Thematic Analysis

Braun, Virginia; Clarke, Victoria; Hayfield, Nikki; Terry, Gareth

doi:10.1007/978-981-10-5251-4_103

Cited by 2,224 publications

(1,742 citation statements)

References 35 publications

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“…Thematic analysis is a method of analysing qualitative data; it involves systematically identifying, organising and obtaining insight into patterns of meaning that appear as themes across the interview data set (Braun & Clarke, ; Braun, Clarke, Hayfield, & Terry, ). The analysis was data‐driven, although the main topic of interest was nurses' experiences with using NEWS and its impact on their professionalism.…”

Section: Methodsmentioning

confidence: 99%

Hospital nurses' professional accountability while using the National Early Warning Score: A qualitative study with a hermeneutic design

Jensen

Skår

Tveit

2019

Journal of Clinical Nursing

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Aim To explore general hospital ward nurses' experiences with the National Early Warning Score and to determine its impacts on their professionalism. Background The National Early Warning Score has broad appeal; it is a patient safety initiative designed to ensure early identification of and response to deteriorating patients in hospitals. However, it is still unclear how the tool impacts nurses' professionalism. Methods A qualitative study with a hermeneutic design was conducted in autumn 2017; the study consisted of semi‐structured, in‐depth interviews with 14 hospital nurses. The data were analysed thematically to understand and interpret the nurses' experiences. Methods are reported using COREQ guidelines (see Appendix S1). Results The study examined nurses' experience with the National Early Warning Score and its perceived impact on their professionalism. Four themes were identified: (a) the National Early Warning Score and clinical judgement in patient assessment, (b) responding to the National Early Warning Score standard, (c) involving the professional community and (d) adjusting the tool. Conclusion The National Early Warning Score may impact nurses' professionalism in diverse ways. Nurses are aware of the importance of incorporating all of their professional competence, comprising clinical judgement, discretion and accountability, with the National Early Warning Score to accurately assess patients' conditions. Findings indicated that the National Early Warning Score was beneficial to nurses' professional practice; however, accountability to this standard alone does not ensure quality care and patient safety. Relevance to clinical practice A greater understanding of the role of nurses' professional accountability when using the National Early Warning Score is needed to improve practice and ensure patient safety.

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Section: Methodsmentioning

confidence: 99%

Hospital nurses' professional accountability while using the National Early Warning Score: A qualitative study with a hermeneutic design

Jensen

Skår

Tveit

2019

Journal of Clinical Nursing

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“…Second, practices associated with a coding reliability method of thematic analysis (e.g., using a codebook, calculating intercoder reliability) are not used. Instead, Braun, Clarke, Hayfield, and Terry () advocated for a fully qualitative, reflexive approach in which researchers are acknowledged as active participants in producing knowledge. Finally, although themes represent a pattern across multiple responses in the data set, quantifying the prevalence of themes is not essential because even themes that appear less often in the data can tell us something valuable (Braun & Clarke, ).…”

Section: Methodsmentioning

confidence: 99%

“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

Dutton

Bullen

Deane

2019

Journal Community Psychology

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This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mixed‐methods study about their experiences of disclosing to mentees via an online questionnaire. In this sample, mentors disclosed about various topics, including hobbies, school and work, health, beliefs, self‐esteem, substance use, emotions, sex, and money. Qualitative analysis identified themes regarding how mentors self‐disclose, disclosure influencing positive relationship characteristics, the influence of mentoring programs, challenges with mentee interest and culture clashes, and the perceived effect of self‐disclosure on mentees and the mentoring relationship. These mentors disclosed broadly and viewed generally self‐disclosure in a positive way, but they also experienced challenges and complexities.

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“…All survey responses were anonymous. One author (KO), who was independent to the development and facilitation of the programme, analysed the data using inductive thematic analysis as a method of identifying patterns in the data . Responses to the 10 questions were clustered and grouped based on the similarity of the ideas using NVivo 11 (QSR International Pty Ltd, Doncaster, Vic, Australia).…”

Section: Methodsmentioning

confidence: 99%

A mental health programme for medical students

Sugumar

Fleming

Ogden

2019

The Clinical Teacher

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Summary Background It is critical that medical educators actively address the growing mental health burden affecting medical students. The motivation to present a mental health programme to medical students at the University of Tasmania arose in response to a recent tragedy within the student body. This emphasised the necessity of developing an effective skill‐based initiative for our students. We describe a peer‐led programme targeting mental health borne from this event. The aim of this article is to outline the development of this programme and to report on the preliminary feedback. Methods This article presents a peer‐led programme, delivered to medical students in the fourth year of a 5‐year undergraduate degree by peers from within the student cohort. We used a multipronged approach, with the programme consisting of a five‐session workshop and a supplementary resource book. A post‐workshop survey was administered as formative evaluation. A total of 19 out of 20 participants responded to the survey. Results and discussion All respondents agreed that the programme helped to reduce the stigma of mental health disease in medicine and improved both peer support and self‐care practices. All students agreed that they would recommend this programme to peers, and that it provided a welcome opportunity to talk about mental health and normalised mental health concerns. Key to the success of the programme was its peer‐led nature. The programme is an example of an innovative and effective programme design that can help to guide medical educators to further support the next generation of medical practitioners with their mental health skills.

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Thematic Analysis

Cited by 2,224 publications

References 35 publications

Hospital nurses' professional accountability while using the National Early Warning Score: A qualitative study with a hermeneutic design

Hospital nurses' professional accountability while using the National Early Warning Score: A qualitative study with a hermeneutic design

“It is OK to let them know you are human too”: Mentor self‐disclosure in formal youth mentoring relationships

A mental health programme for medical students

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