Triangulation refers to the use of multiple methods or data sources in qualitative research to develop a comprehensive understanding of phenomena (Patton, 1999). Triangulation also has been viewed as a qualitative research strategy to test validity through the convergence of information from different sources. Denzin (1978) and Patton (1999) identified four types of triangulation: (a) method triangulation, (b) investigator triangulation, (c) theory triangulation, and (d) data source triangulation. The current article will present the four types of triangulation followed by a discussion of the use of focus groups (FGs) and in-depth individual (IDI) interviews as an example of data source triangulation in qualitative inquiry.

The Use of Triangulation in Qualitative Research

http://library.um.ac.id/free-contents/downloadpdf.php/buku/focus-groups-as-qualitative-research-by-morgan-david-l-11476.pdf

Focus groups as qualitative research / by Morgan, David L.

From Husserl to van Manen. A review of different phenomenological approaches.

List of Boxes, Figures and Tables. The Authors. Series Foreword. Acknowledgements. Glossary. Introduction. 1. Interprofessional teamwork the basics. 2. Current developments affecting interprofessional teamwork. 3. Interprofessional teamwork: key concepts and issues. 4. A conceptual framework for interprofessional teamwork. 5. Using theory to better understand interprofessional teamwork. 6. Interprofessional teamwork interventions. 7. Evaluating interprofessional teamwork. 8. Synthesising studies of interprofessional teamwork. 9. Ways forward. References. Appendices. Index.

Interprofessional Teamwork for Health and Social Care

Introduction Reflexivity is a curious term with various meanings. Finding a definition of reflexivity that demonstrates what it means and how it is achieved is difficult (Colbourne and Sque 2004). Moreover, writings on reflexivity have not been transparent in terms of the difficulties, practicalities and methods of the process (Mauthner and Doucet 2003). Nevertheless, it is argued that an attempt be made to gain ‘some kind of intellectual handle’ on reflexivity in order to make use of it as a guiding standard (Freshwater and Rolfe 2001). The role of reflexivity in the many and varied qualitative methodologies is significant. It is therefore a concept of particular relevance to nursing as qualitative methodologies play a principal function in nursing enquiry. Reflexivity assumes a pivotal role in feminist research (King 1994). It is also paramount in participatory action research (Robertson 2000), ethnographies, and hermeneutic and post-structural approaches (Koch and Harrington 1998). Furthermore, it plays an integral part in medical case study research reflexivity epistemological critical feminist ▲ ▲ ▲ ▲ k e y w o rd s

Approaches to reflexivity in qualitative research.

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Commentary on Adolescents with a physical disability in Korea

https://journals.sagepub.com/doi/pdf/10.1177/1744629512473556

Change and continuity, commonality and diversity

For my editorial in this edition, I am returning to the theme of my first published article back in 1996: ‘The Relationship Between Health and Social Care’. My reason for returning to this subject relates to a new policy document concerning support for people with intellectual disabilities, which has recently been published by the Scottish Government (2013). Under the title ‘The Keys to Life’, this document sets out a range of recommendations that aim to improve the quality of life experienced by people with intellectual disabilities over the coming decade. To some extent, there is nothing new in the publication of such strategy documents since internationally a number have been published over recent years. However, for me, this document does represent a new direction. Whilst aiming for inclusion in all aspects of life, the foreword states that there is a specific emphasis on health in recognition of the growing body of evidence of disparities in both the health status and the quality of health care received by people with intellectual disabilities when compared with the general population. It is stressed, however, that this does not mean a return to medical domination in all aspects of people’s lives (especially, their social lives), but rather it is concerned with improving practices within health care. My career started in the days of long-stay institutions when the medical model of care dominated. However, I also witnessed the closure of such institutions and the emergence of community-based care provision. Undoubtedly, such changes have brought huge improvements in the quality of life experienced by people with intellectual disabilities. Nonetheless as this changed, model of care developed, so a growing concern that health needs were not being adequately identified and met emerged. The evidence of such concerns is well documented (e.g. Ouellette-Kuntz et al., 2005; Krahn et al., 2006; Emerson and Baines, 2010). One of the difficulties that was experienced (particularly, in the early days of developing a social model of care) was that in an effort to move away from the medical model, discussion of health problems was sometimes viewed as an attempt to remedicalise. This confusion arose due to a number of misunderstandings. First, key documents such as the Jay Report (1979) had emphasised that the needs of people with intellectual disabilities were primarily social rather than medical in nature and therefore the medical model was viewed as an inappropriate basis for service provision in this field. What was sometimes missed, however, was that people with intellectual disabilities will (just like everyone else) be ill at some times in their Journal of Intellectual Disabilities 17(3) 179–181 a The Author(s) 2013 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1744629513499278 jid.sagepub.com

https://journals.sagepub.com/doi/pdf/10.1177/1744629513499278

A model for care provision and a model of care provision

People with intellectual disabilities experience many health disparities including difficulties with access to healthcare, and a lack of appropriate and timely healthcare. Nurses are well placed to address such disparities. In the UK, this is a key focus of the role of specialist community learning (intellectual) disabilities nurses (CLDNs), as explained in our background section. Research relating to this aspect of their role is limited. This qualitative research study explored the role of the CLDN to support access to secondary healthcare. This article reviews our study methods, which included semi-structured interviews (n = 14) conducted with CLDNs using critical incident technique. These were subsequently transcribed and critical incidents (n = 74) analysed using thematic analysis. We describe in our findings four emerging themes: Proactive/Preparatory Work; Therapeutic Relationships; Coordination; and Influencing Healthcare Outcomes. Within each theme and several subthemes there is evidence of CLDNs identifying and removing or reducing barriers to effective and timely healthcare. The discussion section asserts that CLDNs use a range of strategies to support access to healthcare and with a focus on barriers, they promote health within a social model of disability. We conclude that, whilst specialist CLDNs do not exist in many other countries, the strategies they employ could be utilised by non-specialist nurses working both within the UK and elsewhere to enhance access and reduce health disparities for people with intellectual disabilities.

Ruth Northway

Papers

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Commentary on Adolescents with a physical disability in Korea

Change and continuity, commonality and diversity

A model for care provision and a model of care provision

Access to Secondary Healthcare for People with Intellectual Disabilities: The Role of Community Learning Disability Nurses in Wales