5.4.1 Exploring the meaning of dignity on a children's ward using ethnography with grounded theory (407)

Paula Reed, Honorary Resarch Associate, Faculty of Health & Medical Sciences, Faculty of Health & Medical Sciences, University of Surrey, Guildford, United Kingdom paulareedmclean@lycos.co.uk

Abstract:

In this paper, I discuss the principles and real life experience of undertaking an ethnographic study on a children's ward. This study took place over a nine month period and formed the main phase of my doctoral research. I used principles of grounded theory to develop a conceptually grounded account of dignity and children in hospital (Charmaz, 2006). I discuss how I undertook the ethnography. In particular I describe how I attended to the 'strange' in my arena of inquiry in order to identify aspects of the field that warranted further investigation and explanation (Toren, 1996). I describe my methods of recording data through the analytic process to emergent theory, without the use of a computer software package. I explore some of the ethical and practical implications of undertaking qualitative research, specifically with children in hospital. I describe some of the practical dilemmas I encountered when undertaking the research and reflect upon how the voices of the children were heard and constructed as data in this research. The idea of protecting and promoting dignity is beset with ethical issues. As nurses we advocate for the child we see before us, but also for the adult they will become. The dignity of a child needs to be negotiated through the triadic relationship exists between the healthcare team, parents and child. Equally the research process needed to be undertaken with ethical concerns paramount. I describe how I found a person-centred approach useful in establishing my researcher participant relationship. The Rogerian core conditions of empathy, unconditional positive regard and congruence (Rogers,1961) helped establish a mutuality between us. Moreover, the centrality of the subjective experience in person-centred theory is appropriate for ethonography and for involving participants in data construction.

Biography:

I qualified in 1987 as a Registered General Nurse and worked in a range of clinical specialties and settings including medical and surgical nursing, oncology, primary care, counselling and at a District Health Authority as Nurse Advisor. I returned to education after my first child and obtained my PhD from University of Surrey in July 2007. I am currently an Honorary Research Associate within the Faculty of Health and Medical Sciences. My main academic interests include the meaning of dignity, emotions and qualitative methodologies particularly ethnography and grounded theory.