The lived experience of returning registered nurse students: A Heideggerian hermeneutical analysis (DISS)

2.50
Hdl Handle:
http://hdl.handle.net/10755/160854
Type:
Presentation
Title:
The lived experience of returning registered nurse students: A Heideggerian hermeneutical analysis (DISS)
Abstract:
The lived experience of returning registered nurse students: A Heideggerian hermeneutical analysis (DISS)
Conference Sponsor:Midwest Nursing Research Society
Conference Year:1991
Author:Rather, Marsha, PhD
P.I. Institution Name:University of Wisconsin-Madison, School of Nursing
Title:Clinical Assistant Professor
Contact Address:600 Highland Ave., Madison, WI, 53792, USA
Contact Telephone:608.263.5176
The purpose of this phenomenological study was to unveil common

meanings embedded in the lived experience of RNs returning to

school for their BSN. Returning RNs (RRNs) from 3 BSN programs

(n=l5) participated in extended, nonstructured interviews.

Interview transcripts were analyzed hermeneutically using

Heideggerian phenomenology as the philosophical background to

identify common meanings, relational themes across texts, and

constitutive patterns expressing relationships between themes.

The constitutive pattern Nursing As A Way Of Thinking emerged

as the major finding of the research. This pattern describes

transformations in their approaches to learning and how these

RRNs could not separate their nursing practice from their

learning; meaningful learning experiences were viewed through the

lens of nursing experience. Nursing had become a way of

thinking, not something one did; new understandings of the

nature of thinking, schooling, and nursing opened up because of

nursing experience. Two relational themes emerged: Schooling

For Oppression and Harbingers Of Entry Into Practice; these

describe how the contested ideology of professionalism within the

issue of continued education was used to prescribe the thoughts,

values, and behavior of the RNs.



Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe lived experience of returning registered nurse students: A Heideggerian hermeneutical analysis (DISS)en_GB
dc.identifier.urihttp://hdl.handle.net/10755/160854-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The lived experience of returning registered nurse students: A Heideggerian hermeneutical analysis (DISS)</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">1991</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Rather, Marsha, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Wisconsin-Madison, School of Nursing</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Clinical Assistant Professor</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">600 Highland Ave., Madison, WI, 53792, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">608.263.5176</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this phenomenological study was to unveil common<br/><br/>meanings embedded in the lived experience of RNs returning to<br/><br/>school for their BSN. Returning RNs (RRNs) from 3 BSN programs<br/><br/>(n=l5) participated in extended, nonstructured interviews.<br/><br/>Interview transcripts were analyzed hermeneutically using<br/><br/>Heideggerian phenomenology as the philosophical background to<br/><br/>identify common meanings, relational themes across texts, and<br/><br/>constitutive patterns expressing relationships between themes.<br/><br/>The constitutive pattern Nursing As A Way Of Thinking emerged<br/><br/>as the major finding of the research. This pattern describes<br/><br/>transformations in their approaches to learning and how these<br/><br/>RRNs could not separate their nursing practice from their<br/><br/>learning; meaningful learning experiences were viewed through the<br/><br/>lens of nursing experience. Nursing had become a way of<br/><br/>thinking, not something one did; new understandings of the<br/><br/>nature of thinking, schooling, and nursing opened up because of<br/><br/>nursing experience. Two relational themes emerged: Schooling<br/><br/>For Oppression and Harbingers Of Entry Into Practice; these<br/><br/>describe how the contested ideology of professionalism within the<br/><br/>issue of continued education was used to prescribe the thoughts,<br/><br/>values, and behavior of the RNs.<br/><br/><br/><br/></td></tr></table>en_GB
dc.date.available2011-10-26T23:11:46Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:11:46Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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