Disability, nursing research and the importance of reflexivity

Abstract

Reflexivity has been viewed as a way of promoting quality within the research process. Its importance is highlighted in both the literature concerning nursing research and that which relates to disability research. However, whilst disabled people comprise a key client group for nurses the need for nurse researchers working in this field to adopt a reflexive approach to their work has not been explored in depth. In this paper the relevance of reflexivity to nursing research is discussed and current debates concerning disability research are explored. It is argued that there are particular reasons why it is necessary for nurse researchers to adopt a reflexive approach when focusing on disability. First, there is a need to examine closely the definitions of disability which underpin our research and practice. Second, it is noted that nurse researchers may be viewed as part of a system which disables people with impairments. Finally, it is important to reflect critically upon whose interests are served by such research. Some strategies for promoting reflexivity are also explored. It is concluded that a failure to address these issues via a process of critical reflection may mean that nursing research is viewed as unhelpful by disabled people. This in turn has implications for nursing practice.

Models of disability: their influence in nursing and potential role in challenging discrimination

“…Around a decade has passed since calls began to be made within the nursing literature to recognize the social and equality dimensions of disability, accept the reality of disability discrimination within general nursing and to consider the potential of the social model to remedy this situation (Northway and Thomas 1999, Scullion 1999a,b, Stalker et al 1999, Marks 2000, Northway 2000, Scullion 2000a. A recent review confirms that this call for nurses to accept the social dimensions of disability has gone largely unheeded (Boyles et al 2008).…”

“…Learning disability nursing leads this challenge to medicalisation, having acknowledged that for its clients discriminatory denial of human rights is commonplace (Camus 2008). There are few advocates for adopting a social model of disability and a rights-based approach to care and the generation of nursing knowledge (Northway 2000, Northway et al 2001. In adult general nursing there are very few champions who share a vision of tackling disability discrimination by using the social model of disability for education, research or nursing practice (Marks 2000, Wright 2001, Brothers et al 2002, Spain 2008.…”

Fumblings and faux pas: Reflections on attempting to engage in participatory research with people with an intellectual disability

“…Reflections on the process of doing participatory research with people with ID make evident that researchers are always products of their culture and history and bring with them their own orientations and values that undoubtedly enter into and shape the research (Northway, 2000). Dowse (2009) argued that it is crucial that reflexive accounts of doing participatory research with people with ID are made overt, so that these experiences can become legitimate and fruitful objects of study.…”

“…We urge future researchers engaging in participatory research with people with ID to engage in reflexive journaling and peer debriefing to promote reflexivity (Northway, 2000).…”

“…Researchers bring with them their own orientations and values, shaped by a range of social and historical factors, that inevitability enter into and shape their work (Northway, 2000). Rather than attempting to conceal those values that govern research or maintain a detached, objective role, the reflexive researcher acknowledges that objectivity is impossible.…”