This study, the third in a series of three, draws on a broader Norwegian research project exploring the phenomenon of support for young persons with mental health issues. The aim was to explore and explicate the sense of “nourishing communion”, as a somewhat neglected aspect of support. Fourteen Norwegian young adults, aged 18-25, were interviewed about their experiences of support. Data was analyzed using van Manen’s hermeneutic-phenomenological approach to open up possible meanings of how nourishing communion is concretely lived. Analysis (...) was supplemented by in-depth reflexive dialogues between the first and second author, which fostered a nourishing communion akin to the processes and dimensions of our phenomenon of interest. Findings highlight five intertwined existential themes: a) trusting the other to hold vulnerability safely; b) flourishing in mutual participation; c) acceptance in a felt togetherness; d) feeling found and received; and e) feeling an attuned resonance. The notion of “nourishing communion” as a significant but neglected element of support challenges current practice, suggesting the need for a different approach to collaboration with young persons and their networks. From the perspectives both of individual professional engagement and of policy making, there is a need for further exploration of how young persons might be supported to create and maintain a broader range of nourishing relationships. (shrink)

Phenomenological researchers generally agree that our central concern is to return to embodied, experiential meanings aiming for a fresh, complex, rich description of a phenomenon as it is concretely lived. Yet debates abound when it comes to deciding how best to carry out this phenomenological research in practice. Confusion about how to conduct appropriate phenomenological research makes our field difficult for novices to access. Six particular questions are contested: How tightly or loosely should we define what counts as "phenomenology" Should (...) we always aim to produce a general description of the phenomenon, or is idiographic analysis a legitimate aim? To what extent should interpretation be involved in our descriptions? Should we set aside or bring to the foreground researcher subjectivity? Should phenomenology be more science than art? Is phenomenology a modernist or postmodernist project, or neither? In this paper, I examine each of these areas of contention in the spirit of fostering dialogue, and promoting openness and clarity in phenomenological inquiry. (shrink)

The quality of phenomenological research in nursing has been a subject of long‐standing debate and critique, but conversation took a particularly contentious turn following publication of John Paley's 2017 Phenomenology as Qualitative Research (Routledge), which elicited strong reactions. Faculty in nursing doctoral programs now face a challenge: in light of current controversies, what can we teach that is appropriately labeled phenomenological, and is there a way to present philosophical concepts that might equip students to avoid the most egregious mistakes of (...) the past? In this article, I suggest that ordinary clinical nursing practice is an inherently phenomenological enterprise, and creative bedside insights belong at the center of our teaching, as they embody an everyday phenomenology which exemplifies core elements of the phenomenological method. Instead of following ever‐more‐precisely elaborated instructional manuals, I propose, our students should begin their studies of phenomenology by returning attention to the way creative insight emerges during routine care. Bedside insights have been rendered invisible by our discipline's valuing of technical proceduralism over artistry in research and by the turn to evidence‐based practice in clinical work, but they are a valuable pathway to learning and should be part of our response to the current crisis. (shrink)

The qualitative method of phenomenology provides a theoretical tool for educational research as it allows researchers to engage in flexible activities that can describe and help to understand complex phenomena, such as various aspects of human social experience. This article explains how to apply the framework of phenomenological qualitative analysis to educational research. The discussion within this article is relevant to those researchers interested in doing cross-cultural qualitative research and in adapting phenomenological investigations to understand students’ cross-cultural lived experiences in (...) different social educational contexts. (shrink)

The question of whether a proper phenomenological investigation and analysis requires one to perform the epoché and the reduction has not only been discussed within phenomenological philosophy. It is also very much a question that has been hotly debated within qualitative research. Amedeo Giorgi, in particular, has insisted that no scientific research can claim phenomenological status unless it is supported by some use of the epoché and reduction. Giorgi partially bases this claim on ideas found in Husserl’s writings on phenomenological (...) psychology. In the present paper, I discuss Husserl’s ideas and argue that while the epoché and the reduction are crucial for transcendental phenomenology, it is much more questionable whether they are also relevant for a non-philosophical application of phenomenology. (shrink)

In the last decade literature focused on a “less is more” approach has been primarily represented by clinical cases describing the excesses of an aggressive, redundant, non-personalized, and non-respectful medicine. Most of these articles focus on a “more is worse” approach and centre around the downstream negative consequences of medical overuse. Having identified a gap in the literature on the experience and practice of less, rather than the harms of excess, we carried out an exploratory qualitative study into how a (...) “less is more” approach works in practice. A hermeneutic phenomenological approach was adopted to allow us to examine the realm of lived experience as a valid data source and as a path from which to understand a “less is more” approach “from the bedside.” A Phenomenology of Practice was chosen as a more specific frame for this research because of its added focus on action and practical application in professional settings. Seventy stories written by physicians, patients, nurses, caregivers, and other health professionals have been received and analysed. These stories were gathered as part of a project called “Slow Stories” which aimed to collect clinical cases that have been positively resolved by adopting a “less is more” approach to patient care. After having conducted an in-depth analysis, separately and as a group, the researchers identified five key phenomenological themes; Time to relate is time to heal; Doing more does not mean doing better; Settings for a slow medicine; Slow care at the end of life; and Personalized vs. standardized treatment. Each of these themes offers insights into how a “less is more” approach can be used in practice and illustrates how a “less is more” strategy can play a significant role in positively resolving certain clinical cases. (shrink)

A philosophy of nursing is to express our considered opinion on what we believe to be true about the nature of the profession of nursing and provide a basis for nursing activities. It affirms the ethical values that we hold as fundamental to our practice. For many of us in nursing, our philosophy derives from Nightingale and phenomenology. We believe Nightingale and phenomenology are uniquely placed within nursing philosophies, to assist the nurse to understand the use of music within a (...) holistic, caring‐healing paradigm, as nursing continues to adapt and evolve in the 21st century. This article proposes that both Nightingale's environmental philosophy and phenomenology are excellent intellectual and practice frameworks for nurses to consider music‐based interventions for older adults who experience dementia. The potential outcome is an enhanced understanding of the well‐being of this vulnerable group of older persons. (shrink)

There is a robust body of research that examines problems women with criminal‐legal system involvement face, the support they need, how they get it, from whom, and how they use it. Rarely do we pause to consider what resources such women already have, the support they give, or what those experiences teach us about how to support them. In this study, my purpose was to reflect on the phenomenon of giving as experienced by women who have few material resources and (...) whose lives have been disrupted by repeat incarcerations. I analyzed four lived experience descriptions of giving from interviews conducted in 2016–2017 with 10 women who had significant histories of criminal‐legal system involvement, unstable housing, and little or no income. Using concepts from hermeneutic phenomenology and the practice of phenomenological study described by Max Van Manen, I analyzed giving wholistically, selectively, and in detail. I discerned that the women's experience of giving was relationally structured as exchange, with both past and future aspects. In selective and detailed analysis, themes of “taking in” and “being there” and a gem or essential feature of automaticity/personhood presented themselves. Women found meaning, value, and a sense of belonging in giving to others even when they struggled to meet their own needs. The findings suggest potential directions for nursing practice, research, and advocacy, including work to recognize, build on, and remunerate women's affiliative care‐giving and support—while also putting pressure on community health and social services delivery systems to better serve those in need. (shrink)

Preliminary existential hermeneutic phenomenological analysis of data based on 24 protocols, and our own reflexive discussion, reveals how “kindred spirit connections” manifest in myriad elusive, evocative ways. These special connections are experienced variously from briefly felt moments of friendship to enduringly profound body-soul love connections. This paper explicates five intertwined dimensions: shared bonding; the mutual exchange and affirmation of fellowship; the destined meeting or relationship; immediate bodily-felt attraction; and the pervasive presence of love. A wide ranging literature around the theme (...) of love is outlined and the concept of kindred spirit is briefly applied to the psychotherapy practice context. (shrink)