Personal and social influences on the use of humour in the interactions of student nurses in UK clinical settings

2020 ◽  
Vol 29 (5) ◽  
pp. 303-307
Author(s):  
Deborah Flynn
Keyword(s):  
Nursing Students ◽  
Personal Identity ◽  
Interpretative Phenomenological Analysis ◽  
Social Influences ◽  
Student Nurses ◽  
Phenomenological Analysis ◽  
Clinical Settings ◽  
Healthcare Staff ◽  
The Uk ◽  
Preregistration Nursing

Humour is a centuries-old phenomenon studied by many disciplines. Social and personal identity play a role in the creation, recognition, understanding, appreciation and use of humour. This study, which used interpretative phenomenological analysis to explore preregistration nursing students' experiences of the use of humour in the UK clinical setting, highlights what affects the students' use of humour. The influence of sex, age, and culture and ethnicity on the participants' use of humour with patients and healthcare staff is evidenced and explored; the influence of sex did not strictly follow traditional expectations.

scholarly journals Identity in transition: an interpretative phenomenological analysis of international humanitarian workers’ experiences of returning home

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Emilia Marie Wersig ◽  
Kevin Wilson-Smith
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Moral Values ◽  
Future Research ◽  
Aid Workers ◽  
Structured Interviews ◽  
Work Settings ◽  
Returning Home ◽  
The Uk ◽  
Humanitarian Work

AbstractThis interpretative phenomenological analysis explores aid workers’ understanding of identity and belonging through the transition from working in humanitarian aid to returning home. Semi-structured interviews were conducted with 10 participants who had returned to the UK after working in recently founded non-governmental organisations in Northern France between 2016 and 2019. Analysis of interview data identified four superordinate themes: (1) shared humanitarian identity, (2) limits and borders, (3) holding on to humanitarian identity and (4) redefining belonging and identity. Aid workers’ belonging in humanitarian work settings is rooted in shared moral values and being able to fulfil a clearly defined role. Upon returning, aid workers struggled to reintegrate, manifesting as denial of having left humanitarian work, re-creation of the social setting and moral demarcation. Participants formed a new sense of belonging through redefining their social in-group. The study sheds light on a previously unexplored area of research, specifically characterised through the closeness of the international humanitarian setting and participants’ homes. Findings suggest organisations can assist aid workers’ re-entry by supporting professional distance in the field, and through opportunities that allow to sustain moral values post-mission. Future research should focus on the role of peer support in the re-entry process and the re-entry experiences of aid workers returning from comparable settings further afield (e.g. Greece).

scholarly journals Motherhood: Female Perspectives and Experiences of Being a Parent with ASC

2021 ◽  
Author(s):  
Rebecca Winnard ◽  
Mark Roy ◽  
Hannah Butler-Coyne
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Qualitative Approach ◽  
Clinical Settings ◽  
Structured Interviews ◽  
Autistic Spectrum ◽  
Parenting Support ◽  
Practical Management ◽  
Specific Skill

AbstractLittle is known about the emotional pressures and practical management of daily challenges and, intra and interpersonal demands of raising a child as a parent with a diagnosis of Autistic Spectrum Conditions. The present study utilised a qualitative approach to understand perceptions of females diagnosed on the autistic spectrum of ‘being a parent’. Eight semi-structured interviews were analysed using Interpretative Phenomenological Analysis. Benefits and challenges of being a parent were highlighted alongside population-specific skill and characteristics associated with strength and resilience, love, nurture, routine and sensory considerations. Findings identify the need for population-specific specialist parenting support, provide direction for professionals in clinical settings and expand the paucity of research in this area.

scholarly journals Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

2017 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Toqa Jameel Busubaia ◽  
Catherine S. O’Neill
Keyword(s):  
Nursing Students ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Role Model ◽  
Clinical Teaching ◽  
Model Identification ◽  
Student Nurses ◽  
Structured Interviews ◽  
Senior Student ◽  
Clinical Placements

Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses’ experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students’ and can offer them guidance to construct a more efficient approach to clinical teaching.Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process.Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith’s Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis.Results: Students’ lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses’ during their clinical placements.Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses’ learning.

Self-esteem and student nurses: A cross-cultural study of nursing students in Thailand and the UK

2002 ◽  
Vol 4 (1-2) ◽  
pp. 9-14 ◽  
Author(s):  
Siriphan Sasat ◽  
Philip Burnard ◽  
Deborah Edwards ◽  
Wassana Naiyapatana ◽  
Una Hebden ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Study ◽  
Student Nurses ◽  
Self Esteem ◽  
Cross Cultural ◽  
Cross Cultural Study ◽  
The Uk

scholarly journals Understanding the lived experiences of Healthcare Professionals during the COVID-19 Pandemic: An Interpretative phenomenological analysis

2020 ◽  
Author(s):  
Emily McGlinchey ◽  
Catherine Hitch ◽  
Sarah Butter ◽  
Laura Mccaughey ◽  
Emma Berry ◽  
...  
Keyword(s):  
Mental Health ◽  
Northern Ireland ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Healthcare Professionals ◽  
Well Being ◽  
Phenomenological Analysis ◽  
Snowball Sampling ◽  
The Uk ◽  
Qualitative Methodologies

Background: Little research has examined mental health and well-being in the context of healthcare professionals (HCP) working during the COVID-19 pandemic within the UK. To our knowledge, no research has employed qualitative methodologies in order to examine this. We therefore aim to address this gap in research by qualitatively examining the lived experiences of HCPs in Northern Ireland, working during the early stages of the pandemic and lockdown period (14.04.20 and 29.04.20).Method: Interpretative phenomenological analysis (IPA) was used to qualitatively examine the lived experiences of healthcare professionals, who were working during the COVID-19 outbreak. Ten HCPs were recruited via a social media campaign and snowball sampling. All interviews were conducted via telephone and transcribed verbatim. Results: Three superordinate themes with subordinate themes were elicited through the analysis. Theme one broadly captured present and future challenges of HCPs working during the pandemic. Theme two captured the mental health and wellbeing of HCPs and theme three captured HCPs’ perceptions of the attitudes of the general public towards HCPs. Conclusions: To the authors’ knowledge this is the first study to explore in depth, the unique experiences of frontline HCPs in Northern Ireland, offering a detailed account of the challenges confronted in these unprecedented circumstances and highlighting support needs within this cohort.

scholarly journals Use of IPA in Healthcare Research and Qualitative Data Analysis: An Interdisciplinary Approach

2020 ◽  
Author(s):  
Dr. Anil Behal
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Qualitative Data ◽  
Interdisciplinary Approach ◽  
Phenomenological Analysis ◽  
Healthcare Research ◽  
Ease Of Use ◽  
Short Article ◽  
Making Sense ◽  
The Uk ◽  
The University

Please see attached a short article on the use and deployment of the "Interpretative Phenomenological Analysis" (IPA) for making sense of, and analyzing qualitative data. It's a turnkey approach developed in the UK by Jonathan Smith et al. at the University of Birkbeck. The redeeming feature of this approach is its ease of use, especially for the novice researcher and the more advanced candidates who are looking to make sense of novel phenomena. <br>

scholarly journals Informed Strangers: Witnessing and Responding to Unethical Care as Student Nurses

2017 ◽  
Vol 4 ◽  
pp. 233339361773020
Author(s):  
Joyce Engel ◽  
Jenn Salfi ◽  
Samantha Micsinszki ◽  
Andrea Bodnar
Keyword(s):  
Nursing Students ◽  
Patient Care ◽  
Nursing Student ◽  
Quality Care ◽  
Ethical Reasoning ◽  
Student Nurses ◽  
Clinical Settings ◽  
Qualitative Descriptive ◽  
Depth Interviews

Nursing students occupy a unique perspective in clinical settings because they are informed, through education, about how patient care ought to happen. Given the brevity of placements and their “visiting status” in clinical sites, students are less invested in the ethos of specific sites. Subsequently, their perspectives of quality care are informed by what should happen, which might differ from that of nurses and patients. The purpose of this study was to identify predominant themes in patient care, as experienced by students, and the influence that these observations have on the development of their ethical reasoning. Using a qualitative descriptive approach in which 27 nursing student papers and three follow-up in-depth interviews were analyzed, three main themes emerged: Good employee, poor nurse; damaged care; and negotiating the gap. The analysis of the ethical situations in these papers suggests that students sometimes observe care that lacks concern for the dignity, autonomy, and safety of patients. For these student nurses, this tension led to uncertainty about patient care and their eventual profession.

scholarly journals Emotions and feelings evoked in nursing students exposed to bullying behaviors in clinical settings

2020 ◽  
Vol 10 (11) ◽  
pp. 54
Author(s):  
Dawna E. Rutherford ◽  
Carolyn R. Smith ◽  
Scott Bresler ◽  
Gordon L. Gillespie
Keyword(s):  
Nursing Students ◽  
Educational Intervention ◽  
Intervention Group ◽  
Health And Safety ◽  
Student Nurses ◽  
Nursing Program ◽  
Clinical Settings ◽  
Negative Behaviors ◽  
Clinical Simulation ◽  
Bullying Behaviors

Background and objective: Though not fully integrated into the profession, student nurses have been exposed to and experienced bullying behaviors with limited skills to mitigate the effects of the behaviors. This qualitative study analyzed the emotions evoked due to exposure to bullying behaviors. Desired to address the question: “How do student nurses feel when they are the recipient of bullying-type behaviors?”Methods: DESIGN: Qualitative descriptive design. SETTING: A nursing college at an urban university in the Midwestern United States; PARTICIPANTS: Matriculated students enrolled in a pre-licensure nursing program. METHODS: As part of a larger mixed informed pilot study, each participant was assigned to either the control or intervention group. Participants in the intervention group received an educational intervention focused on bullying two weeks prior to a scheduled clinical simulation. Participants in both groups each completed an individual clinical simulation during which they were exposed to bullying-type behaviors meant to replicate behaviors they may encounter in actual clinical settings. All participants were informed of their right to disenroll from the study at any point. For the health and safety of participants, individuals were provided with safeguards during the study as well as upon conclusion of their participation. Immediately following the simulation, participants completed an individual debrief interview during which they were asked to describe how the simulation made them feel. Responses were audio recorded and transcribed verbatim. Data were analyzed using a descriptive qualitative to generate thematic results.Results: The three major themes developed included Past Bullying-like Behavior, Feelings Experienced during Simulation, and Perceptions of the Simulation. Participants reported experiencing negative emotions due to the bullying behavior exposure despite receiving an educational intervention. Harmful emotions, such as sadness, led participants to question their ability to perform simple tasks. Student nurses possess the skills and knowledge to perform routine tasks; however, when bullying behaviors target nursing students, the negative behaviors have the potential to adversely affect the whole student.Conclusions: Further research is warranted to identify programs to aid students in overcoming the negative bullying behaviors in the clinical setting.

Sign in / Sign up

Export Citation Format

Share Document