Phenomenological research is a method with strong philosophical origins, which can sometimes be challenging for novice investigators. However, developing an appreciation of these philosophical origins can enhance and strengthen the research design. A fundamental challenge is to understand the range of philosophical and empirical approaches to situate one's own research. Such phenomenological approaches are often characterised and differentiated by the degree to which it is accepted that an investigator can achieve objective descriptions of, or interpret, lived experience. This article explains these issues, relating the philosophy to the research practicalities.

This review raises a number of questions that are being addressed by the NHS England Language Matters Group, which has developed a set of recommendations to support the use of appropriate language in clinical encounters.

BackgroundIn the United Kingdom, pre-registration nurse education relies on workplace mentors to support and assess practice learning. Despite research to clarify expectations and develop support structures, mentors nevertheless report being overwhelmed by the responsibility of mentoring alongside their clinical work. Understanding of their lived experience appears limited. ObjectivesThe aim of the study was to achieve a deeper understanding of the lived experience of mentoring, searching for insights into how mentors can be better prepared and supported. DesignThe mentor lifeworld was explored utilizing a hermeneutic phenomenological methodology drawing on Heidegger. Settings and ParticipantsTwelve mentors, who worked in a range of clinical settings in England were recruited via purposive and snowball sampling. MethodParticipants described their experiences of mentoring through in-depth interviews and event diaries which included 'rich pictures'. Analysis involved the application of four lifeworld existentials proposed by van Manen -temporality, spatiality, corporeality and relationality. 2 FindingsThe essence of being a mentor was 'the educational use of self'. Temporality featured in the past self and moving with daily/work rhythms. Spatiality evoked issues of proximity and accountability and the inner and outer spaces of patients' bodies. Mentor corporeality revealed using the body for teaching, and mentors revealed their relationality in providing a 'good educational experience' and sustaining their 'educational selves'. Conclusions'The educational use of self' offers insight into the lived experience of mentors, and exposes the potentially hidden elements of mentoring experience, which can inform mentor preparation and support.

Given the expanding diversity of nursing roles, this methodology offers a route for improving our understanding of the implications for the nurses occupying particular roles.

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