Photo methods for qualitative research in nursing: an ontological and epistemological perspective

Abstract

The use of photo research methods is influenced by underlying ontological and epistemological assumptions. Variant assumptions about reality and knowledge converge to conceive a relationship between the knower and what can be known. These assumptions provide the rationale for decided ways of engaging participants in the process of scientific inquiry. In this paper, we examine how perspectives of realism and relativism may shape epistemological understandings and influence type and use of photo methods in qualitative research. Based on deliberations about underlying ontological and epistemological assumptions and related strengths and challenges of photo methods, we assert that photo methods contribute to the development of knowledge that both matters to participants and informs nursing practice.

“I Just Don't Think There's any other Image that Tells the Story like [This] Picture Does”: Researcher and Participant Reflections on the Use of Participant-Employed Photography in Social Research

“…In some cases, visual methods are the main source of data generation, while at other times images are incorporated as an additional layer that allows for triangulation with other data (Stanczak, 2007). Despite previous utilization of visual data by sociologists and anthropologists based on its perceived objectivity, many researchers now recognize that visual data is subjective in nature (Hansen-Ketchum & Myrick, 2008;Phillips & Belanger, 2011;Prosser & Schwartz, 1998); specifically, the subject and meaning of an image depends on the context from which it has emerged. Therefore, contemporary visual approaches are often based on a relativist position that visual data are not reflections of reality, but instead have meanings that are constructed by the producer of the image and those who view it (Harper, 1998;Phillips & Belanger, 2011).…”

The Experience of Transition From Hospital to Home Hospice

“…The photographs then served as reflection aids to help participants express their experiences during the interview process and support data analysis and interpretation, consistent with photograph elicitation methods. [20][21][22][23] Analysis Interviews were analyzed using phenomenology. First, interviews were transcribed verbatim, verified for accuracy, and read through in their entirety twice.…”

Research Trends in Mathematics Teacher Education

“…This process is relatively new in educational research, but referred to as photovoice in nursing and health care research (Guillemin and Drew 2010;Hansen-Ketchum and Myrick 2008;Wang and Burris 1997) and photo-elicitation in anthropology and sociology research (Clark-Ibáñez 2004; Gauntlett and Holzwarth 2006;Harper 2002). These are research techniques that use a visual basis for self-authoring narratives, allowing the participants to tap into their "visual" voices to access memories and thoughts they might not recall in other ways (Hansen-Ketchum and Myrick 2008;Wang and Burris 1997). This visual self-reflection often elicits powerful and emotionally charged stories (Clark-Ibáñez 2004; Wang and Burris 1997).…”

“…I used this approach to build trustworthiness in my interpretations of the data-what Erlandson et al (1993) call credibility, transferability, and dependability when doing naturalistic inquiry. The second approach involved looking for stories and was appropriated from the research on photo-elicitation/photovoice techniques (Brown et al 2009;Clark-Ibáñez 2004;Guillemin and Drew 2010;Hansen-Ketchum and Myrick 2008;Harper 2002;Oware et al 2007;Wang and Burris 1997) and on studying identity through stories Drake et al 2003;.…”

“…I started by dividing up each interview into individual chapters, based upon the photograph on the screen at that particular moment during the interview (Hansen- Ketchum and Myrick 2008;Harper 2002). I then divided up each chapter into individual professional and personal stories.…”