The Meaning and Effects of Educational Change: A Phenomenological Study Exploring the Meaning and Effects of the Recent Educational Changes in Irish Nurse Education From the Perspective of Managers and Teachers

2.50
Hdl Handle:
http://hdl.handle.net/10755/151657
Type:
Presentation
Title:
The Meaning and Effects of Educational Change: A Phenomenological Study Exploring the Meaning and Effects of the Recent Educational Changes in Irish Nurse Education From the Perspective of Managers and Teachers
Abstract:
The Meaning and Effects of Educational Change: A Phenomenological Study Exploring the Meaning and Effects of the Recent Educational Changes in Irish Nurse Education From the Perspective of Managers and Teachers
Conference Sponsor:Sigma Theta Tau International
Conference Year:2004
Conference Date:July 22-24, 2004
Author:Hodson, Mary, RGN, EdD, MA, BSc
P.I. Institution Name:North Western Health Board , Republic of Ireland
Title:Director
Co-Authors:Moya Comer, RGN, BNS, MSc
Objective: This paper will present the findings of a recently completed Doctoral study which explored the meaning and effects of the recent changes in Irish nurse education on the working lives of managers and teachers. Design: A descriptive phenomenological methodology influenced by the works of Husserl, Heidegger and Schutz was adapted as a conceptual framework to underpin the study. Population: The total population of managers and teachers in one local context were invited to participate. These included- 9 nurse teachers from Health Service Schools of Nursing, 7 managers from College/University and 3 nurse managers from the Health Service. Variables studied: The research focused on the following key themes- the meaning and effects of the change, implementation, leadership, partnership and cultural issues. Method: The data was gathered by individual interviews with the managers and focus group interviews with the teachers utilising an interview topic guide. Analysis: The data was analysed using Colaizzi’s (1978) framework for phenomenological data analysis. This yielded 20 themes on the managers’ experiences of the changes and 19 themes illuminating the teachers’ experiences of the changes. The emerging themes were confirmed and validated through respondent validation and by a dissertation committee. Findings: The findings suggest that managers and teachers found the change to be a major challenge and upheaval. The speed of implementation did not allow time for debate on the effects of the changes on the working lives and careers of managers and teachers. Conclusion: The study concluded that we need to develop an alternative approach to the management of change, which gives consideration to the place of non-rational aspects of the change process. Implications: A major implication is that policy makers during times of major change need to pay greater attention to the personal and professional dilemmas faced by the implementers of large scale change.
Repository Posting Date:
26-Oct-2011
Date of Publication:
22-Jul-2004
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Meaning and Effects of Educational Change: A Phenomenological Study Exploring the Meaning and Effects of the Recent Educational Changes in Irish Nurse Education From the Perspective of Managers and Teachersen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151657-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Meaning and Effects of Educational Change: A Phenomenological Study Exploring the Meaning and Effects of the Recent Educational Changes in Irish Nurse Education From the Perspective of Managers and Teachers</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2004</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 22-24, 2004</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Hodson, Mary, RGN, EdD, MA, BSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">North Western Health Board , Republic of Ireland</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">mary.hodson@nwhb.ie</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Moya Comer, RGN, BNS, MSc</td></tr><tr><td colspan="2" class="item-abstract">Objective: This paper will present the findings of a recently completed Doctoral study which explored the meaning and effects of the recent changes in Irish nurse education on the working lives of managers and teachers. Design: A descriptive phenomenological methodology influenced by the works of Husserl, Heidegger and Schutz was adapted as a conceptual framework to underpin the study. Population: The total population of managers and teachers in one local context were invited to participate. These included- 9 nurse teachers from Health Service Schools of Nursing, 7 managers from College/University and 3 nurse managers from the Health Service. Variables studied: The research focused on the following key themes- the meaning and effects of the change, implementation, leadership, partnership and cultural issues. Method: The data was gathered by individual interviews with the managers and focus group interviews with the teachers utilising an interview topic guide. Analysis: The data was analysed using Colaizzi&rsquo;s (1978) framework for phenomenological data analysis. This yielded 20 themes on the managers&rsquo; experiences of the changes and 19 themes illuminating the teachers&rsquo; experiences of the changes. The emerging themes were confirmed and validated through respondent validation and by a dissertation committee. Findings: The findings suggest that managers and teachers found the change to be a major challenge and upheaval. The speed of implementation did not allow time for debate on the effects of the changes on the working lives and careers of managers and teachers. Conclusion: The study concluded that we need to develop an alternative approach to the management of change, which gives consideration to the place of non-rational aspects of the change process. Implications: A major implication is that policy makers during times of major change need to pay greater attention to the personal and professional dilemmas faced by the implementers of large scale change.</td></tr></table>en_GB
dc.date.available2011-10-26T11:09:22Z-
dc.date.issued2004-07-22en_GB
dc.date.accessioned2011-10-26T11:09:22Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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