What we're trying to solve: the back and forth of engaged interdisciplinary inquiry

Abstract

Interdisciplinary research assumes that teams of highly specialized scientists develop new knowledge by bridging their respective horizons. Nurse educators preparing nursing doctoral students to conduct interdisciplinary research need insight into how members of interdisciplinary research teams experience knowledge horizons in these complex contexts. Based on the work of the philosopher Bernard Lonergan, this pilot study uses Transcendental Method for Research with Human Subjects to explore interdisciplinary researchers' experiences with and attitudes toward interdisciplinary research. Results reveal the overarching conceptual category of "engaged interdisciplinary inquiry" which includes six themes: (i) valuing interdisciplinary engagement; (ii) direct engagement; (iii) interior engagement; (iv) disengagement; (v) facilitated engagement and (vi) engaged researcher development. Results also suggest engagement depends on vigorous "back and forth", or dialogue, with self and others, and demonstrate the study method is fruitful for cognitive inquiry. This pilot supports expanded study to inform preparation for and conduct of interdisciplinary research involving nurses and raises important questions about how the trend toward interdisciplinary research affects nursing science.

Negotiating the Complexities and Risks of Interdisciplinary Qualitative Research

“…While the benefits of interdisciplinary research are well-documented in the literature, minimal attention has been given to the analysis of actual interdisciplinary experiences. It is through a critical understanding of the issues that arise when doing interdisciplinary research that possibilities for new knowledge exist (Kane & Perry, 2016; MacCleave, 2006). To understand the paradoxical tensions within interdisciplinary research (i.e., benefits as well as risks and discomfort), Groen and Hyland-Russell (2016) highlight the importance of paying attention to relationship building within the research team as well as transparency and attention to the research process.…”

Self‐appropriation in nurse engagement: Facilitating the development of expert nurses using Benner and Lonergan

“…Lonergan's philosophy has been used in describing interdisciplinary research, demonstrating applicability to the field of nursing, work in fact that shed light on interior engagement of interprofessional team members through a shared experience (Kane & Perry, 2016). The overlap of engagement in that context presents an opportunity to extend to Benner's theory as well as the work of Lonergan.…”

Contemplating the spirituality of scholarship

“…The recognisable structure of human knowing is well described by the philosopher theologian, Bernard Lonergan whose framing of the activities of human knowing have been brought to many fields: nursing theory, practice, and research (Perry, 2004), interdisciplinarity (Kane, 2013;Kane & Perry, 2016;Sawa, 2005), and health science (Daly, 2009). He describes the human knower as a subject engaging in three activities-experiencing, understanding, and judging (Lonergan, 1992) The pattern of the three activities: experience understanding and judgement is invariant in that all knowing involves experience, understanding, and judgement and applies to all settings.…”