The Nursing Faculty Shortage

A Phenomenological

Approach

CKarl RN MSN Doctoral Candidate

CHAPTER ONETURNING TO THE PHENOMENON THE FALL FROM THE WALLS

The Wall A wallrsquos a place to call my ownA place to rest uponA place whose shadows let us hideA place to stay aloneA wall is made of sturdy stonebut those who sit and claim their spacethey make the wall their very ownAnd when they leave another comesAnd settles in to take their place Upon these walls the strong have stoodAnd from them fell the weakTheyrsquove much to tell if talk walls couldAnd someonersquos there to hear them speak(Karl amp Parry 2005)

Marylandrsquos Shortage of NursesMBON crisis in nursing

Though the number of active nurses is growing state and national projections predict thatshortages will increase as the population ages and requires more care at the same timethat practicing nurses start to retire in larger numbers In Maryland this confluence offactors is expected to result in a shortage of 17116 nurses by 2012

wwwmbonorg website address

CHAPTER ONETURNING TO THE PHENOMENON THE FALL FROM THE WALLS

The Wall A wallrsquos a place to call my ownA place to rest uponA place whose shadows let us hideA place to stay aloneA wall is made of sturdy stonebut those who sit and claim their spacethey make the wall their very ownAnd when they leave another comesAnd settles in to take their place Upon these walls the strong have stoodAnd from them fell the weakTheyrsquove much to tell if talk walls couldAnd someonersquos there to hear them speak(Karl amp Parry 2005)

Marylandrsquos Shortage of NursesMBON crisis in nursing

Though the number of active nurses is growing state and national projections predict thatshortages will increase as the population ages and requires more care at the same timethat practicing nurses start to retire in larger numbers In Maryland this confluence offactors is expected to result in a shortage of 17116 nurses by 2012

wwwmbonorg website address

Marylandrsquos Shortage of NursesMBON crisis in nursing

Though the number of active nurses is growing state and national projections predict thatshortages will increase as the population ages and requires more care at the same timethat practicing nurses start to retire in larger numbers In Maryland this confluence offactors is expected to result in a shortage of 17116 nurses by 2012

wwwmbonorg website address

Faculty Shortage Causes

Causes of the faculty shortage include an aging nurse faculty workforcemdash large numbers of faculty retirements are anticipated in the near

futuremdash and a limited pool of potential nurse educators

Barriers to recruiting qualified new faculty include limited availability of masterrsquos and doctoral programs with a focus on

nursing education under-representation of minority groups (including men) on faculty inadequate faculty compensation school budgetary limitations)

To elaborate on only one aspect of the problem the average salary for a practicing nurse with an advanced degree is $80000 but a nursing faculty member makes about $50000

workplace issues such as workload schedulingstudent attitudes and abilities and generational and cultural issues

Quantitative Statistics

A 2005 survey by the Maryland Council of Directors of Associate Degree and Baccalaureate Programs reported 305 vacant full-time positions in Marylandrsquos 24 nursing programsThe gap between need and supply can only grow as the demand for new nurses accelerates with an aging population and as faculty retire without adequate replacements

RecommendationsFaculty Recruitment and Retentionbull Continue to promote faculty roles to the nursing population with career fairs

articles seminars etcbull Establish and maintain competitive salaries and compensation to make the

faculty role a viable career optionbull Broaden options for interested nurses to become qualified to teach through

teacher certification education tracks at the masterrsquos and doctoral levels etc

bull Recognize clinical practice as a valid route for faculty contribution in lieu of research and publication

bull Continue to prime the pipeline for future faculty by for example expanding access to masterrsquos degree programs throughout the state implementing distance learning options expanding and promoting associate- to masterrsquos-degree programs in nursing and offering scholarships and other financial incentives to nurses who will complete advanced degrees and teach

More Recommendations

Implement joint appointments and other personnel assignment

strategies that support and complement full-time faculty

Investigate flexible scheduling options for faculty

Develop a mechanism for central advertising using a shared Web site

to post full- part-time and adjunct positions

Explore the potential for shared faculty appointments for specialty

services eg psychiatry pediatrics obstetrics and community health

The Role of Nurse Educators

bull Nurse educators are a critical resource in preparing the nursing workforce

bull In spite of faculty vacancies Maryland schools were able to admit 2129 students

in academic year 2003bull The most common strategy used to compensate for unfilled

budgeted full-time positions is hiring more part-time facultybull Many schools also resort to increased teaching loadsThis

results in larger classes or teaching additional courses adversely affecting

faculty recruitment and retention

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Quantitative Statistics

A 2005 survey by the Maryland Council of Directors of Associate Degree and Baccalaureate Programs reported 305 vacant full-time positions in Marylandrsquos 24 nursing programsThe gap between need and supply can only grow as the demand for new nurses accelerates with an aging population and as faculty retire without adequate replacements

RecommendationsFaculty Recruitment and Retentionbull Continue to promote faculty roles to the nursing population with career fairs

articles seminars etcbull Establish and maintain competitive salaries and compensation to make the

faculty role a viable career optionbull Broaden options for interested nurses to become qualified to teach through

teacher certification education tracks at the masterrsquos and doctoral levels etc

bull Recognize clinical practice as a valid route for faculty contribution in lieu of research and publication

bull Continue to prime the pipeline for future faculty by for example expanding access to masterrsquos degree programs throughout the state implementing distance learning options expanding and promoting associate- to masterrsquos-degree programs in nursing and offering scholarships and other financial incentives to nurses who will complete advanced degrees and teach

More Recommendations

Implement joint appointments and other personnel assignment

strategies that support and complement full-time faculty

Investigate flexible scheduling options for faculty

Develop a mechanism for central advertising using a shared Web site

to post full- part-time and adjunct positions

Explore the potential for shared faculty appointments for specialty

services eg psychiatry pediatrics obstetrics and community health

The Role of Nurse Educators

bull Nurse educators are a critical resource in preparing the nursing workforce

bull In spite of faculty vacancies Maryland schools were able to admit 2129 students

in academic year 2003bull The most common strategy used to compensate for unfilled

budgeted full-time positions is hiring more part-time facultybull Many schools also resort to increased teaching loadsThis

results in larger classes or teaching additional courses adversely affecting

faculty recruitment and retention

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

RecommendationsFaculty Recruitment and Retentionbull Continue to promote faculty roles to the nursing population with career fairs

articles seminars etcbull Establish and maintain competitive salaries and compensation to make the

faculty role a viable career optionbull Broaden options for interested nurses to become qualified to teach through

teacher certification education tracks at the masterrsquos and doctoral levels etc

bull Recognize clinical practice as a valid route for faculty contribution in lieu of research and publication

bull Continue to prime the pipeline for future faculty by for example expanding access to masterrsquos degree programs throughout the state implementing distance learning options expanding and promoting associate- to masterrsquos-degree programs in nursing and offering scholarships and other financial incentives to nurses who will complete advanced degrees and teach

More Recommendations

Implement joint appointments and other personnel assignment

strategies that support and complement full-time faculty

Investigate flexible scheduling options for faculty

Develop a mechanism for central advertising using a shared Web site

to post full- part-time and adjunct positions

Explore the potential for shared faculty appointments for specialty

services eg psychiatry pediatrics obstetrics and community health

The Role of Nurse Educators

bull Nurse educators are a critical resource in preparing the nursing workforce

bull In spite of faculty vacancies Maryland schools were able to admit 2129 students

in academic year 2003bull The most common strategy used to compensate for unfilled

budgeted full-time positions is hiring more part-time facultybull Many schools also resort to increased teaching loadsThis

results in larger classes or teaching additional courses adversely affecting

faculty recruitment and retention

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

More Recommendations

Implement joint appointments and other personnel assignment

strategies that support and complement full-time faculty

Investigate flexible scheduling options for faculty

Develop a mechanism for central advertising using a shared Web site

to post full- part-time and adjunct positions

Explore the potential for shared faculty appointments for specialty

services eg psychiatry pediatrics obstetrics and community health

The Role of Nurse Educators

bull Nurse educators are a critical resource in preparing the nursing workforce

bull In spite of faculty vacancies Maryland schools were able to admit 2129 students

in academic year 2003bull The most common strategy used to compensate for unfilled

budgeted full-time positions is hiring more part-time facultybull Many schools also resort to increased teaching loadsThis

results in larger classes or teaching additional courses adversely affecting

faculty recruitment and retention

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

The Role of Nurse Educators

bull Nurse educators are a critical resource in preparing the nursing workforce

bull In spite of faculty vacancies Maryland schools were able to admit 2129 students

in academic year 2003bull The most common strategy used to compensate for unfilled

budgeted full-time positions is hiring more part-time facultybull Many schools also resort to increased teaching loadsThis

results in larger classes or teaching additional courses adversely affecting

faculty recruitment and retention

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Required Faculty Qualifications

bull Nurse educators practice in clinical and academic settings and therefore must be competent clinicians

However while being a good clinician is essential it is not sufficient for the educator role Regardless of the setting in which the nurse educator is employed there is a core of knowledge and skills that is essential if one is to be effective and achieve excellence in the role (p 2)31

bull Core knowledge and skills include the ability to1048766 Facilitate learning1048766 Advance the total development and profession1048766 Socialize the learner1048766 Evaluate learning outcomes (p 2)32bull The National League for Nursing (NLN) recommends that nurse

educators need advanced clinical knowledge and advanced research skills and they need knowledge and skills in education

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Educational Qualifications of Maryland Nursing Faculty

Degree Faculty Faculty Clinical Instructors

Clinical Instructors

Doctorate 102 200

MSN 406 795 131 48

BSN 3 05 142 52

Total 511 100 273 100

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Reasons for LeavingOther ndash 18

Unknown- 8

Workload- 2

Salary- 5

Return to clinical practice- 23

Family Responsibilities- 8

Spouse Relocation- 12

Career Advancement ndash 18

Advanced Education- 4

Other = teaching not what expected salary amp Family desire to do other things grant expired

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Now Lets Look at the Shortage Qualitatively

Using Phenomenology Narrative Interpretive Thematic

Using The ways of the Philosophers Heidegger Husserl Gadamer Van Manen Methodology

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Looking thru another Lens

Scientific tradition can act as a limiting factor toward understanding human agency In continuing this line of thought Leonard illustrates how Heiddeger gives the example of the hammer We use the hammer in an assumed way until it no longer functions in this manner then we reflect on what it cannot do In the same way I would say that nurse educators are perceived in their teaching role until they no longer teach Only then do we as observers of this absence take notice of their being as a nurse educator

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

What is Phenomenology

Identify a Phenomenon Ask a Question

What is the lived experience of Community college nursing faculty who leave the profession of teaching Interview more than once and thematizeWhat are they really sayingWhat is their Lived Experience

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Heidegger (19531996)

The concept of phenomenolog comes from the Greek word phainomenon which means to show itself It is this self-showing that makes itself known to others Phenomenology combines the two terms phenomenon and logos The word phenomenon means a self-showing an experience that has a distinctive way in which it can be encountered The Greek word Logos means ldquospeech word and reason which is the controlling principle in the universerdquo(Webster 2001 p 684) Heidgger saysThat phenomenology is ldquoto the things themselvesrdquo hellip Phenomenology is the way of access to and the demonstrative manner of determination of what is to become the theme of ontologyhellipThe methodological meaning of phenomenological description is interpretation (pp 30-33)

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Merleau-Ponty (19452005)

Phenomenology is a matter of describing not explaining ldquoPhenomenology as a disclosure of the world rests on itself or rather provides its own foundationrdquo (p xxiii) It is this disclosure of the experience the very nature of the experience or itrsquos essence which is our effective involvement in the world To understand the experiences of nurse educators as they leave teaching is to unveil the essence of what it means to be a nurse educator and what it means to leaverdquo

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Van Manen (1990)

a phenomenological study requires a deep understanding of the phenomenon ldquoBut in the human sciences hellipone does not pursue research for the sake of researchrdquohellip To do research is always to question the way we experience the world in which we live as human beingshellipThen research is a caring act we want to know that which is most essential to beingrdquo (pp 1-5) He continues describing the process by charging me to understand that ldquoHermeneutic phenomenology is fundamentally a writing activityrdquo (p 7)

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

The Methodology

1 Turning to a phenomenon which seriously interests us and commits us to the world2 Investigating experience as we live it rather than as we conceptualize it3 Reflecting on the essential themes which characterize the phenomenon4 Describing the phenomenon through the art of writing and rewriting5 Maintaining a strong and oriented pedagogical relation to the phenomenon6 Balancing the research context by considering parts and whole

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Retracing our Roots

In one of her famous addresses to her probationers (student nurses) Nightingale writesTo be a good nurse one must be an improving woman for stagnant waters sooner or later and stagnant air as we know ourselves always grow corrupt and unfit for use Is any one of us a stagnant woman 1

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Dorothea OremA valid general concept of nursing establishes the specific nature and characteristics of nursing as (a) a field of human endeavor directed towards the achievement of specific types of results and (b) as organized structured knowledge with a foundation in first principles arising from the nature of man and societyhellipWork-preparatory programs should be seen as dynamic not static We have much in our heritage to overcomehellipSound professional education has emerged in the twentieth century Our contribution as nurses nurse educators and educationists toward the development of nursing education and practice should be both realistic and creative-forward thinking and not bound by traditions

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Zderad and Patterson

In Zderad and Patersonrsquos theory of Humanistic Nursing (1976) nurse educators are challenged to look to a framework in which to teach nursing as a discipline They use the phenomenological methodology to enter into an understanding of the nurse-patient relationship from the teaching-learning vantage of the nurse educator The ldquohumanistic nursing approach respects nursing experience as a source of wisdom By describing and conceptualizing the phenomena experienced in nursing situations nurses could contribute to the development of nursing as a discipline

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Why Do We Teach

Because I like to teach I love the students I like to see their growth hellip I enjoy teaching hellip really and truly seeing the growth of the students when that light bulb goes off knowing that you make a difference and growing a nursing population thatrsquos what we need to do

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

For Me it is Personal

Van Manen (1990) saysIn a larger existential sense human beings have searched for this experience of the other the communal the social for a sense of purpose in life meaningfulness grounds for living as in a religious experience of the absolute Other Godrdquo (p 105) I had found my sense of purpose through the art of teaching As I taught others I became aware of their lived experiences and this enabled me to contribute even more to their learning

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Onersquos Word On Leaving

Melissa felt taken for granted much as the curriculum was taken for granted and never felt that she had the opportunity to be a part of the revolutionizing of the curriculum She never heard the call to care because of the difficulty within nursing departments of maintaining meaningful and sustained communication about teaching It is absurd to believe that any profession can be sustained in silence

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you

Now What

More Narrative

More Interpretation

More Writing

Re-Writing

Thank you