CONSTITUTING UNDERSTANDING: THE MEANING OF BEING UNDERSTOOD IN ILLNESS (CANCER).
Contributors: University of Colorado Health Sciences Center.
Published: 1994
Number of pages: 207
Subjects: Health Sciences, Nursing.
Description: The initial research question "What does it mean for a patient to be understood by a nurse?" arose out of my own research and practice experience. Earlier research exploring the patients' experience with cancer pain suggested that patients frequently experience not being understood by others, particularly health professionals. Further exploration in my own practice revealed the commonness of the experience of not being understood. Such experiences often resulted in patients feeling isolated and alienated from others preventing them from seeking help when it was needed and following directions that health professionals provided. Hence, this study began with the assumption that being understood was pivotal in the caring-healing relationships between nurses and patients.

The decision to allow phenomenology to guide this research arose from the notion that understanding "being understood" was inseparable from the lived experience in which it occurred. This assumption was affirmed many times within the study. However, what also emerged occasionally were experiences that I perceived as the limitations of phenomenology. So disposed, the study located itself at the margins of phenomenology where postmodern writings informed the study through thoughtful questioning of the limitations of only attending to that which is said or given in the lived experience. A recurrent theme throughout the study was that language with its taken-for-granted meanings accounted for only part of the lived experience of illness for the people in this study.

Five women took part in the study over a period of eight months. The gathering and creating of text involved three processes that took place concurrently throughout the study: conversation, narrating including storying and theming, and journal writing. Conversations between the researcher and participants in the study were audiotaped and transcribed as they happened throughout the study. The processes of transcribing, narrating and journal writing provided the impetus for further conversations. Thus subsequent conversations included re-membering, re-thinking and moving beyond the existing text. What this study contributes to the existing work is new insight into the constitution of understanding within the nurse-patient relationship.
Notes: Source: Dissertation Abstracts International, Volume: 55-05, Section: B, page: 1804.

Thesis (PH.D.)--UNIVERSITY OF COLORADO HEALTH SCIENCES CENTER, 1994.

School code: 0831.