WORKING AS A COORDINATOR MIDWIFE IN A TERTIARY ...

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Trustworthiness and my Prejudices Brought to the Data Koch (1996) explains over the past two decades there has been “a shift from a conventional empirical paradigm to alternative paradigms” (p.178) in relation to the rigour and trustworthiness of qualitative research. Koch believes it is up to the writer to show the reader how trustworthiness is achieved within a qualitative study and it is up to the reader to decide whether or not that study is believable. Within this context, I will attempt to show the trustworthiness of my study. Researchers may choose to utilize Husserl’s methodology in phenomenological research to “bracket out” their own pre-understandings (Crotty, 1998, p.219). Bracketing is described by Crotty, as “the act of suspending one’s various beliefs in the reality of the natural world in order to study the essential structures of the world” (p.175). I chose not to use such methodology; instead I followed Heidegger’s philosophy by addressing my pre understandings of the lived experiences of coordinator midwives because I acknowledge I am part of this world and I believe I cannot detach myself from it. Smythe et al (2008) write “what matters is not accuracy in the sense of reliability, or how the researcher came to make certain statements; what matters is what has held the thinking of the researcher and in turn holds the thinking of the reader” (p.1397). My initial pre-understandings interview assisted me ‘look from the outside in’ 81
Geanellos (1998) offers alternative adjectives to describe pre-understandings as “prejudices, preconceptions, presuppositions and forestructures” (p.41). These are revealed in chapter one where I describe the impetus for my choice of research topic and I interpret my pre-understandings. I believe it has been to my advantage that I have never worked as a coordinator in the delivery suite setting as I have no life experiences of ‘being’ a coordinator through which to make judgments. However, during the course of this study, I have been regularly challenged to address the emotional perspectives of what I think, what I observe, and what coordinators share with me especially when I am at work. During the course of this study, I kept a journal which was my steady companion and which I would return to read and write in at any time. Heidegger’s version of the ‘hermeneutic circle’ (Crotty, 1998) asks the researcher in his or her quest for understanding ‘Dasein’ to discover initial understandings and to then “leap into the ‘circle’, primordially and wholly” (p.98). In this way, Crotty explains “understanding turns out to be a development of what is already understood, with the more developed understanding returning to illuminate and enlarge one’s starting point” (p.98). Thus my engagement with the hermeneutic circle was complete as I engaged with the transcripts and emerging themes, I looked back and I addressed my pre-understandings, I reflected through thought processes and reflective writing and I wrote and re wrote as I delved deeper into the text to find the themes hidden beneath the surface. 82
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WORKING AS A COORDINATOR MIDWIFE IN
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My perspectives of partnership in t
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Summary ...........................
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Attestation of Authorship I hereby
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Abstract This phenomenological stud
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is deemed by the midwife manager wh
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pregnancy and childbirth experience
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The Department of Labour (2006) rep
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secondary midwifery care” (p.11).
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DHB coordinators is how they embrac
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No national or international resear
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Methodology Why phenomenology? The
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change” (p.157). To this end, I a
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holding my daughter at birth to bre
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My Pre-understandings Interview Eve
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come to work, how do they manage on
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midwife, whilst ensuring safe pract
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‘unknowing’ resulted in tension
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Summary My pre-understandings revea
Page 39 and 40: entitled; The Luxury of Time, ‘Th
Page 41 and 42: The Realities of the Tertiary Deliv
Page 43 and 44: New Zealand perspectives of seconda
Page 45 and 46: hospital. Their objective was to ra
Page 47 and 48: provide an increased opportunity fo
Page 49 and 50: whereas now when she responds to ca
Page 51 and 52: The ‘Emotion Work’ and the ‘S
Page 53 and 54: unrecognized and may be conducive t
Page 55 and 56: demands, job resources and their di
Page 57 and 58: midwife, representing “working th
Page 59 and 60: the sense of value nurses attribute
Page 61 and 62: of a consultant is described by Isa
Page 63 and 64: in a sustained way and are not inte
Page 65 and 66: following accepted procedures” (p
Page 67 and 68: same. This reveals the variance in
Page 69 and 70: subconscious, becomes the basis for
Page 71 and 72: CHAPTER THREE Research Methodology
Page 73 and 74: What is a phenomenon? Heidegger (19
Page 75 and 76: new meaning and truth. An added dim
Page 77 and 78: space, things, the body and others
Page 79 and 80: Participant Recruitment My workplac
Page 81 and 82: Anonymity and Confidentiality For m
Page 83 and 84: Interview venue Participants chose
Page 85 and 86: Two coordinators knew what they wan
Page 87 and 88: I made tentative notes about themes
Page 89: Literature research I delved into a
Page 93 and 94: Summary In this chapter, I have ide
Page 95 and 96: Irene explains: Being the coordinat
Page 97 and 98: I work, the difficulty is the staff
Page 99 and 100: weather storms better than others j
Page 101 and 102: for her as coordinator. This story
Page 103 and 104: An anonymous quote is cited by Mall
Page 105 and 106: which reflects on the colleagues sh
Page 107 and 108: Alice explains what it feels like f
Page 109 and 110: Alice reveals she has to subconscio
Page 111 and 112: Irene reveals there are different r
Page 113 and 114: egarding this overspill or emotiona
Page 115 and 116: professional supervision” (p.13).
Page 117 and 118: Summary This chapter reveals how co
Page 119 and 120: CHAPTER FIVE Time as lived The cloc
Page 121 and 122: eveals her interpretation of what i
Page 123 and 124: We had a woman needing to go for a
Page 125 and 126: herself desperately trying to engag
Page 127 and 128: Sally offers a story with a differe
Page 129 and 130: subsequent three ‘nightmare’ ad
Page 131 and 132: decision to augment the labour base
Page 133 and 134: environment is well described by Ca
Page 135 and 136: eginning of January so she was bran
Page 137 and 138: I didn’t even have the midwife’
Page 139 and 140: minute, then got up and said to the
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life” (p.192). The coordinators h
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“Techne” and “phronesis” ar
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egarding who is assigned to the shi
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who hadn’t even been orientated t
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the staff would respond to her dire
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case of going in and demanding to k
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“support from midwives in the sec
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When Irene is invited into a room s
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anaesthetist as to what is safe for
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skill mix. Her knowledge regarding
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‘I’m already overseeing three w
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experiences which contribute to her
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this is her opportunity every day w
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(2004) writes “the place of birth
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shoes and a gown on and be ready fo
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Irene was skilled and able to view
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suggested they did a pH 9 on the ca
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The responsibility coordinators und
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CHAPTER SEVEN Discussion Summary of
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‘Needing to know’ Coordinators
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Facing the ‘known’ and the ‘u
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which may involve empathizing, reas
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Coordinators take their emotional w
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solutions - which offers resonance
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cohesiveness and teamwork. Alice su
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There is a career pathway for DHB m
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will enhance tertiary level clinica
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The stories shared by coordinators
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This research offers no insight int
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work shift after shift and reveal n
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GLOSSARY Coordinator/Charge midwife
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REFERENCES Barnes, I. (2006). Copin
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Code of Health and Disability Servi
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Edward, K. (2005). The phenomenon o
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Health Emergency Management in New
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Kennedy, H. P. (2002). The midwife
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Ministry of Health. (2002). Notice
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Pairman, S. (1999). Partnership rev
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Smythe, E. (2000). “Being safe in
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Van Manen, M. (2007). Phenomenology
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midwifery coordinator/charge midwif
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Whom do I contact for further infor
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I agree to take part in this resear
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