Engaging in a research interview: lifeworld-based learning through dialogue

ABSTRACT

Despite the common use of qualitative in-depth interviews in healthcare research, little empirical research exists on how dialogues about personal and sensitive topics affect the interviewees. This study aims to describe the meaning of participating in lifeworld-based research interviews conducted in a healthcare context experienced from the patients’ perspective. The study has a hermeneutic-phenomenological approach. Eleven persons with severe obesity were purposefully recruited for repeated individual interviews about physical activity and lifestyle changes and asked about their experiences of being interviewed. The data underwent a hermeneutic text interpretation and a data-driven coding focusing on meaning. Ethical approvals were received. One main theme emerged: ‘Lifeworld reflections are facilitated through the relationship with the researcher based on the sub-themes: ‘Being interviewed is an occasion to stop, think and unfold one’s narrative’, ‘Gaining insight can facilitate action and emotions’ and ‘It requires willingness to leave one’s comfort zone’. Our conclusions are that a person’s lifeworld experiences are important for being reflective, which can be both rewarding and hurtful for the interviewee. The research interview holds numerous ethical aspects, which must be considered to ensure the wellbeing of the interviewee.

KEYWORDS:

• Experience
• lifeworld
• interview
• qualitative study
• reflection
• identity

Acknowledgments

We thank all the participants who contributed to this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Bente Skovsby Toft

Bente Skovsby Toft, PhD, PT, BSc. in Sports Sciences, master's degree in Health and Humanities Studies. Bente has years of clinical experience with lifestyle intervention and patient education. Her research explores patients' perspectives and lifeworld experiences of wellbeing within processes of change.

Elisabeth Lindberg

Elisabeth Lindberg, PhD, RN, Docent, Director of Studies, Senior Lecturer at the Faculty of Caring Science, Work Life and Social Welfare Department of Caring Science. Elisabeth has many years of experience teaching caring science at all educational levels. Her research explores lifeworld-led caring and learning in educational and healthcare contexts, and existential dimensions in relation to human life.

Ulrica Hörberg

Ulrica Hörberg, PhD, RN, Professor at the Department of Health and Caring Sciences, Faculty of Health and Life Sciences, University of Linnæus, Sweden where she leads the research group Lifeworld-led Health, Caring and Learning (HCL). She is also the director of studies for the PhD programme in Caring. Ulrica teaches caring science theory and method at all educational levels. Her research explores caring and learning in educational and healthcare contexts, in addition to psychiatric and forensic psychiatric care.