Thesis advisor: Chris Lee / Empathy is a vital element in the formation of meaningful and trusting relationships between nurses and patients. Studies indicate that empathetic providers promote both increased patient satisfaction and better health outcomes for patients. Given the significance of empathy, what stood out is the gap in knowledge regarding the meaning of empathy from the perspective of senior baccalaureate nursing students just prior to entering the health care context as registered nurses. The purpose of this study was to understand the meaning of empathy, in the context of clinical nursing practice from the perspective of senior baccalaureate nursing students. A hermeneutic phenomenological approach was used in the research analysis. The key research questions were: What is the meaning of empathy in the context of clinical nursing practice among senior baccalaureate students? How does clinical nursing practice shape and nurture empathy for senior baccalaureate nursing students? The researcher anticipates this study to be the first, which delineates the meaning of empathy in the context of clinical nursing practice among senior baccalaureate nursing students. Three essential themes surfaced during analysis, discovering every patient is a human person, empathy helps patients feel visible, heard and understood, and empathy breaks through bias towards patients. The results also suggest that clinical nursing practice among undergraduate nursing students shapes and nurtures empathy. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

No description available.

This thesis is a hermeneutic phenomenological investigation of the phenomenon of addiction, particularly alcohol addiction. My thesis draws heavily from the phenomenological school of hermeneutic phenomenology, in particular Max Van Manen’s (2006) text, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy as a frame of reference for my inquiry into and analysis of the lived experience of addiction and recovery. The Van Manen text is used as a research handbook, guiding my approach, my analysis, and the project more generally. My thesis found that, using the existential of lived time, temporality, in recovery the present is essentially different than the past, and that recovering addicts necessarily rethink and reorient themselves to the past to heal.

This thesis is a hermeneutic phenomenological investigation of the phenomenon of addiction, particularly alcohol addiction. My thesis draws heavily from the phenomenological school of hermeneutic phenomenology, in particular Max Van Manen’s (2006) text, Researching Lived Experience: Human Science for an Action Sensitive Pedagogy as a frame of reference for my inquiry into and analysis of the lived experience of addiction and recovery. The Van Manen text is used as a research handbook, guiding my approach, my analysis, and the project more generally. My thesis found that, using the existential of lived time, temporality, in recovery the present is essentially different than the past, and that recovering addicts necessarily rethink and reorient themselves to the past to heal.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

Subscribing to Hans-Georg Gadamer's belief that human beings are called to be insightful and discerning, this dissertation explores Gadamer's idea and practice of listening to language in order to understand the relationship between a constitutive theory of language and a life of wisdom. As Gadamer's texts reveal, the hermeneutic practice of listening to language is a reflective engagement of language that is theoretically grounded in a constitutive view of language. First, we need to listen to language because language, not consciousness, is the critical element in understanding. Second, the ontological priority of language over subjectivity comes with the nature of our primary relationship to language--we belong to it. Language is the medium in which we think and live, which makes us human. This means that our primary and most consequential relationship to language is as hearers, not users, of language. Third, the nature of language is both binding and expansive; hence the problems that come with its binding nature can be attended to from within language itself, by engaging its expansive nature. In other words, Gadamer does not believe in linguistic determinism. <br>The first chapter explores the conversation between Gadamer and communication studies by surveying what communication scholars have found significant for communication theory and practice in Gadamer's thought. The next three chapters examine Gadamer's idea and practice of listening to language through a close interpretive reading of Gadamer's texts. This reading reveals three key relationships that define the hermeneutic practice of listening to language: the relationship between ordinary language and conceptual thought (chapter two); the relationship between hearing and understanding (chapter three); and the relationship between language and reason (chapter four). The last chapter takes the conversation between Gadamer and communication studies further by considering some ways in which the hermeneutic practice of listening to language can assist communication scholars and practitioners in becoming discerning and insightful. / McAnulty College and Graduate School of Liberal Arts / Communication and Rhetorical Studies / PhD / Dissertation

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education.

This qualitative research study explored the perceived experiences of doing science with an artistic spirit through the voices of living scientists who also engage in the arts. The purpose was to understand how accomplished scientists who engage in the arts make sense out of their experience of doing science and to gain the scientists’ perspectives on the context of their experience. Four highly able scientists (ages 31-61) with expertise in their field who also self-identified as actively engaged in the fine arts were given a voice on the following issues: 1) What are your perceived experiences of doing science? As such, what can we infer about the role of the arts in doing science? 2) Based on personal experiences, are there implications for the integration of the arts and sciences in education? Through hermeneutic phenomenological methodology using thematic analysis, four major themes emerged: 1) Risking Success in a Scientific Vocation; 2) Feeling Healthy through the Arts (Satisfying an Inner Drive; Coping in a Stressful World); 3) Gaining and Giving Different Perspectives through the Arts (Complementary Tools of Perception; Complementary Processes of Perception); 4) Feeling Connected to Something More through the Arts. Each theme alluded to some aspect of aesthetic experience or extracognition, emphasizing the role of the arts in attaining such experiences. Educational implications are discussed in light of aesthetic experience, extracognition, and also interdisciplinary education in today’s context of science education. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Several positive student academic outcomes are associated with women's college attendance, yet little is known about how women's college students make meaning of classroom practices, experiences, and interactions. The purpose of this study, a qualitative research endeavor in the hermeneutic phenomenological tradition, was to achieve a better understanding of the nature of the lived classroom experience at a women's college and the meaning women's college students made from their everyday lived classroom experiences. The sample consisted of 10 participants at a single women's college in the southern region of the United States who had completed at least 60 credit hours at the institution and were enrolled as full-time residential students. Data were collected through a series of three interviews conducted with participants and reflection essays authored by participants. Study participants described the women's college classroom environment as a place where professors encouraged student participation in classroom discussions and where students could voice ideas, experiences, and uncertainties in an accepting space. The women's college students in this study indicated they received individual reaffirmation and intellectual validation from professors and peers, and over time became more likely to take risks with their thinking, aloud, in the classroom environment. Study participants made meaning from their classroom experience by actively reflecting on how these experiences fostered personal growth, comparing lived experiences to preconceptions, and imagining how their undergraduate experience would have been different had they chosen to attend a coeducational college. / Ph. D. / Several positive student academic outcomes are associated with women’s college attendance, yet little is known about how women’s college students make meaning of classroom practices, experiences, and interactions. The purpose of this study was to achieve a better understanding of the nature of the lived classroom experience at a women’s college and the meaning women’s college students made from their everyday lived classroom experiences. The sample consisted of 10 participants at a single women’s college in the southern region of the United States who had completed at least 60 credit hours at the institution and were enrolled as full-time residential students. Data were collected through a series of three interviews conducted with participants and reflection essays authored by participants. Study participants described the women’s college classroom environment as a place where professors encouraged student participation in classroom discussions and where students could voice ideas, experiences, and uncertainties in an accepting space. The women’s college students in this study indicated they received individual reaffirmation and intellectual validation from professors and peers, and over time became more likely to take risks with their thinking, aloud, in the classroom environment. Study participants made meaning from their classroom experience by actively reflecting on how these experiences fostered personal growth, comparing lived experiences to preconceptions, and imagining how their undergraduate experience would have been different had they chosen to attend a coeducational college.

This research study explored the meanings attributed by migrant Arab Muslim women to their experiences of childbirth in the UK. The objectives of the study were: • To explore migrant Arab Muslim women's experiences of maternity services in the UK. • To examine the traditional childbearing beliefs and practices of Arab Muslim society. • To suggest ways to provide culturally sensitive care for this group of women. An interpretive ontological-phenomenological perspective informed by the philosophical tenets of Heidegger (1927/1962) was used to examine the childbirth experiences of eight Arab Muslim women who had migrated to one multicultural city in the Midlands. Three in-depth semi structured audiotaped interviews were conducted with each woman; the first during the third trimester of pregnancy (28 weeks onwards), the second early in the postnatal period (1-2 weeks after birth) and the third one to three months later. Each interview was conducted in Arabic, then transcribed and translated into English. An adapted version of Smith’s model of interpretive phenomenological analysis (Smith 2003) together with the principles of Gadamer (1989) were used to analyse the interview data, aided by the use of the software package NVivo2. The analysis of the women’s experiences captures the significance of giving birth in a new cultural context, their perception of the positive and negative aspects of their maternity care and the importance of a culturally competent approach to midwifery practice. Six main themes emerged from analysis of the interviews: ‘displacement and reformation of the self’, ‘by the grace of God’, ‘the vulnerable women,’ ‘adaptation to the new culture,’ ‘dissonance between two maternity health systems’ and ‘the valuable experience’. These themes reflected the women’s lived experiences of their childbirth in the UK. The implications for communities, institutions, midwifery practice and further research are outlined. The study concludes that in providing culturally competent care, maternity caregivers should be aware of what might be significant in the religious and cultural understandings of Arab women but also avoid cultural stereotyping by maintaining an emphasis on individualised care.