PURPOSE/OBJECTIVES To investigate the lived experience of prostate cancer from a patient perspective. RESEARCH APPROACH Descriptive, qualitative. SETTING Community setting. PARTICIPANTS 10 men with prostate cancer aged 62-70 years. METHODOLOGIC APPROACH A hermeneutic phenomenologic method using semistructured, open-ended questions addressing the lived experience. DATA SYNTHESIS Phenom...

RESUMO A proposta deste texto é fazer uma releitura do fenômeno processo reflexivo de coordenadores em um curso online formação continuada, confrontando as considerações originalmente traçadas neste estudo com aspectos relacionados à pedagogia dos multiletramentos. Os dados que possibilitaram essa reflexão, coletados e interpretados base na abordagem Hermenêutico-Fenomenológica (Freire: 2006; v...

The software developer of siliconCOACH, a computerized twodimensional video analysis tool for coaches, was assisted to reflect on how his software provided coaches with learning opportunities to understand how coaches and athletes use performance feedback. Our understanding of reflection was informed by the work of Van Manen [9] and Zeichner & Liston [10]. To assist in the reflection process, l...

The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via...

According to Johnson (2007), learning and teaching arise from a human being’s bodily experience in relationship with others the environment (embodiment). Many teachers perceive mobilize their bodies rather unconscious ways. Becoming conscious of perceptions can help them teach. It also influence internal/external coherence (Korthagen, 2004), link between sensations, intentions, actions. Five el...

Pardeep Kaurah, MSc; Andrée MacMillan, MSc; Niki Boyd, MSc, PhD; Janine Senz, BSc; Alessandro De Luca, BSc; Nicki Chun, MS; Gianpaolo Suriano, PhD; Sonya Zaor, MSc; Lori Van Manen, MS; Cathy Gilpin, MS; Sarah Nikkel, MD; Mary Connolly-Wilson, Med; Scott Weissman, MS; Wendy S. Rubinstein, MD; Courtney Sebold, MS; Robert Greenstein, MD; Jennifer Stroop, MS; Dwight Yim, MD; Benoit Panzini, MD; Wen...

Background: Clinical education is an essential part of the nursing education program. It aims to achieve a set of competencies, integrate the theory with practice and enhance critical thinking and decision making abilities in the clinical setting. However, clinical education has been recognised to be perceived as a stressful event, especially for novice nursing students or nursing students who ...