates to active listening. More than one episode of data gathering may be needed. Hammersley (2008) argues caution when researchers rely solely on interviews as a data collection method. Interviews have a tendency to be unreflective and do create opportunity for the researcher to enable the participant to expand on meaning and its implications. Figure Three (pg. 49) presents an outline of the data collection strategies to be implemented within this research. For the purpose of this study data collection methods include interviews; critical incident accounts (participants have used digital recorders to capture their experience at the time it occurs) and reflective accounts. Table one (pg. 85) identifies the sample size and the amount of data collected over the first year period. The rationale for the general design and development of the methods used to gather the data is presented, followed by a detailed/systematic description of these methods. I was conscious of the demands of this study on the participants, considering their adaptation to the programme. Therefore, data collection was spread out over one year to capture the full student experience, with the added benefit of allowing participants time to reflect on the research phenomena between data collection episodes. Interviews In hermeneutic phenomenology the interview serves very specific purposes. First, it is used as a means for exploring and gathering narratives (or stories) of the lived experiences. Second, it is a vehicle by which to develop a conversational relationship with the participant about the meaning of an experience. This may be done through reflection with the participant on the topic at hand (van Manen 1997). Interviews also allow participants to share their stories in their own words. There are various ways of conducting research interviews, including structured, semi-structured and unstructured interviews (Minichiello et al. 1999).
research, and encourages the participant to focus on daily activities and reflections that he or she values and then explores those activities during a subsequent interview. All interviews were recorded, with the participant’s consent, using a digital recorder. Table One: Sample Size and Data Collected over the Period September 2011 -September 2012 Participants Voice Recordings Submitted and Transcribed. (Each Voice Recording Varies in Length of Time Approximately 45-90 Minutes.) Total Number of Individual Interviews Based on Critical Incidents (Voice Recordings) Each Interview 1-1.30 Hour in Length) Total No.1 3 3 6 No.2 3 3 6 No.3 3 3 6 No.4 3 3 6
month or two, just getting used to it because I also had other problems at home.. that was really difficult to, struggle between the two. (Line 216) No. 1 Jan 12/VN 8500011 Becoming a student is about constructing a new sense of identity and a sense of belonging (Wilcox et al 2005). Initial experience on campus can influence students continued engagement in Higher Education. The findings from the students highlight levels of fear within the first few weeks/months of commencing the programme related to finding their way around the system and accessing support. Discussions of initial feelings featured amongst the participant’s feedback and language referring to feeling nervous, isolated was used to describe how they felt in the first few days/weeks. “my feelings starting on the course, erm, I was overwhelmed shall we say. I've waited four years to get on to the programme”. (Line 3) No. 4 Jan 12/VN 850004 “I think, don't underestimate how nervous people maybe feel about coming on these courses (Line 112) No. 5 Jan 12/VN 850005 “when I came here I was on my own. I was totally on my own”. (Line 226) And how did that make you feel? Isolated. (Line 234) No. 2 Jan 12/VN 850001 Some of the participants reported positively about their initial experience of support and the environment of the university. “My initial experience on campus was good, I mean, erm, (Name campus) seems like a nice campus, everyone seems friendly, and everybody seems helpful. The staff were all helpful”. (Line 3) No. 5 Sept 12/VN 850003 “I must say that I feel that that the support that I have obtained and just the general culture of (Name University) was far superior to that of the previous establishment that I studied”. (Line 30) No. 7 Sept 12/VN 850006 “it was very evident in the first week that the staff were going out of their way to welcome students and to encourage a positive environment in which, you know, people would study”. (Line 32) No. 3 Jan 12/VN 860004 The participants appear to require increased support within the first few months of the programme when levels of uncertainty relating to adjustment to Higher Education, unknown requirements of the programme appear to lead to increased anxiety and lack of
Appendix Eight; Profile of participants Participants Identification Field of Nursing. Previous Qualifications Previous Caring Experience Reason for Nursing as a Profession 01 Progressed to year 2 Adult BTEC Access NVQ Health and Social Care Level Three Teaching assistant in Indonesia Health care assistant; residential homes Live in carer for a gentleman who was quadriplegic Subject to poverty growing up in Indonesia wanted to care for others. 02 Progressed to year 2 Child HE Foundation Degree Health Care assistant Lifelong ambition to be a nurse and care for others. 03 Progressed to Adult HE Foundation Degree NHS Direct health advisor Lifelong ambition to be a nurse and care for others.
year 2 Participants Identification Field of Nursing. Previous Qualifications Previous Caring Experience Reason for Nursing as a Profession 04 Progressed to year 2 Adult HEFC NVQ Level Three Care worker providing care in the community for vulnerable adults. Lifelong ambition to be a nurse and care for others. Has been working towards qualifications at FE college to meet entry criteria 05 Left programme at the end of year 1 Learning Disability Masters Creative Writing Degree English Language Worked with children with special needs in an educational setting. Worked with vulnerable adults-prison setting teaching English To make a difference and to give back to society. A devout Christian