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Hackett Strickland Framework 2018
Hackett Strickland Framework 2018
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Exploring school nurses' work in supporting children's mental health. View project
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Citation
Hackett A, Strickland K (2018) Using the framework approach to analyse qualitative data: a worked example. Nurse Researcher. doi:
10.7748/nr.2018.e1580
Peer review
This article has been subject to external double-blind review and has been checked for plagiarism using automated software
Correspondence
alison.hackett@stir.ac.uk
Conflict of interest
None declared
Accepted:
20 November 2017
Published online
Xxxxx???
Abstract
Background Data management and analysis are crucial stages in research, particularly qualitative research, which accumulates large
volumes of data. There are various approaches that can be used to manage and analyse qualitative data, the framework approach
being one example widely used in nursing research.
Aims To consider the strengths and challenges of the framework approach and its application to practice. To help the novice
researcher select an approach to thematic analysis.
Discussion This paper provides an account of one novice researcher’s experience of using the framework approach for thematic
analysis. It begins with an explanation of the approach and why it was selected, followed by its application to practice using a worked
example, and an account of the strengths and challenges of using this approach.
Conclusion The framework approach offers the researcher a systematic structure to manage, analyse and identify themes, enabling
the development and maintenance of a transparent audit trail. It is particularly useful with large volumes of text and is suitable for use
with different qualitative approaches.
Author details
Alison Hackett, lecturer, faculty of health sciences and sport, school of nursing midwifery and health, University
of Stirling, Scotland; Karen Strickland, professor of nursing, clinical chair, faculty of health, University of
Canberra, Australia
Keywords
data collection, research, qualitative research
Introduction
Data management and analysis are crucial stages in research, particularly in qualitative research, where data analysis often starts
while data are being collected (Moule et al 2016). The volume of information collected means it is essential for qualitative researchers
to organise and manage the data to ensure it can be easily retrieved for analysis as well as assure others of the research’s rigour and
trustworthiness.
In view of this, it is important when designing a study to choose an analytical approach carefully (Parahoo 2014). However, this is
no easy task and can be challenging for the novice researcher. Deciding which approach is most appropriate depends not only on
understanding the approaches, but also the philosophical stances underpinning them (Morse et al 2002, Snape and Spencer 2010). The
aims of the research and the questions should also guide the decision (Spencer et al 2014, Parkinson et al 2016).
There are various approaches that can be undertaken to manage and analyse qualitative data. This paper will provide an account of
the author (AH’s) experience of using the ‘framework approach’ (Spencer et al 2003) for managing and thematically analysing data
from a qualitative study exploring UK school nurses (SN)’s perceptions of their roles and their training needs for child protection. It
begins with an explanation of framework and why it was selected, followed by its application to practice through a worked example,
and an account of the strengths and challenges of using this approach.
A worked example
A qualitative phenomenological approach was used to explore SNs’ perceptions of their roles and training needs for child protection.
Six SNs were purposefully selected and data collected using semi-structured interviews. Ethical approval was not required under NHS
research governance arrangements, as the project was considered an opinion survey. However, ethical approval was obtained from the
university research and ethics committee, and permission obtained from the local NHS board.
Informed written consent was obtained from participants and they were advised that participation was voluntary. Confidentiality was
assured by adhering to the Data Protection Act 1998, and participants were assigned numerical codes to anonymise data.
Stage 1. Familiarisation
Following each semi-structured interview (n=6), the first author made field notes and transcribed the audio recording of the
interview. She then read the transcripts with the field notes, to familiarise herself with the content of each interview and obtain a broad
overview of participants’ responses. In addition, she made notes on each transcript, jotting down any topics and ideas that were
interesting or significant. She also noted her thoughts in a reflective diary, which allowed her to reflect on each stage of the research
and her role in the study (Smith 2006, Jootun et al 2009).
This stage enabled AH to immerse herself in the data, which is crucial in ensuring that the labels developed in the next stage were
supported by the data (Spencer et al 2014).
Stage 2. Constructing a thematic framework
AH reviewed the list of topics and ideas that emerged during the first stage, while remaining cognisant of the aims of the study and
the topics in the interview topic guide (Box 1), as these reflected the research questions. Subsequently, she noted the topics and ideas
on Post-it Notes and arranged these on flip-chart paper in order of relevance to the topic guide and similarity of ideas emerging during
the interviews.
These became the initial thematic framework or ‘coding index’ of themes and sub-themes, which was then used to label the data in
the next stage (Box 2). The exemplar provided by Ritchie et al (2010b)[Q2: There is no Richie et al (2010b) in references. Is it just
2010?] was a useful reference point for completing this second stage correctly.
During this stage, it was essential to reread the transcripts and listen again to the audio recordings to ensure further immersion in the
data.
Stage 5. Mapping and interpretation
Following completion of the thematic charts (n=8) for each of the initial themes, the next stage was to develop the main themes and
sub-themes. This required constructing more charts, and mapping and interpretation of the data (Table 2), by going backwards and
forwards across the transcripts to obtain and clarify information and select relevant and appropriate quotes. It was also necessary to go
backwards and forwards across the thematic charts developed for the initial themes, to begin interpreting and making sense of data.
Three main themes and six sub-themes emerged (Table 3). To assure the trustworthiness of the study, it was important that the
names assigned to the themes and sub-themes reflected the voices of the participants, and that the themes ‘gave voice’ to the
participants’ perceptions of their experiences.
Table 3. Main themes and sub-themes
Theme Sub-themes
Role confusion » Lack of clarity
» Variation in practice
» Competing demands
Learning in practice » Importance of experience
» Learning from experience
» Learning from others
Learning in practice » Self-development
[Q6: Why is ‘Learning in practice’ repeated as a theme?] » Supporting child and young person
» Practice development
While the vast amount of information can feel overwhelming, this process does allow the researcher to become more immersed in
the data (Ritchie et al 2010, Smith et al 2011). The thematic charts enable the themes to be visibly represented and provide a
transparent audit trail, helping to explain how the data have been interpreted. Moreover, the use of a reflexive approach adds to the
rigour and trustworthiness of the findings (Bulpitt and Martin 2010, Freshwater et al 2010).
Reflections
Despite some of the challenges experienced in applying framework, its strengths outweigh the challenges and it provides a structure
for novice and experienced researchers. An important strength is that it is systematic and flexible, providing a framework to guide the
novice researcher through analysis of data.
The analytical hierarchy provided clear guidance on the stages that needed to be followed and the development of an index, which
was applied to the transcripts, provided consistency and helped to develop the initial thematic charts. Although there were different
charts for each of the initial themes, it was easier to identify similarities and differences of opinion between participants’ views.
Training in qualitative analysis would have been useful and AH intends to obtain training in framework matrices for her doctoral
study.
Conclusion
This paper considers the use of the framework approach in qualitative research and provides an account of one [Q7: What was
KS’s involvement with this paper?] novice researcher’s experience of using framework for qualitative data analysis. Framework is
an approach that provides researchers with a systematic and flexible structure to manage and analyse their data, enabling the
development and maintenance of a transparent audit trail. It can be used with or without the assistance of software, and is suitable for
the thematic analysis of different qualitative approaches. It also allows researchers to become immersed in their data, increasing their
understanding of participants’ experiences.
However, it can be complicated to use, resource-intensive and time-consuming, although arguably all methods of qualitative
analysis are time-consuming and resource-intensive. For these reasons, novice researchers should consider applying for training in
qualitative analysis before collecting data. Seeking supervisors who are experienced in the framework approach would ensure novice
researchers receive appropriate support and guidance.
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Figure 1 . Thematic framework ladder
Mapping and
interpretation
Data summary and
display
Indexing and sorting
Constructing a
thematic framework
Familiarisation