What is given in observation? A basic tenet of empirical science is that reliable knowledge results from observation, with natural perception and with refined instruments, which is repeatable and verifiable by impartial observers in standard conditions. An observer's observation, in the first-person singular, is then equivalent and interchangeable with those of others. But what is really observed and given in such observation? There is a task here for phenomenology: to discern just what is given and how. What does a particular scientific discipline determine to count as an observation? In what language is the observation to be recorded? What counts as evidence? What counts as a description or an argument? What theories are implicated in the observational statements? Next, the phenomenologist asks, "What is given in experience? What is the phenomenological account?"
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This Multiperspectival Interpretative Phenomenological Analysis (MIPA) delves into the nuanced experiences of 20 special education teachers across severe, mild to moderate, and early childhood backgrounds collaborating with Board Certified Behavior Analysts (BCBAs) in school settings. While identifying facilitators and barriers to this collaboration, the study sheds light on factors that contribute to a breakdown in rapport between teachers and BCBAs. Notable challenges include perceived condescension, feelings of blame for intervention shortcomings, and receiving recommendations deemed non-feasible or impractical.
View Article and Find Full Text PDFPLoS One
January 2025
Department of Pediatrics and Child Health Nursing, School of Health Sciences, College of Medicine and Health Sciences, Bahir Dar University, Bahir Dar, Ethiopia.
Background: Adolescents who have the human immunodeficiency virus face difficulties in their lives not just from the physical consequences of the illness but also from social stigma and discrimination. The quantitative side of this issue was the focus of earlier Ethiopian research. However, there hasn't been any prior research done extensively in Ethiopia on the real-life experiences of teenagers infected with HIV.
View Article and Find Full Text PDFPrehosp Emerg Care
January 2025
Department of Emergency Medicine, University of Iowa Carver College of Medicine, Iowa City, Iowa.
Objectives: Emergency medical services (EMS) clinicians express dissatisfaction with the quality and quantity of clinical feedback received from hospitals, which is exacerbated by the absence of standardized feedback processes. A reported lack of regular feedback impedes their ability to learn and improve care. We evaluated a newly implemented feedback tool's utilization and perceived impact on EMS clinicians and our health system.
View Article and Find Full Text PDFAlzheimers Dement
December 2024
College of Medicine, University of Ibadan, Ibadan, Nigeria.
Background: Limited knowledge exists about the cultural approaches to managing the psychological and behavioral outcomes (PBO) of Alzheimer's Disease and Alzheimer's Disease-Related Dementia (AD/ADRD) in Africa. Specifically, to develop a culture-sensitive training framework for AD/ADRD caregivers, we explored AD/ADRD caregivers' cultural embeddedness in managing people living with AD/ADRD (PLWAD/ADRD) in Ibadan, Nigeria.
Method: Using hermeneutic phenomenological qualitative research design, we interviewed 23 caregivers providing care to PLWAD/ADRD in Ibadan, a Yoruba-speaking ethnic group of Nigeria.
Alzheimers Dement
December 2024
University of Hull, Hull, United Kingdom.
Background: Dementia rarely travels alone. People with dementia (PwD) often have multiple other physical diagnoses (multimorbidity) and experience poor quality, fragmented care. Over two thirds of carers of PwD are spouses, over half of which are 85 years old or above.
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