ABSTRACT
As the American population continues to age and people live longer, a growing number of individuals have chronic health problems. Of these health problems, chronic wounds are among the costliest. The focus of this research was to understand the meaning of having a nonhealing wound. Heideggerian hermeneutics--one of several approaches to interpretive scholarship--was used in this study. Through interpreting language or texts, Heideggerian hermeneutics seeks to reveal meanings. In this study, the researchers interviewed 10 participants with chronic wounds and performed data analysis of the transcripts using qualitative software, and then Diekelmann's framework of Heideggerian hermeneutical analysis. Two constitutive patterns with six themes emerged from the data--"contending with the wound" and "staying home; staying back." Profound themes of oozing and smelling, losing sleep, being in pain, and noticing are described in the participants own words in the text. By listening to the participants' stories and understanding what it is like to live with a chronic wound, healthcare providers can create caring contexts.
Subject(s)
Adaptation, Psychological , Attitude to Health , Pain/etiology , Self Care/methods , Self Care/psychology , Stress, Psychological/etiology , Wounds and Injuries/psychology , Chronic Disease , Female , Humans , Male , Models, Psychological , Nursing Methodology Research , Surveys and Questionnaires , Wounds and Injuries/complications , Wounds and Injuries/therapySubject(s)
Nursing Process , Students, Nursing/psychology , Teaching/methods , Education, Nursing , HumansSubject(s)
Mental Disorders/nursing , Nurse-Patient Relations , Nursing Staff, Hospital/psychology , Reinforcement, Psychology , Adult , Female , Humans , MaleABSTRACT
This study investigated the relationship among methodologies used in teaching the nursing process, nursing students' ability to use nursing process, and the following student attributes of: field-related perceptual functioning, impulsiveness, locus of control, convergent-divergent thinking ability, and scholastic aptitude. Data were collected from 201 students at the beginning and at the end of their first clinical nursing course in six institutions. Mean scores on the Group Embedded Figures Test, Different Uses Test, and Inference Test increased significantly. The most-used teaching methodology was teacher-dominated presentation; the least-used, individual conference. Findings regarding methods were based on replies from 77 faculty teaching the clinical course. A significant predictive relationship was found between the ability to use nursing process and inference ability, locus of control, and minimal time spent in small group discussion.