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People with a primary diagnosis of a mental health condition (e.g. depression, bipolar, schizophrenia etc.), are NOT to be interviewed. You are required to conduct a interview with a who has a chronic illness or disability to discover the impact this has on their life. You will need to prepare for your interview. McGrath, Palmgren & Liljedahl (2019) suggest twelve steps for conducting research interviews as a guide. Based on the information obtained during the interview and in collaboration with the interviewee, identify two (2) relevant care priorities. For each identified care priority, outline and discuss one (1) SMART goal and one (1) health education plan relevant for the person to meet the SMART goal developed in collaboration with the person. You are expected to incorporate relevant nursing related literature to support all areas of the assignment, including the pathophysiology, the importance of the priorities, SMART goals, health behaviour theory and education plan in the context of the interviewees chronic condition and/or disability. The written assignment should follow the below paragraph structure. Introduction: Introduce the interviewee with a pseudonym (and clearly state it is a pseudonym) and identify their health condition(s) (If they have multiple conditions, you can choose to focus on one primary condition or discuss up to two conditions). Introduce the two (2) relevant care priorities you have identified and the sequence of information to be presented in the assignment. (max 10% of word count). Para 1: Provide an overview of the person you have interviewed and their chronic condition and/or disability including relevant biographical data obtained. Include information about where the interviewee sits on the Roper Logan Tierney Model of dependence/independence in relation to activities of living i.e. how does the condition and/or disability affect their life? Para 2: Provide a brief overview of the pathophysiology of the chronic condition and/or disability. Relate the pathophysiology back to the experiences of the interviewee. Para 3: Outline your interviewees first priority of care. Be specific and explain the priority in depth here and identify why it is priority for the interviewee. Para 4: Outline the first SMART goal you have developed in collaboration with the interviewee. Why was this chosen? How will the SMART goal address the interviewees first priority? Para 5: Outline the health education you as a nurse will provide the interviewee which will help them to achieve their first SMART goal, and therefore address their first priority. Provide a detailed education plan that incorporates a health behaviour theory and contains specific information about the exact education you will provide (e.g., What exactly will you say to the interviewee? How/where/why it will be conducted? What equipment will be required? What legal and ethical matters will you need to consider? How will the education be evaluated?). The content of the education plan will need to be specific, detailed, and relevant to the person you are interviewing. It will need to contain more than generalised statements such as “provide brochures” or “educate them about their medication” or “direct them to a website” or “refer them to a physiotherapist”. Para 6: Outline your interviewees second priority of care. Be specific and explain the priority in depth here and identify why it is priority for the interviewee. Para 7: Outline the second SMART goal you have developed in collaboration with the interviewee. Why was this chosen? How will the SMART goal address the interviewees second priority? Para 8: Outline the health education you as a nurse will provide the interviewee which will help them to achieve their second SMART goal, and therefore address their second priority. Provide a detailed education plan that incorporates a health behaviour theory and contains specific information about the exact education you will provide (e.g., What exactly will you say to the interviewee? How/where/why it will be conducted? What equipment will be required? What legal and ethical matters will you need to consider? How will the education be evaluated?). The content of the education plan will need to be specific, detailed, and relevant to the person you are interviewing. It will need to contain more than generalised statements such as “provide brochures” or “educate them about their medication” or “direct them to a website” or “refer them to a physiotherapist”. Conclusion: Summarise what you have discussed in your assessment. What are the key or important ‘take home’ points? What are the next steps? (max 10% of word count). Twelve tips for conducting qualitative research interviews Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=imte20 Medical Teacher ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: https://www.tandfonline.com/loi/imte20 Twelve tips for conducting qualitative research interviews Cormac McGrath, Per J. Palmgren & Matilda Liljedahl To cite this article: Cormac McGrath, Per J. Palmgren & Matilda Liljedahl (2019) Twelve tips for conducting qualitative research interviews, Medical Teacher, 41:9, 1002-1006, DOI: 10.1080/0142159X.2018.1497149 To link to this article: https://doi.org/10.1080/0142159X.2018.1497149 © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Published online: 28 Sep 2018. 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Palmgrena and Matilda Liljedahla,c aDepartment of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; bDepartment of Education, Stockholm University, Stockholm, Sweden; cPrimary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden ABSTRACT The qualitative research interview is an important data collection tool for a variety of methods used within the broad spec- trum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews. Introduction In medical education research, the qualitative research interview is a viable and highly utilized data-collection tool (DiCicco-Bloom and Crabtree 2006; Jamshed 2014). There are a range of interview formats, conducted with both indi- viduals and groups, where semi-structured interviews are becoming increasingly prevalent in medical education research. Qualitative interviews afford researchers opportu- nities to explore, in an in-depth manner, matters that are unique to the experiences of the interviewees, allowing insights into how different phenomena of interest are experienced and perceived. Considering the relationship between participants and researchers and the emphasis on the exploration of human phenomena, interviews have traditionally been a data-collection method linked with qualitative research and the naturalistic paradigm (Côt�e and Turgeon 2005; Halcomb and Davidson 2006). In medical education, many researchers have a back- ground in health care professional backgrounds, and although subjects, such as interview techniques and his- tory-taking are included in medical, nursing, and other health professional curricula, the acquisition of interview skills for the purpose of collecting research data is not gen- erally addressed in the broad spectrum of health care pro- fessional education. Consequently, making the transition from working as a health care professional to conducting medical education research involving qualitative research interviews presents a number of challenges (Hodges and Kuper 2012; Varpio et al. 2015). Not only does the new dis- cipline present challenges in the form of engaging with new types of theoretical knowledge, often presented as learning theories, but novices to medical education research will undoubtedly encounter a range of new meth- ods of inquiry and data collection, including the qualitative research interview (Laksov et al. 2017). Furthermore, there are few guidelines relating to the practice of conducting qualitative research interviews. Brinkmann and Kvale (2005) argue that one of the challenges of conducting interviews is that they are carried out under the naïve assumption that the researcher wants to achieve understanding through dialog and discussion. Interviews should not be conceived as informal chats with interviewees; instead they are data-collection instruments which can be used to pene- trate a number of research questions. Consequently, given the emerging position of interviews in medical education research, we identify the need to articulate 12 tips for con- ducting qualitative research interviews. The tips presented below borrow insights from our own experiences as qualitative researchers as well as from the extensive literature on qualitative research methods. The tips may be more useful in different phases of the inter- view, some tips may be relevant during the planning phase, others while conducting interviews, while others still are most relevant after the interview. Tip 1 Identify when qualitative research interviews are appropriate Qualitative interviewing is a data-collection tool that is use- ful in a range of methodological approaches and may there- fore be applied to address a number of research questions. However, qualitative research interviews are preferable when the researcher strives to understand the interviewee’s sub- jective perspective of a phenomenon rather than generating generalizable understandings of large groups of people, for example, the qualitative interview may lend itself well to exploring a patient’s experience of illness, or a clinician’s conceptions of learning in the workplace. As such, a study applying qualitative interviews holds the potential to give voice to minorities and groups in society that may not be heard elsewhere (Reeves et al. 2015). Moreover, one should consider the ethical dimensions of taking up time from CONTACT Cormac McGrath
[email protected] Karolinska Institutet, LIME, Tomtebodav€agen 18A, Stockholm 17177, Sweden � 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc- nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. MEDICAL TEACHER 2019, VOL. 41, NO. 9, 1002–1006 https://doi.org/10.1080/0142159X.2018.1497149 http://crossmark.crossref.org/dialog/?doi=10.1080/0142159X.2018.1497149&domain=pdf http://orcid.org/0000-0002-8215-3646 http://orcid.org/0000-0001-7499-9329 http://orcid.org/0000-0003-2011-8180 http://creativecommons.org/licenses/by-nc-nd/4.0/ http://creativecommons.org/licenses/by-nc-nd/4.0/ http://www.tandfonline.com interviewees and therefore only include as many participants as needed in the research project and who may have insights or experiences of the phenomenon in question. Tip 2 Prepare yourself as an interviewer The importance of accurate preparation on behalf of the interviewer should not be underestimated and includes conceptual and practical preparations (Brinkmann and Kvale 2005; Brinkmann 2014). Successful interviews start with careful planning that considers the focus and scope of the research question. Some background reading of the lit- erature concerning the subject area as well as how to con- duct qualitative interviews and the specific scientific method you are applying will be necessary in the further development of your research question(s) and it will add- itionally facilitate the construction of an interview guide. When preparing for qualitative interviewing it is import- ant to be familiar with the data recording equipment being used. The venue of the interview should also be considered as it may affect the data collection. We recommend inter- views be conducted at a time and place of the respondents’ convenience, in a comfortable setting, free from any poten- tial disruptions and noise. In most cases, you will need for- mal ethical approval. However, you will always need your interviewees’ informed consent (Illing 2014). Tip 3 Construct an interview guide and test your questions Conducting a qualitative research interview means that you may be asking your interviewees to reflect on matters that are potentially important to them, in some cases even life- changing. The phenomenon of your interest might be important professionally, or you may be interviewing partici- pants on how they experience illness or the loss of a loved one. Therefore, you should develop your interview guide in advance and conduct at least one test interview. By con- ducting test interviews the novice researcher gains skills prior to embarking on data collection. These test interviews may be undertaken with peers or volunteers. They furnish the researcher with an opportunity to explore language, the clarity of the questions, and aspects of active listening. The style of the interview is essential for creating a noninvasive and open dialog with interviewees (Krag Jacobsen 1993). Avoid using esoteric jargon in your research interview ques- tions and instead adopt layman’s language when possible. Qualitative interviews may be more or less open or struc- tured. An unstructured or semi-structured interview guide may include only one or a few predetermined questions allowing the interviewer to explore issues brought forward by the interviewee. It is important that the interview guide aligns with the methodological approach (Laksov et al. 2017). By contrast, a structured interview guide usually includes predetermined questions posed in the same way to all interviewees with the purpose of eliciting responses to the exact same phrasing. In medical education, semi- structured interviews are often applied, meaning that the interview guide includes a number of predetermined ques- tions (typically 5–15 questions) but the interviewer can probe, in order to dig deeper, into the interviewees’ responses through follow-up questions (Lingard and Kennedy 2010). It is usually a good idea to open the inter- view with a few “easy” questions to make the interviewee comfortable and to familiarize him/her with the subject of the interview. A few examples are: “Please tell me, how long have you been working here?”, “How did you first become involved in teaching?” or “Why did you want to become a nurse?” Further into the interview