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97 Chapter 3 Research Framework Having selected the case or unit of analysis it must then be determined whether the study will focus on a single case or multiple cases (Figure 3.1). For this research a single case study approach was adopted. Yin (2009) explained that the single case approach may be adopted if it is “critical” (testing theory), when it represents a “unique” case, when it represents a “typical” case, a “revelatory” case or a “longitudinal” case (studying the same case at two or more different points in time). Yin (2009) defined the “typical” case as one that captures the circumstances and conditions of everyday or commonplace situations. The residential unit for this research study was “typical” of most public residential units in Ireland and hence the unit of analysis, “resident autonomy”, would also be “typical”. Within the single case study the researcher may choose a holistic or embedded design. Examination of the global nature of an organisation warrants a holistic design (Figure 3.1), while the examination of the organisation and its context, issues, staffing, etc. would warrant an embedded design (Figure 3.1). The literature review for this study revealed that residential care and resident autonomy require research from multiple perspectives and multiple data sources. It suggested that staffing, personnel, education, capacity, etc. are all issues that need to be considered. Therefore this study adopted an embedded design as it was going to explore resident autonomy (the case/the unit of analysis) and the organisation and its context (staff and resident profiles, staff rosters, philosophy of the care environment, gather multiple perspectives from multiple data sources). In contrast, multiple case studies are adopted when more than one case is studied and are usually chosen when the researcher wishes to look at more than one research site and compare or contrast findings. It usually involves replication and is more positivistic in its approach (Yin, 2009). According to Yin (2009), the multiple case study may also be holistic or embedded in its approach. Yin (2009) stated that no broad distinction is made between single or multiple case studies but rather the choice to adopt one over the other is based on research design. Criticisms of the single case study approach are usually directed towards generalisation but as Yin (2009) pointed out, that case study is concerned with analytical generalisation not statistical generalisation, and generalisations from either single or multiple designs are made to theory and not to populations. Simmons (2009) supported this and explained that the purpose of all case study research is not to generalise but to
98 Chapter 3 Research Framework demonstrate how and in what way the findings may be transferable. Feigin, Orum and Sjoberg (1991) suggested that while proponents of multiple case studies may argue for replication, using more than one case may dilute the importance and meaning of the single case. In summary, the methodology chosen for phase one of this research was a single (one residential unit) exploratory embedded (the contextual issues) case (resident autonomy) study (Figure 3.2). Context Case Context Context Context Case Case Context Context Case Case Single holistic case design Multiple holistic case design Case Embedded unit of analysis 1 Embedded unit ofanalysis 2 Context Context Case Case Context Context Case Case Single embedded case design Multiple embedded case design Figure 3.1: Types of case study design (Yin, 2009)
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Exploring and Enhancing Autonomy fo
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3.4.1.3 Grounded Theory ...........
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5.4 Resident Profile ..............
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List of Tables and Charts Table 1.1
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This thesis is the work of Claire W
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Abstract The purpose of this study
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Conference Presentations Welford, C
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14 Chapter 1: Introduction and Back
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1.5.4 Aim for Phase Two 26 Chapter
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2. Literature Review 28 Chapter 2:
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34 Chapter 2: Literature Review cha
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36 Chapter 2: Literature Review Alz
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Table 2.1: Collopy’s (1988) six p
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2.3 Residential Care 40 Chapter 2:
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42 Chapter 2: Literature Review car
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148 Chapter 4 Research Method resid
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150 Chapter 4 Research Method maint
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152 Chapter 4 Research Method end o
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4.10.3.1 Coding 154 Chapter 4 Resea
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156 Chapter 4 Research Method The i
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• Coding guide/Start list • 10
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160 Chapter 4 Research Method 4.12
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162 Chapter 5 Findings needs room (
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164 Chapter 5 Findings other course
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Healthcare Assistants' Age Profile
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6 5 4 3 2 1 0 Figure 5.2: Length of
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170 Chapter 5 Findings number of da
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172 Chapter 5 Findings By evening t
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5.5.7 Management of the Research Un
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Philosophy of Care 176 Chapter 5 Fi
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178 Chapter 5 Findings recognition
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180 Chapter 5 Findings “Dr. spoke
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182 Chapter 5 Findings themselves.
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Chart 5.13: Element 5 Values and be
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186 Chapter 5 Findings In the follo
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188 Chapter 5 Findings Thirty-three
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Table 5.7: Themes from analysis of
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Resident participants described rel
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The observations recorded staff ass
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196 Chapter 5 Findings Staff partic
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198 Chapter 5 Findings mean, if the
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200 Chapter 5 Findings is about the
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202 Chapter 5 Findings Staff partic
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204 Chapter 5 Findings here (laughs
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206 Chapter 5 Findings “I feel th
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208 Chapter 5 Findings and the nurs
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210 Chapter 5 Findings The observat
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212 Chapter 5 Findings However, mor
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214 Chapter 5 Findings that must ha
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Staff participants also expressed t
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218 Chapter 5 Findings This sub-the
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its, the extra little bits, like ev
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222 Chapter 5 Findings The intervie
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224 Chapter 5 Findings Several nega
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226 Chapter 5 Findings contributes
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228 Chapter 5 Findings “A male re
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230 Chapter 5 Findings “You know
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232 Chapter 5 Findings difference (
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6. Phase Two 6.1 Phase Two: Enhanci
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236 Chapter 6 Phase Two Reflection
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238 Chapter 6 Phase Two revealed th
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240 Chapter 6 Phase Two work but fi
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Table 6.1: Summary of nursing model
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244 Chapter 6 Phase Two We all felt
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246 Chapter 6 Phase Two important e
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248 Chapter 6 Phase Two Reflection
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250 Chapter 6 Phase Two suggested t
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252 Chapter 6 Phase Two knowledge g
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254 Chapter 7 Discussion found that
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256 Chapter 7 Discussion persons. M
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7.2.2 The Personal: The Personality
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260 Chapter 7 Discussion community
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262 Chapter 7 Discussion to-one con
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264 Chapter 7 Discussion Rodgers an
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7.3.1 Being Personal: Being Imperso
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268 Chapter 7 Discussion adequate t
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270 Chapter 7 Discussion possession
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272 Chapter 7 Discussion participat
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274 Chapter 7 Discussion 7.4 Summar
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276 Chapter 7 Discussion templates
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278 Chapter 7 Discussion This resea
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7.5.3 Method issues 280 Chapter 7 D
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282 Chapter 7 Discussion Research c
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284 References Babbie, E. (1990) Su
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286 References Carr, S., L. Hussier
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288 References Davies, S., Ellis, L
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290 References Farrell, G.A. (1991)
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292 References Gold, R. (1958) Role
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294 References Holroyd, A., Dahlke,
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Kirk, J., & Miller, M. L. (1986).Re
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298 References McCormack, B. (2004)
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300 References National Council on
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302 References Pullen, D.L. (2006)
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304 References Schumaker, K.L. & Go
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306 References Van Manen, M. (1990)
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Appendix 1: HIQA Standards Summary
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Appendix 2 : Concept Analysis Illus
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Appendix 3 : Model Cases 312 Append
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Appendix 4 : Methodologies 314 Appe
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Appendix 5 : Ethics letter 316 Appe
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Appendix 6: Information Sheet 318 A
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Appendix 7: Consent for Whole Study
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decide to participate you will be f
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324 Appendices Informed Consent For
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Appendix 9: Documentary Analysis Au
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Appendices Attribute Evident (Yes/N
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330 Appendices
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Attribute Tick if observed Self-gov
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Attribute An atmosphere of openness
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Appendix 12: Interview Guides 336 A
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Question Theme How do you get to kn
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Question Theme What decisions do yo
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Number/Code Age Sex Barthel Score T
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Important Probes Decision-making Fl
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Appendix 13: Floor Plan 346 Appendi
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Appendix 14: Data Reduction 348 App
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Appendix 15: Data Display 350 Appen
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Maintaining dignity Residents deleg
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354 Appendices Appendix 16: Conclus
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356 Appendices Appendix 17: Kogan
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358 Appendices 10. It would probabl
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360 Appendices 32. Most old people
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Resident Dependency 362 Appendices
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364 Appendices
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Total number of staff at morning re
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Total number of staff at morning re
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Appendix 20: Residents’ Documenta
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372 Appendices
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Appendix 21: Care Planning Presenta
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RLT Care Planning This is about id
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Benefits of Assessment A proactive
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Implementing The health care profes
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Who Should Sign? The person who ca
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Description Month Task Commencing M
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Appendices Action Plan Statement of
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Appendices 1. Personal Care List Cu
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Appendices 2. Daily Life - Promotio
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Appendices 4. Food List Any Food Li
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Appendices Appendix 25: Care Plan Q
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Appendices Appendix 26: Critical Co
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Appendices FACILITATION DOMAIN Conc
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