a number of sub-themes, for example context had culture, department, society, registered nurses for service, change and clinical practice as sub-themes. During round two of the thematic narrative analysis process I analysed each interview with a list of the major themes and sub-themes from round one to hand (Code-Filter: All document from ATLAS.ti). During this process new major themes and sub-themes were created, for example, teaching became a major theme in which challenges, expertise, less important than research, more visible, reduced class contact time, skills and with other disciplines were sub-themes. In addition, some of the narrative text was recoded from one theme to another. For round three of the narrative analysis process I printed off a codes-quotations list from ATLAS.ti. This document contained all the codes (themes) created during rounds one and two of the narrative analysis process with their associated narrative from the focus group and individual interviews. I reviewed each code and its associated narrative. Through this process the major themes and their associated sub-themes were refined and renamed and some of the narrative text was coded to a different theme. The major themes emerging from the data are change (Table 2), clinical practice, communities of practice, context, identity, nursing, role and teaching. Within each of these themes a number of sub-themes have been created. A list of all the themes and sub-themes is provided in Appendix 5. Major Theme Sub-Themes Change Future Role HSE Organisational Change: Department, Institute, Programmes Personal Role Society Students Table 2: Major theme and associated sub-themes. ‘change’
a number of sub-themes, for example context had culture, department, society, registered nurses for service, change and clinical practice as sub-themes. During round two of the thematic narrative analysis process I analysed each interview with a list of the major themes and sub-themes from round one to hand (Code-Filter: All document from ATLAS.ti). During this process new major themes and sub-themes were created, for example, teaching became a major theme in which challenges, expertise, less important than research, more visible, reduced class contact time, skills and with other disciplines were sub-themes. In addition, some of the narrative text was recoded from one theme to another. For round three of the narrative analysis process I printed off a codes-quotations list from ATLAS.ti. This document contained all the codes (themes) created during rounds one and two of the narrative analysis process with their associated narrative from the focus group and individual interviews. I reviewed each code and its associated narrative. Through this process the major themes and their associated sub-themes were refined and renamed and some of the narrative text was coded to a different theme. The major themes emerging from the data are change (Table 2), clinical practice, communities of practice, context, identity, nursing, role and teaching. Within each of these themes a number of sub-themes have been created. A list of all the themes and sub-themes is provided in Appendix 5. Major Theme Sub-Themes Change Future Role HSE Organisational Change: Department, Institute, Programmes Personal Role Society Students Table 2: Major theme ‘change’ and associated sub-themes.