Unsettling moods in rural midwifery practice.

Background: Rural midwifery and maternity care is vulnerable due to geographical isolation, staffing recruitment and retention. Highlighting the concerns within rural midwifery is important for safe sustainable service delivery. Method: Hermeneutic phenomenological study undertaken in New Zealand (NZ). 13 participants were recruited in rural regions through snowball technique and interviewed. Transcribed interview data was interpretively analysed. Findings are discussed through the use of philosophical notions and related published literature. Findings: Unsettling mood of anxiety was revealed in two themes (a) 'Moments of rural practice' as panicky moments; an emergency moment; the unexpected moment and (b) 'Feelings of being judged' as fearing criticism; fear of the unexpected happening to 'me' fear of losing my reputation; fear of feeling blamed; fear of being identified. Conclusions: Although the reality of rural maternity can be more challenging due to geographic location than urban areas this need not be a reason to further isolate these communities through negative judgement and decontextualized policy. Fear of what was happening now and something possibly happening in the future were part of the midwives' reality. The joy and delight of working rurally can become overshadowed by a tide of unsettling and disempowering fears. Implications: Positive images of rural midwifery need dissemination. It is essential that rural midwives and their communities are heard at all levels if their vulnerability is to be lessened and sustainable safe rural communities strengthened

Crafting stories in hermeneutic phenomenology research: a methodological device.

Hermeneutic phenomenology, as a methodology, is not fixed. Inherent in its enactment are contested areas of practice such as how interview data are used and reported. Using philosophical notions drawn from hermeneutic phenomenological literature, we argue that working with crafted stories is congruent with the philosophical underpinnings of this methodology. We consider how the practical ontic undertaking of story crafting from verbatim transcripts is integral with the interpretive process. We show how verbatim transcripts can be crafted into stories through examples taken from interview data. Our aim is to open dialogue with other hermeneutic phenomenological researchers and offer alternate possibilities to conventional ways of work with qualitative data. We argue that crafted stories can provide glimpses of phenomena that other forms of data analysis and presentation may leave hidden. We contend that crafted stories are an acceptable and trustworthy methodological device

Hermeneutic reflections from visiting a project in Dumaria, India

When people from one culture visit the transformational development work in another country the question of 'understanding' is raised. This paper draws on the philosophical writings of Heidegger and Gadamer to show how interpretations are made in an experience of 'being there'. We argue that understanding is always on-the-way, influenced by past experience, interest, and mood. 'Being-there' affords an opportunity to move beyond taken-for-granted assumptions, to become more attuned to the hermeneutic 'as' that reveals the complex nature of 'meaning'. At the same time, we recognise that understanding always comes with the possibility of misunderstanding. Dialogue, where partners seeks to understand the experience of 'other, opens the way forward

Simulation Is Not a Pedagogy

Simulation as a teaching/learning tool has evolved at an unprecedented pace which some believe has occurred despite a lack of research into pedagogies appropriate to guide this technology-based learning tool. There seems to be some confusion as to what simulation actually is. Some have called simulation a pedagogy, which is incorrect. Simulation is not a pedagogy, but an immersive teaching/learning platform which is a representation of a functioning system or process. Simulation has been used in undergraduate nursing education in a focused manner for nearly 20 years. Its effectiveness in improving clinical reasoning and critical thinking is not certain if overall instructional design principles do not reflect suitable philosophical paradigms. Simulation as a teaching/learning platform is maximized when instructional design includes the inspiration of behaviorism, cognitivism, and constructivism. Behaviorist design principles include rote learning, repetition, modular learning, stimulus-response, and conditioning. Cognitivist design principles include observational techniques, bootstrapping, and equilibration in the form of assimilation and accommodation. Constructivist design principles include new habit formation through experience and interaction with a “mature social medium” in the form of a simulation facilitator. All of these philosophical underpinnings have the potential to maximize simulation when used as underpinnings in the overall design

The personal and professional impacts of becoming and being a Professional Nurse Advocate: A Qualitative Secondary Analysis

Background: The Professional Nurse Advocate (PNA) role is a relatively new employer-led model of workplace restorative supervision and support in British nursing. Aim: This paper describes the self-perceived personal and professional impacts of becoming and being a PNA.Methods: A secondary qualitative analysis of interview-derived data from PNAs based in a National Health Service Trust in the Midlands, UK. Findings: A total of 183 codes were developed from the data. These were grouped to form 19 categories, of which the majority characterised positive impacts of becoming and being a PNA. Participants’ described a wide range of personal and professional benefits, together with accounts of conflicts, insecurities, emotional encounters and communication challenges in the role. Conclusion: The study findings strengthen the case for organisational use of A-EQUIP in the workplace, and help to showcase the significant contribution of the PNA role to staff wellbeing, education and quality improvements in care. <br/

Sport governance encounters: insights from lived experiences

This study explored sport governance practice from the lived experience of one informant spanning a 30-year period in the governance of two sport organisations (basketball and cricket). Hermeneutic phenomenology, the methodological framework used for this study, seeks to grasp the everyday world, and draw insight and meaning from it. The method involves a series of in-depth interviews with one research participant, supplemented by document analysis. Interviews were analysed using an interpretative process which blended the world views of both the participant and researchers. The participant lived through an era of increasing professionalisation within sport. His narrative, which tapped into his governance expertise at state, national and international levels, provides insights into the transition from an amateur to a commercial culture, referred to in this paper as ‘two worlds colliding’. From this narrative, three related themes were identified and labelled, ‘volunteer and cultural encounters’; ‘structural encounters’; and ‘adversarial encounters’. In drawing on hermeneutic philosophy, and highlighting that which has been hidden from view, direction for future research and practice within the sport governance domain is offered. These directions invite scholars to think about future sport governance research as it relates to federated structures and how collaborative governance theory can sharpen the focus in this domain