Doing Phenomenological Research Collaboratively

Abstract

Collaborative research between nurses employed in the academic and practice sectors is a cost-effective and innovative way to investigate aspects of clinical practice, articulate clinical and teaching expertise, and extend professional practice knowledge. In collaborative ventures, researchers from different institutional cultures often work together to investigate a particular area of interest. This poses challenges in relation to the perceptions, understandings, and interpretations of the research question and of the mode of inquiry, particularly when investigating through the qualitative paradigm. The purpose of this article is twofold. The first is to clarify some of the challenges experienced while conducting collaborative research and describe the steps taken to ensure consistency between the purpose of the research and the phenomenological research design used to explore the learning that nursing students acquire in their final clinical practicum. Second, it was thought that by illuminating this learning, registered nurses working as preceptors and those supporting new graduates could gain insight into the complexities of learning the skills of safe and competent practice from the student's perspective. This insight is essential in creating a strategy between education and practice to minimize the duplication of learning opportunities and lessen the cost of supporting newly registered nurses, which may be at the expense of investment in the professional development of experienced registered nurses.

Impact of disability on families: grandparents' perspectives

“…2005). Phenomenology emphasises adopting an open approach to understanding the unique ‘lived experience’ (activities, meanings, beliefs) of a particular phenomenon from the perspective of those who experience it, where the ‘participant is the knower and it is the researcher's ability to engage with the participant's reality that enables an honest and trustworthy account of the lived experience’ (Paton et al . 2004, p. 178).…”

The Professional Practice Knowledge of Nurse Preceptors

“…Juxtaposed within the students' well-intentioned purpose of learning in the clinical environment is the real-life experience that they are scared, feel incompetent, and need support (Paton et al, 2004). Preceptors then are called to answer to this next layer of complexity of relationship that involves assessment, human concern, and skilled communication (Cowin, 2002;Davies, Turner, & Osborne, 1999;Myrick & Yonge, 2005;Oermann, 1996).…”

“…Throughout this final clinical practicum, the nurse preceptor is central to students' education, skill development, and evaluation of students' readiness for practice. Hence, preceptors are not only key to ensuring the best caring practices that characterize every day nursing in the clinical setting, they also ensure students are committed to the professional responsibility of life-long learning (Paton, Martin, McClunie-Trust, & Weir, 2004).…”

“…The preceptorship model's effectiveness for guiding student learning during the final clinical practicum and preparing students to embody the role of a newly registered nurse has been well documented (Robinson, Mc-Inerney, Sherring, & Marlow, 1999;Trevitt, Grealish, & Reaby, 2001). However, the role of preceptoring students is less understood, rewarded, and acknowledged, and the process of recruiting and retaining preceptors is a concern (Paton et al, 2004;Yonge & Myrick, 2004). To date, the nurse preceptor role is not commonly viewed by nurses as one of career advancement; however, the vital role that these nurses have in educating and evaluating students in their final clinical practicum requires advanced level clinical expertise and knowledge.…”

Interagency collaborative research projects: Illustrating potential problems, and finding solutions in the nursing literature

“…2003; Gelling & Chatfield 2001). Paton et al . (2004) assert that collaborative research between academic and clinical sectors is a cost‐effective and innovative way to investigate clinical practice issues, articulate clinical and teaching expertise, and extend professional practice knowledge.…”