Transcriptionist saturation: knowing too much about sensitive health and social data

A framework for selecting data generation strategies in qualitative health research studies

BACKGROUND

Qualitative health research has the potential to answer important applied health research questions to inform nutrition and dietetics practice, education and policy. Qualitative health research is a distinct subdiscipline of qualitative inquiry that purposefully draws upon the context of healthcare and emphasises health and wellness.

METHODS

Qualitative health research is defined by two parameters: (1) the focus of the study and (2) the methods used. When considering the methods to be used, decisions are required about the type of data to be generated (e.g., transcripts, images and notes) and the process involved in data generation (e.g., interviews, elicitation strategies and observations) to answer the research question(s). Drawing upon examples from nutrition and dietetics literature, this paper provides a framework to support decision-making for nutrition and dietetics researchers and clinician researchers designing conducting qualitative health research.

RESULTS

The guiding questions of the framework include: What types of data will be generated? Who is involved in data generation? Where will data generation occur? When will data generation occur? How will data be recorded and managed? and How will participants' and researchers' emotional safety be promoted?

CONCLUSION

Questions about the types of data, those involved, where and when, as well as how safety can be maintained in data generation, not only support a more robust design and description of data generation methods but also keep the person at the centre of the research.

Outsourcing Transcription: Extending Ethical Considerations in Qualitative Research

Research ethics considerations foreground minimising harm to participants. Whilst increasing attention is being paid to researcher vulnerabilities, little has been written about transcriptionists, who can potentially experience emotional distress and vicarious trauma. In this article, we highlight ethical considerations when outsourcing audio for transcription as part of the RE:CURRENT (REcurrent miscarriage: evaluating CURRENT services) Project. Through qualitative interviews, we explored the perspectives of those involved in the management/delivery of services, and women and men who experienced recurrent miscarriage (N = 62). We put distress protocols in place for participants, researchers and the transcriptionist, and adopted a research team approach with the professional transcriber. The transcriptionist highlighted the isolated nature of the role; how researchers often did not brief her when commissioning work, and how the personal impacts of this work were rarely considered. Researchers and ethics committees should consider ethical responsibilities to 'do no harm' when it comes to transcriptionist wellbeing.

Experiences of Conducting Research With Vulnerable and Disempowered Participants in a Developing Country: Perspectives From a Novice Researcher

Sensitive, emotionally laden research requires mental strength, emotional fortitude, and logistic supports for novice researchers. Little is known about the challenges that the novice researcher faces while conducting sensitive, emotionally laden research. This is exacerbated where participants of such studies have little/no idea about expressing the value of a particular research study (i.e., where the first question to arise from the participants is "what would be my benefit if I participate in your research?"). Based on the student researcher's self-reflections, this article focuses on the inherent challenges that a researcher faced while conducting in-depth interviews among a group of emotionally vulnerable people-survivors of the disastrous Rana Plaza collapse in Bangladesh. It suggests how the challenges can be reduced or mitigated, and the researcher's self-care can be ensured. It also raises important methodological questions, including whether in-depth narrative interviews are appropriate in relation to those living with significantly different cultural norms.

Dialoguing with the silent researcher: Rethinking the role of the transcriptionist in qualitative research

Even though transcription is a mainstay of qualitative research, transcription itself is rarely present in discussions of data collection or analysis. A meager body of literature exists that considers transcription as theory, but such literature tends to focus on the transcriptionist’s choices. We have few empirical studies on transcription and the role of the transcriptionist. Drawing on frameworks of literacy as a sociocultural process and post-structural feminism, we investigate two cases that demonstrate how the transcriptionist can assume a generative role in research projects. Our data reveal how the transcriptionist shared interpretations, helped make methodological decisions, and was a reader who knew the full body of data. We argue for a reframing of our collective understanding of the transcriptionist and consider the benefits of, limitations to, and ethical issues in involving transcriptionists explicitly as co-researchers.

Researcher Self-Care in Emotionally Demanding Research: A Proposed Conceptual Framework

Researchers are emotionally and psychologically affected by emotionally demanding research that demands a tremendous amount of mental, emotional, or physical energy and potentially affects or depletes the researcher's well-being. Little attention has been given to preparing doctoral students and novice researchers engaged in such studies. Four possible types of emotionally demanding research experiences are presented: sensitive issues, personal trauma previously experienced, experience of traumatic life events during research, and unexpected events that arise during research in what was previously not identified as a sensitive issue. The need for self-care is highly relevant to each type, despite their different impacts on researcher well-being. This conceptual article furthers conversation in the field about how researchers and educators can address the need for self-care to prepare novice researchers and proposes a conceptual framework for researcher self-care in emotionally demanding research, with an aim for future empirical study.