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Dans un contexte hospitalier de multiplicité des usagers, de stress et différents contextes d’interactions des professionnels de la santé avec leur environnement physique à l’hôpital, cette étude doctorale a pour objectif de comprendre comment ces professionnels vivent dans leur environnement de travail et quels attributs de cet environnement physique facilitent leur travail et favorisent leur bien-être. Avec la construction de nouveaux grands centres hospitaliers universitaires (CHU) au Québec cette dernière décennie, l'environnement hospitalier est en mutation. Il intègre de nouvelles approches de conception pour atténuer le stress des utilisateurs et assurer leur bien-être, en utilisant l'approche de conception centrée sur le patient dans laquelle l'accent principal des concepteurs est mis sur son bien-être. Dans ce contexte, nous ne savons pas vraiment comment l'environnement physique affecte l’expérience vécue des professionnels de la santé, sachant également que la littérature scientifique montre un manque de connaissances acquises concernant leur interaction avec le cadre physique au travail. Inscrite dans une perspective constructiviste, cette étude a exploré le contexte de deux unités de soins du nouveau Centre Hospitalier de l’Université de Montréal. L’analyse des données est basée sur une approche comparative et interprétative des expériences vécues des professionnels de la santé à travers les entrevues de 44 participants, les cartes cognitives, l’observation de l'environnement physique et du comportement spatial de ces professionnels de la santé dans les deux unités de soins étudiées. Les résultats montrent que les professionnels de la santé évaluent favorablement leur environnement de travail. Cependant, ils perçoivent certains attributs de l'environnement physique comme peu facilitateurs ou générant du stress. Ce stress auquel ils font face, affecte aussi la qualité des soins mise en rapport avec l'environnement physique. Celui-ci affecte le fonctionnement et la gestion d'une unité de soins. Notre contribution consiste en la construction du portrait du vécu de ces professionnels, l’identification des enjeux de la qualité des soins et de limitation du stress de ces professionnels liés à l'environnement physique. Cette étude souligne l'importance d'adapter le système organisationnel et de gestion à la configuration spatiale de l’unité de soins pour atteindre une meilleure performance. / The objective of this doctoral research is to understand how healthcare professionals live in their work environment and what attributes of this physical environment facilitate their work and promote their well-being. The recent emerging hospital context and the construction of new large university hospital centres (CHU) in Quebec during the last decade have changed the nature of the hospital environment significantly. This new environment considers the multiplicity of users, stressors and multiple interactions of health professionals. Furthermore, this new hospital complex integrates new design approaches to alleviate users stress levels and ensure their well-being. The patient centred design approach implemented prioritizes the patient’s well-being and yet little is known about how the physical environment affects the experiences of healthcare professionals. This study examines these issues and their pertinence in light of prior scientific literature, that until recently has placed less emphasis on the healthcare professionals’ interactions within the physical work environment itself. Using a constructivist approach, this study explores these issues in the context of experiences within two care units at one new university hospital complex known as the CHU (Centre Hospitalier de l'Université de Montréal), Canada. Data collection methods included observations of the physical setting and healthcare experiences, supported by semi structured interviews and cognitive mapping that were used to collect data from 44 healthcare professionals. Data analysis uses both a comparative and interpretative approach to analyse the lived experiences of healthcare professionals from diverse perspectives. Results indicate that healthcare professionals evaluated their work environment as supportive. However, they perceived some attributes of the physical environment in this hospital as stressors and the stress faced by these professionals affect the quality of care of patients within the physical environment. The physical environment has an impact on the functioning of the care unit and its management. This study’s contribution includes establishing a portrait of the lived experiences of healthcare professionals and identify both the quality of care issues and the stress limitations among healthcare professionals as these are related to the physical environment. It highlights the importance of adapting the organizational and management system to the spatial configuration of care units in order to achieve optimal performance.

Bakgrund: Inflammatorisk tarmsjukdom (IBD) är samlingsnamn för kroniska mag-och tarmsjukdomar och innefattar Crohns sjukdom (CD) samt Ulcerös kolit (UK). Båda sjukdomar löper i skov med återkommande, långvariga diarréer med förbättrings-och försämringsperioder och kan relateras till fysiska, psykiska samt sociala faktorer. Då uppenbara orsaker eller symtom ej finns är det på många sätt en dold sjukdom och kan skapa otillräcklig förståelse för patientens specifika behov. För att patienten ska få rätt stöd i hanteringen av sjukdomen samt få en god omvårdnad, bör sjuksköterskan att ha gott bemötande, tillräcklig kunskap där vården ges på ett personcentrerat, evidensbaserat sätt. Syfte: Syftet var att beskriva patienters upplevelse av att leva med inflammatorisk tarmsjukdom, IBD. Metod: En litteraturöversikt valdes som metod och baserades på tio kvalitativa artiklar. Databassökningar gjordes från CINAHL Complete och Medline with full text. Artiklarna analyserades enligt Fribergs fem steg. Resultat: I resultatet framkom sex teman utifrån patienternas upplevelse; påverkan av IBD på självbilden, påverkan av IBD i relationer och sociala sammanhang, patienters upplevelse av hälso- och sjukvården, känslomässig påverkan, utveckling och acceptans samt påverkan av IBD i arbetslivet. Diskussion: Resultatdiskussionen diskuterades av författarna utifrån Katie Erikssons caritativa teori om att lindra lidande och utifrån centrala fynd utifrån temaområden i resultatet. / Background: Inflammatory bowel disease (IBD) is the collective name for chronic gastrointestinal disorders and includes Crohn's disease (CD) and Ulcerative colitis (UK). Both diseases relapses with recurring, long-term diarrhea with improvement and deterioration periods and can be related to physical, mental and social factors. In the absence of obvious causes or symptoms, it is in many ways a hidden disease and can create scarce understanding of the patient's specific needs. In order for the patient to receive the right support in the management of the disease and to receive good nursing care, the nurse have to give good care, have sufficient knowledge and care for the patient in a person-centered, evidence-based way. Aim: The purpose was to describe the patient’s experiences of living with inflammatory bowel disease, IBD. Method: A literature review was chosen as the method and was based on ten qualitative articles. Database searches were performed from CINAHL Complete and Medline with full text. The articles were analyzed according to Friberg's five steps. Results: In the result, six themes emerged from the patients' experience; the influence of IBD on the self-image, the influence of IBD in relationships and social contexts, patients' experience of health care, emotional impact, development and acceptance, and the influence of IBD in working life. Discussion: The results discussion was discussed by the authors on the basis of Katie Eriksson's charitable theory of alleviating suffering and on the basis of central findings based on thematic areas in the result.

The presented dissertation deals with the topic of scientific research of experience/lived experience of works of art, using the methods of cognitive sciences and phenomenology. The work selectively summarizes the current research of such experiences in the field of history and theory of art, but especially in the field of cognitive neuroscience of art. The work identifies a fundamental reduction of experiencing art works caused by the epistemology, methodology and concepts of cognitive sciences embedded in cognitivism. Furthermore, the dissertation theoretically considers the possibilities of interdisciplinary collaboration with phenomenology, which, in turn, describes the experience non-reductively, from a first-person perspective. The dissertation identifies the basic conceptual problems of this interdisciplinary project and proposes a solution using neurophenomenology. In its experimental part, the dissertation presents some results of my own neuroimaging studies, which examined the experiences of viewers while viewing art works, both in terms of specific results and in terms of methodology. Finally, I will present a proposal for a new neuroimaging experiment inspired by neurophenomenology, which will use phenomenological introspective and interviewing methods in combination with objective...

This study articulates the lived experiences regarding drug adherence by adolescents in Zimbabwe. The study was conducted in Bulawayo, the second largest city in Zimbabwe to aid understanding the experiences the adolescents go through as they try to live as normal a life as possible despite them having the most stigmatised condition in the country in particular and the world at large. A phenomenological inquiry was undertaken using Wertz’s (1983, 2005, 2011) empirical psychological reflection approach for data analysis, after utilizing purposive, convenience and criterion sampling techniques to select thirteen (13) adolescents who were on ART and were in good health and also willing to take part in the study. Data were generated using in-depth qualitative interviews and the interviews continued until data redundancy was reached. The interview proceedings were digitally audio-recorded in addition to taking field notes and these were transcribed verbatim. Data analysis occurred at idiographic and nomothetic levels according to the principles of Wertz’s empirical psychological reflection. Thematic analysis of the research data revealed six (6) themes namely:  Treatment fatigue.  Delay in getting to know own HIV status.  Stigma  Disability (visual impairment).  Lack of support.  Religious beliefs (church). Wholeness emerged as the single most encompassing and accommodating concept that united the various themes and categories. It further grounded adolescents’ experiences regarding drug adherence and coping with challenges associated with HIV. The findings add substantial knowledge about how adolescents experience drug adherence. Important recommendations are made and guidelines that may be used to increase adolescents’ resilience to challenges of being HIV infected are suggested. / Health Studies / D. Litt. et Phil. (Nursing)

Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2021 / Background information: Persistent poor health outcomes among People Living with HIV and AIDS (PLWH) is a concern for service users and the HIV care system. Since its discovery, different AIDS response strategies were implemented but the level of poor health outcomes among PLWH prompts the need for other dimensions in the AIDS response. Purpose: The purpose of this study was to explore and describe ‘lived experiences’ of PLWH in order to utilise their personal experiences to develop a user- led intervention model. Methods: From a phenomenological orientation, an in-depth interview was used to gather data from seventeen PLWH who are living in communities. Purposive sampling was used to locate the participants. The compiled data collected was then analysed using the Collaizzi’s seven-step data analysis strategy. This was followed by a focus group discussion session which was held with nine of the seventeen participants. Findings: The study found that communities’ meaning of HIV and AIDS is outdated as it is still loaded with stigma and discrimination. Consequently, it alienates PLWH living in communities, and thus compounds poor health outcomes among PLWH. Many PLWH view themselves through their communities’ meaning of HIV and AIDS. the shared meaning of HIV and AIDS by communities created a complex task for PLWH to reconcile their prior meaning of living with HIV and the ‘new’ meaning they acquired post-diagnosis. Due to this, many PLWH experience high levels of intrapersonal and interpersonal challenges. Intrapersonal challenges manifest as self and anticipated stigma while the interpersonal ones result in poor relationships in different setting. It was also found that the availability of antiretroviral treatment significantly changed the meaning of living with HIV and AIDS for many PLWH as it provided tangible medical support to mitigate the impact of HIV and AIDS. In addition, the availability of different types of social support from family and non-family sources reassured and gave them hope for a better life. However, the availability of medical treatment and social support could not completely buffer the intrapersonal and interpersonal challenges experienced by PLWH in their daily lives. They had to continually fight for their social space post diagnosis through activation of two major coping strategies, namely emotion and problem-solving focussed strategies. Significant features of these strategies are that they changed their thinking patterns and engaged in actual activities to improve the quality of their lives. Through these strategies, many PLWH attained relative post traumatic growth. This study found that through their lived experiences, they command personal competence to guide user-led HIV care interventions as they clearly articulated the design, content and approach for user-driven HIV care. Conclusions and recommendations: The psychosocial dimension of living with HIV and AIDS in HIV care is not adequate as many PLWH who are in care experience poor health outcomes long after they have been diagnosed until they received psychosocial support from other PLWH. On this basis, a psychosocial seven-step user-led intervention model was designed to provide psychosocial education, care and support to PLWH, families, support groups and community mobilisation for HIV care. The implementation of a true psychosocial user-led intervention model in the continuum of care which recognises the interaction between the three dimensions of the health condition should be located at the point of entry into HIV care to ensure timeous access by PLWH and their families.

Leadership in general is still perceived as individualistic, masculine and hierarchical. Despite fighting against discrimination and for social justice, third sector organizations are themselves often places of entrenched privilege and limited diversity. Leaders with lived experiences draw on their first-hand experience of social issues and/or injustices and attempt to tackle those problems through their work. They represent a diversity of backgrounds, experiences and capabilities that challenge the homogeneity of third sector leadership. Following critical leadership studies this thesis draws from the standpoints of lived experience leaders to offer new, intersectional perspectives on leadership and to expand and diversify understandings of what it is to lead in third sector organizations. The focus of this thesis’s exploration is the experiences and perceptions of 10 individuals who hold or have held leadership positions within third sector organizations in the UK and Germany. Through the analysis of semi-structured interviews, a phenomenology of lived experience leadership is explored. Drawing from feminist standpoint theory, attention is paid to what lived experience leaders think about leadership generally and lived experience leadership in particular, as well as their perspectives on the systemic leadership structures they exist within and challenge. It is found that lived experience leaders acknowledge ‘traditional,’ ‘mainstream’ concepts of leadership and see their own leadership styles and approaches as distinct from these leadership norms. Their approaches and understandings challenge typical leadership constructions and, strongly influenced by their own lived experiences, promote political self-organization, activism and a socio-economic empowerment of people with lived experiences in order to unravel current social power structures and promote social change. With these key findings, the paper suggests further research to test and expand on the conclusions drawn. Ensuring that leadership positions are accessible to all should be a priority for future development of third sector organizations and beyond. Further research should therefore explore how lived experience leadership can help to gain insights about how to remove barriers to leadership positions efficiently.

Detta är ett essäistiskt försök att fånga den flyktiga tråkigheten. Med fenomenologin som grund undersöks lärarens levda erfarenhet av tråkighet och hur den kommer till uttryck i hennes yrkesvardag. I skärningspunkten mellan två gestaltningar ur min lärarvardag, i filosofen Martin Heideggers tre former av tråkighet – uttråkad av, uttråkad med och djupgående tråkighet – och kultur- och utbildningsteoretisk forskning växer tre beskrivningar av 2020-talets lärare fram.  För det första består en del av lärarens yrkesvardag i att förhålla sig till en samtid där delar av hennes yrkespraktik digitaliserats och den administrativa bördan successivt ökat. Med utgångspunkt i litteraturvetaren Eran Dorfmans jämförelse mellan Heideggers uttråkad med och det Dorfman vill kalla för tråkighetsutmattning argumenterar jag för att tråkighetsutmattningen är en fjärde form av tråkighet. I det gestaltade mötet med kollegan Assar träder en lärarvardag fram som visar hur lärare dels verkar i ett tidsligt limbo där tiden är påträngande och ständigt beräknad, dels upplever en tomhet trots att vardagen hela tiden fylls med ett flöde av digital stimuli.  För det andra. Enligt Heidegger tvingar tråkigheten, framför allt den djupgående, oss till ett avbrott i vardagen och det han kallar för ”Mannet”, ett slags diffust ”de andra”. Den djupgående tråkigheten tvingar oss att lyssna till vårt autentiska jag och den vi skulle kunna vara. Sett ur en yrkespraktikers vardag undersöker jag hur relationen mellan tråkighet, ett autentiskt mer kreativt praktikerliv och min läraridentitet ser ut. Min undersökning visar bland annat att även om Mannet är starkt finns möjligheter till kreativa mikromotstånd för att värna om yrkesidentiteten. Men frågan är om motståndet är tillräckligt för att kunna nå en verklig autenticitet? Mot bakgrund av det som beskrivs i föregående avsnitt och i mötet med elever, kollegor och den egna läraridentiteten gör lärare etiska ställningstaganden. I det tredje avsnittet ges en beskrivning av relationen mellan tråkighet och de etiska ställningstaganden som lärare gör. Den bild som träder fram är komplex. Lärare gör många etiska val som ibland är motsägelsefulla. Som tidigare nämnts är Mannet starkt och för att lärare ska kunna värna om sin läraridentitet och göra kloka överväganden i mötet med elever – gestaltat i exemplet med eleven Pricken – behöver de gå samman för att bland annat kunna stå emot de krafter som förorsakar tråkighetsutmattning. / This is an essayistic attempt to capture the elusive boredom. With phenomenology as a basis, the teacher's lived experience of boredom and how it is expressed in her professional everyday life is examined. At the intersection of some compositions from my everyday life as a teacher, in the philosopher Martin Heidegger's three forms of boredom – bored by, bored with and profound boredom – and cultural and educational theoretical research, three descriptions of teachers of the 2020s emerged.                 Firstly, part of the teacher's professional everyday life consists of relating to a time where parts of her professional practice have been digitized and the administrative burden has gradually increased. Based on the literary scholar Eran Dorfman's reading of Heidegger's bored with and what Dorfman wants to call boredom-fatigue I argue that boredom-fatigue is a fourth form of boredom. In the described meeting with my colleague Assar, a teacher's everyday life emerges that shows how teachers work in a temporary limbo where time is intrusive and constantly calculated, and how they experience an emptiness even though everyday life is constantly filled with a flow of digital stimuli.                Secondly. According to Heidegger, boredom, especially the profound one, forces us to take a break from everyday life and what he calls “the They”, a kind of diffuse "the others". The profound boredom forces us to listen to our authentic selves and who we could be. Seen from the everyday life of a professional practitioner, I examine what the relationship between boredom, an authentically more creative practitioner life, and my teacher identity looks like. My study shows that even though “the They” is strong, there are opportunities for creative micro-resistance to, among other things, protect the professional identity. But the question is whether the resistance is sufficient to achieve true authenticity?                In the light of what is described in the previous sections and the encounters with students, colleagues, and one’s own teacher identity, teachers make ethical positions. The third section describes the relationship between boredom and the ethical positions that teachers make. The picture that emerges is complex. Teachers make many ethical choices that are sometimes contradictory. As previously mentioned, “the They” is strong and for teachers to be able to protect their teacher identity and make wise considerations in the encounters with students – for example with the student I call Pricken – they need to come together to be able to withstand the forces that cause boredom-fatigue.

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Background: Students of diverse ethnic backgrounds, including nonnative English speakers, also known as those who speak English as an additional language (EAL) are increasingly enrolling in prelicensure nursing programs. Information regarding success of EAL nursing students is limited, with emphasis on traditional prelicensure programs. Purpose: The purpose of this study was to explore the lived experience of recent EAL graduates of an accelerated second-degree baccalaureate nursing program by offering a firsthand account of being an EAL student in this type of nursing program. Theoretical Framework: Leininger's Theory of Cultural Care Diversity and Universality and Vygotsky's Theory of Socio-Historical Learning served as the theoretical framework. Methods: The research tradition of hermeneutic phenomenology utilizing the van Manen approach was applied to this study. Results: The study revealed five major themes: bridging cultures, needing more time, myriad of emotions, network of support, and finding my way. Several subthemes emerged to support major themes illustrating the complexity of being an EAL student in a fast-paced and challenging program. Conclusions: Exploring experiences of EAL graduates while enrolled in an accelerated second-degree baccalaureate nursing program offers insight into the challenges faced by EAL students and potentially influences nursing education, practice, and policy to improve the numbers of diverse nurses.