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Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning

Ajjawi, Rola and Higgs, Joy 2007, Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning, Qualitative report, vol. 12, no. 4, pp. 612-638.

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Title Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning
Author(s) Ajjawi, RolaORCID iD for Ajjawi, Rola orcid.org/0000-0003-0651-3870
Higgs, Joy
Journal name Qualitative report
Volume number 12
Issue number 4
Start page 612
End page 638
Total pages 26
Publisher Nova University & Northern Illinois University
Place of publication Fort Lauderdale, Flo.
Publication date 2007-12
ISSN 1052-0147
Keyword(s) Hermeneutic Phenomenology
Clinical Reasoning
Designing Research
Professional Practice
Education Research
Summary 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.
Language eng
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, Nova University & Northern Illinois University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081266

Document type: Journal Article
Collections: Open Access Collection
Office of the Deputy Vice-Chancellor (Education)
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.