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  1. The indelible role of the interpretive researcher's fore‐structure in traversing the hermeneutic circle.Lee SmithBattle, Ashley D. Schmuke, Patricia A. Dettenmeier & Katie A. Donohue - forthcoming - Nursing Inquiry:e12668.
    Phenomenological researchers are obliged to grasp the epistemological and ontological differences between the Husserlian and Heideggerian branches of phenomenology to avoid misappropriating phenomenological terms or mischaracterizing study design. To that end, we spell out the key differences between both phenomenological traditions as background for describing the indelible role that the researcher's background assumptions, or fore‐structure, play in interpretive studies. We draw on our four studies to illustrate how we traversed the hermeneutic circle to disclose, challenge, and refine the personal, cultural, (...)
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  • The study of nursing.Sally Thorne - 2019 - Nursing Inquiry 26 (1):e12282.
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  • PhD without the Ph?Sally Thorne - 2016 - Nursing Inquiry 23 (4):281-282.
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  • The potential influence of critical pedagogy on nursing praxis: Tools for disrupting stigma and discrimination within the profession.Claire F. Pitcher & Annette J. Browne - 2023 - Nursing Inquiry 30 (4):e12573.
    Nursing work centers around attending to a person's health during many of life's most vulnerable moments, from birth to death. Given the high‐stakes nature of this work, it is essential for nurses to critically reflect on their individual and collective impact, which can range from healing to harmful. The purpose of this paper is to use a philosophical inquiry approach and a critical lens to explore the potential influence of critical pedagogy (how we learn what we learn) on nursing praxis (...)
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  • Life Sciences for Philosophers and Philosophy for Life Scientists: What Should We Teach?Giovanni Boniolo & Raffaella Campaner - 2020 - Biological Theory 15 (1):1-11.
    Following recent debate on the relations between philosophy of science and the sciences, we wish to draw attention to some actual ways of training both young philosophers of science and young life scientists and clinicians. First, we recall a successful case of training philosophers of the life sciences in a strictly scientific environment. Second, after a brief review of the reasons why life scientists and clinicians are currently asking for more ethics, more methodology of science, and more philosophy of science (...)
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