Using Hermeneutic Phenomenology to Investigate How Experienced Practitioners Learn to Communicate Clinical Reasoning

Autor/inn/en	Ajjawi, Rola; Higgs, Joy
Titel	Using Hermeneutic Phenomenology to Investigate How Experienced Practitioners Learn to Communicate Clinical Reasoning
Quelle	In: Qualitative Report, 12 (2007) 4, S.612-638 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Research Methodology; Hermeneutics; Phenomenology; Researchers; Doctoral Programs; Graduate Students; Physiology; Therapy; Theory Practice Relationship; Clinical Diagnosis; Thinking Skills + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Researcher; Forscher; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Physiologie; Therapie; Theorie-Praxis-Beziehung; Denkfähigkeit
Abstract	This paper is primarily targeted at doctoral students and other researchers considering using hermeneutic phenomenology as a research strategy. We present interpretive paradigm research designed to investigate how experienced practitioners learn to communicate their clinical reasoning in professional practice. Twelve experienced physiotherapy practitioners participated in this research. Using hermeneutic phenomenology enabled access to a phenomenon that is often subconscious and provided a means of interpreting participants' experiences of personal learning journeys. Within the philosophy underpinning hermeneutic phenomenology, researchers need to design a research strategy that flows directly from the research question and goals of the research project. This paper explores such a strategy. (Contains 2 tables, 2 figures, and 2 footnotes.) (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33314. Tel: 954-262-5399; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10