Interviewing in phenomenology and grounded theory: is there a difference?

This paper explores the differences and similarities that may exist in respect of using the interview method in phenomenological and grounded theory methodologies. Baker et al. set out to differentiate between method in grounded theory and phenomenology and concluded that it was essential to ensure that the method matches the research question being asked. However, the paper, whilst clear in intent to differentiate between the methodologies of phenomenology and grounded theory, does little to help the researcher in the differences that may exist in carrying out such research using the same method, that is, interviewing. Interviewing has become synonymous with qualitative research and may become the accepted method of data collection irrespective of methodology. We postulate that the interview as a method of data collection may be inconsistent with the underlying principles of the methodology (phenomenology or grounded theory). Should this be the case then the interview as a means of collecting data may be viewed as generic and lack a clear connection to the methodological framework. Such a position could be consistent with a critique of qualitative nursing research on the grounds of rigour.

A critical reflection on the personal impact of managerial hegemony within nurse education.

This paper, written by two male nurse teachers, describes and analyses their experience of working in a nurse education culture permeated by the philosophy of business management. The introduction of business management practices to nurse education is discussed as a reflection of the current political hegemony of market forces and individualism. The authors discuss the implications for nurse teachers of being continually exposed to these politically motivated forces which increasingly provide the paradigm for service developments within the United Kingdom health services. In discussing the impact of this exposure it is argued that at the personal level individual teachers are experiencing a degree of apathy and personal dissonance which undermines their professional value system, resulting in emotional distress and a crisis of identity. It provides a critical reflection on the way organizational dynamics and power relations influence the subjective sense-making of individuals. The authors use a multiplicity of perspectives, including those provided by individual psychology, power relations, feminism and personhood, to argue for the need to develop an alternative paradigm which is characterized by the valuing of individual persons, empathic sensitivity and the fostering of creativity.

Protectionism or competition in managing British nursing research? Current debate among nurse and midwifery teachers.

AIM: The intention is to highlight key issues related to research by nurse and midwifery teachers. BACKGROUND: The debate centres on the 'culture change' facing teachers from traditional colleges moving to universities where a more formal research requirement prevails. ORIGINS OF INFORMATION: Data were drawn from selected official reports and other literature informing the introductory discussion. Emerging themes were discussed by 25 nurse and midwife teachers at Forresterhill College, Aberdeen in March 1996 and their views were recorded and analysed. DATA ANALYSIS: Selected documents and discussion records were reviewed, using a thematic approach. KEY ISSUES: Main themes concerned nursing as art and science, balance between multidisciplinary and unidisciplinary research and ring-fencing nursing research funds. CONCLUSIONS: Anxieties among teachers centred on the increased research requirement in universities with possible neglect of teaching excellence.