The Phenomenological–Hermeneutic Approach in Educational Research: An Application to the Study of Research Culture in Nursing

Abstract

This article analyzes the relevance of the phenomenological-hermeneutic approach for studying research culture in nursing education. Its philosophical framework and methodological procedures are examined, discussing its applicability for capturing the lived experience of novice researchers. The analysis reveals that this perspective provides a powerful framework for understanding subjective and emotional dimensions of the research training process, adding depth to a phenomenon traditionally approached from quantitative perspectives. It concludes by highlighting its value for informing mentorship and accompaniment designs in graduate studies