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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
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
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
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
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
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