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Part of: Synthesis digital library of engineering and computer science.

Includes bibliographical references (pages 107-118).

Preface / editors: Dominic Furniss, Rebecca Randell, Aisling Ann O'Kane, Svetlena Taneva, Helena Mentis, and Ann Blandford -- Acknowledgements --

1. Ethics, governance, and patient and public involvement in healthcare / Dominic Furniss, Rebecca Randell, Svetlena Taneva, Helena Mentis, Daniel Wolstenholme, Andy Dearden, Aisling Ann O'Kane, and Ann Blandford -- 1.1 What do I need to know about research ethics in healthcare? -- 1.1.1 The historical contexts that drive healthcare's ethical principles -- 1.1.2 Research governance in healthcare -- 1.2 How do I get research ethics approval? -- 1.2.1 The benefits of research ethics review -- 1.2.2 Frustrations caused by research ethics review: how long will it take? -- 1.2.3 Does my study need full ethical review and approval? -- 1.2.4 Experiences and lessons learned in handling research ethics approval in healthcare -- 1.3 How could patient and public involvement (PPI) help me? -- 1.3.1 Participation, engagement, and involvement -- 1.3.2 Involving patients, public, and practitioners -- 1.3.3 Involvement: when and how? -- 1.4 Summary --

2. Readying the researcher for fieldwork in healthcare / Heather Underwood, Ross Thomson, Anjum Chagpar, and Dominic Furniss -- 2.1 How can reflecting on my role and identity help my work? -- 2.1.1 What are your personal and researcher identities? -- 2.1.2 What are your roles and responsibilities in the research context? -- 2.1.3 Reflexivity: how does your perspective impact your research? -- 2.2 What emotional challenges will I face in fieldwork? -- 2.2.1 What is your personal level of emotional attachment or detachment? -- 2.2.2 Are you comfortable with blood, death, birth, illness, nudity small spaces, providing emotional support? -- 2.2.3 How do you handle conflict? -- 2.3 How do I stay safe when doing fieldwork? -- 2.3.1 What are the risks to your safety? -- 2.3.2 What are the risks to the participants' safety? -- 2.3.3 What are the health risks involved with a technology intervention? -- 2.4 Summary --

3. Establishing and maintaining relationships in healthcare fields / Svetlena Taneva, Aisling Ann O'Kane, Raj Ratwani, Brian Hilligoss, Anja Thieme, and Kristina Groth -- 3.1 What healthcare dynamics may affect my study? -- 3.1.1 What do I need to know about the dynamics within the varied mix of professions? -- 3.1.2 How do clinical specialities impact my research? -- 3.1.3 What is the role of hierarchies in healthcare? -- 3.1.4 What do I need to know about the broader context of healthcare? -- 3.1.5 What are the different types of clinical settings? -- 3.1.6 What is a hospital site like? -- 3.2 How do I negotiate access to the field? -- 3.2.1 How do I get my foot in the door? -- 3.2.2 Who could be a key study enabler for my research agenda? -- 3.3 How do I establish relationships with healthcare staff? -- 3.3.1 How do I make myself known in the intended study environment? -- 3.3.2 How do I present my study? -- 3.3.3 How do I recruit clinician participants? -- 3.4 How do I manage relationships with patients and caregivers? -- 3.4.1 How do I learn about target patient populations before starting my study? -- 3.4.2 How do I gain access to patients inside clinical settings? -- 3.4.3 How do I gain access to patients and caregivers outside clinical settings? -- 3.4.4 How do I maintain the relationship during data collection? -- 3.5 Summary --

4. Practicalities of data collection in healthcare fieldwork / Katherine Sellen, Aleksandra Sarcevic, Yunan Chen, Rebecca Randell, Xiaomu Zhou, Deborah Chan, and Atish Rajkomar -- 4.1 How might different perspectives on data affect my study? -- 4.2 What data collection techniques will help me answer my research questions? -- 4.2.1 What data collection methods can I use to understand practices, interactions, and behaviours? -- 4.2.2 What methods can I use to gather detailed data on interactions with technology? -- 4.3 What other sources of data should I be aware of? -- 4.3.1 Clinical data -- 4.3.2 Unexpected data -- 4.3.3 Remote data and other strategies -- 4.4 How much data should I collect? -- 4.4.1 Sampling strategies -- 4.4.2 Triangulation -- 4.5 Summary --

5. Healthcare intervention studies "in the wild" / Mads Frost, Cecily Morrison, Daniel Wolstenholme, and Andy Dearden -- 5.1 What should I think about when designing a study? -- 5.1.1 How do I define and refine my research aims? -- 5.1.2 What level of evidence is appropriate to your idea? -- 5.1.3 What other issues should I consider? -- 5.2 How do I navigate ethics and governance procedures for intervention studies? -- 5.2.1 How do I handle iteration and ethics? -- 5.2.2 What healthcare research terminology should I know? -- 5.3 How do I choose and access a healthcare setting? -- 5.3.1 How do I choose a research setting? -- 5.3.2 How can I negotiate access? -- 5.4 What should I consider when building and deploying technology in healthcare? -- 5.4.1 What functional and non-functional challenges should I be aware of? -- 5.4.2 How can I generate staff and patient buy-in? -- 5.4.3 How should I support an ongoing study? -- 5.4.4 How should I withdraw from a study? -- 5.5 Summary --

6. Impact of fieldwork in healthcare: understanding impact on researchers, research, practice, and beyond / Helena Mentis, Svetlena Taneva, Ann Blandford, Dominic Furniss, Raj Ratwani, Rebecca Randell, and Anjum Chagpar -- 6.1 Why is impact important? -- 6.2 When should I consider impact? -- 6.3 What types of impact are feasible? -- 6.3.1 Impacting researchers and practitioners -- 6.3.2 Impacting scientific knowledge -- 6.3.3 Impacting the design of technology -- 6.3.4 Impacting practice -- 6.3.5 Impacting society -- 6.3.6 Impacting the economy -- 6.4 How can we transfer the findings of fieldwork to achieve impact? -- 6.4.1 Writing for different audiences -- 6.4.2 Speaking with administrative decision makers -- 6.5 Summary -- 6.6 Conclusion --

References -- Biographies -- Fieldwork for healthcare: Volume 1.

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Conducting fieldwork for investigating technology use in healthcare is a challenging undertaking, and yet there is little in the way of community support and guidance for conducting these studies. There is a need for better knowledge sharing and resources to facilitate learning. This is the second of two volumes designed as a collective graduate guidebook for conducting fieldwork in healthcare. This volume brings together thematic chapters that draw out issues and lessons learned from practical experience. Researchers who have first-hand experience of conducting healthcare fieldwork collaborated to write these chapters. This volume contains insights, tips, and tricks from studies in clinical and non-clinical environments, from hospital to home. This volume starts with an introduction to the ethics and governance procedures a researcher might encounter when conducting fieldwork in this sensitive study area. Subsequent chapters address specific aspects of conducting situated healthcare research. Chapters on readying the researcher and relationships in the medical domain break down some of the complex social aspects of this type of research. They are followed by chapters on the practicalities of collecting data and implementing interventions, which focus on domain-specific issues that may arise. Finally, we close the volume by discussing the management of impact in healthcare fieldwork.

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