Being A Hemodialysis Nurse During the COVID-19 Pandemic: A Phenomenological Approach.

This study aimed to research the experiences of hemodialysis nurses during the COVID-19 pandemic. This study was designed with a descriptive phenomenological approach. The study was conducted with a total of 18 hemodialysis nurses. Content analysis method was used in the analysis of the data. As a result of the content analysis, six themes were determined. These were (I) encountering COVID-19, (II) social isolation, (III) difficulty maintaining nursing care, (IV) organizational issues, (V) professionalism, and (VI) coping methods. The research revealed that hemodialysis nurses experienced difficulties in their family lives, social lives, working environment and patient treatment during the pandemic. It was concluded that hemodialysis nurses need support physically and psychologically to cope with the fear of death, anxiety, exhaustion, and fatigue that they have experienced while working selflessly and vigorously with a small number of teams.

Disrupting, adapting and discovering family leisure during COVID-19

COVID-19 and the associated restrictions influenced family life including the practice of family leisure of those living in the same household and those who did not. The purpose of this study was to explore how individuals' family leisure was affected by the COVID-19 restrictions in New Brunswick, Canada, and the ways individuals and their families adapted to those restrictions. Phenomenology guided the study. Interviews that utilized a photo elicitation technique were conducted virtually with 12 women, 3 men, and 1 gender fluid individual. The findings revealed the lockdown in March 2020 contributed to a ‘disruption to valued family leisure'. A period of ‘adaptation, exploration, and discovery' followed characterized by determining what family leisure would include through participation in home-based, outdoor, and virtual family activities. Loosened restrictions and the opportunity to bubble with another household introduced the experience of ‘expanding family leisure' as participants considered how family members would bubble. © 2023 Canadian Association for Leisure Studies / Association canadienne d'études en loisir.

A transformative professional development model in current Egyptian reforms: A mixed-methods study

This mixed-methods study explores teachers, principals, and supervisors' personal experiences with and perspectives on the features of Discovery Education professional development (PD) programs as a transformative PD (TPD) model, which is implemented as a key component of current educational reforms in Egypt. Constructivist principles, the theory of change, and the transformative learning theory guide this study's framework. Quantitively, more than 4159 participants representing 8.31% of all enrolled teachers and supervisors in grades (G)10–11 PD program all over Egypt responded to an online survey in addition to providing artifacts collected as evidence to instructional transformations during Covid19. Qualitatively, a phenomenological study was conducted with a representative sample of twelve teachers and three principals participating in another two-year PD program about STEM culture implemented in six Egyptian governorates. Findings revealed that this TPD model adopted experiential learning by having teachers wear students' hats, reflect as teachers, apply in real classrooms, see change firsthand, and collectively exchange feedback with ongoing support from expert mentors, principals and supervisors who shared with teachers the same PD journey. The study also concluded that pairing TPD with new reforms such as, embedding technology for deep learning in a curriculum-based PD, inquiry-oriented assessment, research proven instructional strategies, and 21st century skills positively impacted educators' confidence in understanding and buying into these reforms. The study focuses on what works as a TPD model, and why participants' confidence was impacted. With such analysis, this can help structure future TPD models. © 2021 The Authors

Exploring the lived experience of patients with neurological disorders in pro bono physical therapy teaching & learning clinics: An interpretive phenomenological approach

The purpose of this dissertation was to investigate the lived experience of patients with neurological disorders in pro bono physical therapy teaching and learning clinics (PB-TLCs). It is important to understand the meaning of this experience since a growing number of physical therapy education programs utilize this type of clinic to meet their educational and accreditation needs. It would be unethical for physical therapy education programs to benefit from PB-TLCs should the patients not benefit from the care provided. Understanding the patients' lived experience will assist programs to better facilitate the benefits to the patients, as well as the benefits to the students, faculty, clinicians, and university. An interpretive phenomenological approach (IPA) was taken for this qualitative study. A total of 15 participants from 13 universities across the United States were included. The primary source of recruitment was the use of direct referrals from PB-TLCs. Interviews were transcribed by the primary investigator and analyzed using the 6-step process recommended by the IPA founders in Chapter 5 of Interpretive Phenomenological Analysis Theory, Method and Research. A total of seven superordinate themes were established: PB-TLCs 1) provide ongoing, quality physical therapy care;2) are a personal and emotional experience;3) provide physical and psychological benefits;4) are a teaching and learning environment;5) foster a symbiotic therapeutic relationship;6) were affected by COVID-19;and 7) are appreciated. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

University students' experience of online space while engaging in synchronous learning via videoconferencing amidst the pandemic.

Background: The high infectivity and fatality of COVID-19 has changed the mode of higher education from onsite to online. Although many studies investigated the effectiveness and satisfaction of online education, little is known regarding university students' lived experience of online space during synchronous learning via videoconferencing. Objective: The present study explored how university students experienced online space when engaging in synchronous learning via videoconferencing platforms during the outbreak of the pandemic. Method: The phenomenological approach was chosen to primarily explore students' experience of online space as well as their experience of embodiment and relations to self and others. Interviews were conducted with nine university students who voluntarily participated to share their experience of online space. Results: Three core themes were generated from the descriptions of experiences provided by the participants. For each core theme, two sub-themes were emerged and described. The analysis of the themes demonstrated that online space was experienced as being separate from home but also inseparable because it was an extension of the comforts of home. This inseparableness is also reflected in the virtual classroom where the rectangular screen presented on the monitor is always shared with everyone in the class. Moreover, online space was perceived as having no transitional space in which spontaneity and new encounters occur. Finally, the presence of self and others was experienced differently in online space due to the participants' choices of being seen or heard using their microphones and cameras. This led to a different sense of togetherness in online space. The insights gained from the study were discussed in relation to considerations for online learning in the post-pandemic era. Conclusion: Based on the emerged themes from the results, the current study concluded that the online space created by technologies cannot be a complete substitute for traditional face-to-face classrooms and suggested possible implications for designing and using online space in university education.

Using a hermeneutic phenomenological approach to Twitter content: a social network's analysis of green accounting as a dimension of sustainability

PurposeOwing to the worldwide outbreak of the SARS-CoV-2, social media conversations have increased. Given the increasing pressure from regulatory authorities and society, green accounting - as a dimension of sustainable development - remains the most discussed topic on most social media platforms. This study aims to incorporate a technological approach to green accounting and sustainability to enhance the innovation process inside and outside organizations. Design/methodology/approachThis study uses the hermeneutic phenomenological technique to investigate Twitter content. Tweets were subjected to a manual coding process to analyze their content, including recent advancements, challenges, cross-country initiatives and promotion strategies in green accounting. Public perception of green accounting and the COP26 climate summit was also studied. FindingsTweeters view green accounting favorably;however, they are apprehensive about its implementation. Regarding the challenges in green accounting, "corporate green washing" was the most tweeted content. The UK was the top-rated nation with respect to green accounting development. Furthermore, the most discussed breakthrough was the application of artificial intelligence in the domain of green accounting functions. However, Twitter users were observed to have directed heavy criticism at the COP26 climate summit in Glasgow. Originality/valueThis study's primary innovation is its integration of emerging technologies such as machine learning and data mining with social media platforms such as Twitter. Incorporating manual coding of tweets is a rigorous procedure that amplifies the strength of machine learning software's auto-coding feature.

Exploring the lived experience of patients with neurological disorders in pro bono physical therapy teaching & learning clinics: An interpretive phenomenological approach

The purpose of this dissertation was to investigate the lived experience of patients with neurological disorders in pro bono physical therapy teaching and learning clinics (PB-TLCs). It is important to understand the meaning of this experience since a growing number of physical therapy education programs utilize this type of clinic to meet their educational and accreditation needs. It would be unethical for physical therapy education programs to benefit from PB-TLCs should the patients not benefit from the care provided. Understanding the patients' lived experience will assist programs to better facilitate the benefits to the patients, as well as the benefits to the students, faculty, clinicians, and university. An interpretive phenomenological approach (IPA) was taken for this qualitative study. A total of 15 participants from 13 universities across the United States were included. The primary source of recruitment was the use of direct referrals from PB-TLCs. Interviews were transcribed by the primary investigator and analyzed using the 6-step process recommended by the IPA founders in Chapter 5 of Interpretive Phenomenological Analysis Theory, Method and Research. A total of seven superordinate themes were established: PB-TLCs 1) provide ongoing, quality physical therapy care;2) are a personal and emotional experience;3) provide physical and psychological benefits;4) are a teaching and learning environment;5) foster a symbiotic therapeutic relationship;6) were affected by COVID-19;and 7) are appreciated. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Exploring The Views of Deaf Students about The Attitudes of Non-Deaf Students in Inclusive Schools

Inclusive education, launched by the government, has increased the percentage of students with special needs. In this scope, deaf students are in the same class as non-deaf students in daily learning at inclusive schools. This study uses a qualitative research method and an interpretive phenomenological approach to explore in detail the investigation of the attitudes of non-deaf students towards deaf students in inclusive schools and the challenges they face when in an inclusive class. The purpose of this quantitative study was to explore through an instrument containing the positive and negative views of deaf students as many as 21 students towards the attitudes of their non-deaf peers in an inclusive school setting in Central Java. The data collection technique uses Google Forms to make it easier to get information from deaf students during this Covid-19 pandemic. According to deaf students who have been studying together in inclusive classes, content analysis of the data revealed that currently non-deaf students are very concerned about deaf students. Deaf students show positive views to non-deaf students based on the daily activities in inclusive schools. A positive perspective, accepting, and not considering a class with deaf students as a burden. © 2021 ACM.

Aerial Drone use for Sustainable Development in India-A Content Blog Analysis

India urgently requires technological solutions to resolve its pressing sustainability issues. The study, therefore, analyzed published blog content to explore how drones were being used to promote the United Nations sustainable development goals in India. Blog entries were retrieved through the Google search engine and screened to select 35 blogs, which contained sustainable drone applications and drone operation policies in India. Blogs published from 2016 to 2021 were analyzed through qualitative content analysis using a phenomenological approach. The study identified four themes and ten sub-themes related to drone use for sustainability in India. Themes included drone applications for sustainable management of natural resources, drone use for sustainable agriculture, drone implementation for other sustainability purposes, such as biodiversity conservation, and rules and regulations for drone use that enhance sustainability. The study recommends commercializing India's drone industry to promote research on finding solutions to sustainability issues in various sectors. © 2022 IEEE.

The disaster resilience trajectory of the first batch front-line nurses at fighting the Novel Coronavirus Disease 2019 in Wuhan: A qualitative study.

Aim: It is widely accepted that resilience is an essential solution to the challenges caused by disasters or crisis. The resilient individual can actively cope with challenges and maintain a good performance in facing of disastrous events. After the outbreak of Novel Coronavirus Disease 2019 (COVID-19) in Wuhan, China, numerous researchers have engaged in studying the experiences of front-line nurses in Wuhan from different perspectives. However, little is known on how the first batch front-line nurses developed their resilience trajectories during the disastrous events. The purpose of the present study is to explore the disaster resilience trajectory of the first batch front-line nurses at the early-stage of COVID-19 outbreak in Wuhan, Hubei province. Method: Qualitative research method was employed using purposive sampling. Nurses from Sichuan who had anti-epidemic experiences in Wuhan were selected to be conducted in-depth phone interviews. The interviews were transcribed verbatim, and data was analysed by adopting Colaizzi phenomenological approach. Results: Three theme categories emerged through the data analysis: (1) Challenges and difficulties; (2) Overcoming difficulties; (3) and Personal growth. Conclusion: Nurses have accumulated relevant experiences in dealing with sudden public health events after the rescue task, which can provide psychological and material supports for coping with similar situation in the future. Additionally, multiple support systems were critical elements for front-line nurses to recover from the disaster. Through uncovering front-line nurses' disaster resilience trajectories, it is significant for health care organizations and managers to establish more comprehensive system in handling with public health emergency events.

Nursing students' clinical placement experiences during the Covid-19 pandemic: A phenomenological study.

AIM: This study explored the clinical placement experiences of nursing students during the Covid-19 pandemic. BACKGROUND: The health emergency caused by Covid-19 required a rapid reorganisation of care settings. This reorganisation entailed revisiting the clinical placements settings and learning programs of Italian nursing faculties. Some Italian universities wanted to seize the health emergency as a learning opportunity enabling the nursing student to acquire additional knowledge and skills. DESIGN: We conducted a descriptive qualitative study employing a phenomenological approach. The study population was second and third-year nursing students. The students did their clinical placement in 5 Northern Italy hospitals, mainly in infectious diseases wards, intensive care and sub-intensive care units, emergency department, short-stay surgical units and internal medicine wards. In these departments, the inpatient wards were entirely converted into Covid-19 units. Ethical approval was obtained from the local ethics committee. METHODS: Semi-structured, open-ended interviews were conducted in March-April 2021 and analysed following a phenomenological approach. RESULTS: Twenty-one nursing students in their 2nd and 3rd academic year participated. Their average age was 24 years. 81% were female and 19% were male. Three main themes were generated: (i) Learning which surpasses technicalities; (ii) Confronting dignity issues; (iii) Feeling treated as an equal in the workspace. Students had to learn how to lower their fear and self-manage the emotional burden to be a caring presence for the patients who were intensely suffering from the disease and isolation. Attending a clinical practice placement in Covid-19 wards led them to focus on human dignity issues: participants realised how dignity was questioned and how they could become patients' advocates. Students also described that they felt part of the team, with their student role almost fading. CONCLUSIONS: This study describes that the most unpredictable public health emergency, such as Covid-19, can provide learning opportunities in the practice environment for nursing students. Students described feeling useful and capitalising on new competencies. Designing educational activities for nursing students concerning pandemic emergencies may be strategic for dealing with similar situations in the future.

A transformative professional development model in current Egyptian reforms: A mixed-methods study

This mixed-methods study explores teachers, principals, and supervisors' personal experiences with and perspectives on the features of Discovery Education professional development (PD) programs as a transformative PD (TPD) model, which is implemented as a key component of current educational reforms in Egypt. Constructivist principles, the theory of change, and the transformative learning theory guide this study's framework. Quantitively, more than 4159 participants representing 8.31% of all enrolled teachers and supervisors in grades (G)10–11 PD program all over Egypt responded to an online survey in addition to providing artifacts collected as evidence to instructional transformations during Covid19. Qualitatively, a phenomenological study was conducted with a representative sample of twelve teachers and three principals participating in another two-year PD program about STEM culture implemented in six Egyptian governorates. Findings revealed that this TPD model adopted experiential learning by having teachers wear students' hats, reflect as teachers, apply in real classrooms, see change firsthand, and collectively exchange feedback with ongoing support from expert mentors, principals and supervisors who shared with teachers the same PD journey. The study also concluded that pairing TPD with new reforms such as, embedding technology for deep learning in a curriculum-based PD, inquiry-oriented assessment, research proven instructional strategies, and 21st century skills positively impacted educators' confidence in understanding and buying into these reforms. The study focuses on what works as a TPD model, and why participants' confidence was impacted. With such analysis, this can help structure future TPD models.