Table 2 Examples of the analysis process and overview of the themes and subthemes
Meaning units | Codes | Categories | Subthemes | Themes |
|---|---|---|---|---|
‘I feel enriched that I’ve been able to come and meet them at home. She’s shown me so much trust and we had a very good dialogue. It’s felt very special and I looked forward to our meetings’. | Engagement | Establishing a relationship | Getting personally involved | Developing a supportive relationship to facilitate the adjustment process following stroke |
‘You go to their homes and get to know them. You try to stop, but they get attached to you, you’re a person who’s been important in part of their life. One of them asked if we could be friends on Facebook. I found that difficult – without rejecting her. They can easily see you as more private than you are’. | Relationship | Interaction over time | Handling challenges | |
‘[I] feel I’ve gained even more experience in how to ask, ask the right questions to get a good dialogue, or get the patient to think’. | Precondition | Precondition for performing a role | Becoming confident in conducting dialogues | Developing professional skills in providing psychosocial support |
‘I thought of Antonovsky’s theory about a meaningful context, that it’s important to belong somewhere and feel a sense of coherence. There was one patient who said he saw no point in living and then I thought about health promotion and how I could find his resources’. | Foundation | Theoretical foundation | Integrating psychosocial topics |