Thesis (Ph. D.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2007. / Free verse and prose poems. Includes bibliographical references.

This dissertation was used to addresses a group of individuals who work as eye bank coordinators. These individuals call families and approach them for eye donations from a loved one who has just passed away. An interpretative phenomenological analysis (IPA) was used to explain the lived experience of eye bank coordinators who call families for consent of eye tissue. The focus was to understand the dedication of the coordinators to giving the gift of sight and exploring the positive and negative experiences of eye bank coordinators. IPA is used for a keen understanding of eye bank coordinators, and the investigator gained insight as to why their role and well-being is important to eye banks by conducting and analyzing the interviews through the lived experiences of eye bank coordinators. The theoretical underpinnings of this research were based on the theory of planned behavior and self-perception theory. Four participants were interviewed as to their positive and negative experiences in their daily work. The research questions were What are the positive and negative experiences of eye bank coordinators when requesting permission for eye donations from bereaved families (RQ1)? and How do the positive and negative lived experience of eye bank coordinators influence their adjustment of strategies when requesting permission for eye donations from bereaved families (RQ2)? Encountering positive and enthusiastic family donors, needing to understand the situation or grief of family members, encountering closed-minded family members, and limited negative encounters experienced were the main themes that addressed RQ1. The main themes that addressed RQ2 were having the energy and motivation to seek for more donors, ensuring the right information was conveyed to the families, feeling more relaxed and comfortable, continuing to explain and ensure the correct information was conveyed, coaching and collecting oneself back, knowing how to read the actions and reactions of families, and learning from experiences and becoming more cautious.