Exploring the psychological experience of novice nurses in stomatological hospitals in China: a phenomenological study.

BACKGROUND: At the onset of their professional journey, novice nurses often undergo a multifaceted psychological experience as they transition from theoretical knowledge to clinical practice, potentially impacting their development of professional identity. However, limited research has been conducted on the psychological aspects pertaining to newly graduated nurses in stomatological hospitals in our country. METHODS: The phenomenological method and semi-structured interviews were used in this study, and the sample size of the interview was purposive sampling method. A semi-structured virtual interview was conducted with 21 new nurses in the department of stomatology. Colaizzi's analysis method was used to analyse the interview data. RESULTS: Based on Kramer's reality shock theoretical framework and analyzing interview data, this study extracted the psychological experiences of novice nurses during their first year of employment across four distinct stages. The four stages include: cheerful period, frustration period, adjustment period and competency period. Six themes and nine sub-themes were derived from the four period. CONCLUSION: Due to the lack of professional knowledge, novice oral nurses will experience a series of complex positive and negative emotions at the beginning of their career. Through the research, the training of oral specialty theory, good psychological counseling and peer support can improve their participation in oral outpatient nursing. At the same time, the establishment of oral care quality assurance system and the improvement of oral care higher education in our country will become the focus of future research.

Exploring the lived experiences of women with multiple gestations in Iran: a phenomenological study.

BACKGROUND: Multiple gestations present numerous physical, psychological, social, and economic challenges for women. Understanding the problem-solving experiences of pregnant women carrying multiple can be invaluable. This study aimed to explore the experiences of Iranian women with multiple gestations. METHODS: This descriptive phenomenological study utilized purposive sampling and continued until data saturation. Data collection involved in-depth semi-structured interviews, with analysis performed using Colaizzi's 7-step method. MAXQDA software was employed for data management. RESULTS: This study involved 12 women with multiple gestations. The average age of the participants was 33.76 ± 6.22 years, and 9 were pregnant with triplets. The data were categorized into four primary themes: the paradox of emotions, the pregnancy prison, immersion in fear, and the crystallization of maternal love, encompassing 17 sub-themes. CONCLUSION: Pregnant women with multiple gestations undergo various changes and experience conflicting emotions. Enhancing their ability to adapt to and accept numerous pregnancies can be achieved through supportive, personalized, and family-centered care, along with improvements and revisions in care policies for multiple gestations.

Nursing students' experiences of workplace violence based on the perspective of gender differences: a phenomenological study.

BACKGROUND: Workplace violence is a worldwide concern, and particularly affects nursing students. It has a seriously negative impact on nursing students' clinical learning experience and their physical and mental health. This study explored whether there are differences in psychological responses and coping styles among different gender nursing students after exposure to workplace violence, and investigated the causes for these differences. METHODS: We enrolled 22 nursing undergraduates from Guangzhou Medical University and Zunyi Medical University, China. Phenomenological qualitative research and online semi-structured interviews were conducted. The data were analyzed by the Colaizzi seven-step content analysis method. RESULTS: Two categories were collated: psychological experience and coping styles. Three themes of the former were extracted: negative emotional experience, low level of professional identity, and negative effect on self-efficacy. Two themes of the latter: responses to violence and adjustment after violence. In addition, fourteen subthemes were extracted. CONCLUSIONS: Different gender nursing students have different psychological experience and coping styles in the face of workplace violence. The causes of the differences are likely related to sociocultural factors and psychological gender status.

Anesthesiology resident preferences regarding learning to perform epidural anesthesia procedures in obstetrics: a qualitative phenomenological study.

BACKGROUND: Learning to perform neuraxial techniques in obstetrics is considered one of the most difficult skills for anesthesiology trainees to acquire and no consensus exists regarding the best practices for teaching these procedures. Utilizing a qualitative, phenomenological approach, we aimed to explore what trainees perceive as the best approaches to teaching epidural anesthesia techniques; identify how these perceptions align or differ from those of faculty anesthesiologists; and examine how these approaches fit into the cognitive apprenticeship framework, which describes a process of reflection on how learning occurs in the authentic environment. METHODS: Semi-scripted interviews were conducted with 10 residents and three faculty members from the division of obstetric anesthesiology at an academic center. Interviews were transcribed, de-identified, fragmented, and coded. A thematic analysis was conducted, and codes re-organized into the cognitive apprenticeship framework of (1) content, (2) method (including subcategories modeling, coaching, scaffolding, articulation, reflection, and exploration), (3) sequence, and (4) sociology (including situated learning and culture of expert practice). RESULTS: Trainees valued a staged approach to learning epidural techniques, independent trouble-shooting, graded independence, focused feedback, and a calm instructor. The challenges of learning and teaching epidural techniques identified by trainees and instructors included the tactile nature of the procedure, teaching on awake, non-sedated patients, limited teaching time, and creating an environment of psychological safety. CONCLUSION: Trainee and instructor preferences for teaching epidural procedures in obstetrics aligned with the cognitive apprenticeship framework. These concepts may be applied to curriculum design, evaluation, feedback, self-assessment and faculty development.

Nurses' lived experience of peacebuilding.

Nursing has a unique opportunity to address issues of structural violence that contribute to poor health outcomes. Models for designing nursing care relative to the social determinants of health can be adapted from the discipline of peace studies and the phenomenon of peacebuilding. The aim of this qualitative study was to describe the lived experience of peacebuilding from the perspective of community or public health nurses. Interviews were conducted with eight participants. Attributes of the peacebuilder included fostering human relationships that value the inherent worth and dignity of others, nurturing a character of humility and moral courage, and contemplating the personal cost of engaging in prolonged processes of peacebuilding. Practices of peacebuilding included mediating conflict through multilayered processes, accompanying others to places of empowerment, and utilizing interdisciplinary teaching and learning to build capacity for change. Increasing an understanding of the lived experience of peacebuilding by nurses is relevant to nursing research, theory, and practice, and adds to a broader understanding of peacebuilding.

Exploring the experience of undergraduate nursing students following placement at psychiatric units in China: A phenomenological study.

AIM: To explore undergraduate nursing students' experiences of psychiatric placements. BACKGROUND: Placement is an important learning phase for undergraduate nursing students and the placement experiences may affect their career choices. However, nursing students' experiences of psychiatric placements have not been fully explored in China. DESIGN: This study adopted a descriptive, phenomenological design. METHODS: After psychiatric placement, a semi-structured interview was conducted in June 2022 among 22 final-year undergraduate nursing students using purposive sampling. The data were analysed using Colaizzi's seven-step analysis method. RESULTS: Five themes were identified: i) destigmatising mental illness; ⅱ) beneficial communication; ⅲ) gaining confidence; iv) disappointment and sadness; and v) fear and discomfort. CONCLUSION: Nursing students experienced various positive experiences and negative emotions during their psychiatric placement. Further research should explore and validate appropriate educational strategies to optimise students' placement experiences to increase their career interest in psychiatric nursing.

Empirical Phenomenological Inquiry: Guidance in Choosing Between Different Methodologies.

Empirical phenomenological inquiry and analyses are of high relevance and applicability for nursing and health care. Phenomenology has clear roots in philosophy, which needs to be brought into an empirical phenomenological inquiry. However, all study of phenomena and experience does not qualify as phenomenological inquiry. The aim of this article is to provide guidance for how to relate different empirical phenomenological methodologies that are in play in the broader field of healthcare research, and thus support healthcare researchers in navigating between these methodologies. For pedagogical purposes, we present commonalities and differences as related to descriptive and interpretive phenomenological inquiries throughout the research process. The merits and criticisms of empirical phenomenological inquiry are commented on.

Parent-Child Grief Interactions: A Qualitative Analysis and Conceptual Framework of the Lived Experiences of Young Widowed Parents.

A young parent's death is an unexpected event that incurs family stress and grief for the surviving parent and young children. However, few studies have examined widowed parents' grief experiences and parent-child interactions following a co-parent's death. Guided by phenomenology, this qualitative study examined the lived experiences of (N = 12) surviving parents grieving the loss of their co-parent. Data were collected using semi-structured interviews and analyzed using an inductive analytic procedure. Findings included themes of (1) not showing grief with child; (2) talking through grief/emotions with child; (3) maintaining connection between deceased parent and child; (4) timing of sharing things with children; and (5) utilizing bereavement and group support. These findings suggest that support services for surviving parents include providing information to them about the timing of when to share mementos with children and psychoeducation on emotion sharing and masking as part of the grief process with young children.

New nurses' experience during a two year transition period to clinical practice: A phenomenological study.

BACKGROUND: New nurses' clinical competency is a central concern across the world. The China Health and Planning Commission proposed an "Outline of transition programs for newly graduated nurses (try out)" to promote the new nurses' clinical competency within the first two years. Compared with the transition program in other countries, the one in China is longer. New nurses' experiences in their transition to practice were not fully explored in China. Their lived experience may inform the better transition program in China and other countries. OBJECTIVE: To explore the experience of new nurses during the two-year transition period to clinical practice. DESIGN: A descriptive phenomenological study. METHODS: Face-to-face, semi-structured in-depth interviews were conducted in two teaching hospitals in China to interview 14 nurses within three months after the completion of transition. Data were analyzed using Colaizzi's seven-step data analysis method，which includes familiarization, identifying significant statements, formulating meanings, clustering themes, developing an exhaustive description, producing the fundamental structure, and seeking verification (1978). Tape-recording and observational notes were taken and typed word by word. Two researchers verified the verbatim transcripts. RESULTS: Five categories and 15 theme clusters were identified: 1. CHALLENGE: early-stage stress and anxiety; perceived change of mentality and self-reflection; 2. RESPONSE: self-encouragement; self-compulsion, tolerance, adaptation; peer support and affirmation; 3. Growth: overall clinical competency improvement; perceived harvesting; nursing skills improvement; knowledge enhancement; 4. REFLECTION: self-inadequacy; rotation benefits; the merits of different departments; lack sense of belonging; and 5. Expectation: desire to be treated equally; hope to have more opportunities. CONCLUSIONS: The findings of our study suggested that support was most needed while the new nurses were facing challenges in the early stage to promote their sense of belonging. In addition, more systematic learning opportunities are needed to maximize learning for NGNs with different nursing degrees.

In her own words: a phenomenological analysis of stories told by female service members and veterans after traumatic brain injury.

PURPOSE: Given the majority of Service Members and Veterans (SMV) who have sustained a traumatic brain injury (TBI) are male, the female experience with TBI has not been captured in the general understanding of TBI. To improve understanding of the experience of female SMV after TBI utilizing a qualitative phenomenological approach on stories as told by female SMV. MATERIALS AND METHODS: Ten female SMV participated in storytelling workshops and created video stories documenting their personal experience with TBI. Workshops were hosted by the VA Palo Alto Health Care System Polytrauma System of Care (VAPAHCS PSC). A grounded thematic analysis was conducted on the video stories. RESULTS: Three common content themes emerged from all the stories: (1) negative psychological and emotional impacts of TBI, (2) acceptance and healing process associated with recovery, and (3) military contexts. Negative psychological and emotional impacts included intrapersonal impacts such as negative emotions, suicidal ideation, and dealing with cognitive and physical challenges, and interpersonal impacts in relationships and loss of independence. Notably, all the stories acknowledged an acceptance and healing process, characterized by several subthemes including motivational factors, TBI education, spirituality, and advocacy work. Lastly, each story mentioned military context, highlighting the unique experience within this population. CONCLUSIONS: This phenomenological examination adds evidence-based understanding to the experience after TBI among female SMV. Each story uncovered nuanced and multifaceted issues that women experience in their TBI recovery. Our findings provide context to guide future intervention on the care, support, and TBI recovery for the female SMV population.

This phenomenological examination adds evidence-based understanding to the experience after traumatic brain injury (TBI) among female active duty servicemembers and veterans.Rehabilitation for female active duty servicemembers and veterans can use an approach of equity-oriented health care that acknowledges that trauma affects physical/emotional health, interpersonal relationships, and ability to access care.Sharing stories in a group setting help to establish personal connection, build trust, and process emotions about their experience with other female storytellers, and can combat isolation in female active duty servicemembers and veterans after TBI.

Exploring the Lived Experience of Families Waiting for Surgical Patients: A Qualitative Study.

Family-centered care is an important aspect of perioperative nursing, especially during the perioperative waiting period that separates patients from their families or significant others. However, there is a lack of understanding on what waiting means to family members or significant others. In this hermeneutic phenomenological study, we explored the lived experiences of family members waiting for surgical patients. We identified a shared experience during waiting that we called a "time to focus on self." We identified five supporting themes that shaped this meaning of waiting: the environment, activities, communication, expectations, and feelings. The perioperative waiting experience may be a necessary time of self-reflection and self-care for family members when responsibilities for loved ones are temporarily on hold. Perioperative nurses can provide family-centered interventions to address the physical and emotional needs of individuals who are waiting and improve their experience.

Experiences of women undergoing infertility treatment from embryo transfer until pregnancy test and their conceptualization of their embryo.

AIM: This study aims to explore women's experiences with embryo transfer (ET) until pregnancy test and their conceptualization of their embryo. METHOD: The sample of this descriptive phenomenology study consists of 17 women with ET. The data were collected through in-depth interviews. The thematic analysis developed by Braun and Clarke was used for data analysis. RESULTS: Analysis of the interviews led to the emergence of five themes and 14 sub-themes. The theme "pregnancy in biological terms" has two sub-themes: "considering herself pregnant" and "the first moment with the baby". The theme "not an embryo, my child" has three sub-themes: "world of hope", " unnatural but normal" and "attachment to embryo". The theme "daily life after ET" has three sub-themes: "living life in the usual way", "process of self-listening", and "the negative effects of drugs on the body". The theme "seeking ways to ensure fertility" has four sub-themes: "complete bed rest", "the search for information: the internet", "practice an infertility diet" and "spiritual support with prayer". Finally, the theme "caring after the transfer" has two sub-themes: "need more information" and "unmet women-oriented care". CONCLUSION: In this study, it was determined that women had intense physical and emotional experiences during the waiting period after ET and their daily lives were affected. It was also understood that the embryo means "baby/child/son/daughter" to them and that they establish a close bond with their embryos. Women's needs are not sufficiently known until post-ET pregnancy testing. Explaining the experiences of women after IVF-ET and the meanings of their embryo will help determine the issues they need in holistic care.

Tornar-se pais: uma compreensão gestáltica das diferentes parentalidades contemporânea / Becoming Parents: a Gestalt understanding of the different contemporary parenting / Convertirseen padres: una comprensión Gestalt de la diferente paternidad contemporánea

Família, conceito marcante para sociedade e cultura, importante alicerce das relações interpessoais, mostra mudanças e novos modelos. A decisão em ter filhos passa a ter base na experiência e realização individual, não mais por uma necessidade de modelo de família nuclear tradicional. O estudo teve como objetivo compreender a vivência de algumas modalidades de família na decisão de ter e criar os filhos. Para tal, escolheu-se a Abordagem Gestáltica como fundamentação. A Gestalt-terapia observa o processo, uma integração que nunca se completa. A presente pesquisa investigou três modelos de famílias; monoparental, casal heterossexual e homossexual. A metodologia utilizada foi pesquisa qualitativa fenomenológica. Realizou-se entrevistas semiestruturadas, com dados analisados pelo método de Giorgi. Com as entrevistas, percebeu-se que a chegada do filho traz incertezas, interrogações, novas divisões de tarefas e renúncias por parte das famílias. Conclui-se que as famílias vivem experiências semelhantes independente do seu modelo.

Family, a striking concept for society and culture, an important foundation of interpersonal relationships, shows changes and new models. The decision to have children is based on individual experience and achievement, no longer because of a need for a traditional nuclear family model. The study aimed to understand the experience of some family modalities in the decision to have and raise children. For this, the Gestalt Approach was chosen as the basis. The Gestalt-therapy look at the process, an integration that is never completed. The present research investigated three families models; single-parent, heterosexual and homosexual couple. The methodology used was phenomenological qualitative research. Semi-structured interviews were conducted with data analyzed by the Giorgi method. With the interviews, it was noticed that the arrival of the son brings uncertainties, questions, new divisions of tasks and resignations on the part of the families. We conclude that families experience similar experiences regardless of their model.

La familia, un concepto sorprendente para lasociedad y la cultura, una base importante de las relaciones interpersonales, muestracambios y nuevos modelos. La decisión de tenerhijos se basaenla experiencia y los logros individuales, ya no debido a lanecesidad de un modelo tradicional de familia nuclear. El objetivo delestudiofuecomprenderla experiencia de algunas modalidades familiares enladecisión de tener y criar hijos. Con este fin, el enfoque Gestalt fue elegido como larazón de ser. La terapia Gestalt observa elproceso, una integración que nunca se completa. La presente investigacióninvestigótres modelos familiares; Padres solteros, parejasheterosexuales y homosexuales. La metodología utilizada fuelainvestigación fenomenológica cualitativa. Se realizaron entrevistas semiestructuradascondatosanalizados por el método de Giorgi. Conlas entrevistas, se notó que lallegadadelniñotraeincertidumbres, preguntas, una nuevadivisión de tareas y larenuncia de lasfamilias. Se concluye que lasfamiliasviven experiencias similares independientemente de su modelo.

Experiências de estudantes de psicologia ao conduzir grupos com outros universitários / Experiences of Psychology undergraduate students in conducting groups with other university students / Experiencias de estudiantes de Psicología al conducir grupos con otros universitarios

O objetivo desta pesquisa foi compreender experiências de processos envolvidos na prática da escuta clínica de estudantes de Psicologia ao conduzir grupos interventivos com outros universitários, buscando: descrever sentidos dessas experiências para a formação desses estudantes; apontar atravessamentos envolvidos; identificar possíveis conhecimentos, habilidades e atitudes desenvolvidos, assim como desafios enfrentados e ganhos de aprendizagem obtidos. Em uma perspectiva fenomenológica interventiva, utilizou-se o método da hermenêutica colaborativa. Durante 14 encontros de supervisão, foram colaboradores uma psicóloga, uma docente e oito estudantes de Psicologia que conduziam dois grupos interventivos com universitários. O instrumento utilizado foi a Versão de Sentido e os resultados levaram a concluir, principalmente, que os estudantes: vivenciaram um processo de crescimento pessoal e desenvolvimento profissional, permeado por um encantamento pela Psicologia; estiveram atravessados pelas realidades psicossociais dos universitários atendidos, mas conseguiram, atentos aos próprios limites, reconhecer a necessidade de um processo pessoal e internalizar as bases de uma matriz de identidade profissional; aprenderam a sistemática do método, sendo as supervisoras e os colegas essenciais no processo de aprimoramento da escuta. Destaca-se, portanto, a necessidade de redes de apoio para os universitários e melhorias no processo de capacitação do estudante de Psicologia, visando seu futuro ingresso no mercado de trabalho.

This research aimed to understand the experiences of processes in the clinical listening of Psychology undergraduate students in conducting intervention groups with other university students, seeking to describe the meanings of these experiences for the formation of these students; point out crossings involved; identify possible knowledge, skills and attitudes developed, the challenges faced and the learning gains. In an interventional phenomenological perspective, the method of collaborative hermeneutics was used. In 14 supervisory meetings, collaborators were a psychologist, a professor and eight psychology undergraduate students conducting two intervention groups with university undergraduate students. The instrument used was the Version of Sense and the results indicated that the students experienced personal growth and professional development, were enchanted by Psychology; and crossed by the psychosocial realities of the students attended, but managed, with their own limits, to recognize the need for a personal process and to internalize the basis of a professional identity matrix; they learned the method systematics; supervisors and colleagues were essential in the process of improving listening. Therefore, stand out the need for support networks for university undergraduate students and improvements in the qualification process of the Psychology student, aiming at their future entry into the job market.

El objetivo de esta investigación fue comprender experiencias de procesos involucrados en la práctica de la escucha clínica de estudiantes de Psicología al conducir grupos intervencionistas con otros universitarios, buscando: describir sentidos de esas experiencias para la formación de esos estudiantes; apuntar atravesamientos involucrados; identificar posibles conocimientos, habilidades y actitudes desarrollados, desafíos y ganancias de aprendizajes obtenidas. En perspectiva fenomenológica intervencionista, se utilizó el método da hermenéutica colaborativa. Durante 14 encuentros de supervisión, colaboraron una psicóloga, una docente y ocho estudiantes de Psicología que conducían dos grupos intervencionistas con universitarios. Se utilizó la Versión de Sentido y los resultados llevaron a concluir que los estudiantes: vivenciaron un proceso de crecimiento personal, desarrollo profesional, permeado por encantamiento por la Psicología; atravesados por las realidades psicosociales de los universitarios, pero consiguieron, atentos a los propios límites, reconocer la necesidad de un proceso personal e internalizar las bases de una matriz de identidad profesional; aprendieron la sistemática del método, siendo las supervisoras y los compañeros esenciales en el proceso de mejoramiento de la escucha. Se destaca la necesidad de redes de apoyo para los universitarios y mejoras en el proceso de capacitación del estudiante de Psicología, visando su futuro acceso al mercado laboral.

Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam.

INTRODUCTION: With the advantage of the restructured education in Vietnam, the social-emotional learning (SEL) framework has been gradually piloting applied into the educational curriculum. However, the SEL integration is only effective in primary school. METHODS: This study applied qualitative phenomenological research, which used in-depth interviews with students and core teachers who have experienced SEL from previous studies to explore and explain the SEL integration is not successful at the secondary level. FINDINGS: Four findings showed the current challenges of SEL's integration in Vietnamese educational curriculum: 1) the incompatibility between the current curriculum and the teachers' pedagogical capacity; 2) the perceived difficulties in integrating SEL into educational activities; 3) the limited focus on understanding the students' psychology; and 4) students cannot develop their social-emotional competence. DISCUSSION: When the challenges can be solved, corresponding to the solutions discussed, can the SEL framework be properly integrated into Vietnamese education, as well as designing an integrated continuous SEL-orientated curriculum across school levels, meeting the requirements of the new educational curriculum.

Educar médicos, cuidar de memórias: sentidos da constituição de um museu histórico de medicina / Educating doctors, caring for memories: meanings of the constitution of a historical medical museum / Educar médicos, cuidar de memorias: significados de la constitución de un museo de historia médica

Problematizando o lugar das humanidades e da memória na educação médica, investigamos sentidos da constituição do Centro de Memória e Museu Histórico - CMMH da Faculdade de Medicina de Ribeirão Preto/USP. Na perspectiva da psicologia da cultura fenomenológica, selecionamos como depoente Anette Hoffmann, figura central do CMMH. Realizamos entrevista semiestruturada, analisada fenomenologicamente. Cuidando da preservação do acervo da faculdade, Anette pretende viabilizar pesquisas históricas e promover formação cultural dos estudantes, particularmente de medicina. Seu trabalho promove as humanidades para desenvolver espírito crítico aguçado e problematizar a ultra especialização e a visão empresarial que se expandem na universidade. Concluímos que a experiência analisada indica como a preservação da memória contribui para a educação médica ao traduzir visão ampla de ciência e universidade.

Thematizing the place of humanities and memory in medical education, we investigate meanings of the constitution of the Centro de Memória e Museu Histórico - CMMH of the Faculdade de Medicina de Ribeirão Preto/USP. From the perspective of the phenomenological culture psychology, we selected as deponent Anette Hoffmann, central figure of the CMMH. We conducted a semi-structured interview, analyzed phenomenologically. Taking care of the preservation of the collection of the faculty, Anette intends to make possible historical researches and to foment the cultural formation of the students, particularly of medicine. Her work promotes the humanities to develop critical spirit and problematize the ultra-specialization and business vision that expand into the university. We conclude that the analyzed experience indicates how the preservation of memory contributes to medical education by translating broad view of science and university.

Problematizando el lugar de las humanidades y de la memoria en la educación médica, investigamos sentidos de la constitución del Centro de Memória e Museu Histórico - CMMH de la Faculdade de Medicina de Ribeirão Preto/USP. En la perspectiva de la psicología de la cultura fenomenológica, seleccionamos como deponente Anette Hoffmann, figura central del CMMH. Realizamos entrevista semiestructurada, analizada fenomenológicamente. Cuidando la preservación del acervo de la universidad, Anette pretende viabilizar investigaciones históricas y fomentar la formación cultural de los estudiantes, particularmente de medicina. Su trabajo promueve las humanidades para desarrollar espíritu crítico agudo y problematizar la ultra especialización y la visión empresarial que se expanden en la universidad. Concluimos que la experiencia analizada indica cómo la preservación de la memoria contribuye a la educación médica al traducir una visión amplia de ciencia y universidad.

"The Ugly Face of Old Age": Elders' Unmet Expectations for Care and Support in Rural Ethiopia.

As migration, urbanization, and aging accelerate in developing nations, traditional family supports for elders are diminishing. With these trends in mind, hermeneutic phenomenology was used to examine the experiences of 10 rural Ethiopian elders of age 70 and older. Narrative data from in-depth interviews revealed three prominent themes: the "good old days," drained happiness, worry and pessimism. Elders felt devalued by their children, grandchildren, and youth in general. Compared to how they treated their own parents, elders believed that their children's sense of filial obligation was weak and unreliable. Interactions were described as undermining, embarrassing, and abusive. Elders were pessimistic about the prospect of reliable caregivers, even expressing a wish to die before they become dependent on others for care. Despite such challenges, participants viewed aging as a privilege. New cooperative models of community-based care are needed to ensure that elders in developing nations can expect adequate care throughout their lives.

Escuta clínica, triagem e plantão psicológico em um serviço-escola Pernambucano / Clinical listening, screening and psychological support on a school clinic in Pernambuco / Escucha clínica en clasificación y turno psicológico en un servicio escuela Pernambucano

Resumo Esta pesquisa teve como objetivo geral compreender experiências de escuta clínica nas modalidades de triagem e plantão psicológico entre estudantes lotados em um serviço-escola de Pernambuco. Os objetivos específicos foram descrever sentidos dessas experiências, investigar como eles percebiam a formação recebida para ofertarem esses serviços, como também identificar dificuldades enfrentadas nos processos e estratégias utilizadas para dirimi-las. Utilizou-se o método da hermenêutica colaborativa, e 18 colaboradores, subdivididos em quatro grupos de discussão, responderam a uma entrevista aberta com pergunta disparadora. Os resultados foram analisados em uma perspectiva fenomenológica, revelando que os estudantes enfrentavam dificuldades como desarticulação entre teoria e prática, manejo do tempo, angústia e insegurança inicial, além de falta de suporte estrutural recebido pelo serviço-escola para ofertar tais serviços. No entanto era possível a eles desenvolver a escuta, deixando-a fluir na condução dos processos em direção às demandas dos clientes. Diante de estratégias como capacitação ofertada pelo serviço-escola, suporte emocional recebido pelas equipes de supervisão e seus próprios processos pessoais, conseguiam enfrentar as dificuldades encontradas durante a formação, sentindo-se, apesar de tudo, valorizados e reconhecidos pelo serviço prestado. Concluiu-se, principalmente, a importância de inserir estudantes em serviços-escola em práticas anteriormente ao estágio obrigatório e em diversas modalidades de porta de entrada, desde que tais estratégias estejam integradas ao projeto pedagógico do curso, cabendo à instituição oferecer uma formação que, efetivamente, articule teoria e prática nas experiências cotidianas do estudante no processo de vivenciar e aprimorar sua escuta clínica ao tornar-se psicólogo.(AU)

Abstract This research aims to understand experiences of clinical listening in the modalities of screening and psychological support among students at a school clinic in the state of Pernambuco, Brazil. With that, the study sought to describe the feelings arising from these experiences, investigating how students perceived the adequacy of the academic education to offer these services and identifying hardships faced in the processes, as well as strategies adopted for solving them. Using the collaborative hermeneutics method, 18 collaborators were subdivided into four discussion groups and submitted to an open interview with a triggering question. The results wereanalyzedin a phenomenologicalperspective, revealing that students experienced difficulties regarding disarticulation between theory and practice, time management, anguish, insecurity, and lack of structural support received from the school to offer such services. Despite these factors, the students managed to develop clinical listening skills, letting it flow according to patients' demands. The training offered by the school service, the emotional support received by supervisory teams, and their own personal processes enabled students to face the problems encountered during their formation, feeling valued and recognized for the service provided. The results denote the importance of promoting practices of clinical listening among students at school clinics before they attend the mandatory internship, provided that such strategies are integrated to the pedagogical project. Thus, the institution must offer a formation that effectively integrate theory and practice, improving students' process of clinical listening.(AU)

Resumen Esta investigación tuvo como objetivo general comprender experiencias de escucha clínica en las modalidades de clasificación y turno psicológico entre estudiantes de un servicio escolar en Pernambuco. Los objetivos específicos fueron desde exponer el sentido de estas experiencias, investigar cómo percibían la formación para ofrecer esos servicios, así como identificar las dificultades encontradas y estrategias para solucionarlas. Utilizándose el método de la hermenéutica colaborativa y 18 colaboradores, subdivididos en cuatro grupos de discusión, contestaron a una entrevista abierta con una pregunta desencadenante. Se analizaron los resultados de una perspectiva fenomenológica, revelando que enfrentaron dificultades como desarticulación entre teoría y práctica, manejo del tiempo, angustia e inseguridad inicial, además de la falta de soporte estructural recibido por la escuela. Sin embargo, les fue posible desarrollar la escucha, dejándola fluir en los procesos clínicos según la demanda del cliente. Se utilizó estrategias como capacitación ofrecida por la escuela, soporte emocional por la supervisión y sus procesos personales propios, lograron enfrentar las dificultades encontradas durante la formación; sintiéndose, a pesar de todo, valorados y reconocidos por el servicio realizado. Se concluyó, principalmente, en la importancia de añadir a los estudiantes en los servicios escolares con prácticas anteriores a las obligatorias y en varias modalidades de integración, siempre que esas estrategias se incorporen en el proyecto pedagógico del curso, correspondiendo a la institución ofrecer una formación que articule efectivamente la teoría y práctica en las experiencias diarias del alumno en el proceso de experimentar y mejorar su escucha clínica al convertirse en psicólogo.(AU)

Experiência de ser esposa de policial militar: um estudo fenomenológico / Experience of being wife of a military cop: a phenomenological study / Experiencia de ser pareja de un policía militar: un estudio fenomenológico

O trabalho do policial militar é permeado por diversas particularidades inerentes à profissão, que acabam por afetar sua vida pessoal e sua família. Diante dessas problemáticas, marcantes e complexas, o presente estudo teve por objetivo geral compreender sentidos da experiência de ser esposa de policial militar. Especificamente, objetivou-se, na ótica dessas mulheres, descrever esses sentidos, investigando em que medida o trabalho do companheiro afeta a saúde e a qualidade de vida delas e/ou da família; bem como identificando dificuldades enfrentadas por elas e os impactos do trabalho do companheiro no relacionamento conjugal. Tratou-se de um estudo qualitativo fenomenológico, que utilizou entrevista individual aberta com pergunta disparadora. Colaboraram quatro esposas e as unidades de sentido reveladas foram: vulnerabilidade, sensação de insegurança e atenção constantes; preocupação com riscos à vida do companheiro; incertezas quanto ao planejamento de vida; afetações quanto às mudanças na rotina; limitações na vida social do casal; risco de infidelidade; tentativa de preservação da relação; mudanças no próprio comportamento; e mudanças no comportamento do companheiro. Concluiu-se, principalmente, que há repercussões do trabalho dos companheiros na saúde, qualidade de vida e relacionamento conjugal dessas esposas, o que pode invisibilizar suas condições sociais de serem mulheres.

The work of the Military Cop is permeated by several peculiarities inherent to the profession, which affect his personal life and his family. Given these issues, striking and complex, the present study aimed at understanding the experience of being the wife of a military police officer. Specifically, from the perspective of these women, we aimed to describe these senses, investigating the extent to which the husband's job affects their health and quality of life and/or the family; as well as identifying difficulties faced by them and the impacts of the partner's profession on the marital relationship. This was a phenomenological qualitative study using an open individual interview with a triggering question. Four wives participated and the revealed units of meaning were: vulnerability, constant sense of insecurity and vigilance; concern about risks to the life of the partner; uncertainties about life planning; changes in routine; limitations in the couple's social life; risk of infidelity; attempt to preserve the relationship; changes in her own behavior; and changes in husband behavior. In conclusion, there are repercussions of the work of their husbands on their health, quality of life and marital relationship, which can make invisible their social condition of being a woman.

La labor del Policía está permeada por particularidades inherentes a la profesión, que terminan por afectar la vida personal y familiar. Delante de esas problemáticas el presente estudio tuvo por objetivo comprender sentidos de la experiencia de ser esposa de un policía. Se tuvo por objetivo, en la óptica de esas mujeres, describir esos sentidos, investigando en qué medida la labor del compañero afecta la salud y la calidad de vida de ellas y/o de la familia; identificando dificultades enfrentadas por ellas y los impactos de la labor del compañero en el relacionamiento conyugal. Estudio cualitativo fenomenológico, en que se utilizó entrevista individual abierta con pregunta disparadora. Colaboraron cuatro mujeres y las unidades de sentido reveladas fueron: vulnerabilidad, sensación de inseguridad y atención constantes; preocupación con riesgos a la vida del compañero; incertidumbres relacionadas a la planificación de vida; afectaciones relacionadas a los cambios en la rutina; limitaciones en la vida social de la pareja, cambios en su comportamiento y en el del compañero. Se concluye que hay repercusiones de la labor de sus compañeros en su salud, calidad de vida y relacionamiento conyugal de esas mujeres, lo que puede conducir a la invisibilidad su condición social de ser mujer.

Critical care nurses' lived experiences of interhospital intensive care unit-to-unit transfers: A phenomenological hermeneutical study.

OBJECTIVE: To explore critical care nurses' lived experiences of transferring intensive care patients between hospitals. METHODS: A phenomenological hermeneutic approach using data generated through individual interviews with 11 critical care registered nurses. SETTING: Two general intensive care units in Sweden. FINDINGS: Five themes were identified: it depends on me; your care makes a difference; being exposed; depending on interprofessional relationships; and sensing professional growth. These themes were synthesised into a comprehensive understanding showing how transferring intensive care patients between hospitals meant being on an ambivalent journey together with the patient but also on a journey within yourself in your own development and growth, where you, as a nurse, constantly are torn between contradictory feelings and experiences. CONCLUSION: Interhospital intensive care unit-to-unit transfers can be a challenging task for critical care nurses but also an important opportunity for professional growth. During the transfer, nurses become responsible for the patient, their colleagues and the entire transfer process. In a time of an increasing number of interhospital intensive care unit-to-unit transfers, this study illuminates the risk for missed nursing care, showing that the critical care nurse has an important role in protecting the patient from harm and safeguarding dignified care.