Interpretive research aims at extract~g and attempting to make sense of emotions, experiences, thoughts and social situations (Durrheim, 1999). Thus, an inductive approach towards data collection was seen as most the appropriate technique because it allows for subjective views to emerge. The study attempted to achieve this through the medium of conducting in-depth, semi- structured individual interviews.
As already mentioned, each of the individual interviews was conducted with health science students from the Westville campus ofthe University of KwaZulu-Natal. Permission was accessed to utilise the students from the relevant authorities from their specific departments with written documentation (see Appendix 2) as well as meeting with the authorities to explain the value of this research. Once permission was granted for the use of the students, access was gained to the students through attending their classes and requesting for volunteers while explaining the nature of the study. This method proved successful in that students volunteered their time to participate in the interviews. Once the author met with the volurteers and ensured that they were representative of the sample wh£h was intended to be interviewed, a convenient time for the individual students to meet for their interviews was discussed and agreed upon. Such a strategy is recommended by Henning, van Rensburg and Smit (2004).
3.3.1 Individual interviews
Due to this study attempting to extract a better understanding of what informs health science students' perceived vulnerability towards HIV infection, one-on-one in-depth interviews served as a useful tool in gathering such information. The very defInition of an individual interview outlines the intention of collecting perceptions of individuals within a specified area of focus (Strydom, Fouche & Delport, 2002). In-depth interviews are aimed at the interviewee and interviewer working together to attain a shared understanding of the topic under review (Ulin et aI., 2002). When conducting such interviews, the interviewer requires sensitivity and menta~
agility. The six interviews that were conducted provided the study with a rich primary source of data that was subsequently analysed. It was the intention ofthis study to use the information gathered during the interviews to add to the compounding evidence that has been cited in the literature review about other studies focusing on similar elements of research. During the interviews the participants contributed viewpoints through in-depth conversation around specifIc topics. Through the processes of the interviews, an attempt was made to encourage partcipants to disclose their real and honest feelings about the issues at hand (Krueger & Casey, :DOO; as cited in Strydom, Fouche & Delport).
The interview followed a semi-structured plan (Appendix 3) based on the information gathered from the literature review. The nature of the structure depended on the level of what the
participants voluntarily contribute towards the dialogue. It was stipUlated by the interviewer that the interview session would maximally last 1 hour but may be shorter depending on their
contributions. The interviews were based on the following plan:
1. Introduction and welcome
The students were welcomed to the session and it was stipulated that the interview would last for approximately 45 minutes to an hour. The interviewer thanked the participant for offering their time and told them that their input during the session would be most valuable to the outcome of the study. The interviewer introduced herself and explained that conducting this interview as part of the research is a partial requirement for the fulfIlment of qualifying as a clinical psychologist.
2. Explanation
The interviews were aimed at being in depth and semi-structured, therefore there was no intention to guide the participants' thoughts, but rather to give them only a vel)' brief defInition of the topic and allow them, to the greatest extent possible, to explore the issues at their own will. It was explained that through the method of these interviews and in conjunction with the research already documented, the study will attempt to elicit the participants' individual perceived
vulnerability towards contracting HIV / AIDS. The interview began with asking them about their professions and if they have direct physical contact with their patients. As conversation
developed, the interviewer encouraged the participants to think abouttheir daily social and occupational risks in relation to their perceived vulnerability towards contracting HIV. Ulin et aI., (2002) suggest that this encourages conversational competence in that the interviewer gives the participants the sense that their opinions and thoughts are valuable and appreciated. Asthe conversation developed through the session, the interviewer reflected back and probed around pertinent points to encourage further exploration. These are some of the following topics that have been extracted from current literature as possibly being pertinent contributing factors in influencing health science students' perceived vulnerability to contracting HIV:
• Differing perceptions towards the threat of you contracting HIV based on underlying beliefs, attitudes and assumptions
• Differing perceptions of risk in contracting HIV in occupational or social settings
• Attitudes towards needlestick injuries
• Attitudes toward percutaneous infection
• Attitudes and beliefs around multiple sexual partners/risky sexual behaviour and the possible correlation to contracting HIV
• Attitudes or beliefs informing condom usage
• Possible differences between men and women and their sexual practice/sexuality
• Availability of birth control and legalisation of abortion possibly playing a role in sexual practice choices
• Differing attitudes and evaluations towards unwanted pregnancies and contracting HIV or STDs
• Substance abuse possibly playing a role in the transmission ofHIV
• Personality type possibly playing a role in vulnerability towards contracting
mv
• Appraisals of the methods used when communicating about
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I AIDSThe interviewer probed, where appropriate, around the interviewees' thoughts and feelings on the origin, the spread and their personal risk of contracting HIV I AIDS. The interviewer explored these areas with the intention of gaining a broader understanding with regards to the sample of health science students' construction of HI VI AIDS within both their social and occupational settings. The above list was in no way exhaustive and reference was only made to itin an attempt to stimulate conversation with participants. Ideally, the participants suggested their own perceptions and the interviewer did very little guiding ofthe dialogue.
3. Instructions
Once the participants had a general idea as to the topic that was going to be discussed, the pra:ess of what constitutes an in-depth and semi-structured interview was briefly explained as well as what they could expect to happen during the session. This was done with the intention of putting the participant at ease. It was explained that ultimately, the aim of the interview was for the participant to talk openly and freely about their different feelings and thouwts on the
abovementioned topic (Strydom, Fouche & Delport, 2002). It was explained that there were no right or wrong answers and that there was no intention to fmd an answer or conclusion about this topic; a rich conversation of opinions and ideas would be much more beneficial for the nature of this study. Individuals were encouraged to relax and offer any opinions, ideas or thoughts that they deemed as pertinent to the topic. The role of the interviewer was described to the
participants, explaining that the interviewer ensures the conversation remains under the umbrella of the relevant research topic and hence, the interviewer guides the conversationaccordingly.
The participants were informed that the interview would be tape-recorded for the purpose of transcribing and then eliciting themes that emerged as a result of coding specific points covered during the interview.
Strydom, Fouche & Delport (2002) suggest that the intention of the individual interviews is to collect perceptions of individuals with a specified area of focus. The author allowed the
participants to guide the conversation to an extent, keeping in mind the information that has been
offered from the literature review. An exploratory approach was therefore used as a means of understanding the participants' experiences with regards to the topic at hand.
4. Informed consent
Once the essence of the study was explained to the participants, it wa; ensured that the students gave their written informed consent (see Appendix 1) to take part as a research participant (Henning, van Rensburg & Smit, 2004). The participants receiving informed consent were guaranteed anonymity through the information that was given to them about the study and the nature of the interview prior to the session commenci~ (as explained above). They were
informed that they may withdraw from the process at any time should they feel the need to do so.
The students were also notified that the interviews were going to be audio tap~recorded for the purpose of transcribing and analysing the information mentioned during the session. It was explained that the collected information will not be attached to any of the names of the participants and thus, their anonymity will remain intact at all times.