REMOTE PHENOMENOLOGICAL INTERVIEW AS A POTENTIAL APPROACH FOR METHODOLOGICAL PRACTICE IN NURSING RESEARCHABSTRACT
Objective: to understand the potential and methodological rigor of remote phenomenological interviews as a data collection strategy in nursing research.
Method: this is a qualitative study using a phenomenological-hermeneutic approach. Individual online interviews were conducted with 27 nursing faculty members from Brazil’s five regions between November 2022 and May 2023. Analysis was based on the hermeneutic circle, focusing on the pre-understanding stage.
Results: the phenomenological-hermeneutic analysis revealed two units of meaning: approaching the nurse-educator and the phenomenological encounter with the nurse-educator. This process involved the interviewer’s intentional preparation, strategies for establishing an authentic bond in the virtual space, openness to sensitive listening, and maintenance of methodological rigor to unveil the phenomenon.
Conclusion: remote phenomenological interviewing proved to be a viable and rigorous methodological option for qualitative nursing research, while upholding the foundations of hermeneutic phenomenology. The virtual format sustained openness to the phenomenon, facilitated the unveiling of meanings, and maintained interpretive depth, while expanding geographic reach and logistical feasibility, even beyond pandemic-related contexts.
DESCRIPTORS:
Nursing Education Research; Nursing Faculty; Nursing Process; Nursing Education; Interview as Topic; Qualitative Research
RESUMO
Objetivo: compreender sobre as potencialidades e o rigor metodológico para a entrevista fenomenológica realizada de modo remoto como estratégia de coleta de dados para as pesquisas em enfermagem.
Método: estudo qualitativo de abordagem fenomenológica-hermenêutica. Foram realizadas entrevistas individuais on-line com 27 docentes de enfermagem das cinco regiões do Brasil entre novembro de 2022 e maio de 2023. A análise fundamentou-se no círculo hermenêutico, com enfoque sobre a etapa de pré-compreensão.
Resultados: após a análise fenomenológica-hermenêutica emergiram duas unidades de significação: aproximação ao ser-enfermeiro-docente e encontro fenomenológico com o ser-enfermeiro-docente. Compreendido pelo movimento intencional de preparo do entrevistador, estratégias para criação de vínculo autêntico no espaço virtual, abertura para uma escuta sensível e manutenção do rigor metodológico para o desvelamento do fenômeno.
Conclusão: a entrevista fenomenológica remota revelou-se uma possibilidade metodológica viável e rigorosa para a pesquisa qualitativa em enfermagem, preservando os fundamentos da fenomenologia hermenêutica. A modalidade virtual mostrou-se capaz de sustentar a abertura ao fenômeno, favorecer o desvelamento de sentidos e manter a profundidade interpretativa, ampliando o alcance geográfico e viabilidade logística, inclusive em contextos não restritos a situações pandêmicas.
DESCRITORES:
Pesquisa em Educação de Enfermagem; Docentes de enfermagem; Processo de Enfermagem; Educação em Enfermagem; Entrevista como Assunto; Pesquisa qualitativa
RESUMEN
Objetivo: comprender el potencial y el rigor metodológico de las entrevistas fenomenológicas realizadas a distancia como estrategia de recolección de datos para la investigación en enfermería.
Método: estudio cualitativo con enfoque fenomenológico-hermenéutico. Se realizaron entrevistas individuales en línea a 27 profesores de enfermería de las cinco regiones de Brasil entre noviembre de 2022 y mayo de 2023. El análisis se basó en el círculo hermenéutico, centrándose en la etapa de precomprensión.
Resultados: luego del análisis fenomenológico-hermenéutico, emergieron dos unidades de significado: el acercamiento al ser enfermero-docente y el encuentro fenomenológico con el ser enfermero-docente. Entendido por el movimiento intencional de preparación del entrevistador, estrategias para crear un vínculo auténtico en el espacio virtual, apertura a la escucha sensible y mantenimiento del rigor metodológico para develar el fenómeno.
Conclusión: la entrevista fenomenológica a distancia demostró ser una posibilidad metodológica viable y rigurosa para la investigación cualitativa en enfermería, preservando los fundamentos de la fenomenología hermenéutica. La modalidad virtual demostró ser capaz de sostener la apertura al fenómeno, favoreciendo el desvelamiento de significados y manteniendo la profundidad interpretativa, ampliando el alcance geográfico y la viabilidad logística, incluso en contextos no restringidos a situaciones de pandemia.
DESCRIPTORES:
Investigación en Educación en Enfermería; profesores de enfermeira; Proceso de Enfermería; Educación en Enfermería; Entrevista como Sujeto; Investigación cualitativa
INTRODUCTION
The phenomenological interview is not merely defined as a tool for generating an informational report through questions and answers, but as a way to unveil the essence of a phenomenon by reaching the core of lived experiences. This type of interview is increasingly valued in nursing research, a field which acknowledges and legitimizes the complexity and diversity of human beings, as it contributes to better understanding the perspective of those experiencing the phenomenon1.
The interview process is an essential component of qualitative research which enables understanding the reality of a studied phenomenon from the viewpoint of one or more participants2. However, in late 2019, with the situation fully unfolding by 2020, humanity was confronted with the emergence of COVID-19 cases caused by the SARS-CoV-2 virus, popularly known as the coronavirus3. The progression of the pandemic necessitated reconfiguring various settings, including the research landscape.
Health restrictions and the requirement for physical distancing created new challenges for conducting qualitative research, specifically phenomenological-hermeneutic studies, in which presence and dialogic interaction are understood as constitutive elements of the interview situation4. Faced with this reality, the adoption of virtual platforms emerged as an alternative for maintaining closeness to the phenomenon and ensuring continuity of investigations5. This experience prompted reflections on the possibility of sustaining the existential openness required for a phenomenological encounter within a remote environment, while also preserving methodological rigor and interpretive depth.
The relevance of this discussion in Nursing is particularly pronounced, given that a rigorous understanding of complex phenomena spanning education, clinical practice, and care management requires methodologies capable of grasping the lived experience in its entirety. The pandemic context brought new perspectives to the debate on education and technology, not only regarding feasibility but also focusing on the methodological aspects of operationalizing pedagogical activities, and this shift extended to research as well, driving the search for different strategies6-7.
In this regard, the use of interviews mediated by a virtual environment emerged as a growing strategy driven by the prevailing health situation. This modality proved to be an excellent option for conducting phenomenological interviews, as it did not present significant differences regarding the nature, character, or results compared to face-to-face interviews5,8.
Within the context of nursing education research drawing on the theoretical-methodological framework of Martin Heidegger9, a scientific interest arose in understanding the phenomenon of the “nurse-educator” while teaching in a remote environment. This new perspective consequently prompted the question: how could the phenomenological interview contribute to exploring the phenomenon of the nurse-educator in a remote setting?
These inquiries guided the data collection process for a doctoral thesis in nursing, with interviews conducted and mediated via a virtual environment. Although the study focused on teaching the Nursing Process (NP), the central issue lies in analyzing the potential and limitations of remote phenomenological interviews aiming to strengthen data collection methods that respect the foundations of hermeneutic phenomenology.
Thus, the study aimed to understand the potential and methodological rigor of remote phenomenological interviews as a data collection strategy in nursing research.
METHOD
This is a phenomenological study based on the theoretical-methodological framework of Martin Heidegger9, and it followed the criteria established by the Consolidated Criteria for Reporting Qualitative Research (COREQ)10.
The study participants were nurse-educators affiliated with Higher Education Institutions (HEIs) who taught courses related to Nursing Education (NP) and possessed at least six months of teaching experience, a period deemed sufficient for them to have experienced, reflected upon, and critically internalized the prevailing educational context both before and during the pandemic. Faculty members on leave, vacation, or otherwise absent from their duties for institutional reasons at the time of data collection were excluded.
Participants were recruited in three stages: (i) first, information regarding HEIs in Brazil offering in-person Nursing programs was initially cataloged using the e-MEC platform (linked to the Ministry of Education), recording the institution’s name, email address, and program coordinator contact details; (ii) next, electronic contact was established with program coordinators employing a snowball sampling technique wherein the coordinators themselves recommended faculty members from their respective programs who met the inclusion criteria; (iii) the recommended faculty members subsequently received an email invitation containing an introductory letter, a digital Informed Consent Form (ICF), and an introductory video in which the researcher introduced herself, explained the study objectives, and assured data confidentiality and anonymity.
The research team had an established presence in the educational field, which facilitated initial access in certain regions, although there was no hierarchical or subordinate relationship between the parties involved in the interview process.
Data collection was conducted via individual, synchronous phenomenological interviews between November 2022 and May 2023, using the Google Meet® platform. Each session was recorded (audio and video) and lasted an average of 95 minutes. Although the participants’ physical environments were not controlled, they were asked to be alone in a private space. The interviews were scheduled according to the participants’ availability, and all recordings were formally authorized. No third parties were observed or reported during the study, ensuring the confidentiality and privacy of the interactions.
A total of 152 nursing faculty members were identified through snowball sampling. Of these, 32 responded to the electronic invitation expressing interest in participating, and 27 actually confirmed their participation following their digital signing of the Informed Consent Form.
The phenomenological interview was guided by the following question: “What meanings do you attribute to the teaching and learning experiences regarding the Nursing Process encountered during remote instruction amidst the pandemic?” Formulated as an open-ended question, it sought to encourage participants to spontaneously recall their personal and professional experiences, thereby enabling recovery of the events and the meanings ascribed to that period. The interview process prioritized creating a dialogic space grounded in authentic listening, the suspension of assumptions, and existential openness, as these conditions are essential for the phenomenological encounter and unveiling of the phenomenon under investigation.
The study’s analysis was based on the hermeneutic circle11, which relies on a continuous interpretive movement comprising pre-understanding, understanding, and interpretation. Pre-understanding represents the being’s openness to the search for meaning; understanding corresponds to approaching the phenomenon and recognizing initial meanings; and interpretation (grounded in Heideggerian ontology) reveals the phenomenon in its singularity. This study specifically focused on the pre-understanding stage.
The interviews were transcribed manually in this phase without the use of automated software to ensure the analysis sensitively and interpretively approached the narrative. Although the transcripts were not validated by the participants themselves, they underwent exhaustive, repeated readings by the research team to ensure fidelity of the narrated content and to familiarize the team with the participants’ statements.
General and specific notes were subsequently made on each transcript to document exploratory coding and to identify emerging themes, convergences, and divergences. The objective was to reach a consensus, enable a clearer and more immediate understanding of the statements, and facilitate unveiling of the phenomenon through the expression of language as the “abode of Being”1,9,11. From a Heideggerian perspective, language plays a crucial role, serving as the guiding thread of the hermeneutic experience12.
The authors exclusively used the DALL·E application (OpenAI) to generate the illustrations during the preparation of this article. The artificial intelligence tool was not used for data production, analysis, or interpretation, nor for drafting the manuscript or formulating the conclusions. The authors reviewed and fully approved the content of the images and assume full responsibility for the scientific content of the publication.
Finally, each participant was identified by the letter “n” followed by a number corresponding to the sequence in which the interviews were conducted (n1, n2... n27) to ensure anonymity and data organization. All requirements of Resolution No. 466/2012 of the National Health Council were met, and the study was approved by the Ethics Committee of the Federal University of Santa Catarina.
RESULTS
A total of 27 nursing faculty members participated in the study, 24 women and three men, aged 35 to 60. Twenty were affiliated with private institutions and seven with public ones. All were teaching courses related to the Nursing Process during the pandemic, and had between one and 30 years of teaching experience. The group included representatives from all five regions of Brazil (South = 10; North = 7; Northeast = 4; Southeast = 4; Center-West = 2), allowing for understanding diverse institutional, cultural, and regional realities, an approach which aligns with the objective of comprehending the lived phenomenon in its plurality. In turn, two units of meaning emerged regarding this experience: approaching the nurse-educator and the phenomenological encounter with the nurse-educator.
Approaching the nurse-educator
The approach to being a nurse-teacher constituted a fundamental step towards creating an authentic dialogical space in which the remote modality could not express a barrier to sensitive listening.
We sought a unique invitation from the first email, accompanied by a cover letter and an explanatory video with the intention of conveying clarity, welcoming and respect for the participants’ time and availability (Figure 1). This moment was designed to make this first contact unique and closer in order to reduce possible barriers to the meeting to be held. All non-face-to-face stages/phases of the study were presented, and a deadline of seven days was given to respond to participation.
Layout of the invitation card and the landing page for the explanatory video sent to interviewees. Florianópolis, SC, Brazil, 2023.
Meetings were scheduled in advance according to the participants’ preferences to ensure the interviews facilitated the unveiling of the phenomena. Prioritizing this practice during data collection enabled the researchers to adapt to each interviewee’s specific circumstances. Other options were made available to offer various modes of contact, such as videoconferencing, audio recordings (podcast-style), and videos or testimonials submitted at a later time. However, all participants chose videoconferencing via Google Meet®, a platform already familiar to most. This phase demonstrated that the researcher’s intention to establish an authentic connection and a safe environment even at a distance was sufficient to foster the existential openness required for a phenomenological encounter.
Phenomenological encounter with the nurse-educator
The interviewer adopted intentional practices aimed at creating conditions suited to the phenomenological-hermeneutic method to ensure the virtual meeting fostered an understanding of Dasein (the being of human existence) as being-in-the-world.
Preparation encompassed physical, mental, and spiritual dimensions. The physical aim was to be well-rested and nourished, ensuring full attention and presence while listening, and maintaining an openness to grasping the lived experience of the teaching role. Some interviews took place in the morning, and this preparation aided concentration and readiness for the sessions.
To this end, advance planning was required to schedule meetings with intervals between them, allowing for rest periods that preserved the capacity for undistracted listening. Google Calendar served as a useful tool in this regard, not only facilitating scheduling, but also organizational strategy.
The interviewer sought to suspend any prejudgments or external influences before each meeting which might compromise attention and listening. This preparation included moments of meditation and concentration aimed at acknowledging personal limitations and aligning with the study’s objectives, thereby creating conditions to enhance dialogue and facilitate unveiling the phenomenon.
This stance proved essential, particularly given that the interviews touched upon a period marked by painful memories of the COVID-19 pandemic. The interviewer’s personal experiences and opinions regarding this context were intentionally set aside to maintain focus on the participants’ narratives and avoid interfering with the interpretation of the phenomenon being presented.
Sensitivity emerged as a central methodological attitude for conducting the phenomenological encounter, allowing the researcher to adapt to the specific circumstances and unforeseen events in each participant’s routine. An open communication line was maintained throughout the process, enabling schedule adjustments whenever necessary. This intentional openness sought to respect the interviewee’s time and circumstances, fostering an authentic and genuine narrative flow that enhanced the grasp of emerging meanings.
Recognizing that the interview aimed to understand lived experience, efforts were made to ensure a pleasant, welcoming, and tranquil environment. Virtual meetings also created opportunities for the phenomenon to reveal itself within a unique time and space. To do so, care was taken to ensure a noise-free setting and a clear, uncluttered background for the interviewer free of additional illustrations or text to prevent distractions and foster an atmosphere of welcoming and trust conducive to personal openness.
The researcher prepared for the virtual setting in advance by selecting the platform to be used and ensuring mastery of its features, thereby preventing interruptions which could compromise the flow of dialogue and the continuity of ideas. The virtual room was opened a few minutes ahead of the scheduled time before each interview to conduct audio, video, and connection tests utilizing two separate devices to ensure the quality of data capture and storage.
The participant was welcomed upon entering the virtual room with a formal introduction by the researcher, and any questions regarding the meeting procedures were addressed. This initial phase served as a crucial relational space, fostering mutual understanding and an atmosphere of trust, which allowed subsequent stages to proceed with greater engagement and openness toward the phenomenon under investigation.
The nurse-educator was introduced to the topic at the start of each interview through an image of a butterfly (Figure 2), symbolizing the transformation process they had undergone. Using this visual metaphor, the participant was invited to draw connections between the image and the changes experienced in teaching the Nursing Process during the pandemic, thereby facilitating narrative openness and evoke meanings associated with the experience.
Representation of the nurse-educator. Created using the DALL-E app (OpenAI). Florianópolis, SC, Brazil, 2023.
To me, this image is linked to a transformation process, one that doesn’t unfold in a straight line. We experience ups and downs, as the line itself suggests; at the same time, there are dashed segments that create spaces, or what I’d even call the “voids” of this transformation process, which are also necessary for a perfect journey (n2).
To me, the butterfly signifies transformation. I think it holds a very specific symbolism... regarding transformation and change. The butterfly really embodies that; moving from one state and evolving into another... I believe that’s what we faced with the changes brought about by the pandemic (n5).
It signifies an itinerary, a trajectory, a quest... The butterfly inherently carries the meaning of transformation, doesn’t it? We are constantly realigning ourselves, reproducing... so... I think that’s it! Reproduction, transformation... freedom (n21).
To me, it’s a butterfly in flight... opening up new paths and new possibilities. It’s innovating, seeking something new. It reminds me a bit of our work and what we experienced during the pandemic, a time that brought a transformation in teaching and learning. A time when we had to reinvent ourselves, so to speak, and seek out new knowledge! Things that, until then, hadn't been part of our daily lives as teachers, right? We ended up transforming and discovering a new possibility... a new way of teaching and learning. So, this butterfly also reminds me of transformation (n27).
The interview began to unfold using this guiding thread, and the central question served as a springboard for a pleasant, information-rich conversation on the topic. The focus was placed on the use of language as the true means of accessing “Being”, allowing the interviewee to speak about themselves and let their being come into language. It explored how language as a tool employed by the individual can lead one to discover their own essence.
Against this backdrop, each nurse-educator was invited to speak about their lived experiences during the pandemic. This approach fostered an openness among the interviewees, making them more comfortable revisiting their memories, meaning their existential facticities.
It was possible to observe each educator’s facial expressions during the interviews. All participants were cooperative in keeping their cameras on throughout the interview. This observation facilitated perceiving various forms of non-verbal communication, such as expressions, emotions, silences, pauses, gazes, tears, laughter, gestures, and other human reactions that constitute the act of revealing oneself, thereby aiding understanding of the lived experience.
Look, it wasn’t easy at all... for a lot of people, it wasn’t easy. We were all in the same boat (she gets emotional and starts to cry). I still have some lingering tears, things I still need to work through... I haven’t managed to address that aspect yet. I still need to revisit it... I went to therapy, but I still need to take better care of the emotional scars that remained... it was a really difficult time (n1).
Those were hard times; I found myself sick just as I was starting a new job. So many new things for me. I thought it was going to be a better year, working more in the classroom and in the office... I had done all the groundwork and made the necessary changes for that. Then the pandemic hit and shut everything down. There were days when I would cry (starts speaking with a shaky voice)... I would turn to my faith and ask God, “Why is all this happening?” And then I’d cry again... just talking about it makes me teary-eyed (n14).
You know... thinking back to that time, it’s impossible not to talk about the professional and personal aspects... working from home (deep sigh), which was one of the biggest impacts on my life. Working remotely caused me a lot of anxiety. Not having to commute to my workplace, combined with the fear of the disease; well, it really affected my personal life. I gained 15 kg, so the impact was huge (n23).
The interviews were lengthy and extremely enriching for the research objectives. The interviewees reported feeling comfortable and secure in expressing any feelings, thoughts, and experiences regarding the subject of study, which certainly contributed to our understanding of the true meaning of teaching the Nursing Process during the pandemic.
We are “transformative” beings. The biggest invitation given to us is “don’t stop”, we can’t stop. We have to do like the butterfly, look ahead...move forward! What this image made me think was that I need to move forward and thus be able to make important changes for us, teachers. So, that’s it, a little beyond what I said, the butterfly knows its direction, it follows the horizon. So, we go..., but it’s no use just going, but it’s not without suffering, but we go! (n2).
I'm going to take a trip and remember the butterfly from the beginning of the interview... Before she started this path, she was a caterpillar, right? And then she needed to transform into a butterfly […] And from the moment she transforms and gains wings, she can reach greater distances faster. And I see this with everything we learned in this remote teaching (n26).
So, as long as I feel this incompleteness, how I feel (points finger at self), I know I’m on the right path. And one day I’ll think I have nothing left to learn, and then I’ll really wonder if I have to stop, right? But until then, then, in this sense, I see the metamorphosis in me as a teacher (n27).
The need for a follow-up meeting or additional information was discussed with the participant at the end of each interview to ensure that all aspects relevant to the topic were addressed. This practice contributed to the study’s credibility and adherence to the scientific rigor required in qualitative research.
Conducting interviews virtually proved to be a methodologically sound strategy for collecting phenomenological data. Although the interviews took place when health restrictions had already eased, the use of technology served as an effective means to facilitate the phenomenological encounter, reduce costs, and optimize fieldwork time by eliminating the need for travel and enabling inclusion of participants from different regions. This experience highlights the potential of remote interviewing not merely as an emergency solution, but as a concrete and promising option for future nursing research.
DISCUSSION
The phenomenological interview stands out among the strategies for grasping the phenomenon used in phenomenological research; it seeks to access the human lived experience through a process of understanding13. It is conceived as a unique encounter between the researcher and each participant, providing a means of access to the “being”14 and fostering deep, meaningful interaction, thereby allowing the researcher to explore each individual’s unique experiences and perspectives11.
The results demonstrated the potential and methodological rigor of remote phenomenological interviews in nursing research, highlighting that this modality preserves interpretive depth and existential openness when conducted with intentionality, preparation, and attention to the foundations of hermeneutic phenomenology, even in the absence of a face-to-face meeting. Furthermore, the two revealed units of meaning (approaching the nurse-educator “being” and the phenomenological encounter with the nurse-educator “being”) showed the process’s complementary dimensions, ranging from the initial contact to unveiling the lived experience’s meanings.
It is important to emphasize that the choice of this methodological model was grounded in the study’s focus: enabling understanding of the true meaning of a lived experience through its mode of expression. By focusing on language and constructing an open dialogue, the phenomenological interview allows for insight into a phenomenon that requires understanding. This aligns with the Heideggerian perspective11 that language is the abode of the presence of “being” itself, allowing one to touch the innermost self and open up that presence.
The unit of meaning “approaching the nurse-educator ‘being’” demonstrated that phenomenological rigor begins prior to the interview itself. Careful preparation of the initial contact, the use of personalized resources (such as an invitation and an explanatory video), scheduling flexibility, and the selection of a secure, distraction-free virtual environment were essential elements in creating a space of trust and openness.
This initial care resonates with what Heidegger defines as “pre-understanding”. Previous studies15-17 indicate that the quality of the established bond directly influences the depth of narratives in qualitative interviews, including in virtual settings, provided there is clarity of purpose and reciprocity in the dialogue. Based on this experience, it is emphasized that virtual phenomenological interviews require preparation on the part of both the researcher and the participant; this entails methodological knowledge of phenomenology and technical familiarity with the technology to be used, as a lack of commitment to these aspects can render the encounter unfeasible18.
A relevant aspect emerging in this context is the development of what some authors19-20 term “digital tact”, or the ability to adjust to and recognize subtle communication cues from others within the virtual environment. This involves an interactional sensitivity which develops as we adapt to the specific norms and dynamics of online interaction, enabling interpretation of pauses, variations in tone of voice, facial expressions, and other technology-mediated non-verbal cues.
In the context of this study, attentive observation of the virtual environment combined with prior organization of space and resources proved essential in fostering openness to the teacher’s lived experience. This preparation created the conditions for language to manifest as the “dwelling place of Being”, illuminating meanings which had previously been veiled. Strategies such as ensuring an integrated perception of verbal and non-verbal expressions, suspending judgment, maintaining distance from personal feelings regarding the pandemic context, and promoting genuine dialogue proved effective in creating an environment of engagement and trust, being consistent with evidence reported in other studies21-22.
When conducting a qualitative interview with a phenomenological orientation, adopting a stance of suspension (epoché) is essential to avoid unduly influencing participants’ responses23. This attitude requires mindfulness, the ability to perceive and retain the nuances of what is said, and a readiness to grasp the subtleties of the discourse, ensuring that all significant elements are accurately recorded for an analysis faithful to the lived experience.
Research grounded in Heidegger’s hermeneutic phenomenology is inseparable from philosophical reflection; on the contrary, it is realized through it. In this sense, the starting point is an inquiry into the meaning of being within the situated phenomenon under investigation9. By questioning the phenomenon, the researcher opens the path for investigation and creates the conditions for language to manifest as an authentic expression of lived experience, thereby enabling the unveiling of meanings1.
The aim throughout the interviews was to maintain an access mode to being that was consistent with the principles of hermeneutic phenomenology. The guiding question served as the initial axis for the dialogue, fostering the participant’s openness to revealing their experience. However, it is acknowledged that new questions may naturally emerge along the way; such additions do not constitute deviations, but rather necessary complements to the circular movement of hermeneutic interpretation21.
As the primary research instrument, the interviewer made themselves available to listen to, grasp, and share the existential space of the phenomenon as it unfolded through the participants’ narratives. This encounter grounded in open dialogue enabled feelings and perceptions to emerge while preserving the wholeness of the individual and avoiding their reduction to a mere object of study2.
Another essential element was planning the virtual space aimed at creating conditions conducive to attentive, high-quality listening. This care helped foster a welcoming environment; one that, in some instances, held therapeutic potential, thereby alleviating feelings of anxiety or discomfort which might arise during the interview. This experience reinforces the fact that it is possible to create a space of genuine presence and mutual trust17,24, even in technology-mediated settings.
The phenomenological interview enables understanding human existence and sheds light on the participant’s “living-with”, their unique way of being-in-the-world alongside others. From this perspective, the interviewer’s understanding is guided by the meanings and significance the participant themselves attributes to their experience11,25.
Given that the phenomenological encounter requires deep engagement between interviewer and interviewee, rigorous prior preparation (physical, emotional, and spiritual) is essential for the researcher. Such preparation fosters the empathetic attitude needed to create a space of openness, a fundamental condition for the phenomenon to authentically reveal itself through the lived experience of those willing to narrate it.
Empathy, understood as the capacity to adopt another person’s perspective and perceive their feelings as if they were one’s own, is a central element in developing a phenomenological encounter13. Empathetic listening in particular serves as a fundamental strategy for providing emotional support; an aspect which proved especially relevant in the post-pandemic period. Given the need for acceptance and support in the face of experiences involving vulnerability and violence, this approach helps participants feel acknowledged, understood, and empowered to identify their own strengths.
This understanding aligns with the context that gave rise to the guiding question of this study. Nursing education has undergone significant transformations in recent decades, adopting more humanistic and holistic approaches to replace the strictly clinical teaching model26-27. In the context of the COVID-19 pandemic, nursing faculty were compelled to abruptly shift to remote teaching, as this was the only viable alternative amidst social isolation. This transition posed an even greater challenge for teaching the Nursing Process, as this is traditionally conducted in person and with a strong practical component, requiring methodological adaptations and restructuring of pedagogical strategies6,28. In this scenario, the phenomenological perspective is fundamental to understanding the experiences of these teachers, allowing access to the meanings attributed to living and teaching in such unique conditions.
From this perspective, it is up to the researcher to direct their attention to both the subject who teaches and the subject who learns, recognizing them as protagonists of an educational phenomenon that is revealed in the lived context16. In the phenomenological approach, the center of the investigation must fall on those who directly experienced the phenomenon, as the possibilities for more authentic understanding are found in the narrative of these experiences.
The very nature of the topic stood out among the difficulties reported, which often evoked emotionally difficult memories. Manifestations such as crying, prolonged pauses, facial expressions of fear and apprehension were observed when remembering the events during the interviews. Despite this, there were no interruptions or requests for closure from participants. In addition to emotional issues, there were also unforeseen events inherent to the videoconferencing environment, such as interruptions by family members or co-workers, which, although common, did not compromise the progress of the meetings.
Although many teachers demonstrated familiarity and skill in using digital technologies, there was some initial resistance throughout the interviews to carrying out the phenomenological interview in a remote format. However, this apprehension was gradually overcome thanks to the careful organization and rapprochement process, which favored establishing a bond between researcher and participant, enabling successful conduct of qualitative data collection.
As a limitation, this study recognizes the initial resistance of some participants to virtual interviews, as well as the emotional burden associated with remembering a period marked by intense transformations in professional and personal life.
Even so, the results obtained reinforce that remote phenomenological interviews, when supported by clear methodological principles and reception strategies, can be configured as a legitimate and powerful resource for data production in qualitative research. It is expected that this study will contribute to strengthening phenomenological research in nursing and to advance investigations focused on education in the area, expanding understanding of the multiple scenarios and experiences of being a nurse-teacher, with its challenges and opportunities, from the perspective of the phenomenon experienced.
FINAL CONSIDERATIONS
The experience of conducting remote phenomenological interviews with nursing faculty not only proved feasible but also timely for unveiling meanings regarding the phenomenon under investigation. Mediated by technology, the encounter preserved the essence of listening and the interpretive rigor of hermeneutic phenomenology, allowing language to emerge as the abode of Being and illuminating lived experiences which may have otherwise remained veiled amidst pandemic-induced isolation.
In the field of nursing education, and particularly in teaching the Nursing Process, this methodological strategy proved capable of embracing and interpreting the lived experience of the nurse-educator in both its singularity and plurality, thereby broadening understanding of their way of being-in-the-educational-world. While overcoming geographical and logistical barriers, the remote format demonstrated the potential to create a space of presence and openness, fostering a circular movement between pre-understanding, understanding, and interpretation.
Thus, the remote phenomenological interview does not merely establish itself as a contingent resource, but additionally as an authentic possibility for qualitative nursing research, offering pathways for inquiries that seek to grasp, with rigor and sensitivity, the complexity of human existence within the context of teaching and learning nursing.
ACKNOWLEDGMENT
To the LITES/CNPq group - Interdisciplinary Laboratory of Educational Technologies in Health.
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