THE LIVED EXPERIENCE OF NURSING EDUCATION: A PHENOMENOLOGICAL STUDY.
Contributors: Georgia State University.
Published: 1988
Number of pages: 268
Subjects: Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: Purpose. The problem with which this study dealt was the provision of a theoretical base upon which education could incorporate the lived experience of nursing students into its curriculum, through phenomenological methodology. The theoretical framework consisted of the works of four curriculum reconceptualists: Maxine Greene, James Macdonald, Dwayne Huebner and William Pinar.

Objectives of the study were: (1) to illuminate systematically the "lived experience" of nursing students, (2) to determine if there is a transbiographic phenomenon of the lived experience of nursing education, and (3) to suggest to nursing education ways in which reconceptualist ideas could enhance the aims and purposes of nursing education.

Methods and procedures. The methodology used in this study was phenomenology. Guided interviews were conducted by the researcher with seventeen nursing students. Data were analyzed through the constant comparative method. The lived experience of nursing students and the meaningfulness of nursing education to their lives was illuminated, as was a transbiographic phenomenon of students' experiences with nursing education.

Results. Results revealed that these nursing students have much insight into their biography and the factors of their personhood that have brought them into nursing education. Within nursing education, however, students' biographies, temporalities and existences are rarely addressed.

The lived experience of nursing education is that of a very intensive, life pervading endeavor. Yet it is one in which students find much meaningfulness in their clinical experiences, their relationships to their patients, classmates and families, their development of personal knowledge of nursing and their feelings about themselves. It is also an experience in which students recognize the educational essence of the student-teacher relationship.

Conclusions. The researcher concluded that the meaningfulness of life as a nursing student could be greatly enhanced if reconceptualist ideas of curriculum were incorporated into nursing education and suggests methods of accomplishing this.
Notes: Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1361.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1988.

School code: 0079.