A phenomenological study of living on the edge - A co-created teaching-learning journey dissertation

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University of New Brunswick


The purpose of this study was to describe living on the edge for nursing student participants engaged in the teaching-learning journey. The human becoming paradigm provided the philosophical stance that informed the methodology and provided the discipline-specific context for the process. Giorgi’s (1985, 2009) descriptive phenomenological method was used to describe the lived experience of living on the edge in teaching-learning. The central findings or general structural description of living on the edge in teaching-learning for these nursing student participants emerged as: acquiescing to ambiguity in the paradoxical rhythms of moving moment-to-moment coming to know something of value; dignifying the journey by vigilantly exploring unknowns of the everchanging; risking venturing forth with quieting-disquieting regard amid diverse alliances in anticipation of cherished endeavors; persevering with novel experiences amid potentiating-restricting opportunities in realizing cherished endeavors; venerating words, wisdom, and images of others in considering-composing cherished choosings; and discovering anew cherished priorities as possibilities emerge. These research findings enhance the existing but limited knowledge of nursing students’ lived experiences and offer new insights into these experiences. These research findings describe the lived experience of living on the edge in teaching-learning to which may facilitate the refinement of teaching-learning practices and strategies.