This e-Learning course is for nurses, and other healthcare professions wishing to learn about two distinct methodological approaches to qualitative research
The insights will support developments in nursing, and other health and social care professional education to navigate their way through the distinct methodological research approaches, and to develop their own unique research studies.
On this e-Learning course you will meet other professionals, share your experiences, join in active discussions, and develop your knowledge and skills.
What you will achieve
• You will get the opportunity to develop an understanding of two distinct methodological approaches.
• Apply new knowledge, use your lived experiences, and evaluate with peers.
• You will also get the most out of your learning through engaging with the content and the other learners through the comments section.
On this e-Learning Course, we will cover
Interpreting philosophy, developing methodology for research
Bengtsson (2013) suggested that it is essential to be explicit in a research project about why one has chosen a particular direction of phenomenology. Descriptive phenomenology (Husserl 1913/1962) and hermeneutic phenomenology (Heidegger 1927/1962) are two different philosophical perspectives. While both focus on the human experience of the 'lifeworld' (Brooks, 2015; Finlay, 2011), there are key differences.
Research approaches enabling reflection
Hughes and Penning (2007: 7) compare and contrast other qualitative approaches with autoethnography; for example, researchers using a hermeneutic approach ask, ‘What are the conditions under which a human action occurred in the past, making it possible to interpret its meaning in the present?’ Researchers using autoethnography ask, ‘What am I learning by exploring my identities, power, privileges and penalties in one or more cultural contexts?’ (Hughes and Pennington, 2017).