APRIL 2001, VOL 73,NO 4
RESEARCH CORNER
Understanding life experiences
through a phenomenological
approach to research
ualitative research examines
life experiences (ie, the lived
experience) in an effort to
understand and give them
meaning. This usually is done by
systematically collecting and ana-
lyzing narrative materials using
methods that ensure credibility of
both the data and the results.
Phenomenology is one of many
types of qualitative research that
examines the lived experiences of
humans.’ Phenomenological
researchers hope to gain under-
standing of the essential “truths”
(ie, essences) of the lived experi-
ence. Examples of phenomeno-
logical research include exploring
the lived experiences of women
undergoing breast biopsy or the
lived experiences of family mem-
bers waiting for a loved one
undergoing major surgery.
The term phenomenology
often is used without a clear
understanding of its meaning.
Phenomenology has been
described as a philosophy,
methodology, and method.’
Furthering confusion, the term
phenomenology has been used
interchangeably with the term
hermeneutics (ie, analyses of the
written word).’ This column will
provide a brief overview of phe-
nomenological philosophy,
methodology, and method.
PHENOMENOLOGICAL
PHILOSOPHY
Phenomenologists believe that
knowledge and understanding are
embedded in our everyday world.
In other words, they do not
believe knowledge can be quanti-
fied or reduced to numbers or
statistics? Phenomonologists
believe that truth and understand-
ing of life can emerge from peo-
ple’s life experiences. Although
phenomenologists share this
belief, they have developed more
than one approach to gain under-
standing of human knowledge.
Before the seventeenth centu-
ry, religion or nature often pro-
vided the basis for man’s under-
standing of the world. Rene
Descartes, however, articulated a
split between man’s mental being
and his physical being. This
viewpoint served as an impetus to
link all knowledge to the realm of
science. Scientists of that time
heralded the scientific method,
objectivity, and a fixed, orderly
reality as the sole approach to
knowledge discovery. Many early
philosophers, however, found the
scientific method too reductionis-
tic, objective, and mechanistic;
therefore, they advanced phenom-
enology as a preferred method to
discover the meaning of life
experiences.’
The father of phenomenology
frequently is cited as Edmund
Husser1.6 Husserl was a German
philosopher as well as a mathe-
matician.’ The works of Husserl,
as well as those of Martin
Heidegger, are cited in many
nursing studies as the framework
for the research approach and
methodsx Even though both
philosophers are considered phe-
nomenologists, their approaches
to research and understanding
830
AORN JOURNAL
life experiences differ.
PHENOMENOLOGlCAL
METHOD01OGY
Methodology links a particular
philosophy to the appropriate
research methods and bridges
philosophical notions to practical
and applicable research strategies.
Husserl, for example, purported
that essences serve as the ultimate
structure of consciousness? He
contended that bracketing (ie, set-
ting aside preconceived notions)
enables one to objectively
describe the phenomena under
study. Mathematics influenced
Husserl’s thinking, and thus, he
sought a logical method to gain
understanding of the experience
of human consciousness.
If I, for example, wanted to
understand childhood, Husserl’s
approach would assume I would
bracket everything I know about
being the mother of two children.
According to Husserl, bracketing
would enable me to identify the
essences of childhood free of my
prior experiences of being a child
or mothering two children.
Bracketing assumes people can
separate their personal knowl-
edge from their life experiences.‘O
Husserl ’s junior colleague,
Martin Heidegger, reconceived
many phenomenological perspec-
tives. Heidegger offered an alter-
nate worldview from Husserl’s
beliefs regarding bracketing.” He
believed that as human beings,
our meanings are codeveloped
through the experience of being
born human, our collective life
 APRIL 2001, VOL 73, NO 4

experiences, our background, and
the world in which we live.12
Heidegger acknowledged that
gender, culture, history, and relat-
ed life experiences prohibit an
objective viewpoint yet enable
people to experience shared prac-
tices and common meanings. He
did not believe it was possible to
bracket our assumptions of the
world, but rather that through
authentic reflection, we might
become aware of many of our
assumptions. Heideggerian phe-
nomenology can be defined as a
way to interpret experiences of
shared meanings and practices
embedded in specific context^.'^
PHENOMENOLOGICAL METHOD
Many methods have been used
in phenomenological research.I4
Frequently, inductive or qualita-
tive methods involve transcribing
material (usually interview tran-
scripts), coding data into themes,
and drawing conclusions regard-
ing the phenomena based on
these themes.’’ It is incumbent
upon researchers to seek methods
that fit with the philosophy and
methodology of their research
question and to chose methods
congruent with the research topic
and assumptions.
As qualitative researchers,
phenomenologists must follow
an organized approach to
answering their research ques-
tion. First, the researcher must
develop the question. Next, he or
she must devise a sampling plan
to ensure the appropriate sub-
jects are available and willing to
answer questions. Information or
data can be obtained by observa-
tions, interviews, or written
descriptions. Data then are ana-
lyzed using a process of coding
and categorizing the information.
Finally, the findings are con-
firmed by others to ensure the
credibility of the conclusions.
PHENOMENOLOGICAL
RESEARCH: AN EAAMPLE
One example of phenomeno-
logical research in perioperative
nursing is examining the lived
experiences of women who have
undergone a breast biopsy.
Perhaps you have noticed that
patients undergoing this proce-
dure experience many similar
feelings, thoughts, and worries.
You question what is the experi-
ence and meaning of undergoing
a breast biopsy. Data collection
would consist of interviewing
patients who have undergone the
procedure as3 consented to be
interviewed. Interviews would be
taped for transcription and analy-
sis. Interview questions would
explore patients’ experiences and
probe into their thoughts, feel-
ings, concerns, and worries
before and after surgery. Patients’
narratives would provide helpful
perspectives related to this experi-
ence and rich detail about their
feelings and thoughts. After the
tapes had been transcribed, they
would be analyzed to identify
prevailing themes by coding and
categorizing the essential mean-
ings of patients’ responses. One
or more methods would be used
to ensure the credibility of the
findings. Direct quotes from
patients would further enhance
the credibility of the findings and
conclusions.
CONCLUSION
The concept of research often
can be intimidating when one
examines qualitative methods,
such as phenomenology. The jar-
gon of various philosophies may
be overwhelming. In reviewing
any research study, first try to
distinguish whether the study is
quantitative, qualitative, or inclu-
sive of both methods. If it is
qualitative, review the specific
philosophical underpinnings. If
the underlying philosophy is
phenomenology, ask if the
researcher used bracketing as
part of the method. Ask yourself
whether a researcher truly can
bracket life experiences.
Research reports based on quali-
tative approaches often are easier
to read than many quantitative
studies. Try reading a qualitative
research study that interests you
and see if participants’ narratives
reflect your own personal and
professional experiences. You
may find that your understanding
is consistent with the phenome-
nological findings and broadened
by another’s description of simi-
lar experiences.
MICHELLE M. BYRNE
RN, MS, PHD, CNOR
NURSINGRESEARCH
COMMITTEE

NOTES hermeneutical analvsis of the lived exmriences of stu-

1. P Benner, From Novice to Expert: Excellence and
Power in Clinical Nursing Practice (Menlo Park, Calif:
Addison-Wesley Publishing Co, 1984) 8, 16; M Byrne,
“From Lay Person to Novice Nurse” (Master’s thesis,
University of Wisconsin-Madison, 1986) 25-27; N L
Diekelmann, “Learning-as-testing: A Heideggerian
dents and teachers in nursing,” Advances in Nursing
Science 14 (March 1992) 72-83; N L Diekelmann,
“Behavioral pedagogy: A Heideggerian hermeneutical
analysis of the lived experiences of students and teachers
in baccalaureate nursing education,” Journal of Nursing
Education 32 (June 1993) 245-250 V W Leonard, “A

831
AORN JOURNAL
 APRIL 2001, VOL 73, NO 4
Heideggerianphenomenologic perspective on the concept
of the person,” Advances in Nursing Science 11 (July
1989) 40-55;M F Maloney, “A Heideggerian hermeneu-
tical analysis of older women’s stories of being strong,”
IMAGE: The Journal of Nursing Scholarship 27
(Summer 1995) 104-109, C B Parker, P Minick, C C
Kee, “Clinical decision-makingprocesses in periopera-
tive nursing,” AORN Journal 70 (July 1999)45-62; M L
Rather, “Nursing as a way of thinking-Heideggerian
hermeneutical analysis of the lived experience of the
returning RN,” Research in Nursing and Health 15
(February 1999)47-56.
2. C Hallett, “Understandingthe phenomenological
approach to research,” Nurse Researcher 3 (December
1995) 55-65.
3. T Koch, “Interpretive approaches in nursing
research: The influence of Husserl and Heidegger,”
Journal of Advanced Nursing 21 (May 1995) 827-836.
4. A J Walters, “The phenomenologicalmovement:
Implications for nursing research,” Journal of Advanced
Nursing 22 (October 1995) 791-799 J Paley,
“Misinterpretivephenomenology: Heidegger, ontology,
and nursing research,” Journal of Advanced Nursing 27
(April 1998) 817-824.
5. H Spiegelberg,K Schuhmann, The Phenom-
enological Movement: A Historical Introduction, third ed
(Huage: Martinus Nijhoff Publishers, 1982) 69-421.
6. M A Jasper, “Issues in phenomenology for
researchers of nursing,” Journal of Advanced Nursing 19
(February 1994) 309-314.
7. Spiegelberg,Schuhmann, The Phenomenological
Movement: A Historical Introduction, third ed, 69-421.
8. Benner, From Novice to Expert: Excellence and
Power in Clinical Nursing Practice, 8, 16; Byme, “From
Lay Person to Novice Nurse,’’ 25-27; Diekelmann,
“Learning-as-testing: A Heideggerian hermeneutical analy-
sis of the lived experiences of students and teachers in
nursing,” 72-83; Diekelrnann, “Behavioral pedagogy: A
Heideggerian hermeneutical analysis of the lived experi-
School of Nursing Offers Free Tuition and a Job
The Ohio Valley General Hospital School of
Nursing, Pittsburgh, is giving all incoming nursing
school students free tuition and a job when they
graduate, according to a Jan 10, 2001, news release
from the hospital. The effort is funded via commu-
nity donations to the Josephine Roseta Educational
Fund. Tuition is valued at $16,500.
The effort is in to the nurs-
ing shortage and the hospital’s commitment to
maintaining high-quality medical staff members.
According to the release, the hospital’s president
832
AORN JOURNAL
ences of students and teachers in baccalaureate nursing
education,” 245-250 Leonard, “A Heideggerian phenome-
nologic perspective on the concept of the person,” 40-55; A
Omery, “Phenomenology: A method for nursing research,”
Advances in Nursing Science 5 (January 1983) 49-63;
Rather “Nursing as a way of thinking-Heideggerian
hermeneutical analysis of the lived experience of the
returning RN,” 47-56.
9. Hallett, “Understanding the phenomenological
approach to research,” 55-65.
10. Paley, “Misinterpretivephenomenology:
Heidegger,ontology, and nursing research,” 817-824.
11. Spiegelberg, Schuhmann, The Phenomenological
Movement: A Historical Introduction, third ed, 69-421.
12. Ibid.
13. Benner, From Novice to Expert: Excellence and
Power in Clinical Nursing Practice, 8, 16; P Benner, J
Wrubel, The Primacy of Caring: Stress and Coping in
Health and Illness (Menlo Park, Calif: Addison-Wesley
Publishing Co, 1989) 27-50.
14. N L Diekelmann, D Allen, C A Tanner, The NLN
Criteriafor Appraisal of Baccalaureate Programs: A
Critical Hermeneutic Analysis (New York National
League for Nursing, 1989) 11-31; Hallett, “Understanding
the phenomenological approach to research,” 55-65;
Omery, “Phenomenology: A method for nursing
research,” 49-63; Byme, “From Lay Person to Novice
Nurse,” 25-27; Diekelmann, “Learning-as-testing: A
Heideggerian hermeneutical analysis of the lived experi-
ences of students and teachers in nursing,” 72-83;
Diekelmann, “Behavioralpedagogy: A Heideggerian
hermeneutical analysis of the lived experiences of stu-
dents and teachers in baccalaureatenursing education,”
245-250; Benner, From Novice to Expert: Excellence and
Power in Clinical Nursing Practice, 8, 16; Benner,
Wrubel, The Primacy of Caring: Stress and Coping in
Health and Illness, 27-50.
15. Jasper, ‘‘Issues in phenomenology for researchers
of nursing,’’ 309-314.
believes nursing students must be committed to
rigorous training and education and that the hospi-
tal must compete for the best students. For more
information regarding free tuition, call the school
of nursing at (412) 777-6204.
A Community‘s Generosity Allows Nursing School to Offer
Free Tuition to Attract Best and Brightest; Applications Now
Being Accepted (news release, Kennedy Townshjp, Pa:
Piltsburgh’s Ohio Vdley General Hospital, Jan 10, 200 I )
1-2, http:/~.newsdesk.com(accessed 15 Jan 200 I ) .