Tams analyzer software#

Findings revealed the necessity of including insiders as information resources during preparation. Failure to correct gaps in understanding or amend gaps in knowledge resulted in ineffective partnering while Framing the Outsider Role. Findings indicated that outsiders returned to earlier steps in the process when they recognized a gap in knowledge or understanding.

Instances of ineffective preparation were also revealed. Progression through the process was fluid, allowing individualized interpretation based on antecedent characteristics. Antecedents to preparation processes included the participants’ past experience, existing network, and existing knowledge base.

The five steps included (1) Personalizing Information Needs, (2) Seeking Information, (3) Laying the Groundwork, (4) Developing Understanding, and (5) Framing the Outsider Role. An audit trail was used to track data sources.įindings revealed five steps to outsider preparation processes that organized the emergent theory, Preparing for an Unfamiliar Setting, grounded in participant experiences.

Tams analyzer software#

TAMS Analyzer qualitative software was used to store, manage, code, and analyze the data. Researcher thoughts, observations, and methodological decisions were recorded in journal entries in memo format, and served as another data source for this study. Member checks served to validate the transcriptions. Interviews were audio-recorded, and transcribed into Microsoft Word. Data management included an inductive on-going data analysis process that began with the first interview, and used constant comparison of thematic concepts until the final theory emerged. After determining theoretical saturation from North American participants, sampling transitioned via researcher fieldwork, for face-toface interviews with individuals from inside Ghana (n=6) experienced in partnering with outsiders for nursing education. Data collection used theoretical sampling via telephone interviews for individuals from North America (n=10) experienced as partners for nursing education in Ghana. In addition to first-hand experience with the phenomenon of interest, inclusion criteria specified the ability to speak and converse in English, and a minimum age of 18. Purposive sampling identified individuals from North America and Ghana who were experienced in the role preparation processes of outside nurse educators partnering in Ghana. Ghana, Africa, was specified as the unfamiliar setting and context for this study. The purpose of this research was to generate a grounded theory to guide aspiring nursing faculty in developing the necessary knowledge base to fulfill the nurse educator role in an unfamiliar setting. Individuals new to the field need access to existing expertise and tacit knowledge. Much of the existing knowledge base is contained within institutional or organizational confines. There is a gap in evidence to guide individuals as they prepare for a nursing education partnership in an unfamiliar setting.