EXPLORING NARRATIVES OF RELATIONSHIP IN INTENSIVE CARE NURSING.
Contributors: University of Alberta.
Published: 1994
Number of pages: 216
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: This study explores the personal meanings that nurses give to their relationships with patients, patients' families and work colleagues in the context of the intensive care unit. The orientation of this research incorporated aspects of hermeneutic, feminist and postmodern thought.

The methodology centered on sequential small group sessions, conducted in an interactive dialogic manner. These group interviews offered the potential for a deeper probing of the experiences and a reciprocally educative encounter. Two groups, eight nurses in total, met many times over a three month period to reflect and discuss their own stories related to this aspect of our professional lives. We listened for themes that would offer us greater understanding. At times meanings were negotiated, at other times a partage of meaning was maintained. We endeavored to maintain subtlety and diversity in the narratives and in the interpretations of those accounts.

Two broad constellations of themes emerged and nurses spoke of the challenge in being positioned in the space between diverse images. At times they perceived themselves in the role of a caretaker characterized by a focus on tasks in which the self is involved in hierarchical relationships with instrumental, technological goals. Another image of self was that of self as a being in relationship. This image of self was characterized by more egalitarian interactions, responding to others in dynamic, responsive, respectful interactions. The focus was on being in touch with other persons in more humane, contextual encounters; the feeling of experiencing life in a bigger matrix.

The author then reflects on how nurse educators might respond to the call of these narratives. There is an exploration of the implication of living in (and educating for) a life which is positioned within an ambiguous, complex and often paradoxical world.
Notes: Source: Dissertation Abstracts International, Volume: 57-08, Section: B, page: 4979.

Thesis (PH.D.)--UNIVERSITY OF ALBERTA (CANADA), 1994.

School code: 0351.