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This article describes, exemplifies and discusses the use of the philosophical hermeneutic interview and its distinguishing characteristics. Excerpts of interviews from a philosophical hermeneutic study are used to show how this particular phenomenological tradition is applied to research inquiry. The purpose of the article is to lay out the foundational background for philosophical hermeneutics in a way that clarifies its unique approach to interviewing and its usefulness for advancing health care knowledge. Implications for health care research and practice are addressed.

This analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related. Poor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities. A concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention. A community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim. Students expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation. A community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential. •An experiential bus tour provided a stark recognition of poverty for some but a daily reality for others.•Teaching about health disparities requires attention to cultural challenges as well as cultural wealth.•Implicit bias is a common risk in educational design that can be mitigated.•Reflective and experiential educational practices like bus tours, should lead to actionable community intervention strategies.

Multigenerational workplaces bring a varied range of talents but present distinct challenges for employers. Generational differences can lead to lack of understanding, compromised communication, and decreased productivity. We examine the problem of generational differences through the lenses of two complementary generational theories. Generational differences are explored from the perspectives of age, social placement, the impacts of major societal changes, and each generation's placement relative to the others. We conclude by presenting suggestions for employers based on these theoretical considerations. First, employers must familiarize themselves with their employees and workplace. Second, mentoring and reverse mentoring can promote effective intergenerational communication.

The identification of alcohol related problems in primary care settings is a significant concern. Despite substantial literature about alcohol abuse and dependency, barriers to identifying alcohol dependency have not been identified. The literature indicates that dependent drinkers may be missed by screening tools that rely on self report. Women are noted to be members of a group particularly susceptible to missed diagnoses. This study was undertaken to explore common assessment practices of advanced practice nurses (APNs) in primary care settings regarding alcohol dependency in women. Transcribed texts of in-depth interviews with 23 APNs were analyzed using Heideggerian hermeneutic research methods. The findings reveal and explicate two patterns that evolved along with the study and emerged from an overarching idea of Becoming Aware: (1) Recognizing Alcohol in Everyday Life and (2) Attending to HER Story. In the first pattern, the interviews reveal ways nurses approach and think about alcohol dependency in women. The hesitancy to diagnose alcohol dependency and the difficulties in naming and discussing alcohol problems are explicated. In the second theme, the interviews reveal practices of listening and responding to women's unique stories, practices that are dynamic, inter-related and complex. These experiences reveal the many actions, taken or avoided, that can enhance or inhibit communication about alcohol use in nurse/patient interactions. How nurses engage these challenging issues illuminates new ways of thinking about missed diagnoses. Opportunities for practice, education, politics, and research are suggested. Findings from this study inform education and practice by raising new questions and suggesting possibilities regarding the nature and process of alcohol dependency assessment.