Table 3 Hermeneutic features of included studies
From: Exploring the intersection of hermeneutics and implementation: a scoping review
Article | Darbyshire (1994) [44] | Greenhalgh and Shaw (2017) [45] | Hughes et al. (2020) [46] | Larsson and Blomqvist (2015) [47] | Thirsk et al. (2014) [48] | Xiao et. al (2018) [49] |
|---|---|---|---|---|---|---|
Why a hermeneutic approach is proposed | Developing an interpretive nursing humanities course | Making sense of diverse literature | Making sense of heterogeneous literature, with terms used to mean different things | Examining assumptions in clinical practice | Examining assumptions in clinical practice | Examining cross cultural communication practices |
Dialogue | Discursive space of teaching and learning | Dialogue between different kinds of evidence | Dialogue to make sense of different perspectives and contexts and to bring forth challenges of harmonizing conceptual models and practical application strategies | Group process over time using dialogue to articulate and shift clinician understandings of pain | Dialogue as research tool—participant interviews, literature, theory | Dialogue as topic of study and research tool |
Expanding understanding | Participants found a new way to understand their experiences of nursing through an exploration of art and literature | “Multivocal”, multi-paradigm approach to reviewing the evidence | A more holistic understanding of a complex phenomenon that is inseparable from context | Participants arrived at better understanding of patient and colleague perspectives | Nurses improved their understanding of patients' lives and contexts | Granular understanding of individualized communication strategies |
Context | Post graduate nursing education in Scotland—a course exploring connections between art, literature and the practice of nursing | A broad exploration of the use of telehealth in heart failure care | A broad exploration of integrated care strategies and concepts especially in high income countries, with aging populations. | Acute care (in-patient) rehabilitation unit in Sweden, relieving patient’s pain was identified as a major challenge | Acute care nephrology units in Canada | Long-term care homes in Australia with cultural diversity among residents and staff |
Temporality | Time for reflective learning | Living with chronic disease | Growing need for greater alignment of health and social care | Series of group discussions | Living with chronic disease | Development and maintenance of therapeutic relationships |
Interpretation | Use of interpretive discussion in teaching; interpretation of course evaluations | Five tensions identified through interpretation of diverse sources in relation to each other | Four main perspectives identified through interpretation of story lines across papers | Participants re-interpreted assumptions through group process | Interpretation of interview data using framework of attribution theory | Interpretation of practitioner behaviour in institutional context using Giddens’ structuration theory |
Outcomes | Positive evaluations of reflective, discursive classroom | Highlighted significance of patients’ actual situation in relation to using evidence | Highlighted limitations of conceptual models, the complexity of integrated care and its inseparability from context | Dialogue and reflection were the primary methods used to initiate change | Insight into nurses’ negative perceptions of patients enabled improved patient-centred care | Consideration of context, including social structures and norms |