Application of the 'Vancouver School of doing Phenomenology' research framework

Context and Background: Phenomenology as a research methodology is a popular choice in nursing research and has been used extensively over the years. There are various phenomenological research approaches but it is can be... [ view full abstract ]

Context and Background:
Phenomenology as a research methodology is a popular choice in nursing research and has been used extensively over the years. There are various phenomenological research approaches but it is can be difficult to know which to choose and apply correctly. Informed decision making by the researcher as to the most appropriate choice for the study’s aims and purposes is crucial. The use of ‘the Vancouver School of doing phenomenology’ in nursing research has gained popularity over the last decade particularly in Nordic countries but less so in other regions. Therefore in order to contribute to nursing research knowledge, it is timely to explore the underlining philosophy and research framework of this approach.

Aim:
To discuss the application of the “Vancouver School of doing phenomenology” within nursing research.

Research methodology:
The underlining philosophy of ‘the Vancouver school of doing phenomenology’ is interpretive phenomenology and blends description, interpretation, explication and construction. The methodological framework comprises 12 specific steps for the research process and speaks to sampling methods (typically purposive); data collection; data analysis including verification with the initial development of individual case constructions and a final meta-synthesis of all of these; rigour and ethical issues.

Key findings:
Application of the framework is illustrated by way of examples from published research. These reflect the humanistic nature of this methodology whereby participants are respected as experts regarding their own experiences and as such are identified as co-researchers within the research process. The essence or meaning of the participants’ experience is explicated by the researcher through various stages of interpretation, clarification and verification. The benefits and challenges of applying this framework are outlined.

Conclusions:
Informed decision making is important when deciding and planning research projects. This paper illustrates the use of the ‘Vancouver school of doing phenomenology’ with nursing research.