S.TRUEMAN PhD THESIS 2016

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creating the social world/arena map(s) engages a researcher and keeps them motivated, in seeking to improve it and make it a better representation of a researcher’s interpretation of the data. ‘They set up ongoing interrogations of the self as analyst’ (p. 116); the researcher agrees. The researcher found that these three influences personally arose in the study. The researcher pursued deeper and more intense focus in the social world/arenas analysis on areas suggested by Clarke (2005): on the work of a particular [arena], on a technology an [arena] uses or produces and how it travels within and among [arenas], actions taken by particular [arenas] on particular issues, boundary construction processes between [arenas] by different [arenas] in the arena and discourses about them, discourses produced by a[n arena] or [arenas] within the [social world] and the [social world] wide discourses (which may also implicate other arenas). (p. 116) 6.7 Positional Maps To create positional maps of the remote nurse’s social world in delivering mental healthcare requires a focus on ‘positions’, ‘issues’ and ‘concerns’ adopted and/or understanding/explaining their absence in the data (Clarke, 2005). Rhetorically; [W]here do we see differences and where do we see agreements? [A]re these spoken or unspoken? [W]hat are the controversies in the situation? The investigative examination does not concern how the ‘positions’ are represented and situated from an etic perspective or lens but with the deeper level of analysis of ‘situated positions’ (Clarke, 2005, p. 127). ‘Positions on positional maps are positions in discourses’ (Clarke, 2005, p. 126), yet it is not the actual positions which is the focus but the map itself (Clarke, 2005). All the positions of complexities, messiness and contradictions in the world/arenas of remote