Using observational methods in nursing research

Salmon, Jenny

doi:10.7748/ns.29.45.36.e8721

Cited by 22 publications

(28 citation statements)

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“…To the best of our knowledge, the real‐life setting in PE groups has never been investigated with video‐ and/or audio‐recorded material. The main strength of this method for data collection is the direct access to the phenomena under study in a naturalistic setting, which might be difficult to capture with qualitative interviews and/or quantitative methods (Salmon, ). According to van Deventer (), data collection using video‐ and audio‐recordings of PE groups could be considered as an overt (open) approach, and considered a strength, as participants are aware of the researchers' role, and data are recorded openly, which reduces possible problems related to research ethics.…”

Section: Discussionmentioning

confidence: 99%

“…Observational methods in qualitative research are considered to give a thorough description of both participants and their activities. Furthermore, the method is suitable to capture the natural setting in clinical nursing practices (Patton, ; Salmon, ). In total, three different methods for data collection were used: (a) video‐ and audio‐recording, (b) field notes, and (c) interviews.…”

Section: Methodsmentioning

confidence: 99%

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Walk the talk: Leader behavior in parental education groups

Berlin

Rosander

Frykedal

et al. 2018

Nursing & Health Sciences

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Expectant and new parents are offered parental education groups as a way to support their transition to parenthood. Group leadership in these groups has been found to be challenging. Using a qualitative and summative design, the aim of the present study was to investigate how health professionals describe their role in parental education groups compared to their actual behavior. Thirteen health professional leaders in antenatal and child health services were interviewed. These descriptions were compared with the leaders' actual behavior in video and audio-recordings of 16 different group sessions. The results revealed that regardless of how the leaders described their role, they acted as experts and left little time to parents for discussions and active participation. In particular, leaders who described themselves as discussion leaders did not "walk the talk"; that is, they did not do what they said they do when leading groups. That could be explained by lack of professional awareness, group leadership, and pedagogical skills. In order to provide high-quality parental support, leaders need training in group leadership and pedagogy combined with supervision and support on a regular basis.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Walk the talk: Leader behavior in parental education groups

Berlin

Rosander

Frykedal

et al. 2018

Nursing & Health Sciences

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“…In particular the interviewer was looking for interactional dynamics that may be considered turning points by the participants. Observation provides the most direct access to the social phenomenon that is being studied and enables the researchers to get an insider's perspective (Salmon, 2015). It is an ideal way to collect rich data on behaviour and interpersonal interaction under the most natural circumstances (Mulhall, 2003;Kelley, 2002).…”

Section: Whiting and Sine 2012)mentioning

confidence: 99%

“…Observational methods enable understanding of the phenomenon to a deeper extent than just using information from interviews (Salmon, 2015). Using observation can address inconsistencies between what people say they do and what they actually do (Coker, Ploeg, Kaasalainen & Fisher, 2013).…”

Section: Whiting and Sine 2012)mentioning

confidence: 99%

A longitudinal study of the turning points and trajectories in therapeutic relationship development

Horton¹,

Hebson²,

Holman³

2020

Preprint

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Background The therapeutic relationship refers to the interpersonal relationship between the healthcare professional and patient (Peplau, 1997). The importance of the therapeutic relationship is widely recognised across healthcare professions (e.g., nurses - Peplau, 1997; physicians - Weeger & Farin, 2017; psychotherapists - Martin et al, 2000; occupational therapists - Weiste, 2018; physiotherapists- Fuentes et al, 2014). Despite the importance of therapeutic relationships, there are significant gaps in the knowledge base on how these relationships develop. To address these gaps, this study explores relationship dynamics by identifying relational turning points and trajectories. Methods Data collection was based on the Retrospective Interview Technique (RIT) and consisted of two phases. In the first phase patients and therapists were asked to tell the story of their therapeutic relationship development and as part of this, identify the turning points that occurred. In the second phase, therapists-patient dyads were observed from their first interaction to their last to identify potential turning points and at the end of the relationship a participant verification interview was conducted with both dyadic partners individually. Template analysis was used to analyse the data. Results Therapists identified 6 distinct categories of turning points; Progress Towards Goals, Set-backs in Progress Towards Goals, Interpersonal Affective Bonding with Patients, Interpersonal Problems with Patients, Positive Feedback, and Negative Feedback. Patients identified 5 categories of turning points; Progress Towards Goals, Set-backs in Progress Towards Goals, Interpersonal Affective Bonding with Therapists, Agreement with Therapist and Change in Treatment. These turning points varied regarding their impact on the trajectory of the therapeutic relationship. The trajectory patterns identified were stable, upward, downward, and multidirectional. Conclusion This study makes an important contribution to our understanding of therapeutic relationship dynamics. The results expose the challenges that therapists and patients face in building high-quality therapeutic relationships, the diversity of therapeutic relationships, and how these relationships develop over time. This is the first study to use a turning point analysis in research on therapeutic relationships.

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“…Observation was used to enable the researcher to gain intimate knowledge of the relationship between the patient and therapist which could be used to ask informed questions during the participant veri cation interviews. Observation provides the most direct access to the social phenomenon that is being studied and enables the researchers to get an insider's perspective [35]. It is an ideal way to collect rich data on behaviour and interpersonal interaction under the most natural circumstances [36] [14].…”

Section: Data Collectionmentioning

confidence: 99%

A longitudinal study of the turning points and trajectories of therapeutic relationship development in occupational and physical therapy

Horton

Hebson

Holman

2020

Preprint

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Background The importance of the therapeutic relationship is widely recognised across healthcare professions. Despite the importance of therapeutic relationships, there are significant gaps in the knowledge base on how these relationships develop. To address these gaps, this study explores relationship dynamics by identifying relational turning points and trajectories in therapeutic relationships between occupational therapists and physical therapists and their patients. The implications for how a focus on these relational aspects can enhance clinical practice will be discussed.Methods Data collection was based on the Retrospective Interview Technique and consisted of two phases. In the first phase patients and therapists were asked to tell the story of their therapeutic relationship development and as part of this, identify the turning points that occurred. In the second phase, therapists-patient dyads were observed from their first interaction to their last to identify potential turning points and at the end of the relationship a participant verification interview was conducted with both dyadic partners individually. Template analysis was used to analyse the data.Results Therapists identified 6 distinct categories of turning points; Progress Towards Goals, Set-backs in Progress Towards Goals, Interpersonal Affective Bonding with Patients, Interpersonal Problems with Patients, Positive Feedback, and Negative Feedback. Patients identified 5 categories of turning points; Progress Towards Goals, Set-backs in Progress Towards Goals, Interpersonal Affective Bonding with Therapists, Agreement with Therapist and Change in Treatment. These turning points varied regarding their impact on the trajectory of the therapeutic relationship. The trajectory patterns identified were stable, upward, downward, and multidirectional.Conclusion This study makes an important contribution to our understanding of therapeutic relationship dynamics in the occupational and physical therapy context. The results expose the challenges that therapists and patients face in building high-quality therapeutic relationships, the diversity of therapeutic relationships, and how these relationships develop over time. This is the first study to use a turning point analysis in research on therapeutic relationships.

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Using observational methods in nursing research

Cited by 22 publications

References 0 publications

Walk the talk: Leader behavior in parental education groups

Walk the talk: Leader behavior in parental education groups

A longitudinal study of the turning points and trajectories in therapeutic relationship development

A longitudinal study of the turning points and trajectories of therapeutic relationship development in occupational and physical therapy

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