The use of the descriptive phenomenological approach to reveal the essence of the lived experience of impaired sensation in the feet related to Multiple Sclerosis

Background: In the UK, a topical issue in recently published research is impaired sensation in the feet, which is a commonly reported symptom by people with Multiple Sclerosis (MS). Research into this phenomenon has so far focused upon potential interventions to assist with improving balance and gait, as reduced plantar sensation has been linked to a greater risk of falling. To date however, there is no published phenomenological research that has explored the experiences of people living with MS related impaired sensation in their feet.  Research Question: What are the lived experiences of impaired sensation in the feet related to MS? PPI: Interested patients and the public were involved from the research design stage to ensure the research was meaningful to all potential stakeholders.  Participants: Five English speaking adults (18+) with MS who self-reported impairments in the sensation of their feet (for example; numbness, pins and needles or burning), volunteered to take part in the study. The participants were recruited from a catchment of people living with MS, under the active care of a Community NHS Foundation Trust. Methodology & Method: Descriptive phenomenological research, although a less commonly used approach, is well placed to account for an essential structural description of a phenomenon, precisely as it is lived by patients, without interpretation, or application of theory, to contribute knowledge to the wider evidence base. Participants who provided written consent to take part in the study were interviewed in their home environment. Each participant was asked to describe their experience of living with impaired sensation in their feet, as concretely and in as much detail as possible. The interviews were transcribed verbatim and are being analysed by adopting the phenomenological attitude and reduction, and using the descriptive phenomenological method proposed by Giorgi (2009). An essential structure of the lived-through phenomenon will be created that aims to uncover, not define, how the phenomenon of interest is lived and intended meaningful by people with MS. This poster will focus upon the methodology employed as part of the research process.  Outcome: The study itself aims to produce phenomenological descriptive knowledge about the unifying structure of the lived-through phenomenon, based on the qualitative interview data. The findings of the study may have significant implications for the enhancement of meaningful practice; such as increasing the awareness of the phenomenon amongst clinicians, potentially improving therapeutic care and clinical interventions. It may also help to formulate ideas for future clinical research

The lived experience of impaired sensation in the feet related to multiple sclerosis: a descriptive phenomenological study

It is estimated two and a half million people in the world have Multiple Sclerosis. A topical issue, in recently published research in the UK, is impaired sensation in the feet which is a common symptom reported by people living with the condition. To date, there is no available published research exploring the symptom qualitatively, and this study therefore aimed to explore the lived experiences in this group of people. Five English speaking adults (18+) with Multiple Sclerosis who reported impairments in the sensation of their feet (for example; numbness, pins and needles or burning), volunteered to take part in the study and were interviewed in their home environment. The interviews were transcribed and analysed using a descriptive phenomenological approach proposed by Giorgi (2009). The study aims to produce phenomenological descriptive knowledge about the unifying structure of the phenomenon of interest, based on the qualitative interview data. The findings of the study may have significant implications for the enhancement of meaningful practice; such as increasing the awareness of the phenomenon amongst therapists, potentially improving therapeutic care and clinical interventions. It may also help to formulate ideas for future research

Developing assessment practices in higher education: student assessment in the enhancement of work-related learning and improvement

This paper explores the ways in which assessment can be developed, in the frame of higher education and work-related learning, and provides a model for context-based assessment. Empirical explorations draw on interview data (n=16) obtained from two higher educational contexts. The aim was to explore 1) the meaning of student assessment through the lens of context-based assessment, and 2) the acts of the different parties (students, teachers, and practice educators) within the work-placement assessment process. The data were analysed based on phenomenological and hermeneutical methodology. In the data, the teachers and the practice educators had a clear focus on supporting student learning, but limited resources were experienced as a hindrance. The importance of continuous process assessment was generally acknowledged by all parties, and new assessment tools were implemented. However, a question was also raised, whether students were given too much responsibility in the assessment process. Some of the educators felt that they lacked fundamental information for the assessment of student learning. Although the different elements needed for assessment and improvement were generally recognized, the focus of assessment was still largely on the products rather than the process of learning. Our claim is that development of work-related learning and pedagogy implies that the assessment practices need to be examined and developed; this again requires interaction between the different stakeholders in higher education and work-life

Student assessment experiences related to practice education: a qualitative interview study underpinned by phenomenology and hermeneutics

In this study, student assessment experiences related to practice education are explored in the context of two pre-registration physiotherapy courses (BSc and MSc), at the University of Brighton. The notion of student assessment, in the sense it is being used in the study, refers to student assessment processes related to a fixed period of education within a professional practice setting, as an integral part of the higher educational process and course curriculum. Qualitative data of students lived experiences were obtained after their practice placements, based on individual, face-to-face interviews, and in-depth interview techniques. Phenomenological descriptive and interpretive strategies will be implemented in analysing the data. The study has significant implications for obtaining new insights into student assessment processes related to practice placements, as a lived-through experience. This may have implications for students; in being able to relate with the experiences being explored; educators’ appreciation of the varied ways in which assessment related to practice placements can be experienced by students; which again may have implications for their preparation for assessment and placements. It may also address needs for further research. In long term, the findings of the study may benefit all stakeholders (students, teachers, practice educators, curriculum developers) involved in the development of student assessment at University of Brighton

The lived-through experience of spinally referred leg pain: a descriptive phenomenological study

A phenomenological, qualitative enquiry was implemented to gain an in-depth understanding of the lived-through spinally referred leg pain experience, from a physiotherapy specific research perspective. The methodology of the study is drawing from the phenomenological philosophy of Edmund Husserl, and Giorgi’s (2009) modification of his phenomenological method. For Husserl, the central theme and purpose in phenomenology is to describe the essence of the phenomenon as a presence to consciousness; by the means of phenomenological attitude and reduction, including bracketing, and conscious acts. Descriptions of the phenomenon of interest were obtained from four participant volunteers through individual, face to face interviews. Participants were asked to describe concrete situations of spinally referred leg pain, in as much detail as possible. The phenomenological analysis showed that the most essential aspect of lived-through experience is the overriding presence of pain. The other key constituents, which are all interrelated, were: interference with life, emotional engagement, sense of resilience, sense of diagnostic uncertainty, treatment hope and expectation, trust in others and resignation. This study contributed to phenomenological insights into spinally referred leg pain experiences, and has significant implications to understanding the phenomenon from a physiotherapy disciplinary perspective

Early postnatal anal incontinence experience: an existential phenomenological study

This study aims to produce phenomenological descriptive and interpretive knowledge about the early postnatal anal incontinence experience, from a physiotherapy disciplinary perspective. The philosophical underpinnings of the study draw on the texts of Edmund Husserl and Maurice Merleau-Ponty. Phenomenological interviews were conducted and audio-recorded with three participants, who all lived with the condition. An open, in-depth approach was adopted to allow rich and nuanced data to be obtained. The transcribed interviews were first analysed based on Giorgi’s (2009) descriptive phenomenological method. The essential structure of the postnatal anal incontinence experience consists of six key constituents: changed bodily self, evolving sense of self, sense of becoming familiar, sense of hope, emotional engagement, and an overriding sense of putting baby first. Finally, an embodied interpretation in the form of a poem was articulated following the framework presented by Galvin and Todres (2013) of a body-based hermeneutics, using emotive language to enhance feelings of empathy with the reader. All the six key-constituents forming the essential structure were at least implicitly present in the poem. It is hoped that the results will add to the evidence base, and contribute towards the development of meaningful services and improved physiotherapeutic care for these women.   Key-words: Early postnatal anal incontinence experience; existential phenomenology; meaningful physiotherapeutic car