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Permanent link (DOI): https://doi.org/10.7939/R31039

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Encountering the Other in Nurse-Patient Pedagogic Relationships: Becoming We Open Access

Descriptions

Other title
Subject/Keyword
Gestational Diabetes Mellitus
Phenomenology
Relational pedagogy
Heidegger
Interpretive Inquiry
Patient Education
Nursing
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Carson, Glenda A
Supervisor and department
Conroy, Sherrill (Nursing)
Examining committee member and department
Chesla, Catherine (Nursing)
Cameron, Brenda (Nursing)
Duggleby, Wendy (Nursing)
Barton, Sylvia (Nursing)
Shanahan, Marie-Claire (Education)
Department
Faculty of Nursing
Specialization

Date accepted
2012-04-02T10:01:34Z
Graduation date
2012-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
The patient teaching relationship is entwined within the dialogue between nurse and patient. Using interpretive phenomenology, consistent with the philosophy of Martin Heidegger, this research study explores the meaning of the relationships that develop for patients with nurses during their learning experiences about gestational diabetes mellitus. It affords a better understanding of how patients engage with the Other in their mutual relationships and what influences their Being-in-the-World. The learning relationship occurs in the context of community, which, for this study is the acute care nursing units and ambulatory clinics that provide prenatal care for women experiencing gestational diabetes. Understanding, for this exploratory study, rests within the insight gained into the everyday experience of patient education, within the relational pedagogical space where patient and nurse connect as learner and teacher. A hermeneutical spiral of interpretation was used to identify four major themes: (1) Attuning to a New World Of Being: What is Happening to Me?; (2) Towards A Connectedness With The Other: Attuning To Possibilities; (3) Becoming We: Needing Creates Something Special and (4) Meeting Expectations And Reconciling Differences. The findings of this study have implications for patient education, nursing practice and education, health policy and research.
Language
English
DOI
doi:10.7939/R31039
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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