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From practice to research developed and often after real damage had been done to the mother–infant relationship and the couple relationship. So I became interested in how primary health care workers like maternal and child health nurses might be able to identify post-partum depression and make earlier referrals. I enrolled in a Master’s degree and for my thesis I intended to develop a simple instrument for the nurses to identify post-partum depression and test it for its validity and reliability—a very traditional research project really, which others have subsequently done with the Edinburgh Post-Natal Depression Instrument. But it didn’t turn out as I intended. The nurses told me that they didn’t have a mandate to do mental-state examinations on mothers— that women came to see them to have their babies weighed and measured and that the mothers were highly sensitive to nurses prying into private issues such as their emotional state. In my literature search I also read an article on a study on anxiety among mothers of young babies and when I followed it up and spoke with the researcher she told me that the nurses had discarded that instrument as soon as the research was finished! There seemed little point in developing an instrument which nurses were not prepared to use. So instead I thought it might be useful to observe at length how nurses who were regarded by their peers as being particularly skilled in their interpersonal skills went about assessing women for depression. I suppose we would see it today as describing ‘best practice’. I also wanted to understand the norms which governed the interaction between the nurse and the mother, and to interview mothers about what they saw as the role of the nurse and what they might find acceptable in regard to the nurse exploring issues related to their emotional well-being. So I used a number of methods—direct observation of three purposively selected maternal and child health nurses at work, followed by in-depth interviews with the nurses, and semi-structured interviews with a mixture of closed and open-ended questions with a sample of 45 mothers in their homes. While I was doing the 15
Qualitative research in practice thesis I had two children of my own and so I was a client of the maternal and child health service myself, although my nurses were not in the study of course. But I kept notes on my own experiences of the service and although I had not intended these notes to be a data source, this added an informal participantobservation dimension to the study which ultimately proved to be extremely valuable in understanding the subtle nuances and ‘unconscious dynamics’ of the nurse–mother relationship. This research stimulated my curiosity about practice wisdom or clinical judgement and that has continued to be a great interest. Cheryl Tilse—The long goodbye This is a study of the experiences of older people who place a spouse in an aged care facility and the conditions of the facility which shape the nature of the experiences of visitors (Tilse, 1996). It involved several methods of data collection, including in-depth interviews, observation, semi-structured interviews and document analysis. We talk with Cheryl later about her use of observation, the usefulness of combining qualitative data collection approaches, analysing data, writing up and dissemination of findings. Cheryl: I was working as a research assistant on a large project looking at the social, emotional and economic costs of dementia and part of that had been semi-structured interviews with 243 people who were caring for a relative with dementia. I was particularly interested in the interviews I did with spouses who had placed a partner in a nursing home. I felt that the semistructured interviews really hadn’t captured just how traumatic the experience was for them. So I became very interested in understanding what it was all about from their perspective ...I was particularly concerned about what happens to people who’ve been married for 50, 60 years when they have this involuntary separation, when one partner goes into a nursing home. I was interested in following their experiences and understanding what it was like for them to try and continue 16
Page 2 and 3: Qualitative research in practice St
Page 4 and 5: Contents The researchers vi Table o
Page 6 and 7: Contents 8 Presenting and writing u
Page 8 and 9: The researchers Anne Coleman began
Page 10 and 11: The researchers into factors associ
Page 12 and 13: Table of research studies Tim and W
Page 14 and 15: Preface In this book we aim to brid
Page 16 and 17: Preface known to us, either through
Page 18 and 19: 1 From practice to research In the
Page 20 and 21: From practice to research social wo
Page 22 and 23: From practice to research in relati
Page 24 and 25: From practice to research consumer
Page 26 and 27: From practice to research parent—
Page 28 and 29: From practice to research space—t
Page 30 and 31: From practice to research what peop
Page 34 and 35: From practice to research or exit f
Page 36 and 37: From practice to research tracked d
Page 38 and 39: 2 Ethics and organisations The best
Page 40 and 41: Ethics and organisations relevant i
Page 42 and 43: Ethics and organisations Informed c
Page 44 and 45: Ethics and organisations Yet a mino
Page 46 and 47: Ethics and organisations Observatio
Page 48 and 49: Ethics and organisations Ethical an
Page 50 and 51: Ethics and organisations with the s
Page 52 and 53: Ethics and organisations Dorothy Sc
Page 54 and 55: Ethics and organisations happened,
Page 56 and 57: Ethics and organisations an intensi
Page 58 and 59: Ethics and organisations to outside
Page 60 and 61: Ethics and organisations Yvonne: To
Page 62 and 63: Ethics and organisations Dorothy: R
Page 64 and 65: Ethics and organisations can only e
Page 66 and 67: In-depth interviewing them or not m
Page 68 and 69: In-depth interviewing Stories give
Page 70 and 71: In-depth interviewing experience of
Page 72 and 73: In-depth interviewing There is a re
Page 74 and 75: In-depth interviewing data sought,
Page 76 and 77: In-depth interviewing interview. Th
Page 78 and 79: In-depth interviewing Generally, th
Page 80 and 81: In-depth interviewing in-depth inte
Page 82 and 83:
In-depth interviewing Yvonne: So a
Page 84 and 85:
In-depth interviewing Sampling Yvon
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In-depth interviewing much they tal
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In-depth interviewing encouraged mu
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In-depth interviewing contact, the
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Observation Choosing observation Li
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Observation The observation process
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Observation When to observe and for
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Observation Anne Coleman—Five sta
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Observation Yvonne: Anne: Yvonne: A
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Observation Anne: Another useful th
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Observation couldn’t understand h
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Observation interesting because I s
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Observation of questions separate f
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Tailoring data collection We focus
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Tailoring data collection The exper
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Tailoring data collection be achiev
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Tailoring data collection Making us
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Tailoring data collection children
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Tailoring data collection collectio
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Tailoring data collection • Settl
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Tailoring data collection Caroline
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Tailoring data collection Dorothy:
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Tailoring data collection Dorothy:
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Tailoring data collection Tim: real
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Tailoring data collection supermark
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Tailoring data collection Wendy: th
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6 Mixing methods ‘Mixed methods
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Mixing methods the different compon
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Mixing methods methods which allowe
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Mixing methods obtained through one
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Mixing methods in itself. Rather, t
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Mixing methods and how they would e
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Mixing methods violence; that they
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Mixing methods incredibly arrogant
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Mixing methods about 1200 organisat
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Mixing methods Yvonne: that overarc
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Mixing methods Yvonne: Cheryl: Yvon
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Mixing methods reducing the benefit
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Analysing data possible about what
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Analysing data sometimes referred t
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Analysing data Team research makes
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Analysing data crying—and I could
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Analysing data Analysing the observ
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Analysing data I’d said that’,
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Analysing data straight to the inte
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Analysing data They also highlight
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Presenting and writing up be used.
Page 178 and 179:
Presenting and writing up participa
Page 180 and 181:
Presenting and writing up the princ
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Presenting and writing up difficult
Page 184 and 185:
Presenting and writing up adopted c
Page 186 and 187:
Presenting and writing up Yvonne: L
Page 188 and 189:
Presenting and writing up of the th
Page 190 and 191:
Presenting and writing up Tim: stor
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Presenting and writing up Anne felt
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9 Epilogue: From research to practi
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Epilogue are presented to the way i
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Epilogue • Diffusion (disseminati
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Epilogue practical and simple langu
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Epilogue violence, the things we em
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Epilogue [it] was dragging me along
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Epilogue through reporting the expe
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References Beresford, B. 1997 Perso
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References Darlington, Y., Osmond,
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References Johnson, K. & Scott, D.
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References ——1995 In-depth Inte
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References ——1990 Writing Strat
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References Tilse, C. 1994 ‘Long t
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Index Page numbers in italics refer
Page 222 and 223:
Index ‘getting in/getting on/gett
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Index quantitative research 3; meth
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