Geraldine Davis

Being reflexive in qualitative grounded theory: discussion and application of a model of reflexivity

AIM A discussion of the meaning of reflexivity in research with the presentation of examples of how a model of reflexivity was used in a grounded theory research project. BACKGROUND Reflexivity requires the researcher to make transparent the decisions they make in the research process and is therefore important in developing quality in nursing research. The importance of being reflexive is highlighted in the literature in relation to nursing research, however, practical guidance as to how to go about doing research reflexively is not always clearly articulated. DESIGN This is a discussion paper. DATA SOURCES The concept of reflexivity in research is explored using the Alvesson and Skoldberg model of reflexivity and practical examples of how a researcher developed reflexivity in a grounded theory project are presented. IMPLICATIONS FOR NURSING Nurse researchers are encouraged to explore and apply the concept of reflexivity in their research practices to develop transparency in the research process and to increase robustness in their research. The Alvesson and Skoldberg model is of value in applying reflexivity in qualitative nursing research, particularly in grounded theory research. CONCLUSION Being reflexive requires the researcher to be completely open about decisions that are made in the research process. The Alvesson and Skolberg model of reflexivity is a useful model that can enhance reflexivity in the research process. It can be a useful practical tool to develop reflexivity in grounded theory research.

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health

OBJECTIVE this study explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the postpartum period. DESIGN a mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. SETTING the project was carried out in one higher educational institution in England. FINDINGS findings demonstrate that expressed confidence varies according to contraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. KEY CONCLUSIONS the paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area.

Positive outcomes for children: Early Years Professionals effecting change

Early Years Professional Status (EYPS) is new in the UK, and there is only limited research into the value of obtaining this status in relation to the development of children. Using survey data from one UK county, analysis of the views of 17 early years’ workers with this status and 35 early years’ workers without the status is presented. Early Years Professionals and those they work with consider that they are able to influence change and positively affect outcomes for children against all five areas of the Every Child Matters change for children initiatives. Findings are provided against the five areas of being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being. Initial findings from the study are provided from which further assessment of the effect of EYPS on outcomes for children can be explored.

A documentary analysis of the use of leadership and change theory in changing practice in early years settings

Early years professionals wrote about changes in their settings as part of their MA studies, and reflected on the use of theories of leadership in implementing these changes. This article describes a documentary analysis of the scripts produced. Initially basing the study in current knowledge of leadership and change in Early Years settings, the article justifies the use of documentary analysis before describing the process of analysis of the scripts. Findings demonstrate that elements of many theories can be helpful in planning and implementing change in these settings, usefully contributing to the development of a theory of leadership and change for the early years sector. A simple model for further development is presented.

Views of final-year student midwives on giving postpartum contraception and sexual health advice

We read with interest McCance and Camerons article1 reporting the experiences and views of qualified midwives on giving postpartum contraceptive advice in the July 2014 issue of the Journal. We would like to draw readers’ attention to a complementary study that we carried out with final-year student midwives on a 3-year midwifery programme in a UK university.2 ,3 This …

Early childhood settings and funded two-year-old children: experiences from four settings in England

In 2013 funding was introduced to support disadvantaged two-year-old children to attend early childhood settings in England. This study explores the experiences of four early childhood settings as they worked with these funded children for the first time. Using interviews and observations within the settings, findings demonstrate some adjustment of resources, but a lack of overall preparedness for working with two-year-old children. Training was available to support staff in settings, but mechanisms to make use of this training to develop opportunities for the funded two-year-old children was under-developed. Understanding of the reasons for the introduction of the funded places for two-year-old children was limited. Specific development of the key person role and development of parent partnerships are recommended.

Graduate Leaders in Early Childhood Education and Care Settings, the Practitioner Perspective.

Since 2006, UK policy has identified a professionalisation agenda for staff working in early childhood education and care settings. This has included the development of graduate leaders with a specific purpose to lead improvements in these settings by leading change, and hence improving outcomes for children. This article reports on findings from one research project, carried out in the East of England. The impact of professional development on the graduate leaders is explored through a mixed methods study from the practitioners’ perspective. Findings are described under the theme of the value of formal professional development opportunities, including improved awareness of role, improved confidence and empowerment within role. The article closes with a consideration of the current status of graduate leaders within the early childhood education and care workforce, and the challenges faced in the changing policy landscape for the professionalisation of this workforce.