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Phenomenological Exploration (phenomenological + exploration)
Selected AbstractsA phenomenological exploration of intellectual disability: nurse's experiences of managerial supportJOURNAL OF NURSING MANAGEMENT, Issue 6 2010GERALDINE GALVIN MSc, RNID galvin g. & timmins f. (2010) Journal of Nursing Management 18, 726,735 A phenomenological exploration of intellectual disability: nurse's experiences of managerial support Aim, The present study aimed to explore Registered Nurse Intellectual Disabilities (RNIDs) experiences of managerial support. Background, The current work environment for RNIDs is undergoing immense change. These changes include the introduction of social care leaders and care staff to care for people with an intellectual disability (ID) and community-based approaches to care. This has led to ambiguity and marginalization for RNIDs thus requiring them to re-establish their role boundaries. Support is thus required, through this change process, with managers required to lead and support RNIDs through this process. Methods, A Heideggerian constructivist phenomenological approach was used. Findings, Four overarching themes emerged from the data: The Professional Role of the Clinical Nurse Manager (CNM), Leadership Role of the CNM, Personal Supports and the Effects of CNM support. Conclusion, The themes found in this research study correlate with findings of other research studies on nurses' experiences of managerial support in various nurse settings. Implications for nursing management, The findings of this research study will illuminate and create an understanding for nurses, nurse managers and ID services of what managerial supports are to this specific group of RNIDs working in this service for people with an ID. [source] A phenomenological exploration of the lived experience of mental health nurses who care for clients with enduring mental health problems who are parentsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 8 2010S. MADDOCKS mnurssci rn Accessible summary ,,Among people with mental health problems, those who are parents may not have their needs met, especially when receiving inpatient care. ,,There is little research regarding the needs of this group. ,,An integrated model of care is required. Abstract This paper is a report of a study to explore mental health nurses' lived experience of caring for adults with enduring mental health problems who are parents. With the advent of community care, more people with enduring mental health problems have contact with their families and are parents. Ultimately, rehabilitative strategies for parents with mental health problems are focused towards functioning effectively within their own family unit and hopefully enabling them to fulfil their parental role. Mental health nurses working with this client group have competing demands to reconcile. For example, advocating for client rights versus protecting the child and supporting the family. This phenomenological study took place within adult mental health services in the UK. Semi-structured interviews were conducted with six nurses. A thematic analysis was conducted on the data. Five themes were identified from the data: support, remaining impartial, addressing the specific needs of a client who is a parent, models of care and interagency communication. The findings suggest that neither a family-centred nor a person-centred approach to care completely meets the needs of this client group. An integrated model of care is proposed that applies person-centred and family-centred approaches in tandem. [source] Conversing with pedagogical agents: A phenomenological exploration of interacting with digital entitiesBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2008George Veletsianos In this paper, we examine the meaning of conversing with pedagogical agents. Previous research has focused on examining cause and effect relationships, failing to take into account the meaning of the experiences individuals have when holding a dialogue with conversational agents for educational purposes. To understand these experiences, we have conducted a phenomenological examination of what it means to converse with a pedagogical agent. In phenomenological terms, findings suggest the experience is complex, engrossing, virtual yet real, human-like, and social. Implications for the future design, implementation, and research of conversational agents in educational and other settings are discussed. [source] | ||||||||||