Phenomenological Research Study Research Articles

IVisit-Collaborate: Collaborative problem-solving in multiuser 360-degree panoramic site visits

Collaborative problem-solving skills are required from learners in the 21st century, particularly in construction graduates upon entering the workforce. However, challenges associated with spatiotemporal contexts of construction sites and resource limitations of educational programs reduce the opportunities available for students to practice these skills. This study focuses on using 360-degree panoramic virtual environments enhanced with virtual humans to produce realistic site visits for practicing collaborative problem-solving opportunities (iVisit-Collaborate). The goal of this phenomenological research study is to understand the collaborative problem-solving process of student dyads within iVisit-Collaborate. The findings suggest that student collaborative behaviors did not directly result in successful problem-solving. A hierarchical relationship between student problem-solving and collaborative behaviors was observed, indicating that problem-solving behaviors must take place to enable the occurrence of collaborative behaviors. Moreover, it was also observed that instructor scaffolding helped reduce the degrees of freedom in complex problem-solving activities. Finally, it was observed that student discussion engagement supported the creation and maintenance of shared mental models.

The promotion of self-directed learning in Pre-school: Reflection on teachers' professional practice

A learning environment that offers the opportunity for the child to explore the world, express him/herself and use everyday life as a learning experience forms the basis for a child’s self-directed learning. This research’s objective is to discover the determining factors of the child's self-directed learning, revealing the challenges faced by the teachers in organizing self-directed learning process. This is a phenomenological research study, designed as a mixed sequential qualitative and quantitative study, which implies a qualitative processing of the initial data. 150 teachers from different regions and cities of Latvia completed the survey. The interviews were conducted with seven participants. In this study, 50 self-assessments of pre-school teachers were analysed focusing on the quality of their professional activity. We discovered a shift in teachers' understanding of their professional pedagogical activity, its content and implementation methods related to metacognitive abilities, in order to effectively plan, organize and evaluate their pedagogical strategies. Keywords: pre-school; child's self-directed learning; teaching.

Sustained Recovery From Crystal Meth Use: A Consensual Qualitative Research Study

Long‐term recovery from crystal methamphetamine (CM) use has yet to be well researched in the counseling literature. This article presents results of a phenomenological consensual qualitative research study focused on the lived experiences of individuals in recovery from CM use.

Teaching in a Polarized Islamic Society: A Phenomenological Study of the Christian School Teachers in the Gujrat City

The Islamic Republic of Pakistan is also home to other religious minorities. Since Independence, these minorities have played a significant role in serving the nation through different professions, and teaching is one of them. Yet, there is a growing concern regarding how well and respectfully they are accommodated in a Muslim majority society. This phenomenological research study explores the perspectives of Christian teachers concerning their difficulties in dealing with students and parents of different religions and their support needs. Ten teachers were purposively selected for semi-structured interviews. Content analysis revealed that although most teachers were satisfied with working conditions and the behaviors of students and parents with them, few of them highlighted the issues of forced conversion to Islam and usage of derogatory language. Teachers also suggested that there is a need to change the mindset of the people through education, and the government should provide more opportunities to minorities.

I can't believe they are dead. Death and mourning in the absence of goodbyes during the COVID-19 pandemic.

The circumstances surrounding the deaths during the COVID‐19 pandemic and the subsequent mourning process transpired in completely atypical conditions. This study analyses the experience of losing a loved one without traditional, culture‐specific rituals for saying goodbye, explores the different factors affecting the onset of mourning by family members and studies the existence of complicating risk factors associated with grief from this distinct type of loss. A qualitative, phenomenological and interpretive research study was undertaken through in‐depth interviews of 48 informants, key and general, in the autonomous Community of Madrid. The interviews were conducted between July and November of 2020 and were followed by an interpretive categorical qualitative analysis. The principal results include (a) the finding that deaths caused by the pandemic are, due to their characteristics, a complicating factor for bereavement, (b) evidence that the professionals who supported these deaths with a holistic approach, facilitating the process for the family members, have been a determining factor in enabling the beginning of the mourning process and reducing anguish for the family members and (c) the conclusion that a need exists for a resignification of the funeral rite. Finally, before future crises, it is recommended that access protocols be developed for relatives, including methods that permit them to say goodbye to their loved ones, no matter the situation.

"I haven't had the fun that is portrayed": First-year student expectations and experiences of starting at university

Prospective students have both expectations and anxieties about what their imminent university experiences might entail. In this study, we compare first-year students' expectations with their experiences of being included and excluded while settling into university life. Our participants in this qualitative phenomenological research study were 322 first-year students. We use insights from social and pedagogic inclusion to critique Tinto's (1983) model of the transition of students from schooling to higher education settings. The findings indicate that participants experienced mastery of knowledge, procedures, and structures of the institution as a point of exclusion almost 8% more than they expected. The participants also experienced personal disposition and relationships to be a point of exclusion 24% less than they expected. We recommend that university orientation programmes place more focus on the academic expectations of university since this was an aspect on which participants did not focus much. In addition, these findings also have implications for how universities conceptualise and implement the move to online learning which is often viewed as the solution to increasing access to higher education.

Nursing students first experience on high fidelity simulation: A phenomenological research study

Aim/objectiveThis study aimed to explore the perceptions of nursing students towards their first experience with high-fidelity simulation (HFS) in a Spanish university. BackgroundSimulation experiences are becoming more popular in nursing education, allowing students to practice clinical skills before encountering actual patients. MethodsA phenomenological approach was used. Sixteen in-depth, semi-structured, qualitative one-on-one interviews were conducted among second-year undergraduate nursing students who had completed a scheduled HFS training program. The interview transcripts were analyzed using Colaizzi's phenomenological method. ResultsFour themes were identified: “Learning through simulation”; “Acting like a nurse instead of being a student”; “Facilitators and barriers of learning”; and “Transition from simulation to reality.” ConclusionThis study provides support for including high-fidelity simulation programs in the nursing curricula to enhance student preparedness for clinical placements.

Designing interview guides on stress and coping related to parenting pre-teen children: an example from a hermeneutic phenomenological study.

AimsTo develop a semi‐structured interview guide on stress and coping related to parenting pre‐teen children for a hermeneutic phenomenological research study.DesignHermeneutic phenomenological research approach which describes the development of an interview guide with semi‐structured questions.MethodsOvid MEDLINE, CIHAHL, ERIC, SCOPUS, Web of Science, JSTOR, Education Source, PsyINFO and ProQuest were searched to identify possible interview guides with questions related to stress and coping. The literature was searched in 2019 and included manuscripts from 1970–2019. An initial interview guide was constructed. Mock interviews were used to confirm the rigour of the guide.ResultsThe final outcome was a semi‐structured interview guide on stress and coping related to parenting pre‐teen children.ConclusionThe development of this semi‐structured interview guide is relevant to hermeneutic phenomenological researchers who are interested in discovering how personal background meanings and interpersonal concerns shape parents’ day‐to‐day stress appraisals and coping with parenting pre‐teen children.

Self-confrontation: a gateway towards the understanding of english teachers’ pedagogical practice

This reflection article shows preliminary advances of a hermeneutic phenomenological research study which followed the instrumental case study methodology within a qualitative approach. The participants were four in-service English teachers from three public schools, and one concession school in Bogotá, Colombia. Nevertheless, this article only includes data obtained from one of the participants (M1). The purpose of the current study was to unveil what knowledges emerged from the reflection on action of the participants’ practices through self-confrontation. Data gathering instruments included a semi-structured and a focus group interviews, self-confrontation video recording transcripts and field notes. The thematic analysis was used to interpret data. The initial findings from M1 evinced that she reflected on her practices by relying on her empirical, experiential, and reflective knowledge.

The Role of Trust in Doctoral Student – Supervisor Relationships in Canadian Universities: The Students’ Lived Experiences and Perspectives

Doctoral students’ success depends on the effectiveness of supervisory relationships with their supervisors. Research shows that trust is integral for successful workplace relationships as it can enhance well-being and performance. In this article, drawing the data from a larger phenomenological research study, we examined the nature of trust in the doctoral supervision context along with its impact on the doctoral students’ well-being and performance. Data analysis of the doctoral students’ responses revealed several key factors that position trust as an important and necessary component within the doctoral supervision context for maintaining students’ well-being and enhancing their performance.

Dental hygiene faculty perspectives on thesis advising in graduate education.

There is little research regarding dental hygiene faculty perspectives on advising graduate students through the thesis process. This study explored dental hygiene faculty's experiences when advising DH graduate students through the thesis process and understanding their perspectives on the factors impacting completion of the thesis. This qualitative phenomenological research study utilized virtual focus groups with a purposive sample of graduate DH thesis advisors (n=18) from institutions with a thesis-based Master of Science degree. A deductive analysis method was implemented based on six main topics (advisor's roles, advisor expectations of advisee, advisee challenges, student support strategies, institutional polices and resources, and academic workload and benefits of the advisor role) in the literature using qualitative analysis software. Main emergent themes included being a co-investigator and supervisor of the advisee research process; expectations of advisee to respect the advisor's time and effort; expectation advisee understand the demands of a thesis; advisees challenges included self-doubt and balancing of responsibilities; need to develop the advisor/advisee relationship and trust with advisee; and university policies and the availability of resources impact on the thesis completion. Dental Hygiene thesis advisors reported incorporation of many strategies to execute their role. The thesis process is unique to every student; however, the advisor's comprehensive problem-solving skills and the student's perseverance collectively facilitate the completion of the thesis. Institutional policies, other resources, and the increase in workload are potential barriers for Dental Hygiene thesis advisors and require advocating on behalf of their advisee for on-time thesis completion.

Understanding the experience of nursing students' internship at a palliative care unit: A phenomenological research study

BackgroundPalliative care is characterised as a holistic, interdisciplinary and humanised approach to care. It transcends the traditional bio-medical perspective in health through a bio-psycho-social and spiritual approach. Holistic point of view in palliative care is essential, and needs to be consistently hi-lighted to nursing students to improve end of life care. ObjectiveTo describe nursing students' experience in a palliative care unit in Santiago, Chile. DesignA qualitative phenomenological study utilising purposive sampling of 10 nursing students from a Chilean university was undertaken, who completed their final year in a palliative care unit between 2017 and 2019. MethodsData were collected using in-depth interviews, which were conducted, recorded, transcribed and analysed according to Streubert-Carpenter method. This study was approved by the Ethics Committee of Universidad de los Andes, Chile. ResultsThree main themes were identified in the data with their consequent units of meaning; these were experiences from all participants. The first theme identified was the diverse learning experiences students had. Topics included were: spirituality, dignity, teamworking and communication with the patient and family. They also identified personal growth. The second theme was living through the experience of difficult times; this included how they dealt facing death and how they found meaning on this. Also, patient loneliness, abandonment and the impact of shortage of human and material resources. The final theme was recognising that touching patients is often the essence of nursing and is paramount in palliative care. ConclusionsCompleting a placement in a palliative care unit contributes to student nurses' personal and professional development. It provides multiple tools related to the care of terminally-ill patients and their families. It is recommended to undergraduate nurses have the opportunity to experience palliative care throughout curriculum and that they learn to embed theory to practice.

Understanding the Experiences of African American Nursing Students.

Although African Americans represent the largest racial minority group, their nursing program success rates are lower. Understanding circumstances that lead to nursing school success may facilitate changes in educational practices that increase graduation among African American students. A qualitative, phenomenological research study of 11 African Americans was used to understand their experiences as nursing students. Data were collected through an interview process, and Colaizzi's analysis methods and synthesis of themes were used. Four themes were identified: Resolve to Succeed, Ineffective Education Models, A Need for Support of the College Experience, and Finding African American Mentors. Enhanced student connections via racial minority mentors and revised teaching pedagogies, including integration of classroom and clinical learning and use of case studies and simulation, may foster retention in nursing education and promote graduation. Increasing the number of practicing African American nurses may improve the care experience for African Americans. [J Nurs Educ. 2021;60(3):150-154.].

Educational Experiences of Adolescent Mothers while Studying College in the Philippines

Adolescent pregnancy is a significant societal issue that results in lost opportunities for teenage girls in both developed and developing countries. This phenomenological research study explored the lived experience of adolescent mothers during their college years. Eight participants were asked, via unstructured interview, to share their experiences as college students in the midst of pregnancy. Data was analyzed using Collaizi’s method, while member checks and expert audits of interview outputs were done to ensure trustworthiness. Results show that the participants went through several stages in their plight: they faced the complexities of adolescent pregnancy alongside college education; dealt with life and educational conflicts; appreciated the importance of education; found the resolve to carry on for their child; and dreamt of a better future for their families. These findings were clustered into themes and related to Parson’s Adaptation, Goal Attainment, Integration, and Latency theory, as adolescent pregnancy paved the way for teenagers to assimilate society’s expectations of responsible adulthood. Consistent with academic literature, the participants’ experiences show that adolescent mothers are vulnerable in the education setting, and need proper guidance to achieve their full potential. This research can serve as groundwork for initiating several educational reforms. A multicomponent intervention program was developed that is rooted in school and community partnerships.

A Phenomenological Study: Student Nurses' Perceptions of Care of the Dying in a Hospice-Based Facility.

Despite emerging evidence of increased death education in nursing curricula, research suggests the graduate nurse is unprepared to effectively communicate and manage the array of symptoms experienced by the dying patient. This qualitative phenomenological research study's intent was to explore the impact of clinical experience in a community-based free-standing hospice facility as an effective pedagogical strategy for preparing student nurses to care for patients and families at the end of life (EOL). The researchers used descriptive phenomenology rooted in Husserl's philosophy. The qualitative data source included semistructured individual interviews. Convenience sampling yielded 10 senior-level nursing students in a community health nursing course. The analysis yielded 6 major themes: (1) fear of witnessing death, (2) contrasting care priorities in a hospice-dedicated versus acute care setting, (3) value of storytelling from hospice team members, (4) unprepared for EOL conversations, (5) guidance and support, and (6) benefit of hospice-dedicated experiential learning. The findings of this study support the use of expert hospice team members to guide and mentor students. Didactic and video-enhanced education, storytelling, preparation in EOL conversations, and experiential learning seem essential to familiarize students with EOL care and improve perceptions about caring for patients and their families.

Assessing leaders’ power limits over followers

Purpose The purpose of this paper is to review research, especially that of John Gaski, that suggests there are limits to the power a leader has over followers, based on how much power followers will accept. Design/methodology/approach By first reviewing the existing literature on power, leader–follower attachment, leader–follower distance and followership, an exploration of John Gaski’s (1984) Volume of Power, are challenged. This is accomplished through execution of a phenomenological qualitative research study. Findings Survey responses identified 61 themes that were then pared down to six resulting themes, each including positive and negative words (tones) implying variances in responses to leaders. From this, two latent codes emerge: transformational leadership approach; and follower response. Research limitations/implications The author determined that power acceptance by followers is not symmetric as exhibited by the willingness to follow a leader in one area but not fully in another area leading to a volume of power that is not a symmetric cube. Practical implications The results can provide organizations with insights into individually directed training and education focusing on leader–follower relationships, courageous followership and transformational approaches to leadership. Originality/value This research builds on John Gaski’s work regarding follower responses to power. This research presented in this paper supports the hypothesis that follower’s responses are not symmetric.

Profoundly Changed: The Homecoming of Veterans from Iraq and Afghanistan

This phenomenological research study, conducted from 2017 to 2018, rigorously and methodologically investigated Iraq and Afghanistan (OIF/OEF) veterans’ first-person accounts of their experiences of profound change after war. This study explored the existential themes of homecoming, betrayal, grief, guilt, meaning, and truth-telling through the lens of OIF/OEF veterans. This existential investigation built on the methods of Husserl’s phenomenology, which explored human consciousness, and Heidegger and others, who deepened the phenomenological exploration to address the question of human existence. Key to the investigation of human phenomena is allowing the core encounter to emerge through rich, authentic description. In this study, OIF/OEF veterans described an experience in which they recognized that they had been profoundly changed by war. In-person interviews were recorded and transcribed. Data was analyzed using Colaizzi’s (1978) seven-step approach. The findings highlighted how profound change after war was a matrix of psychological and spiritual expansion for both the individuals and their communities. The fundamental structure of this phenomenon had three essential facets. First, experience, awareness, and impact collectively constituted one another in a circle of influence. Second, a before-deployment self stood in stark contrast to an expanded after-deployment self. Finally, profound change was enduring and had wide-sweeping implications throughout many levels of each veteran’s life. Psychological-spiritual growth may result in symptomatic behaviors that are easily attributed to psychological disorders. These results also illuminate the need for social support at the community level as well as the need for veterans to cultivate self-awareness as part of the transition process.

Four aspects of spiritual care: a phenomenological action research study on practicing and improving spiritual care at two Danish hospices.

Background:In Denmark and internationally, there has been an increased focus on strengthening palliative care by enhancing spiritual care. Dying patients, however, do not experience their spiritual needs being adequately met.Methods:Through an action research study design with four consecutive stages, namely, observation in practice, reflection-on-praxis, action-in-praxis, and evaluation of the action research process involving patients and hospice staff from two hospices in Denmark, two research questions were explored: (1) How do patients and staff perceive, feel, live, practice, and understand spiritual care at hospice? and (2) How can spiritual care be improved in hospice practice? The data material presented comprised 12 individual interviews with patients and nine focus group interviews with the staff.Results:We found four aspects of spiritual care through which patients and staff seemed to perceive, feel, live, practice, and understand spiritual care at hospice, and from where spiritual care may be improved in hospice practice. These aspects constituted four themes: (1) relational, (2) individualistic, (3) embodied, and (4) verbal aspects of spiritual care.Conclusion:Staff realized immanent limitations of individual aspects of spiritual care but learned to trust that their relational abilities could improve spiritual care. Embodied aspects seemed to open for verbal aspects of spiritual care, but staff were reluctant to initiative verbal dialogue. They would bodily sense values about preserving patients’ boundaries in ways that seemed to hinder verbal aspects of spiritual care. During action-in-praxis, however, staff realized that they might have to initiate spiritual conversation in order to care for patients’ spiritual needs.

Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional.

Black Women in Higher Education Leadership: a Phenomenological Research Study Examining their Utilization of Cross-Race and Cross-Gender Mentorship

Black Women in Higher Education Leadership: a Phenomenological Research Study Examining their Utilization of Cross-Race and Cross-Gender Mentorship