Continuing Education
Institute for Heideggerian Hermeneutical Methodologies
June 19-23, 2008
Location: Indiana University School of Nursing,
1111 Middle Drive,
Indianapolis, IN
Contact hours: 20.8 contact hours will be awarded upon successfully completing the requirements of the institute, attending all sessions, and completing an evaluation. The Indiana University School of Nursing Office of Lifelong Learning is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission of Accreditation.
This institute provides a forum for the exploration of hermeneutic phenomenology in the context of research and scholarship in healthcare and the human sciences.
Participants receive an introduction to, and beginning experience in, designing hermeneutic studies, conducting hermeneutic interviews, analyzing data and reporting themes and patterns amidst a community of learners.
Participants from all disciplines are welcome and encouraged to attend.
By completing the institute, participants will learn:
- A philosophy of science, with emphasis on the rise of interpretive phenomenology.
- How the traditions of critical social theory, feminist scholarship, and postmodern scholarship inform hermeneutical scholarship.
- How to design and conduct hermeneutic research.
- How to collect data via hermeneutic interviewing.
- How to analyze, interpret, and report data.
- How to assess scholarship in hermeneutical research.
Featured Speaker
Pamela M. Ironside, PhD, RN, FAAN is an Associate Professor and the Director of the Center for Research in Nursing Education at Indiana University. She teaches a variety of nursing education courses in both classroom and on-line formats. Her current research uses multiple methods to explicate a) the approaches nursing teachers use when enacting the interpretive pedagogies in their classrooms and clinical courses, b) the experiences of students in courses in which the interpretive pedagogies are enacted c) the influence the use of interpretive pedagogies has on students’ thinking and perceptions of the learning environment in schools of nursing and d) the influence of multiple-patient simulation experiences on students’ clinical judgment, safety competency and tolerance for ambiguity. Her research substantively contributes to evidence-based approaches nursing education and to faculty development in order to increase pedagogical literacy in nursing faculty.
Dr. Ironside is a Fellow in the American Academy of Nursing and a faculty member for the Quality and Safety Education for Nurses project funded by the Robert Wood Johnson Foundation. She is co-editor of the prestigious book series, Interpretive Studies in Healthcare and Human Sciences and was the editor for Volume IV of this series: Beyond Method: Philosophical Conversations in Healthcare Research and Scholarship. Her work is widely published in journals such as Journal of Qualitative Health Research, Journal of Nursing Education, Journal of Advanced Nursing, Nursing Education Perspectives and Advances in Nursing Science. She has presented numerous papers, seminars and workshops nationally and internationally on research in nursing education, pedagogical development and using new pedagogies in classroom and clinical settings.
